The Bossier banner. [volume] (Bellevue, Bossier Parish, La.) 1859-1952, 1913-04-10
PROPOSES AND METHODS OF READING.


withstanding the apparentintellectual pow
erty of their surrounding that it is inter-
esting to inquire whether scarcity OF books
is such an evil as it appears to be to those
who are accustomed to have large libraries
at their command. A very little reflection
serves to show that it is not the amountthat
a man reads SO much as the depth OF his
reading that counts toward his intellectual
development. 1t follows that one who is
really studious may gather from few good
books more than another from whole
library. The old analogy between the mind
and the stomach is always suggested when
this subject is considered. Mental dlspep-
STA results from too much reading without
assimilation. One who has his appetite we'll
under control may sit at a table loaded with
the richest viands yet be temperate, eating
ONLY that which he can thoroughly digest.
But he is under serious temptation to do
otherwise, indulging his appetite at the ex-
pense of his health. So also the student may
be surrounded by all the wealth of litera-
ture modern libraries afford and yet with
stand thetemptation to read everythingth that
comes in his way, combining himself to such
books as will improve his mind, and giving
to these close study. But he is tempted at
all times to overindulgence in reading,
which is just as surely injurious to the mind
as overindulgence in eating is injurious to
the stomach. The parallelism goes further.
The poor boy brought up with coarse food,
and no more than enough, sufficiently clad
vet exposed to the weather, becomes
strong, hardy man. The boy with literary
tastes restricted to few good books, read
ing them at some sacrifice and obliged to
study them closely because he has nothing
else to turn to, becomes strong mentally.
He has not merely read the books, he has
assimiiated the thoughts he has found in
them; they have become part of his men,
tality 1t is for this reason that men who
have apparently had few opportunities for
mental culture sometimes surprise the
world by their intellectual power if not by
their learning. The lesson to those who
have many books and many sources OF
study is not hard to find. Literary studies
should be carried on deliberately, not with
the purpose of covering great deal OF
ground, but with the purpose OF making
sure that everything possible is known of
that which has been gone over. A. liberal
education in letters may be obtained from
a study Of the Bible alone. A very few
books by great masters would suffice to
make one familiar with all of the principal
forms of literary expression, provided they
were closely studied. Reading in the ordl-
nary sense, carried on as is customary In
our day, when books are so plentiful, means
mere skimming over the pages to gather
the story that is told or the principal
thoughts that may be expressed in the
essay or review It ends where study
should begin. The poor boy with only half
dozen cherished volumes, who, with that
small library, educated himself, was in
fact forced to adopt the methods OF reading
and study which are now approved by those
who have given most thought to the sub
iect The real student first reads his chosen
book mainly to get its story or thought, and
then having the general subject before
him, rereads it for purposes of study and
research, and he may reread it a dozen
times before he has so fully mastered its
contents that he may be said to have alb.
sorbed it. It may be objected that such g
system of serious study would not permit
the reader to get through tenth part o.
the literature well-read man is supposed
to have perused. That is true to some ex.
tent, but it is better to have read few
good books and mastered them than to have
skinned through many scores of volumes
and gathered from them only hazy mem
Dry of the index lines. Moreover, little
practice in real study makes one profcien
in intelligent reading, so that it is not nee
essary to spend as much time over tn
tenth volume of course as over the frs
to gather all from it that one needs. Th'
multiplication of books and other reading
matter is a real evil to those who canno
command their mental appetites. lttempt
them to discursive and careless reading
that at best can do little more for them thai
furnish them with amusement for the hour
On the other hand, the multiplication o
books brought within the reach of all is
great blessing to those who are disposed t.
make serious study of them and who ca
resist the temptation to sacrifice thorough
ness Of study to the qualification Of thei
curiosity. Where scores had an opportu
nifty to educate themselves by reading
century Or more ago, thousands now hav
this opportunity, and, Notwithstanding tn
added temptations to which the latter ar
subjected, more succeed in reading intelli
gently, so as to promote their menta
growth, than in the days when books wer
scare. But students in and out of schoo
should give serious thought to the purpose
and methods of reading that they may de
rive the highest benefit therefrom. To
many people look upon reading as mean
of amusement. 1t has that use. The move
as a mere story teller serves proper pur
pose, but it should be treated as delicac
following substantial meal, not as tn
meal itself. And when once the habit ha
been established of reading understand
ingly and with serious purpose othe
books than novels will be found to anus
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