the uncopyrighted literature of all other lands, good and bad, especially
bad, which is sold for little more than the cost of the paper it is
printed on, and badly printed at that. But besides this fact, and owing
to a public taste not cultivated or not corrected in the public schools,
their books do not sell in anything like the quantity that the inferior,
mediocre, other home novels sell. Indeed, but for the intervention of the
magazines, few of the best writers of novels and short stories could earn
as much as the day laborer earns. In sixty millions of people, all of
whom are, or have been, in reach of the common school, it must be
confessed that their audience is small.

This relation between the fiction that is, and that which is to be, and
the common school is not fanciful. The lack in the general reading
public, in the novels read by the greater number of people, and in the
common school is the same--the lack of inspiration and ideality. The
common school does not cultivate the literary sense, the general public
lacks literary discrimination, and the stories and tales either produced
by or addressed to those who have little ideality simply respond to the
demand of the times.

It is already evident, both in positive and negative results, both in the
schools and the general public taste, that literature cannot be set aside
in the scheme of education; nay, that it is of the first importance. The
teacher must be able to inspire the pupil; not only to awaken eagerness
to know, but to kindle the imagination. The value of the Hindoo or the
Greek myth, of the Roman story, of the mediaeval legend, of the heroic
epic, of the lyric poem, of the classic biography, of any genuine piece
of literature, ancient or modern, is not in the knowledge of it as we may
know the rules of grammar and arithmetic or the formulas of a science,
but in the enlargement of the mind to a conception of the life and