Information, which accomplished so much good, was organized, this
responsibility was felt, and competent hands prepared the popular books
and pamphlets that were cheap in price and widely diffused. Now, it
happens that a hundred thousand people, perhaps a million in some cases,
surrender the right of the all-important selection of the food for their
minds to some unknown and irresponsible person whose business it is to
choose the miscellaneous reading-matter for a particular newspaper. His
or her taste may be good, or it may be immature and vicious; it may be
used simply to create a sensation; and yet the million of readers get
nothing except what this one person chooses they shall read. It is an
astonishing abdication of individual preference. Day after day, Sunday
after Sunday, they read only what this unknown person selects for them.
Instead of going to the library and cultivating their own tastes, and
pursuing some subject that will increase their mental vigor and add to
their permanent stock of thought, they fritter away their time upon a
hash of literature chopped up for them by a person possibly very unfit
even to make good hash. The mere statement of this surrender of one's
judgment of what shall be his intellectual life is alarming.

But the modern newspaper is no doubt a natural evolution in our social
life. As everything has a cause, it would be worth while to inquire
whether the encyclopaedic newspaper is in response to a demand, to a
taste created by our common schools. Or, to put the question in another
form, does the system of education in our common schools give the pupils
a taste for good literature or much power of discrimination? Do they come
out of school with the habit of continuous reading, of reading books, or
only of picking up scraps in the newspapers, as they might snatch a hasty
meal at a lunch-counter? What, in short, do the schools contribute to the
creation of a taste for good literature?