The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1907-04-07
Fiction and Education.

Having considered library education
with some reference to fiction, 1t is
4 still necessary more at length to go
over tho relation OF fiction to cduca-
ton. Thrce-fourths OF the reading in
BUR libraries liz fiction, and probably
an even greater proportion holds
4 throughout the reading public. The
old uueStion. SO much discussed,
whether the reading or fiction is bene-
fetal or the contrary, is still pressing
for an answer.
Almost any definition Of fiction that
can be given has a very sinister mean
ing Webster says 1t is Il fciGins or
Imagining; fabricatlon; falsehood.
He says a novelis efictitious nurra
tive" So q novel Is "a story that Is
not true, but fclgns tho truth. that is
false and imaginary. but fabricated to
resemble reality, that must inten-
tionalIy deceive and lead the mind
astray. [ Is hard to call nan -
story-teller in such tone OF voice
as not to give reasonable cause OF
offensc. a good story teller finds a
reputation as such, makes 1t hard for
him to maintain a reputation for brain
power
1t Will clarity our ideas of fiction IL
we consider the matter al related to
the three departments OF education
separately:
l. To the requirement Of knowledge.
q 10 the formation OF habits
g.. To the development OF the intel
lcctual force.
Probably 1t VIII not be necessary to
argue at length that novels are
neither necessary nor appropriate
means OF the requirement of knowl-
edge. Fact and fancy are too much
mixed to make novels Il safe guide
TO wisdom. Tho proportion of fact is
too small to make 1t worth while to
winnow 1t out OF the ctlan with which
It Is mixed
Historical novels arc possibly the
greatest denominations of all, falsifying
history, which is the teacher OF the
- duties of citizenship and stntecraft
The fiction in "Rollins's Ancient His
tory" iInbided at thirteen years Of
y age. spoiled my knowledge Of ancient
history for many years, and cost much
effort to finally eradicate. 1t Is the
worst OF all lying to Inisstate the facts
of history, either in pretended history
or open fiction. #
The same objection holds good
against the attempt to give knowl-
edge of moral. social and political
questions through the novel OF pur-
pose. Few minds have sufficient critl-
cal balance to properly separate the
niXed motives necessary to u success
the aid OF novel or novellsts 1t IS
not seldom that tho vices Of the villain
receive more attention and admira tion
than the virtues of the heroine. Teach
ing moral lesson in the courses OF
the narration OF false incidents Is the
refuge of minds to olazy or too feeble
to write straight ethics; and the re.
suit Is a mixture OF good and evil that
cannot do much for the advancement,
OF moral knowledge or moral uctivi.
ties.
Character novels are but sublimatet
gossip. which is beneath the contemp
Of any healthy mind. Compared Will
biography, they can not be said tt
afford any real knowledge OF human
nature.
In connection with habit-forming
we have to consider fiction reading:
]. As a habit itself.
2, AS tending to other habits.
1t is one OF the problems Of cduca
tion that reading habit is so ap
to hecome a habit of reading novel
to the exclusion Of all other reading
The understanding habit is a specin
habit that cannot be treated as
general reading habit. Which can b
turned at will to serious reading. TIL
novel reader can npvcr become a rea
student. The habit can be broker
easier IMAM IT can be changed. Whl
the novel reader stops reading novel
he stops reading books altogethe,
Bad habits that are somewhat lik
n good ones are the worst OF all habit.
The novel-rcadlng habit Away
tends to such excess MS to form habit
OF idleness. both physical and intel
lectual.
On principle, ana from Observable,
It seems that the novel-rcading habj
leads to habits Of mind correspon din
with the characteristics Of fiction
qcltleness and falschood.
AS to the Intellectual force, novel
pander frankly to those who wi
road nothing else, and appeal directl
to the weakness OF tho intellect.
They weaken the mind, and es
pecially the memory, through mas
OF verblago and incident which al
false and unread The solid part I
novels. the historical truth, the loo,
illusions, and tho moral teaching is
Of the intellect 1t is not even mil
Tor babies, 1t Is no better than disl
MI water for hogs.
In reading q novel tho mind ALLOW
Itself to be temporarily deceived L
20 the reality Of Its narration. I'll
mind proceeds under an Illusion. Thu
sliusfon Is not altogether temporar
me mind lnconsci ously retains son
OF the Impressions without really pas
ING Judgment on their truth, or desi
ability. Ono thus allows himself To
Taught by indirection, by subterfue
ny illusion, thus weakening the crit
telect. 'f,' - ~
~ Above all novels weaken the mi,
!n inc dlrectlon Of accuracy. thoroug
q "a. "a Tx q ETA.
M naars tha =, The Kind You HaV0 Always RIM