Modern Essays and Stories

Most of the writing done in schools is straightforward narration of events, without much, if any, attempt to show personal reactions on those events—mere diary-like accounts, at best; mechanical descriptions that aim to present exterior appearance without attempting to reveal inner meanings or to show awakened emotions; and stereotyped explanations and arguments drawn, for the most part, from books of reference or from slight observation.

Beyond all this mechanical work lies a field of throbbing personal life, of joyous reactions on all the myriads of interests that lie close at hand, of meditations on the wonders of plant and animal life, of humorous or philosophic comments on human nature, and of all manner of vague dreams and aspirations aroused by

“Such sights as youthful poets dream

On summer eves by haunted stream.”

Without the slightest question, it is the duty of the school, and of the teacher in particular, to lead pupils to appreciate honesty and originality in unapplied, unpragmatic self-expression, and to show pupils how they themselves may gain the very real pleasure of putting down on paper permanent records of their own intimate thinking.

Joseph Addison's The Sir Roger de Coverley Papers and Washington Irving's Sketch Book have for many years made valiant but unsuccessful efforts to fill the places that should be filled by more modern representatives of the essay. Macaulay's Essay on Johnson is a biographical article for an encyclopedia; his essays on Clive and on Hastings are polemics; and Carlyle's Essay on Burns is a critical disquisition. With the exception of The Sir Roger de Coverley Papers, all these so-called essays are of considerable length and are unfitted to serve as the best examples of the essay form;—for the essay, like the lyric, demands brevity: it is, after all, only a quick flash of self-revelation,—not a sustained effort.

Then again, who would wish to learn to write like Addison, like Washington Irving, like Macaulay, or like Carlyle! Those great writers couched their thoughts in the language-fashions of their days, just as they clothed their bodies in the garments of their times. To imitate either their style of expression or their costumes would be to make one's self ridiculous, or to take part in a species of masquerade.

The extremely Latinized vocabulary of 1711, or the resonant periods and marked antitheses of 1850, are as old-fashioned to-day as are the once highly respected periwigs, great-coats and silver shoe buckles of the past.

The thoughts of yesterday are not the thoughts of to-day. There is, in serious reality, such a thing as “an old-fashioned point of view.” With all due reverence for the past, the best teachers of to-day believe that it is just as necessary for students to use present-day methods of expression and to cultivate present-day interests as it is to take advantage of the railroad, the telegraph, the telephone, the automobile, and the thousand other mechanical contrivances that aid life to-day, but which were unknown in 1711 or in 1850.