CHAPTER II

THE INSTRUCTION OF CONSCIENCE

          Instruction by Books.—The instructed conscience knows that Temperance, Chastity, Fortitude, Prudence must rule in the House of Body. But how is the conscience to become instructed? Life brings us many lessons: when we see others do well, conscience approves and learns; when others do ill, conscience condemns. But we want a wider range of knowledge than the life about us affords, and books are our best teachers.
          There is no nice shade of conduct which is not described or exemplified in the vast treasure-house of literature. History and biography are full of instruction in righteousness; but what is properly called literature, that is, poetry, essays, the drama, and novels, is perhaps the most useful for our moral instruction, because the authors bring their insight to bear in a way they would hesitate to employ when writing about actual persons. Autobiographies, again, often lift the veil, for the writer may make free with himself. In the Bible the lives of men and the history of a nation are told without the reticence which authors are apt to use in telling of the offences of the good or the vices of the bad.
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Plutarch, perhaps alone among biographers, writes with comparable candour, if not always with equal justice.

          The Poet and the Essayist are our Teachers.—A child gets moral notions from the fairy-tales he delights in, as do his elders from tale and verse. So nice a critic as Matthew Arnold tells us that poetry is a criticism of life; so it is, both a criticism and an inspiration; and most of us carry in our minds tags of verse which shape our conduct more than we know;—
                    “Wisdom is ofttimes nearer when we stoop
                    Than when we soar.”[1]

                    “The friends thou hast, and their adoption tried,
                    Grapple them to thy soul with hooks of steel.”[2]

          A thousand thoughts that burn come to us on the wings of verse; and, conceive how our lives would be impoverished were we to awake one day and find that the Psalms had disappeared from the world and from the thoughts of men! Proverbs, too, the words of the wise king and the sayings of the common folk, come to us as if they were auguries; while the essayists deal with conduct and give much delicate instruction, which reaches us the more surely through the charm of their style.

          So are the Novelists and the Dramatists.—Perhaps the dramatists and novelists have done the most for our teaching; but not the works of every playwright and novelist are good ‘for example of life and instruction in manners.’ We are safest with those which have lived long enough to become classics; and this, for two reasons. The fact that
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they have not been allowed to die proves it itself that the authors have that to say, and a way of saying it, which the world cannot do without. In the next place, the older novels and plays deal with conduct, and conduct is our chief concern in life. Modern works of the kind deal largely with emotions, a less wholesome subject of contemplation. Having found the book which has a message for us, let us not be guilty of the folly of saying we have read it. We might as well say we have breakfasted, as if breakfasting on one day should last us for every day! The book that helps us deserves many readings, for assimilation comes by slow degrees.
          Literature is full of teaching, by precept and example, concerning the management of our physical nature. I shall offer a lesson here and there by way of sample, but no doubt the reader will think of many better teachings; and that is as it should be; the way such teaching should come to us is, here a little and there a little, incidentally, from books which we read for the interest of the story, the beauty of the poem, or the grace of the writing.

[1] Wordsworth.

[2] Hamlet.