SUPPLEMENTARY READINGS

WITH SOME TOPICS FOR DISCUSSION AND FOR COMPOSITION

(Note.—The selections named below are as a rule short; and, since they are contained in standard works of modern prose, they are accessible in the average library. Page numbers in parentheses refer to the present volume.)

I. THE PERSONAL LIFE

(a) William Hazlitt, On Personal Character, in "The Plain Speaker": How the main thesis differs from that in Emerson's Self-Reliance (page 1). (b) Walter Pater, Diaphaneité, in "Miscellaneous Studies": The substance of the ideal personality here delineated, and how it differs from the type suggested by Emerson. (c) Matthew Arnold, Doing as One Likes, or Hebraism and Hellenism, in "Culture and Anarchy": The main principles of personal endeavor suggested in either of these essays. (d) Plutarch, Marcus Cato, in "Lives," Vol. II of Clough's translation: 1. Cato's Self-Reliance. 2. Cato's type of character in American public life. (e) Walter Scott, fragment of Autobiography, in Lockhart's "Life of Scott:" A comparison of Scott's early training with Ruskin's. See also the early chapters of (f) Trevelyan's "Life of Macaulay" and (g) Froude's "Life of Carlyle." (h) Charles Darwin, Autobiography, in "Life and Letters:" 1. The change which came over Darwin's attitude toward literature. 2. The contrast between Darwin's type of mind and Lamb's as revealed in Old China (page 40) and Pater's essay (page 437).

II. EDUCATION

(a) R.W. Emerson, The American Scholar, in "Nature, Addresses, Lectures:" The main points in the view here given of education. 2. Certain considerations, somewhat neglected by Emerson, but developed by Newman (page 52). (b) Woodrow Wilson, The Training of Intellect (an address to the Phi Beta Kappa Society of Yale University): How far your own course of study is fulfilling the requirements here set forth, (c) William Hazlitt, On Application to Study, in "The Plain Speaker:" 1. Hazlitt's view of the study of composition. 2. How the principles of application which he advocates may be applied to some other study in which you are interested. (d) T.H. Huxley, Science and Culture, in "Science and Education:" 1. How far the principles here set forth bear out Huxley's definition of education (page 47). 2. The main point at issue between Huxley and Arnold (Arnold's essay, page 75, is a reply to Huxley), and your own view of the matter drawn from your own experience. (e) J.S. Mill, Inaugural Address at St. Andrew's, in "Dissertations," Vol. IV: Mill's main contentions as to the exact purpose and value of the study of language and literature in universities. (f) H.D. Thoreau, Reading, in "Walden:" The author's views in regard to reading not done in connection with school work. (g) A.G. Balfour, Pleasures of Reading, in "Essays and Addresses" (written as a reply to Harrison's claims, page 97): The main points at issue between Harrison and Balfour, and your own view of the matter. (h) John Lubbock, The Choice of Books, in "The Pleasures of Life:" Whether this essay goes to support Harrison's or Balfour's view, and how. (i) Woodrow Wilson, essays in "Mere Literature." (j) John Ruskin, Sesame and Lilies. (k) Consult several biographies of great men—for example, Morley's Gladstone, Froude's Carlyle, Darwin's Life, Huxley's Life—and make a comparative study of their early reading.

III. RECREATION AND TRAVELS

(a) George Santayana, on Work and Play, sections 3 and following, in "The Sense of Beauty," Part I: 1. The distinction between working and playing. 2. The relation between the sense of beauty and the sense of pleasure. (b) William Hazlitt, On Living to One's Self, in "Table Talk:" 1. The general method of enjoying life, which is developed here and illustrated further in On Going a Journey (page 116). (c) R.L. Stevenson, Walking Tours, in "Virginibus Puerisque;" and Roads, in "Essays of Travel:" 1. The several ways in which these essays reflect Hazlitt's views; the points which are peculiar to Stevenson. 2. How far your own methods of securing outdoor enjoyment are in accord with Hazlitt's and Stevenson's. (d) W.H. Hudson, Idle Days, in "Idle Days in Patagonia:" What the author's so-called idleness consisted in. (e) Francis Parkman, Hunting Indians, in "The Oregon Trail:" The mental experiences of the writer himself in the course of the exploit he describes.

IV. SOCIAL LIFE AND MANNERS

(a) R.W. Emerson, Culture, in "The Conduct of Life:" The relation which the central thought bears to that of Behavior (page 154). (b) Matthew Arnold, Sweetness and Light, in "Culture and Anarchy:" 1. The chief motives and characteristics of culture. 2. The relation between culture and bodily vigor. 3. The "Social Idea." 4. A comparison of Emerson's and Arnold's attitude toward culture. (c) R.W. Emerson, Manners, in "Essays, Second Series." How Emerson's view of the relation between manners and fashion supplements Spencer's contention (page 172). (d) Henri Bergson, the first part of Chapter I in "Laughter:" The function of laughter in social life. (g) William Hazlitt, On the Spirit of Obligations, in "The Plain Dealer:" The relation between good sense and good nature. (f) R.L. Stevenson, The Truth of Intercourse, in "Virginibus Puerisque:" The complex meaning of truthfulness in social life. (g) W.M. Thackeray, George II, in "The Four Georges:" The chief characteristics of Georgian society.

V. PUBLIC AFFAIRS

(a) Plato, The Apology, in the "Dialogues," translated by Jowett, and by others: 1. The part played by Socrates in the public life of Athens. 2. What function Socrates could fulfil in American public life. (b) J.S. Mill, Civilization, in "Dissertations and Discussions," Vol. I: The ill effects of civilization, and how they may be overcome. (c) Henry George, The Persistence of Poverty amid Advancing Wealth, in Book V of "Progress and Poverty:" George's exposition of the problem tested by your own experience. (d) J.S. Mill, Of the Dangers to which Representative Government is Liable, in "Considerations on Representative Government:" The extent to which Mill's contentions apply to the United States. (e) Josiah Royce, Some American Problems, in "The Philosophy of Loyalty:" 1. The general solution proposed. 2. How this solution might be applied to some public or college problem you know of.

VI. SCIENCE

(a) Herbert Spencer, The Genesis of Science, in "Illustrations of Universal Progress:" The essential nature of science. (b) T.H. Huxley, The Method of Scientific Investigation, in "Man's Place in Nature:" The relation between scientific and everyday modes of thinking. (c) John Tyndall, On the nature and function of the sun, in Chapter XIV of "Heat as a Mode of Motion:" The general relation between the facts presented by Tyndall and those presented in The Physical Basis of Life (page 240). (d) A.R. Wallace, Darwinism as Applied to Man, in "Darwinism": A comparison of this piece, in respect to aim and method, with Darwin's Mental Powers of Men and Animals (page 263). (e) Charles Darwin, On the flower of the ladies' slipper, in Chapter VIII of "Fertilization of Orchids by Insects." (f) T.H. Huxley, On the Formation of Coal, in "Discourses Biological."

VII. NATURE

(a) R.W. Emerson, Nature, in "Essays, Second Series:" The effect of nature on the human mind. (b) H.D. Thoreau, Spring, in "Walden:" 1. The formative principle in nature. 2. A comparison of Thoreau's attitude toward nature, as revealed here and in "Walden Pond" (page 306), with that of Emerson. (c) John Burroughs, The Pastoral Bees in "Locusts and Wild Honey:" The communal life of the bees. (d) W.H. Hudson, The Perfume of an Evening Primrose, in "Idle Days in Patagonia:" The association of phenomena of nature with events in one's life. (e) Leslie Stephen, Sunset on Mont Blanc, in "The Playground of Europe:" An analysis of the circumstances which combined to give this sunset its peculiar interest. (f) John Ruskin, descriptions of water, sky, clouds, and foliage in "Modern Painters," Vol. I (look up passages other than those selected for the present volume, page 325): in each case, distinguish the chief beautiful effect which the author wishes to bring out.

VIII. CONDUCT AND INNER LIFE

(a) William James, The Will to Believe, in "The Will to Believe, and other Essays:" The bearing of religious conviction on volition and conduct. (b) Josiah Royce, Loyalty to Loyalty, in "The Philosophy of Loyalty:" 1. The exact meaning of the title. 2. How the main thesis is fundamental for Loyalty and Insight (page 365). (c) R.W. Emerson, The Over-Soul, in "Essays, First Series:" 1. How the conception here developed appears again in other essays of Emerson which you have read. 2. How Emerson's attitude toward spiritual truth differs from that of James; see (a), above. (d) Josiah Royce, What is Vital in Christianity? in "William James and Other Essays:" The central thought as compared with Seeley's (page 351). (e) George Santayana, The Poetry of Christian Dogma, in "Poetry and Religion:" The full significance of the title. (f) J.R. Seeley, Christ's Royalty, in "Ecce Homo:" The significance of the term "King" as applied to Christ. (g) G.L. Dickinson, The Greek View of Religion, in "The Greek View of Life:" 1. How the Greek differs from the Christian view. 2. The most admirable features of the Greek view. (h) Walter Pater, A Study of Dionysus, in "Greek Studies:" What Dionysus was symbolic of. (i) William James, Habit, in "Psychology," Vol. I: The significance of habits, tested by your own experience. (j) W.E.H. Lecky, The Management of Character, in "The Map of Life:" Specific methods by which one may mold one's own character.

IX. LITERATURE AND ART

(a) George Santayana, Art and Happiness, in "The Life of Reason," Vol. IV: 1. What is Art? 2. The position of literature among the arts. 3. What art needs at the present day. (b) Walter Bagehot, On Wordsworth, in "Essay on Wordsworth, Tennyson, and Browning:" The nature of pure art. (c) Matthew Arnold, Wordsworth, in "Essays in Criticism:" A comparison of Arnold's main thesis in regard to Wordsworth with Bagehot's; see (b) above. (d) G.H. Lewes, The Principle of Sincerity, in "The Principles of Success in Literature:" The relation between sincerity and success in literature. (e) Thomas Carlyle, Dante, in "On Heroes and Hero-Worship:" 1. The chief differences between Dante and Shakespeare (see page 423). 2. How the principle of sincerity (see (d) above) is illustrated in the case of Dante. (f) P.B. Shelley, Defence of Poetry: A comparison of Shelley's attitude toward poetry with Bradley's (page 389). (g) G.L. Dickinson, Chapter IV in the "Greek View of Life" (the part preceding the section reprinted in the present volume): How the principles determining the nature of Greek tragedy appear also in the other Greek arts. (h) S.H. Butcher, What we Owe to Greece, in "Some Aspects of Greek Genius:" Ideals we have inherited from the Greeks. (i) A.C. Bradley, The Substance of Shakespearean Tragedy, in "Shakespearean Tragedy:" The conception of the relations between good and evil which appears in Shakespeare's tragedies. (j) Sophocles, Oedipus Rex (translated by Gilbert Murray): A comparison of the theme of this tragedy with the theme of Shakespeare's Richard III, Macbeth, or Lear.