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 Seventh Edition

Integrating Educational
Technology into Teaching

M. D. Roblyer
Nova Southeastern University

Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

A01_ROBL2799_07_SE_FM.indd 1 11/16/14 12:52 PM

 Vice President and Editorial Director: Jeffery Johnston
Executive Editor & Publisher: Meredith Fossel
Editorial Assistant: Maria Feliberty
Marketing Managers: Christopher Barry and Krista Clark
Senior Content Editor: Maxine Effenson Chuck
Program Manager: Maren Beckman
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Rights and Permissions Research Project Manager: Tania Zamora
Manager, Cover Visual Research & Permissions: Diane Lorenzo
Cover Image Credits: Courtesy of the Author and W. Wiencke
Printer/Binder: Courier Kendallville, Inc.

Photo Credits: Appear on the page with the image. Design credits: Technology Integration in Action
header: Vs148/Shutterstock; Big Ideas icon: Floral_set/Fotolia; Footer watermark: Venimo/Fotolia;
Open Source Options header: Scyther5/Shutterstock; Media callout screen: Rawpixel/Fotolia;
Technology Integration Example image: Ra2 studio/Fotolia; Hot Topic Debate icon: Arcady/Fotolia;
Hot Topic Debate header: Photo Lux/Shutterstock; Adapting for Special Needs icon: Zentilia/Fotolia;
Adapting for Special needs background: Alphaspirit/Shutterstock; Summary watermark: Alexey Boldin/
Shutterstock; Collaborate, Discuss, Reflect header background: Artant/Fotolia

Text Credits: Credits and acknowledgments borrowed from other sources and reproduced, with permis-
sion, in this textbook appear on appropriate page within text.

Copyright © 2016, 2013, 2010, by Pearson Education, Inc. All rights reserved. Manufactured in the
United States of America. This publication is protected by Copyright, and permission should be ob-
tained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or trans-
mission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise.
To obtain permission(s) to use material from this work, please submit a written request to Pearson
Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or
you may fax your request to 201-236-3290.

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trademarks. Where those designations appear in this book, and the publisher was aware of a trademark
claim, the designations have been printed in initial caps or all caps.

Between the time website information is gathered and then published, it is not unusual for some sites
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appreciate notification where these errors occur so that they may be corrected in subsequent editions.

Library of Congress Cataloging-in-Publication Data

Roblyer, M. D.
   Integrating educational technology into teaching / M.D. Roblyer. – Seventh edition.
    pages cm
   Includes bibliographical references and index.
   ISBN 978-0-13-379279-9 – ISBN 0-13-379279-X 1. Educational technology–United
States. 2. Computer-assisted instruction–United States. 3. Curriculum planning–United
States. I. Title.
  LB1028.3.R595 2016
  371.33—dc23
2014043396

10 9 8 7 6 5 4 3 2 1

ISBN-10: 0-13-379279-X
ISBN-13: 978-0-13-379279-9

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 For Bill and Paige Wiencke, whose love is,
as Arthur Clarke said of advanced technology,
indistinguishable from magic.
—MDR

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 About the Author
M. D. Roblyer has been a technology-using professor and contributor to the
field of educational technology for over 30 years and has authored or coauthored
hundreds of books, monographs, articles, columns, and papers on educational
technology research and practice. Her other books for Pearson Education include
Starting Out on the Internet: A Learning Journey for Teachers; Technology Tools for
Teachers: A Microsoft Office Tutorial (with Steven C. Mills); Educational Technol-
ogy in Action: Problem-Based Exercises for Technology Integration; and the most
recent text, Introduction to Instructional Design for Traditional, Online, and Blended
Environments (2015).
She began her exploration of technology’s benefits for teaching in 1971
as a graduate student at one of the country’s first successful instructional
computer training sites, Pennsylvania State University, where she helped write
tutorial literacy lessons in the Coursewriter II authoring language on an IBM
Photo courtesy Paige Wiencke
1500 dedicated instructional mainframe computer. While obtaining a PhD in
instructional systems at Florida State University, she worked on several major
courseware development and training projects with Control Data Corporation’s
PLATO system. In 1981–1982, she designed one of the early microcomputer
software series, Grammar Problems for Practice, in conjunction with the Milliken
Publishing Company.
Currently, Dr. Roblyer is Adjunct Professor of Instructional Technology and
Distance Education (ITDE) at Nova Southeastern University, chairing dissertations
for ITDE doctoral students. She serves on editorial boards of various technology
and research journals and is past-president of two AERA special interest groups.
She is married to fellow FSU PhD William R. Wiencke and is the mother of a
daughter, Paige.

A01_ROBL2799_07_SE_FM.indd 4 11/16/14 12:52 PM

 Brief Contents
Part 1 Introduction and Background on Integrating Technology in Education

1 Educational Technology in Context: The Big Picture 1

2 Theory into Practice: Foundations for Effective Technology Integration 31

Part 2 Technology Tools for 21st Century Teaching

3 Instructional Software for 21st Century Teaching 72

4 Technology Tools for 21st Century Teaching: The Basic Suite 106

5 Technology Tools for 21st Century Teaching: Beyond the Basics 138

Part 3 Linking to Learn: Technology Tools and Strategies

6 Online Tools, Uses, and Web-Based Development 170

7 Introduction to Distance Education: Online and Blended Environments 203

8 Online Models, Courses, and Programs 231

Part 4 Integrating Technology Across the Curriculum

9 Teaching and Learning with Technology in English and Language Arts 258

10 Teaching and Learning with Technology for Foreign and Second

Languages 284

11 Teaching and Learning with Technology in Mathematics and Science 305

12 Teaching and Learning with Technology in Social Studies 333

13 Teaching and Learning with Technology in Music and Art 352

14 Teaching and Learning with Technology in Health and Physical Education 378

15 Teaching and Learning with Technology in Special Education 400

v

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 Contents
Preface xx

Part 1 Introduction and Background on Integrating Technology in Education

1 Educational Technology in Context: The Big Picture 1
Learning Outcomes 1
Technology Integration in Action: Then and Now 2
Introduction: The “Big Picture” on Technology in Education 3
Why We Need the “Big Picture” 3
Perspectives That Define Educational Technology 3
How This Textbook Defines Technology in Education 5
Yesterday’s Educational Technology: How the Past Has Shaped
the Present 6
Era 1: The Pre-Microcomputer Era 7
Era 2: The Microcomputer Era 7
Era 3: The Internet Era 8
Era 4: The Mobile Technologies, Social Media, and Open Access Era 8
What We Have Learned from the Past 9
Today’s Educational Technology Resources: Systems and Applications 10
An Overview of Digital Technology Tools 10
Technology Facilities: Hardware and Configurations for Teaching 10
Types of Software Applications in Schools 12
Today’s Educational Technology Issues: Conditions that Shape Practice 12
Social Issues 12
Educational Issues 15
Cultural and Equity Issues 15
Legal and Ethical Issues 16
Today’s Educational Technology Skills: Standards, Assessments, and Teaching
Competencies 17
The Common Core State Standards (CCSS) 17
ISTE Standards for Teachers, Students, and Administrators 18
The Partnership for 21st Century Skills (P21) for Students and Teachers 18
The ICT Competency Framework for Teachers 18
The Tech-PACK Framework 19
Demonstrating Technology Skills: Portfolio Options and Tech-PACK 20
Today’s Educational Technology Uses: Developing a Sound Rationale 21
What Does Research on Technology in Education Tell Us? 22
A Technology-Use Rationale Based on Problem Solving 22
Tomorrow’s Educational Technology: Emerging Trends in Tools and Applications 25
Trends in Hardware, Software, and System Development 25
Trends in Educational Applications 26

vi

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 Collaborate, Discuss, Reflect 28
Summary 28
Technology Integration Workshop  30

2 Theory into Practice: Foundations for Effective
Technology Integration 31
Learning Outcomes 31
Technology Integration in Action: The Role of Context  32
Overview of Factors in Successful Technology Integration 33
Learning Theory Foundations 33
Technology Integration Planning (TIP) Model 33
Essential Conditions for Effective Technology Integration 33
Overview of Two Perspectives on Technology Integration 34
Two Perspectives on Effective Instruction 34
Where Did the Perspectives Come From? 34
Learning Theory Foundations of Directed Integration Models 36
Behaviorist Theories 37
Information-Processing Theories 37
Cognitive-Behaviorist Theory 38
Systems Approaches: Instructional Design Models 39
Objectivist Theory Foundations for Directed Methods 40
Learning Theory: Foundations of Constructivist Integration Models 41
Social Activism Theory 42
Social Cognitive Theory 42
Scaffolding Theories 43
Child Development Theory 43
Discovery Learning 44
Multiple Intelligences Theory 44
Constructivist Theory Foundations for Inquiry-Based Methods 46
Technology Integration Strategies Based on Directed and Constructivist Theories 48
Future Directions for Merging Directed and Constructivist Approaches 48
Technology Integration Strategies Useful for Either Model 50
Technology Integration Strategies Based on Directed Models 52
Technology Integration Strategies Based on Constructivist Models 53
A Technology Integration Planning (TIP) Model for Teachers 54
Phase 1: Analysis of Learning and Teaching Needs 55
Phase 2: Design of an Integration Framework 58
Phase 3: Post-Instruction Analysis and Revisions 62
When Technology Works Best: Essential Conditions for Technology Integration 64
Essential Condition: A Shared Vision for Technology Integration 65
Essential Condition: Standards and Curriculum Support 65
Essential Condition: Required Policies 65
Essential Condition: Access to Hardware, Software, and Other Resources 66
Essential Condition: Skilled Personnel 67
Essential Condition: Technical Assistance 68
Essential Condition: Appropriate Teaching and Assessment Models 68
Essential Condition: Engaged Community 69

CONTENTS | vii

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 Collaborate, Discuss, Reflect 70
Summary 70
Technology Integration Workshop  71

Part 2 Technology Tools for 21st Century Teaching

3 Instructional Software for 21st Century Teaching 72

Learning Outcomes 72
Technology Integration in Action: Math by Design 73
An Introduction to Instructional Software 75
Basic Information about Instructional Software 75
Teaching Roles for Instructional Software 77
Drill-and-Practice Teaching Functions 79
Selecting Good Drill-and-Practice Software 80
Benefits of Drill and Practice 80
Limitations and Problems Related to Drill and Practice 81
Using Drill and Practice in Teaching 83
Tutorial Teaching Functions 83
Selecting Good Tutorial Software 84
Benefits of Tutorials 84
Limitations and Problems Related to Tutorials 85
Using Tutorials in Teaching 86
Simulation Teaching Functions 87
Simulations That Teach About Something 87
Simulations That Teach How to Do Something 88
Selecting Good Simulation Software 88
Benefits of Simulations 88
Limitations and Problems Related to Simulations 90
How to Use Simulations in Teaching: Integration Strategies
and Guidelines 92
Instructional Game Teaching Functions 92
Selecting Good Instructional Games 93
Benefits of Instructional Games 94
Limitations and Problems Related to Instructional Games 94
Using Instructional Games in Teaching 95
Problem-Solving Teaching Functions 97
Selecting Good Problem-Solving Software 97
Benefits of Problem-Solving Software 97
Limitations and Problems Related to Problem-Solving Software 99
Using Problem-Solving Software in Teaching 100
Personalized Learning Systems 101
Selecting PLSs 101
Benefits of PLSs 102
Limitations and Problems Related to PLSs 102
Collaborate, Discuss, Reflect 103
Summary 103
Technology Integration Workshop  105

viii | CONTENTS

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 Technology Tools for 21st Century Teaching:
4 The Basic Suite 106
Learning Outcomes 106
Technology Integration in Action: Can You Afford
Your Dream Car? 107
Introduction to the Basic Software Tool Suite 109
Why Use Software Tools? 109
Overview of Uses for the “Basic Three” Software Tools 109
Recent Developments in Software Tools 111
Using Word Processing Software in Teaching and Learning 112
The Impact of Word Processing in Education 112
Word Processing in the Classroom: Productivity and Teaching Strategies 117
Teaching Word Processing Skills: Recommended Skills and Activities 118
Using Spreadsheet Software in Teaching and Learning 121
The Impact of Spreadsheets in Education 121
Spreadsheets in the Classroom: Productivity and Teaching Strategies 123
Teaching Spreadsheet Skills: Recommended Skills and Activities 125
Using Presentation Software in Teaching and Learning 125
The Impact of Presentation Software in Education 127
Presentation Software in the Classroom: Productivity and Teaching Strategies 129
Teaching Presentation Software Skills: Recommended Skills and Activities 133
Collaborate, Discuss, Reflect 135
Summary 136
Technology Integration Workshop  137

5 Technology Tools for 21st Century Teaching:

Beyond the Basics 138
Learning Outcomes 138
Technology Integration in Action: Sharing a Passion
for Poetry 139
Introduction to Other Software Support Tools 141
Types of Software Support Tools 141
Recent Developments in Software Support Tools 141
Using Materials Generators 143
Desktop Publishing Software 144
Web Design Software 146
Interactive Whiteboard Activity Software 146
Worksheet and Puzzle Generators 147
Individualized Education Program (IEP) Generators 147
Graphic Document Makers 148
PDF and Forms Makers 148
Using Data Collection and Analysis Tools 149
Database Software 149
Statistical Software Packages 151
Online Survey Tools 151
Student Information Systems 153
Student Response Systems (Clickers) 153

CONTENTS | ix

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 Using Testing and Grading Tools 154
Electronic Gradebooks 155
Test Generators and Rubric Generators 155
Computer-Based Testing Systems 156
Using Graphics Tools 156
Draw/Paint Programs 157
Image Editing Tools 157
Charting and Graphing Tools 158
Clip Art, Photo, Animation, Sound, Video, and Font Collections 158
Word Cloud Generators 159
Using Planning and Organizing Tools 160
Outlining Tools and Concept Mapping Software 160
Lesson Planning Software 161
Scheduling, Calendar, and Time Management Tools 161
Using Research and Reference Tools 162
Online Encyclopedias 162
Digital Atlases and Mapping Tools 162
Digital Dictionaries (Word Atlases) 163
Using Tools to Support Specific Content Areas 163
CAD and 3-D Modeling/Animation Systems 163
Music Editors, Sequencers, and MIDI Tools 164
Reading Tools 164
Microcomputer-Based Labs (Probeware) 165
Calculators, Graphing Calculators and Calculator-Based Labs 165
Geographic Information Systems and Global Positioning Systems 166
Online Foreign Language Dictionaries and Language Translators (Machine Translation) 166
Collaborate, Discuss, Reflect 167
Summary 167
Technology Integration Workshop  168

Part 3 Linking to Learn: Technology Tools and Strategies

6 Online Tools, Uses, and Web-Based Development 170

Learning Outcomes 170
Technology Integration in Action: A Research Paper  171
Digital Citizenship Issues and Needs for the Online
Environment 173
How “Online” Emerged: A Brief History 173
Online Safety and Security Issues 174
Online Ethical and Legal Issues 176
Rules and Guidelines for Online Behavior: Digital Citizenship, Netiquette, and
More 177
Navigation Options 179
Using Uniform Resource Locators (URLs) 179
Four Methods for Navigating the Net 180
Bookmarks, Favorites, and Online Organizers 181
Basic Internet Troubleshooting 181

x | CONTENTS

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 Searching and Storing Options 182
Types of Search Engines 183
Search Tools and Strategies 183
Communications Options 184
Email and Listservs 184
Instant Messaging and Text Messaging 184
Videoconferencing in Online and Blended Environments 185
Social Networking and Collaborating Options 185
Blogs and Microblogs 186
Chatrooms 188
Wikis and Crowdsourcing Sites 188
Video- and Photo-Sharing Communities 189
Social Networking Sites 190
Applying Apps in Education 191
Locating Apps 191
Using Apps in Education 191
Web Page and Website Authoring Skills and Resources 191
Web Development Skills 191
Hypermedia Resources for Web Page and Website Development 192
Web Authoring Tools 192
Downloading Images, Programs, and Plug-Ins 195
Web Page and Website Authoring Steps and Criteria 196
Recommended Sequence for Authoring Web Pages and Sites 196
Criteria for Evaluating Website Information and Design 199
Collaborate, Discuss, Reflect 200
Summary 200
Technology Integration Workshop  202

7 Introduction to Distance Education: Online and

Blended Environments 203
Learning Outcomes 203
Technology Integration in Action: Flipping for
Pre-Algebra Mastery 204
Overview of Distance Education 206
Distance Learning Models 206
Current Issues in Distance Learning 207
Distance Learning Research 208
Blended Learning Environments 211
Blended Learning Models 212
Implementing a Flipped Classroom Model 212
Online Audio and Video Strategies in Blended Environments 214
Background on Podcasts and Vodcasts 215
Audio and Video Development 215
Audio and Video Lesson Integration Strategies 215
Types of Web-Based Lessons in Blended Models 219
Types of Web-Based Lessons and Projects 219
Social Action Projects 221
Integration Strategies for Web-Based Activities 222

CONTENTS | xi

A01_ROBL2799_07_SE_FM.indd 11 11/16/14 12:53 PM

 Implementing Web-Based Lessons in Blended Environments 225
Support Sites for Web-Based Activities 226
Evaluating Quality of Web-Based Lessons and Student Products from Lessons 227
Collaborate, Discuss, Reflect 228
Summary 228
Technology Integration Workshop  230

8 Online Models, Courses, and Programs 231

Learning Outcomes 231
Technology Integration in Action: Virtual Health 232
Developing Online Courses: Models 234
The Noninteractive Online Model 234
The Interactive, Asynchronous Online Model 234
The Interactive Online Model with Synchronous Events 235
The MOOC Model 235
Developing Online Courses: Content Management Systems (CMS)
and Other Required Infrastructure 236
Content Management Systems (CMS) 236
Course Support Tools 237
Technical Support 237
Support for Students with Special Needs 237
Resources to Monitor Course Outcomes 237
Resources and Strategies to Ensure Academic Integrity 238
Developing Online Courses: Procedures 238
Step 1: Select the Online Model 238
Step 2: Design and Document Learning Activities 239
Step 3: Create Course Space Structure 239
Step 4: Create Assignment Materials 241
Step 5: Create Assessment Materials 241
Step 6: Create Content Presentation Materials 241
Step 7: Create Small-Group Activities 241
Step 8: Create Resource Links and Other Materials 242
Step 9: Decide On and Signal the Course Path 243
Step 10: Determine and Document Course Logistics and Requirements 243
Best Practices for Effective Online Courses 243
Best Practices for Teaching Online Programs 243
Best Practices for Managing Online Small-group Work 244
Best Practices for Assessing Quality of Online Courses 245
Virtual Schools 245
Background on Virtual Schools 245
Virtual School Issues 248
Virtual School Research 249
Virtual Reality Environments 251
Types of Virtual Reality Environments 251
Integration Strategies for Virtual Environments 253
Collaborate, Discuss, Reflect 254
Summary 254
Technology Integration Workshop  257

xii | CONTENTS

A01_ROBL2799_07_SE_FM.indd 12 11/16/14 12:53 PM

 Part 4 Integrating Technology Across the Curriculum

9 Teaching and Learning with Technology in English

and Language Arts 258
Learning Outcomes 258
Technology Integration in Action: My Side of the Story:
teaching Digital Literacies with a Multimedia
Storytelling Project  259
Issues and Challenges in English and Language Arts 261
Teachers’ Changing Responsibilities for the “New Literacies” 261
New Instructional Strategies to Address New Needs 263
Challenges of Working with Diverse Learners 266
Challenges of Motivating Students to Read and Write 266
Teachers’ Growth as Literacy Professionals and Leaders 267
QWERTY Keyboarding: To Teach or Not to Teach? 268
The Cursive Writing Controversy 269
Technology Integration Strategies for English and Language Arts 269
Strategies to Support for Word Fluency and Vocabulary Development 271
Strategies to Support Reading Comprehension and Literacy Development 272
Strategies to Support Teaching the Writing Process 273
Strategies to Support Literature Learning 277
Enabling Multimodal Communication and Digital Publishing 278
Teaching English and Language Arts Teachers to Integrate Technology 279
Rubric to Measure Teacher Growth in English and Language Arts Technology Integration 279
Learning the Issues and Applications 281
Collaborate, Reflect, Discuss 281
Summary 282
Technology Integration Workshop  283

10 Teaching and Learning with Technology for Foreign and Second

Languages 284
Learning Outcomes 284
Technology Integration in Action: Writing in Blogs En FranÇais 285
Issues and Challenges in Foreign and Second Language Learning 287
ELL Issue #1: Demands on Content Area Teachers 287
ELL Issue #2: Academic and Language Prerequisites for ELLs 288
ELL Issue #3: The Need to Differentiate Instruction 288
ELL Issue #4: Challenges of Integrating the Students’ Native Languages 290
FL Issue #1: The Need for Authentic Materials and Perspectives 291
FL Issue #2: The Need for Creating Audience and Purpose 291
Technology Integration Strategies for Ell and Fl Instruction 292
Support for Authentic Oral Language Practice and Assessment 293
Virtual Collaborations 294
Virtual Field Trips for Modified Language Immersion Experience 295
Teletandem Experiences for Modified Language Immersion 296

CONTENTS | xiii

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 Support for Practice in Language Subskills 296
Presentation Aids 297
Support for Text Production 297
Use of Apps to Support Language Learning and Use 298
Productivity and Lesson Design Support for Teachers 299
Teaching Foreign Language and Second Language Teachers to
Integrate Technology 300
Rubric to Measure Teacher Growth in Foreign and Second Language
Technology Integration 300
Learning the Issues and Applications 300
Collaborate, Discuss, Reflect 302
Summary 303
Technology Integration Workshop  303

11 Teaching and Learning with Technology in

Mathematics and Science 305
Learning Outcomes 305
Technology Integration in Action: Hot and Cold Data 306
Issues and Challenges in Mathematics Instruction 308
Accountability for Standards in Mathematics 308
Challenges in Implementing the Common Core State Standards for School
Mathematics 310
Directed versus Social-Constructivist Teaching Strategies: Ongoing “Math Wars” 311
Technology Integration Strategies for Mathematics Instruction 311
Bridging the Gap Between Abstract and Concrete with Virtual Manipulatives 313
Allowing Representation of Mathematical Principles 313
Supporting Mathematical Problem Solving 315
Implementing Data-Driven Curricula 317
Supporting Math-Related Communications 317
Motivating Skill Building and Practice 317
Issues and Challenges in Science Instruction 318
Accountability for Standards in Science 318
The Narrowing Pipeline of Scientific Talent 319
Increasing Need for Scientific Literacy 320
Difficulties in Teaching K–8 Science 320
Objections to Virtual Science Labs 320
Technology Integration Strategies for Science Instruction 321
Involving Students in Scientific Inquiry Through Authentic Online Projects 323
Support for Specific Processes in Scientific Inquiry 323
Supporting Science Skills and Concept Learning 325
Engaging Students in Engineering Topics through Robotics 325
Accessing Science Information and Tools 326
Teaching Mathematics and Science Teachers to Integrate Technology 327
Rubric to Measure Teacher Growth in Mathematics and Science Technology Integration 327
Learning the Issues and Applications 327
Collaborate, Discuss, Reflect 330
Summary 330
Technology Integration Workshop  332

xiv | CONTENTS

A01_ROBL2799_07_SE_FM.indd 14 11/16/14 12:53 PM

Other documents randomly have
different content
the ball is concealed in the line, very few can see exactly what has
happened, and no one knows whether a run or a touchdown is going
to count or not, until the official has given his consent; and if he
withholds his approval, and the ball is brought back, the spectators
do not know why.
 XLVII
TEN SIXTY-SIX

All persons who speak the English language should never forget
the year 1066, for although it bloomed and faded long ago, it was an
important event in our lives. In that year William the Conqueror
sailed across the English Channel, landed on the south coast of
England, and his descendants and those of his party are there yet.
No wonder the British are proud of their naval and military
history. England is separated from the continent by only twenty
miles; and yet since 1066 not a single person has got into England
and stayed there without an invitation. For nearly nine hundred years
England has successfully repelled boarders. Many able and
determined foes devoted all their energies to realise their heart’s
desire. The Spanish Armada was a grandiose war-fleet, but Sir
Francis Drake and the surface of the Channel that has made so
many tourists seasick, were too powerful a combination for the
gallant Spaniards. The dream of Napoleon was to invade and
possess England; the nearest he ever got to it was St. Helena. There
is an enormous column at Boulogne which was erected to
“commemorate the intention of Napoleon to invade England.” I knew
that intentions were often used as pavingstones in a certain locality;
but, like Browning’s futile lovers in The Statue and the Bust, the
immobility of the commemoration is an ironical commentary. In the
World War, the Central Powers were well-equipped for an
expeditionary force on land, water and air; the best-selling novel in
Germany in 1916 was called General Hindenburg’s March into
London, but it was a work of the imagination.
In reading Tennyson’s play Harold, it is interesting to see that his
sympathies are all with the Saxon king; and it is well to remember
that William could not have conquered England had not Harold been
engaged in a fatal civil war with his own brother Tostig. Was there
ever a more suicidal folly? When William landed, Harold was fighting
away up in the North in what is now Yorkshire; and he had to bring
his army down to the South coast through incredibly bad roads, and
there meet the First Soldier of Europe.
However and whatever Tennyson may have thought, William’s
victory was the best thing that ever happened to England and to
those who now speak English. The battle of Hastings meant much to
Americans. Not only was William a statesman and law-and-order
man, he made English a world language. By the addition of the
Romance languages to Anglo-Saxon, he doubled the richness of our
vocabulary; English is a gorgeous hash of Teutonic and Latin
tongues. But William did far more for us than that. Anglo-Saxon, the
language spoken by Harold in London, is more unlike the language
spoken by King George V than the language of Virgil in Rome is
unlike the language spoken by Mussolini. Anglo-Saxon is a difficult
language, as difficult for a beginner as German; furthermore, it is
inflected. William, although he did not know it, made English the
universal language, the clearing-house of human speech in the
twentieth century. It is easier for an American to learn either French
or German than it is for a German to learn French or a Frenchman to
learn German. Not only are there many words in English which are
like French words, but the most blessed result of this victory in 1066
was the eventual simplification of English grammar and syntax.
If William had not conquered England, it is probable that today
English speech would have inflexions and grammatical gender.
George Moore says that he dislikes English, it is a lean language,
the adjective does not agree with the noun—I say, thank Heaven for
that! With the exception of pronunciation, the English language is
ridiculously simple and easy; any foreigner can learn to write, read
and understand English in a short time, and he can learn to speak it
with fluent inaccuracy. What a blessed thing for a foreigner who must
learn English to know that when he learns the name of a thing that
name does not change. A book is always a book, no matter what you
do with it. Now, if William had not conquered England, every time
you did anything to a book, the accursed word would change. “The
book is mine,” but “I take bookum,” “I go away booke,” “I tear a page
out bookes,” and so on. Then one would have to discover and
remember whether book were masculine, feminine, or neuter, and
every time one used an adjective, like “good book,” that miserable
adjective would have to agree with the book in gender, case and
number. When one sits down to dinner in a German hotel, one must
remember that the knife is neuter, the fork is feminine, and the spoon
masculine, and then one’s troubles have only begun. Remember
what Mark Twain said of German. How simple to have no case-
ending, no gender, and almost no grammar! No wonder English is
becoming the world-language; it will of course never drive out other
languages, but it has already taken the place occupied by Latin in
the Middle Ages, and by French in the eighteenth century. A man
can go almost anywhere in the world with English; and any foreigner
who decides to learn one language besides his own, must choose
English. Anyhow they all do.
The only difficulty with our language is its pronunciation. Not only
are we the only people in the world who pronounce the vowels a, e,
i, as we do, there are so many exceptions that this rule does not
always apply. One has to learn the pronunciation of every word.
Suppose a foreigner learns danger, what will he do with anger? And
having finally learned both anger and danger, what will he do with
hanger? I never met but one foreigner who spoke English without a
trace of accent; that was the late Professor Beljame, who taught
English at the Sorbonne. He told me that he had practiced English
every day for forty years, and I afterward discovered that his mother
was an Englishwoman. One day I met a Polish gentleman who
spoke English fluently, but with much accent; he insisted that he
spoke it as well as a native. I left him alone for three hours with this
sentence:
“Though the tough cough and hiccough plough me through”; and
when I came to hear him read it, I thought he was going to lose his
mind.
 XLVIII
GOING ABROAD THE FIRST TIME

There is no thrill like the first thrill. When Wilhelm Meister kissed
the Countess, Goethe said they tasted “the topmost sparkling foam
on the freshly poured cup of love,” and Goethe knew what he was
talking about. I shall always be glad that my first trip to Europe had
three features—I was young; the steamer was small; we landed at
Antwerp.
I was twenty-five and in perfect health; my head was stuffed with
literature, descriptions and pictures shrieking for verification; my
mates and I rode bicycles across Europe and over the Alps; we lived
with impunity in cheap inns and on cheap food; we were soaked to
the skin by frequent rains; we were exposed to every inclemency of
the air and to innumerable germs in rooms, food and water; we were
never sick. We stored away memories which have been paying daily
dividends.
It is not well to wait until one is old, for an American is, as a rule,
never physically comfortable in Europe. Unless one is reeking with
cash one is almost always chilly or damp or hungry or filled with the
wrong kind of food. But Europe has all the things an intelligent
American wants to see, and it is best to see them when one’s health
is rugged enough to rise above inconveniences.
I am glad I went on a small boat, for I asked a traveller who
recently returned on an enormous ship if the sea was rough: “I have
no idea, I never saw it.” Our little Waesland had only one deck, and
that was sometimes awash. It was not a hotel, it was a ship. Finally,
instead of landing at Cherbourg at some unearthly hour, being
transferred to a squeaky lighter, and then to a train with long hours of
travel before one reached the destination, we steamed up the
Scheldt past the windmills and stepped off the boat right in the midst
of one of the most interesting cities in the world. The transition from
America to Europe was as dramatic as it could possibly be,
unshaded by tenders and trains. Thus I advise first-timers to sail
either to London or to Antwerp; you embark at New York and you
disembark at the desired haven.
I love Europe, London, Paris, Munich, Florence, with
inexpressible fervour; but I can never recapture the first careless
rapture. I remember after that fine first afternoon and evening in
Antwerp, when we walked about in ecstasy in the rain, we bicycled
to Bonn from Cologne, and that evening before going to bed in the
little Rhenish inn, I looked out from my bedroom window on the river
and on the roofs of the quaint old town, and I said, “Is it real or is it a
dream?”
The next day was a fulfillment; for when my classmate, George
Pettee, and I were sophomores, we were sitting in the top gallery of
the theatre watching a picture of the Rhineland put on the screen by
John L. Stoddard. One of us turned to the other and whispered: “I’ll
shake hands with you on standing on that spot within seven years.”
The answer was, “You’re on!” We had no money and no prospect of
getting any; but in five years, not seven, we stood on that identical
spot, and as we leaned our bicycles up against the road wall, we
reminded each other of the night in the gallery. It is pleasant to
dream; but it is pleasanter to make the dream come true.
The most beautiful country I have ever seen is England. It has
not the majesty of Switzerland, but it has everything else. Almost
exactly the same size as North Carolina or Michigan, it has an
amazing variety of scenery and climate. As one approaches it from
the Atlantic, the cliffs of Cornwall look austere and forbidding; but
there the roses bloom in January. Stand almost anywhere in
Devonshire, and you see the meadows leaning on the sky; they are
separated from one another not by stone fences, or by split-rails or
barbed wire, but by hedgerows in self-conscious bloom; Salisbury
Plain is like Western Nebraska, a far horizon; the misty slopes of the
Sussex downs reach dreamily to the sea. Every few miles in England
the topography changes; could anything be more different than those
different counties?
But we do not go to England for natural scenery, though we
might well do so; we go because in England every scene is, in the
phrase of Henry James, “peopled with recognitions.” The things that
we have seen in imagination we see in reality; there they are! The
September afternoon when I bicycled alone to Stoke Poges and saw
the churchyard in the twilight exactly as it was in 1750 when Gray
described it, I fell on my knees. As we looked from the top of the hill
down into Canterbury, the setting sun glorified the Cathedral; as we
stood on the most solemn promontory in England, Land’s End, and
gazed into the yeasty waves at the foot of the cliff, I remembered
Tennyson’s lines:

One showed an iron coast and angry waves.

You seemed to hear them climb and fall
And roar rock-thwarted under bellowing caves,
Beneath the windy wall.

And here one of the Wesley brothers wrote the familiar hymn about
the narrow neck of land and the divided seas.
One day, talking with an Englishman on the train, I raved about
Warwickshire and about Devon. “Ah,” said he, “if you haven’t seen
the valley of the Wye you haven’t seen England.” Accordingly, we
went to the little town of Ross in the West; there we hired a rowboat,
and two stalwart sons of Britain rowed us many miles down the
stream. Occasionally, the river was so shallow they poled us over the
pebbly bottom; sometimes it was so narrow we could almost touch
the shores; then it would widen out nobly, and we saw the white-
faced Hereford cattle feeding in green pastures. “What castle is
that?” I asked, pointing to a ruin on a hill. “That is Goodrich Castle,
sir.” And that is where Wordsworth met the little girl who knew her
departed brother and sister were alive. We moved by Monmouth,
sacred to Henry V, the Roosevelt of kings; we came to Tintern
Abbey, and you may be sure we stopped there; whatever you see,
don’t miss the valley of the Wye.
 XLIX
SPIRITUAL HEALING

I believe that the average man or woman today needs one thing
more than he needs anything else—spiritual healing. I believe this is
truer of the men and women of our age than of those of any
preceding epoch—and I believe they need it more than they need
material luxuries, increase of mechanical resources, yes, more than
they need mental tonics or emotional inspiration.
The people of the United States are suffering from “nerves.” Now
the casualties in diseases of the nerves are large, because, as is
well known, in cases of nervous prostration everybody dies except
the patient. I shall not say that America won the war, but anyhow
America was on the winning side. We were triumphantly victorious;
we are the only rich and prosperous nation on earth. Americans are
the only people in the world who are physically comfortable in bad
weather. But although there is a steady increase in physical luxuries,
I am not sure of a steady increase in serene happiness, in the calm
that comes from mental contentment, in an approach toward
universal peace of mind. What shall we say of a prosperous and rich
nation whose prosperity and wealth are accompanied by an
epidemic of suicide?
We are overwrought, tense, excited; our casual conversations
are pimpled with adjectives; our letters are written in italics, and—a
sure sign of fever—there has been an increase in cursing and
swearing. Many respectable persons show a proficiency in this
verbal art that used to be chiefly characteristic of lumberjacks and
longshoremen. We become colossally excited about trivial things.
Sometimes when I find myself in a state of almost insane irritation
over some trifle I seem to hear the quiet voice of Emerson speaking
from the grave—Why so hot, little man?
In a charming comedy by Clare Kummer, in which that beautiful
and accomplished actress the late Lola Fisher took the leading part,
one of her speeches explained that when she was a child her mother
told her that whenever she felt herself rising to a boiling point she
must stop for a moment and say aloud, “Be calm, Camilla.” That was
the name of the play, “Be Calm, Camilla”—and there are many
Camillas who need that relaxation.
It is characteristic of the American temperament that it needs
mental sedatives more than spurs; and yet thousands of Americans
are looking around all the time for something with a “kick” in it. How
often we hear in casual conversation the phrase, “I got a fearful kick
out of that.” What they need is not a kick, but a poultice; not a prod,
but a cool, healing hand.
Although Americans need healing more than the men and
women of any other nation, there are times when almost any person
would profit by such treatment. The experience of John Stuart Mill is
not unusual. He was carefully brought up by his father without
religious training. When he was twenty-five years old he fell into a
state of profound depression. A cloud of melancholia settled on his
mind and heart, so that he not only lost interest in life but felt that the
world had no meaning. We know that King Saul was relieved from
the evil spirit of nervous melancholy by music; but Mill loved music,
and yet in his crisis music failed him. Fortunately, he turned to the
poetry of Wordsworth. Now of all the great poets Wordsworth is the
best healer, because he drew balm from objects within everybody’s
reach. The “Nature” that Wordsworth writes about does not require a
long and expensive journey, like going South in winter or travelling to
distant mountains. This poet wrote about the simple things in nature
—the things that can be seen from the front door or from the back
yard.
The novelist George Gissing, who had been chronically tortured
by two desperate evils, grinding poverty and ill health, was, owing to
a fortunate circumstance, able to live in solitude for a time in the
charming county of Devon, in southwest England. The result of his
meditations appeared in a book, first published in 1903, called The
Private Papers of Henry Ryecroft. This is a book of healing, and I
recommend it to everybody, for I do not know any one who could not
profit by it. As Mill had suffered from intellectual depression and
been cured by Wordsworth, so Gissing, who had suffered from
poverty and sickness, cured himself by preserving the fruit of his
communion with nature:

I had stepped into a new life. Between the man I had been
and that which I now became there was a very notable
difference. In a single day I had matured astonishingly; which
means, no doubt, that I suddenly entered into conscious
enjoyment of powers and sensibilities which had been
developing unknown to me.

“I had matured astonishingly.” Isn’t that what is really the matter

with us, that we haven’t grown up? We are like children crying for the
moon, when the riches of the earth are within our reach. Our pursuit
of excitement and our resultant sufferings are largely childish. It is
unfortunate to suffer from infantile diseases when we are old.
I have been reading a new novel, a book of healing, which most
new novels are not. It is curious that so many are eagerly reading
new novels and seeing new plays whose only purpose is to stimulate
animal instincts which need no stimulation. Or they are reading new
novels which distress and torment a mind already tumultuously
confused. Be calm, Camilla.
The book I allude to was published in 1927. It is called
Winterwise and is written by Zephine Humphrey. It describes a
winter spent in a lonely farmhouse in Vermont, a State not yet
famous as a winter resort—except for those who think only of winter
in connexion with violent athletics. The book is full of deep, tranquil
wisdom. It points out sources of abiding happiness—happiness that
no disaster can permanently remove.
 L
SUPERSTITION

The best definition of superstition that I can remember was made

by James Russell Lowell—“Superstition, by which I mean the
respecting of that which we are told to respect rather than that which
is respectable in itself.” Mental slavery is always degrading; and
superstition is a form of slavery, because the mind is subjected to
fear. As Notoriety is the bastard sister of Reputation, so Superstition
is the bastard sister of Religion. The difference between the two can
be easily and simply expressed, but it is literally all the difference in
the world. The most elevating influence known to man is Religion;
the least elevating is Superstition.
The instinctive pessimism of humanity is shown in many
careless phrases such as “It’s too good to be true.” The majority of
men and women believe that hopes are illusory, but fears accurately
foretell the coming event. Yet any sensible old man or old woman will
tell us that nearly all the fears and worries from which they
themselves suffered almost daily during a long life really never
materialised. They suffered for nothing. We learn little from their
experience, but go on our way filled with apprehension and alarm.
Shakespeare said the brave man dies only once, but cowards die a
thousand times in fearing death. I suppose most of us are cowards.
Although we are still in good enough health to carry on, we have
already died of cancer, tuberculosis, and many other diseases.
Many social superstitions were cured by that great turning point
in history, the French Revolution. The world has never been quite the
same since the year 1789. Before that date, people really believed
that those who were born in noble and royal families were superior to
the common herd; after that date the nobility still believed it, but the
common people did not agree. They found they had been respecting
that which they had been told to respect, rather than that which is
respectable in itself. A Frenchman remarked, “The great appear to
us great because we are kneeling—let us rise.” In 1789 everybody
stood up.
It is foolish to respect any person or any institution unless it is
respectable.
The religion of many unenlightened people seems to be based
largely on fear, in which case it is of course not religion at all, but
rank superstition. James Whitcomb Riley told me of a remark made
by a small boy to his mother at bedtime. He jumped into bed, and to
the question of his mother, “What, aren’t you going to say your
prayers?” the child answered, “No, I ain’t going to say my prayers
tonight, and I ain’t going to say ’em tomorrow night, nor the next
night. And then if nothing happens, I ain’t ever going to say ’em
again.”
This all-too-typical boy looked upon prayer as a means of
warding off danger, and he was sufficiently intelligent and sufficiently
brave to risk its omission. But if he had been brought up to believe
that prayer is neither a charm against peril nor a method of getting
what you want, that prayer was intimate communion with a Divine
Friend, he would have looked upon it from a different point of view.
George Meredith told his son never to ask any material thing from
God, but to pray to Him every day of his life.
Now many men and women have the religious maturity of a
small boy, which is infinitely worse than having the religion of a little
child. They never pray except when they are in danger, or when they
think they are going into danger, or when they have suffered from
some calamity. That is like speaking to a friend only when you want
to borrow money. The profound wisdom of mysticism consists not in
making use of God, but in hoping and believing that God will make
some use of us.
The base-born idea that God is against us is accompanied by
the idea that He may be placated or humoured. In Richard
Halliburton’s exciting account of his adventures in southern
countries, he tells us how the pagan priests used to sacrifice
thousands of young maidens to their deity. It would seem, looking
back on history, that the more abominable the religion, the fewer the
atheists. Every sensible person in those countries ought to have
been an atheist.
Now although many “enlightened” people today laugh at the
terrible fears and even more terrible remedies of those intellectual
slaves, they themselves are not very much wiser. It is highly
probable that the majority of Americans today would not dare to say
“I haven’t had a bad cold this winter” without touching wood. Some of
them might grin as they touched it, but they would touch it just the
same. Such a gesture is intellectually and morally contemptible.
But many are even poorer in brains. For many would not dare to
say that they had not had a cold this winter, with or without wood in
reach. They believe that if you express anything pleasant, you will
soon “get your come-uppance.” God seems to lie in wait for us, and
the moment we seem satisfied or happy or even prominent, He will
teach us who is running the show. The best thing therefore is never
to appear too happy. For many, who have been foolish enough to
say aloud, “I haven’t had a cold this winter,” wake up the next
morning snuffling. “Now you see what I’ve got! If I’d only had sense
enough to keep my mouth shut, I would have been all right. But of
course I had to brag about it!”
The most degrading of all superstitions is the belief that God can
be placated, appeased, or diverted, as we humour a refractory boy
or a drunken man. This abominable idea sometimes takes an
extremely tragic form, as when the Indian mother throws her own
baby into the Ganges. “Now, God, you’ve got to be good to me! I’ve
given you the best thing I had!”
Sometimes it takes a merely silly form, as when one gives up
some pleasant little luxury; not with the great idea of drawing nearer
to God by removing an obstacle, but with the absurd idea of
bargaining with Him.
 LI
THE IMPORTANCE OF THE EARTH

Perhaps nothing nowadays is a more common target for ridicule

than the hustler and booster, whether he boosts as an individual or
as a member of a service organisation. The man whose motto is
“bigger and better business,” a bigger town, with a bigger population
and bigger buildings, is laughed at for his enthusiasm and for his
perspiring efforts. Much of this laughter is merely the cynical adverse
criticism of men who have never done anything themselves, never
will do anything, and so pretend to be faintly and superciliously
amused by the optimistic exertions of others. We may dismiss these
unproductive and complacent occupiers of the seats of the scornful,
for they are comparatively few in number and their opinions of no
moment. But the rational basis for laughter at the booster is that the
hustler and the booster often have a false standard of excellence.
When a noisy man roars in your face that the population of his
particular town has doubled in ten years we have a right to enquire,
what of it? Is it a cause for rejoicing? When you climb into a trolley
car on a rainy day you do not rejoice because the population of the
trolley car doubles in three minutes. A mere increase in the number
of persons at a given spot does not necessarily mean that
collectively or individually they are any better off. What we wish to
know is something quite different from the word “more.” Is the
community growing in intelligence? Are there better schools, better
theatres, better art museums, better churches, better orchestras—
are the inhabitants of this locality growing in grace and in the fruits of
the spirit?
The last thing I wish to be guilty of is to make cheap remarks
against science or scientific men to whom I, in common with others,
owe so much; but, strangely enough, some of the professional men
of science, who are often the first to laugh at the booster because he
applies the quantitative rather than the qualitative standard of
measurement, are themselves guilty of the same fault on a larger
scale. They do not apply standards of size to a growing business or
a growing village; they apply these standards to the universe.
Now, as is well known, the Ptolemaic system of cosmogony
stated that the earth was the centre of the universe and that around
the earth revolved the sun, the moon and all the innumerable stars.
Thus man regarded himself as of high importance because he was
the centre of everything.
Along came Copernicus, whose book was published in 1543 but
not generally accepted until long after its appearance. Copernicus
wrought a far greater miracle than Joshua. The Old Testament hero
made the sun stand still only for an afternoon; but in the sixteenth
century Copernicus commanded the sun to stand still and (relatively
speaking) it has not budged since. Copernicus was a magician.
Many astronomers have recently been fond of reminding us that
our sun itself is only a tiny star—one out of many billions—and that
our earth is but the tiniest speck. They are fond of drawing diagrams
showing the comparative size of our sun and that of other globes in
the starry skies, and the earth dwindles to a mere point. “Therefore,”
say these scientists, “how unimportant is man and how ridiculous
that he should consider either himself or his earthly abode a matter
of any importance to God or to space or time or gravitation”; the
conclusion following that religion and morals are matters of small
consequence and we need not bother our heads about them.
Now it seems to me that expressions of this kind are as
fallacious and as injurious as any booster’s standard of mere
quantity; for what are these gentlemen trying to say except that as
the earth is so tiny in comparison with other stars it must necessarily
follow that man himself is a very unimportant factor in the universe?
On the contrary, I believe the earth to be the most important spot in
the entire creation and that the most precious thing on the earth is
man—men, women and children.
 The ordinary ignoramus looks at the starry vault and exclaims:
“There are all those stars and every one inhabited with life!” As a
matter of fact the latest researches of science show that the rarest
thing in the entire universe is human life. There is not one vestige of
evidence to show that life exists anywhere except on the earth.
The universe is frightfully hot. The fixed stars have a
temperature ranging from nearly two thousand degrees to more than
thirty thousand degrees, which is considerably hotter than the
Needles in California. Furthermore, among all the heavenly bodies
planets are the most scarce, and the only conditions which can
produce a planet occur almost never. Now the planets in our
particular little solar system had the good luck to come into being,
and of these planets only the earth can support human life. The late
Percival Lowell, an eminent astronomer and a gallant gentleman,
looking at the sky through the clear air of Arizona, thought he saw
evidence of the intelligent work of beings on Mars, but he saw it
because his telescope was not good enough; “bigger and better”
telescopes destroyed the illusory things he thought he saw.
I advise all those who believe in the insignificance of man
because he lives on a small ball to read the last chapter of Sir James
Jeans’s book The Universe Around Us. Sir James does not himself
say that man has a divine destiny, because that is not the subject of
his book. But he does say: “All this suggests that only an
infinitesimally small corner of the universe can be in the least suited
to form an abode of life.”
People used to be flabbergasted by the consideration of the
vastness of the starry heavens while retaining their respect for man
and their own self-respect; but of late years many astronomers, by
applying the “big and little” method of measurement, have tried to
convince us that man is of no importance. Thus astronomy, instead
of filling its students with majestic wonder, fills them with despair. To
these scientific boosters it is the devout and not the undevout
astronomer who is mad.
Fear not, little flock. We are no longer the geographical centre of
the universe, but—so far as evidence goes—we are the only part of
it that amounts to anything.
 LII
WHAT SHALL I THINK ABOUT?

“What shall I think about when I am dying?” said Turgeney. Well,

if I were dying at this moment, and were fortunate enough to be
conscious—for death is an adventure no one ought to miss—I
should endeavour to compose my mind and prepare it properly for its
next experience. Then, having made whatever arrangements were
necessary for the welfare of those I leave, I might—if there were time
—review some of the events of my days on earth from which I had
derived the largest amount of pleasure.
Omitting religion and family life, the two greatest sources of
happiness that I know, which need no explanation to those familiar
with them, and which no language could possibly explain to those
unacquainted with them, I must honestly say I have found life good. I
would not have missed it for anything. There have of course been
misfortunes, illnesses, periods of mental depression, failures, loss of
friends, and the general sense of frustration that afflicts every candid
mind. But these are shadows, and my life has mainly been passed in
sunshine.
It would of course be very nice to be an immortal poet or an
immortal something-or-other; to feel the steadfast assurance that
one had left on earth some enduring work that would remain as a
permanent memorial. But although one knows, as I do, that
everything one has done will be speedily forgotten, I do not see why
that should make one miserable. Why spend one’s life or even one’s
last moments in crying for the moon? Why not make the best of the
good old world?
 That daily life is really good one appreciates when one wakes
from a horrible dream, or when one takes the first outing after a
sickness. Why not realise it now?
My life has been divided into four parts—Work, Play,
Development, Social Pleasures. Work is man’s greatest blessing.
Whenever it is in any way possible, every boy and girl should choose
as his life work some occupation which he would like to do anyhow,
even if he does not need the money. It has always been necessary
for me to work, but if at any time during the last twenty years some
eccentric person had left me a million dollars, I should have gone
right on working at my chosen professions, teaching, writing, and
public speaking. I enjoy all three. I enjoy them so much that I have
no hesitation in saying that I enjoy them more than vacations. There
are better teachers, there are better writers, there are better
lecturers; but I doubt if any of them have enjoyed their work more
than I.
I have also had an enormous amount of fun out of play. I am a
playboy, and shall never get over it. I like all kinds of games, except
alley-bowling, just as I like all famous music except that by
Meyerbeer. In every game I have never succeeded in rising above
mediocrity; but here again I doubt if the great players—whom I
nevertheless envy—have enjoyed playing football, baseball, hockey,
tennis, golf, billiards, pool, duplicate whist—a better game than
bridge—more than I have. If I were now given the opportunity to
spend every single day for the next five hundred years in an
invariable programme of work all the morning, golf all the afternoon,
and social enjoyment all the evening, I should accept with alacrity,
making only one stipulation—that at the end of the five hundred
years I should have the privilege of renewal. And that’s that.
In cultural development, by which I mean the enrichment of the
mind by Nature and by Art, I have had unspeakable delight. Yet I am
neither a naturalist nor an artist. I don’t know anything about flowers,
and very little about animals. I cannot draw or paint, or make
anything with my hands. The only musical instrument I can play is a
typewriter.
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