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Title: Southern Literature From 1579-1895

Author: Louise Manly

 
Release date: November 16, 2008 [eBook #27279]
 Most recently updated: December 29, 2024

Language: English

Other information and formats: www.gutenberg.org/ebooks/27279

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*** START OF THE PROJECT GUTENBERG EBOOK SOUTHERN LITERATURE FROM 1579-1895 ***

Transcriber's Note

There is a small amount of Greek in this text, which has been
transliterated. It is surrounded by plus signs +like this+.

Bold text is indicated with tildes ~like this~.

Characters with a macron (straight line) over them are indicated as
[=x], where x is the letter in question. Those with a caron (v shape)
over them are indicated as [vx]. Superscripted text is indicated with
a caret (^) preceding the superscripted letters.

The original text indicated omitted text with varied numbers of spaced
periods; this convention has been retained.

 SOUTHERN LITERATURE

 _From 1579-1895._

 A COMPREHENSIVE REVIEW, WITH COPIOUS EXTRACTS
 AND CRITICISMS

 FOR THE USE OF SCHOOLS AND THE GENERAL READER

 _Containing an Appendix with a Full List of Southern
 Authors_

 BY
 LOUISE MANLY

 ILLUSTRATED

 RICHMOND, VA.
 B. F. JOHNSON PUBLISHING COMPANY
 1900

COPYRIGHT, 1895, BY LOUISE MANLY.

PREFACE.

The primary object of this book is to furnish our children with
material for becoming acquainted with the development of American life
and history as found in Southern writers and their works. It may serve
as a reader supplementary to American history and literature, or it
may be made the ground-work for serious study of Southern life and
letters; and between these extremes there are varying degrees of
usefulness.

To state its origin will best explain its existence. This may
furthermore be of some help to teachers in using the book, though each
teacher will use it as best suits his classes and methods.

The study of History is rising every day in importance. Sir Walter
Raleigh in his "Historie of the World" well said, "It hath triumphed
over time, which besides it nothing but eternity hath triumphed over."
It is the still living word of the vanished ages.

The best way of teaching history has of late years received much
attention. One excellent method is to read, in connection with the
text-book, good works of fiction, dramas, poetry, and historical
novels, bearing upon the different epochs, and also to read the works
of the authors themselves of these different periods. We thus make
history and literature illustrate and beautify each other. The dry
dates become covered with living facts, the past is peopled with real
beings instead of hard names, fiction receives a solid basis for its
airy architecture, and the mind of the pupil is interested and
broadened. Even the difficult subjects of politics and institutions
gradually assume a more pleasing aspect by being associated with
individual human interests, and condescend to simplify themselves
through personal relations.

To illustrate this method, which I have used with great success in
teaching English History:

In connection with the times of the early Britons, read Tennyson's
"Idyls of the King."

At the Norman Conquest, Bulwer's "Harold."

At the reign of Richard I. (Coeur de Lion), Scott's "Ivanhoe" and
"Talisman," Shakspere's "King John."

At the reign of Elizabeth, Scott's "Kenilworth," the non-historical
plays of Shakspere, as he lived at that epoch, Bacon's Essays, and
others.

I mention merely a few. The amount of reading can be increased almost
indefinitely and will depend on the time of the pupil, the plan of the
teacher, and the accessibility of the books. Most of the books
necessary for English History are now published in cheap form and are
within reach of every pupil.

A great deal of reading is very desirable; it is the only way to give
our pupils any broad view of literature and history, and to cultivate
a taste for reading in those destitute of it. It is often the only
opportunity for reading which some pupils will ever have, and it lasts
them a life-time as a pleasure and a benefit.[1]

The reading may be done in the class or out of school hours. It is
well to read as much as practicable in class, and to have some sketch
of the outside reading given in class.

Geography must also go hand in hand with history, a point now well
understood. But its importance can hardly be exaggerated and its
practice is of the utmost value. One _must_ use maps to study and read
intelligently.

In American History pursue a similar course, as for example:

At the period of discovery and early settlement, read Irving's
"Columbus," Simms' "Vasconselos" (De Soto's Expedition), and
"Yemassee," John Smith's Life and Writings, Longfellow's "Hiawatha"
and "Miles Standish," Kennedy's "Rob of the Bowl," Strachey's Works,
Mrs. Preston's "Colonial Ballads," &c.

In Revolutionary times, the Revolutionary novels of Simms and Cooper,
Kennedy's "Horse-Shoe Robinson;" the great statesmen of the day, as
Jefferson, Adams, Patrick Henry, Hamilton, Washington; Cooke's
"Fairfax" in which Washington appears as a youthful surveyor, and
"Virginia Comedians" in which Patrick Henry appears, Thackeray's
"Virginians;" and others.

Each teacher will make his own list as his time and command of books
allow. And each State or section of our great country will devote more
time to its own special history and literature; this is right, for
knowledge like charity begins at home, and gradually widens until it
embraces the circle of the universe.

In collecting material for classes in American History to read in
accordance with this plan, it was found easy to get cheap editions of
Irving, Longfellow, Cooper, and other writers of the northern States,
but almost impossible to get those of the southern, in cheap or even
expensive editions. And the present volume has been prepared to supply
in part this deficiency. To fit it to the plan suggested, the dates of
the writers and the period and character of their works have been
indicated, and some selections from them given for reading,--too
little, it is feared, to be of much service, and yet enough to
stimulate to further interest and study.

The materials have been found so abundant, even so much more abundant
than I suspected when undertaking the work, that it has been a hard
task to make a selection from the rich masses of

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