EDUCATION OF A WANDERING MAN(ISBN=9780553286526)pdf/txt下载_在线阅读全文

内容简介

A memoir by the noted author of Western fiction.

作者简介

Louis L’Amour is undoubtedly the bestselling frontier novelist of all time. He is the only American-born author in history to receive both the Presidential Medal of Freedom, and the Congressional Gold Medal in honor of his life's work. He has published ninety novels; twenty-seven short-story collections; two works of nonfiction; a memoir, Education of a Wandering Man; and a volume of poetry, Smoke from This Altar. There are more than 300 million copies of his books in print worldwide.

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1

IT WAS MAY 14. In a few days my class back in Jamestown,North Dakota would be graduating from high school, and I was inSingapore.

The date is one of the few I know from those knockabout years,simply because I had the good sense to write it on the inside coverof a book I bought at the shop of Muhammed Dulfakir on the cornerof High Street. The book was Kipling’s Departmental Ditties,and my reason for buying it was that I had forgotten a line or twofrom a poem I liked to recite, “The Ballad of Fisher’s BoardingHouse.”

During those years I often recited poetry in bunkhouses in miningor lumber camps, and in ship’s fo’c’sles. It was usually the verseof Robert W. Service or Rudyard Kipling, but there was a lot ofpoetry floating around written for, and often by, the kind of menwe were, occasionally printed but usually passed from memory tomemory.

On that day several of my shipmates had gathered around a table ortwo in the Maypole Bar, a place no doubt long forgotten. Such menas “Hans, the blue-eyed Dane” of Kipling’s poem would have knownit, and probably British soldiers stationed in town. It was anondescript bar, convenient to the waterfront.

This is not the story of how I came to be in Singapore. That willbe told elsewhere. This is a story of an adventure in education,pursued not under the best of conditions. The idea of education hasbeen tied to schools, universities, and professors that many assumethere is no other way, but education is available to anyone withinreach of a library, a post office, or even a newsstand.

1 
 
 IT WAS MAY 14. In a few days my class back in Jamestown,
North Dakota would be graduating from high school, and I was in
Singapore. 
 
The date is one of the few I know from those knockabout years,
simply because I had the good sense to write it on the inside cover
of a book I bought at the shop of Muhammed Dulfakir on the corner
of High Street. The book was Kipling’s Departmental Ditties,
and my reason for buying it was that I had forgotten a line or two
from a poem I liked to recite, “The Ballad of Fisher’s Boarding
House.” 
 
During those years I often recited poetry in bunkhouses in mining
or lumber camps, and in ship’s fo’c’sles. It was usually the verse
of Robert W. Service or Rudyard Kipling, but there was a lot of
poetry floating around written for, and often by, the kind of men
we were, occasionally printed but usually passed from memory to
memory. 
 
On that day several of my shipmates had gathered around a table or
two in the Maypole Bar, a place no doubt long forgotten. Such men
as “Hans, the blue-eyed Dane” of Kipling’s poem would have known
it, and probably British soldiers stationed in town. It was a
nondescript bar, convenient to the waterfront. 
 
This is not the story of how I came to be in Singapore. That will
be told elsewhere. This is a story of an adventure in education,
pursued not under the best of conditions. The idea of education has
been tied to schools, universities, and professors that many assume
there is no other way, but education is available to anyone within
reach of a library, a post office, or even a newsstand. 
 
Today you can buy the Dialogues of Plato for less than you
would spend on a fifth of whiskey, or Gibbon’s Decline and Fall
of the Roman Empire for the price of a cheap shirt. You can buy
a fair beginning of an education in any bookstore with a good stock
of paperback books for less than you would spend on a week’s supply
of gasoline. 
 
Often I hear people say they do not have time to read. That’s
absolute nonsense. In the one year during which I kept that kind of
record, I read twenty-five books while waiting for people. In
offices, applying for jobs, waiting to see a dentist, waiting in a
restaurant for friends, many such places. I read on buses, trains,
and planes. If one really wants to learn, one has to decide what is
important. Spending an evening on the town? Attending a ball game?
Or learning something that can be with you your life long? 
 
Byron’s Don Juan I read on an Arab dhow sailing north from
Aden up the Red Sea to Port Tewfik on the Suez Canal. Boswell’s
Life of Samuel Jackson I read while broke and on the beach
in San Pedro. In Singapore, I came upon a copy of The Annals
and Antiquities of Rajahstan by James Tod. It was in the
library of a sort of YMCA for seamen, the name of which I’ve
forgotten but which any British sailor of the time would remember,
for the British had established them in many ports, for sailors
ashore. 
 
At that time I could no more than skim the James Tod book, reading
only a few chapters before I was off to sea again. But a few years
ago I located a secondhand copy in a bookstore in Greenwich Village
and it now rests on a shelf in my own library, a source for several
planned books. 
 
A great book begins with an idea; a great life, with a
determination. 
 
My life may not be great to others, but to me it has been one of
steady progression, never dull, often exciting, often hungry,
tired, and lonely, but always learning. Somewhere back down the
years I decided, or my nature decided for me, that I would be a
teller of stories. 
 
Decisions had to be made and there was nobody but me to make them.
My course altered a number of times but never deviated from the
destination I had decided upon. Whether this was altogether a
matter of choice I do not know. Perhaps my early reading and the
storytelling at home had preconditioned me for the role I
adopted. 
 
Somewhere along the line I had fallen in love with learning, and it
became a lifelong romance. Early on I discovered it was fun to
follow along the byways of history to find those treasures that
await any searcher. It may be that all later decisions followed
naturally from that first one. 
 
One thing has always been true: That book or that person who can
give me an idea or a new slant on an old idea is my friend. 
 
And there have been many such. 
 
Right here I wish to say that what follows is not an autobiography,
although no doubt these materials are a piece of the final picture,
which I hope to undertake later. 
 
As can be guessed from the title, this book is about education, but
not education in the accepted sense. No man or woman has a greater
appreciation for schools than I, although few have spent less time
in them. No matter how much I admire our schools, I know that no
university exists that can provide an education; what a university
can provide is an outline, to give the learner a direction and
guidance. The rest one has to do for oneself. 
 
If I were asked what education should give, I would say it should
offer breadth of view, easy of understanding, tolerance for others,
and a background from which the mind can explore in any
direction. 
 
Education should provide the tools for a widening and deepening of
life, for increased appreciation of all one sees or experiences. It
should equip a person to live life well, to understand what is
happening about him, for to live life well one must live with
awareness. 
 
No one can “get” an education, for of necessity education is a
continuing process. If it does nothing else, it should provide
students with the tools for learning, acquaint them with methods of
study and research, methods of pursuing an idea. We can only hope
they come upon an idea they wish to pursue. 
 
In the United States we have concentrated tremendous sums of money
on the educational plant, seemingly with the idea that the right
number of buildings will turn out the right number of graduates.
Yet the teachers who actually instruct the future citizens of our
country are more often than not miserably paid. If in the future we
find ourselves with a lot of fourth-rate citizens, we have only
ourselves to blame. 
 
Education depends on the quality of the teacher, not the site or
beauty of the buildings—nor, I might add, does it depend on the
winning record of the football team, and I like football. 
 
It is constantly reiterated that education begins in the home, as
indeed it does, but what is often forgotten is that morality begins
in the home also. 
 
It also begins in the car seat, where many a budding criminal
career is born when the child not only watches his parent
repeatedly break traffic laws, but hears him lie about it when
caught. The example is not, supposedly, expected to influence the
child. 
 
My own education, which is the one I know most about, has been
haphazard, a hit-and-miss affair that was and continues to be
thoroughly delightful. 
 
I came into the world with two priceless advantages: good health
and a love of learning. When I left school at the age of fifteen I
was halfway through the tenth grade. I left for two reasons,
economic necessity being the first of them. More important was that
school was interfering with my education. 
 
Due to circumstances, it was essential that I go to work and try to
support myself. This was no sacrifice, for it had been uppermost in
my mind for some time. Several factors contributed to my
discontent. 
 
My first job was as messenger boy for the Western Union, a good job
for a boy in my hometown. I got the job when I was twelve, and it
was in the telegraph office that I first began to type. I cannot
say that I learned to type–I began with two fingers and work
with them still. It has been called the hunt-and-peck system, but
over the years my fingers have become so used to the typewriter
that I hunt very little and peck a lot. 
 
Also, I was growing rapidly. At twelve I was the size of most other
boys; at thirteen and a half I was my present height, which is six
feet and one inch. The very effort of growing left me often tired.
Through the first six grades my own grades were good, always at the
top or close to the top. As a matter of fact, I was usually second,
third, or fourth in the class, except in math. In my sixth grade,
where we had a teacher who loved math, I several times made an A,
or what corresponded to it. 
 
Moving into the seventh grade, I discovered I had several
compulsory subjects in which I considered myself qualified, at
least to the extent provided by the school text. It was essential
that I take a semester of ancient history, and I had already done
much reading in the area. 
 
I wished to skip the subject and take modern history, of which I
knew very little. I also wished to skip general science and take
chemistry. At the time I had helped build several crystal radio
sets and had done some electroplating. At the library I had read
from books on botany and geology. 
 
Actually, the book on general science I read in the city library
was much better, as well as much more interesting, than the school
text, but the rules made no provisions for exceptions. I did not
look forward to spending time studying subjects already
covered. 
 
Ours was a family in which everybody was constantly reading, and
where literature, politics, history, and the events of the prize
ring were discussed at breakfast, lunch, and dinner. We grew up
with the names of H. G. Wells, George Bernard Shaw, John L.
Sullivan, Bob Fitzsimmons, and Jack Dempsey as familiar to us as
those of our own family, right along with Teddy Roosevelt, William
Howard Taft, Woodrow Wilson, Sitting Bull, and Crazy House. 
 
The Apache wars of which I was to write later occurred far away to
the southwest, but the Sioux were close by. They had killed and
scalped my own great-grandfather while he was with the Sibley
command, pursuing the Santee Sioux out a...

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