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READING FOR SOIL SCIENTISTS,
TOGETHER WITH A LIBRARY
(Revised)
Charles E. Kellogg
Soil Conservation Service
/1C '/
United States Department of Agriculture
Soil Conservation Service
Issued
April 1964
�FOREWORD
This essay and book list for students of general
soil science developed gradually between 1930 and
1940, when it was first published in permanent
form in the Journal of the American Society of
Agronomy (32: 867-876), November 1940. Since the
list appeared to be useful, I was persuaded to
~evise it in 1956.
This issue is a further revision.
The suggestions of books and authors are most useful
to those who first glance at the essay on reading.
�1.
READING
General reading is almost wholly a matter of habit. Some get
the habit as children; some develop it later; and others never
get it. Like other habits, those for reading can be changed
with a little effort.
Reading is the only practical way open to most of us to enlarge
our experience about the things, the people , and the ideas of
the world we live in - and especially, perhaps, to learn about
ourselves in relation to this world. But, one may ask: Why
do we need to know? Why not simply take life as it comes and
enjoy it? Reading to find out current stock prices or ballgame scores, and how to do a job, may be fine - but why go
beyond that? Our kind of open society gives each of us, at
least each adult, both the freedom and the responsibility to
answer for himself. Perhaps some do have little concern about
other people, either past or present, or for their ideas. Some
depend on others for guidance on issues both small and great.
Yet those who did care and who tried to learn built the open
society we now enjoy together.
The person who has an urge to learn something new, to expand
his present universe, has the first requ i site of a general
reader. This "something newn could be a bout Pers i an ar t,
smok eless powder, or the soils of Attu. I t probably matters
l ittle where the serious reader begi ns . Knowledge is al l one
whol e . Truth is a great jewel with m
any facets. Even if one
begins with a narrow objective , continuing inquiry leads to
other fi elds . Some people f ind it hel pful to begin with the
ngreat books n because the s cholars and artists of each age
build par tly wi th older i dea s . Yet the general reader can
start with either today's authors or the early ones. If he
continues his inquiry he will get to both anyway.
As an inquiry begins from an internal urge, however stimulated,
it tends to grow in several directions. The more one reads, the
more he finds that he must read. Our facts and ideas abOut the
world and the people in it interact in complex ways. This great
design of facts and ideas is three dimensional: it extends over
the world and back in time before the first family of man. Only
from it can we hope to acquire the skill of foresight.
Thus does the search for truth - the truth that sets men free
of myth and fear and hate and slogan - urge the general reader
on. He continually extends his inquiries; he continually finds
new reading before him. The general reader always has an irksome feeling of being behind with his reading.
l
�The general reader seeks knowledge of relationships, not facts
alone. Certainly he wants facts. But even an encyclopedic
mind, with neatly classified facts in separate compartments,
does not help a person to understand his relationship to the
world he lives in; nor do purely imaginary theories that ignore the great body of facts and experience.
Like other experiences, reading progresses in stages. Any
author assumes that his reader already has some knowledge and
understanding. Most skillful authors feel the obligation to
present their material as clearly and simply as possible. But
many ideas of the greatest interest to us are based upon a
large number of facts and other ideas; no one may be able to
state them both briefly and in the known terms of those readers
who up to now have had only limited cultural experience.
No one can deny our present need for simple writing about those
things and ideas that can be explained simply. But some of the
recent trends go too far. We are given "condensations" and
npopular" books that hopelessly oversimplify the ideas they
pretend to explain. Reading such books may lead us to assume
that we know about ideas when in fact we do not. They confuse
us rather than help us. The acceptance of false concepts or
figures as true ones defeats our very purpose because our understanding of relationships comes from many combinations of concepts within the mind. A single false concept can spoil a.
combination. This process of developing new combinations within
the mind is basic to the formulation of new ideas and principles
and to our own personal adjustments to the world we live in.
Thus inaccurate books can be worse than a waste of time. Yet no
one has found a satisfactory way to eliminate them that would not
lead to far worse handicaps to free inquiry.
Among scientific and technical books one can usually avoid the
sensational without missing anything of importance. As a rough
test of an author dealing with scientific or technical subjects,
let us try to find the answers to four questions: Has the author
followed the scientific method and considered other explanations
besides the ones he advances? Is the writer free bo tell the
truth as he sees it? Has his work been tested by the free
criticism of competent scholars of the same field? Do other
competent scholars in the author's field respect him, even
though they may disagree with him, or dislike him personally?
If the answer to any one of these questions is "non let us
beware. But, we have no infallible rules. Some great writers
have gone long unappreciated and some have produced great
books in bigoted, restraining environments.
2
�As readers, we should favor authors who write clearly and as
simply as their subject permits. But let us be careful not to
reject authors who have written as simply as possible about
subjects that can be dealt with accurately only in advanced
scientific and cultural terms.
I
Also, some subjects can be discussed satisfactorily only in a
big book, or even several big book~. Personally, I do not care
for condensations except those made by the author himself. The
relation between an author and his reader is a personal one. I
should rather select the parts to skip myself than to have someone else do it.
Taste in reading is a highly personal matter. One can avoid the
"hard" book wherein the author assumes that his reader has a
background of familiarity with the classics of science and
literature. But the general reader cannot do so entirely. And
after he gets experience in reading he will not avoid them - in
fact he will seek out some of them, partly for what he hopes to
learn and partly because of the delight such reviews of his
earlier reading give him. The growing mansion of memories is
one of the greatest compensations from reading. The general
reader is rarely lonesome. Even apart from books, he has his
memories.
We read for pleasure and beauty as well as for knowledge. Often
beauty and knowledge join together. To me a poem or novel appeals if I reflect at the end: "Yes, this is right - this is
the way the world is." Then too, most of us like to read partly
just for fun, to relax, or to escape from the world around us
for a little while. For such reading many enjoy the simple
intricacies of a detective story. Yet others who detest detective fiction enjoy books like Spengler's Decline of the West,
are scarcely able to lay them down. Some of my friends relax
before the fire with Horace or Pliny in the original. Most of
us don't.
Some want to learn about distant places. Others want to know
about our past and why men and nations developed as they did.
A lot of us want to know more about what is going on now and
even to try to forecast future events. Some readers find
pleasure in the very music of word combinations and the alternate focusing and blendj.ng of images . Sooner or later most of
us read to find out how to do something. We may want to learn
a new skill, perhaps as a part of our job, for a hobby, to improve our living space, or on how to educate our children. The
general reader has these and other purposes.
3
�Every reader makes selections. No one can read all the useful
books. The urge from within is the best guide. Except for the
critic who must, few general readers attempt to read or even to
be familiar with all the current books. Certainly no soil scientist could read all the nbest sellers" and become a general
reader too. Fortunately, no one needs to worry about "missing"
a good book. The good ones stay with us. They are the classics.
Yet even among the classics are books that may not interest us.
A few great authors simply do not appeal to us. It is best to
pass them by. But before doing so finally one should give the
classics he hated as a child a fair trial as an adult.
What crimes against literature have been committed in the sight
and hearing of the innocents! Commonly - all too commonly great masterpieces, written for adults to read as a whole, are
dished up to young people in indigestible pieces garnished with
footnotes and gushiness. Of course they don't understand them.
And far worse, the youngster may develop a thorough hatred of
the classics - a feeling that can remain with him for life.
Names like Thackeray, Shakespeare, Dickens, and Emerson strike
terror to his heart. And what a pity! For regardless of the
purpose of reading - for education, as an escape, for amusement,
or just to kill time - the classics are the best for it. This
is why they are classics.
They include the best poetry, the best drama, the best novels,
the best history, the best detective fiction, the funniest
verse, and even the warmest tales of affection.
As a reader becomes a general reader he also becomes a rapid
one - or rather perhaps if he becomes a general reader he has
learned to read rapidly. He must to cover the ground he lays
out for himself. The slow reader finds reading too painful;
he prefers to do something else. And in this period of modern
gadgetry our merchants and our ad-stuffed magazines off er many
alternatives. Then the non-reader tells us with all seriousness, even with pathos: "Oh, I should like to read more but I
have no time for it." In not one instance of the hundreds of
conversations in which this has been said in my presence was ·
it even approximately true for more than a very short time.
Although rarely more probable, bad eyes offer a better excuse.
At least the possibility exists. My busiest friends read a
lot.
Because of early environment perhaps, many children and young
college students read little besides their textbooks. One tends
to read slowly books on which he expects to be examined. Where
such reading establishes the habit of slow reading, the pace
must be changed before a reader can become a general one. As
a teacher, I learned from an old professor of psychology at
the University of Chicago, whose name I have forgotten, to
4
�recommend to my students books of special interest to them
(not necessarily to me). I did this individuAlly. The book,
or his progress with it, was never mentioned to a student unless
he asked a question. Most asked for another suggestion, and then
another, and so on. Many learned to read more rapidly and became
general readers.
Now to get down more
should he read?
spe~ifically
to a soil scientist.
What
Let us assume that he wants to know more about soil science about the relationships among soils, water, plants, farming,
ranching, forestry, and resource conservation throughout the
world - and how he, as a soil scientist, can contribute to
human welfare. In the critical need for more food and for rural
improvement in the newly developing countries he sees the great
direct challenge to soil science and, perhaps, to himself.
He can start there. But as he progresses he senses three great
classes of relationships that he needs to understand: (1) The
relationship of facts to facts, the field of science; (2) the
relationship of man to the facts, the field of art; and (3) the
relationship of man to man, the field of justice and morals. He
strives to make his knowledge symmetrical as a citizen of the
world as well as a soil scientist per se. He finally sees knowledge as a great whole, not really split into departments. He
finds that truth is what we said it was earlier - one gorgeous
jewel with many facets.
Such a soil scientist must of course inform himself in his own
field and keep abreast of current research and development. This
immediately leads him into the other natural and social sciences.
He doubtless reads regularly the publications of the Soil Science
Society of America and of the International Society of Soil Science, including its congresses and commissions. He goes through
the periodicals and bulletins of the outstanding soil research
institutes, both here and abroad. He reads both the new and the
old books and monographs by the outstanding masters in his field.
He looks also at the most important books and monographs in closely
related fields - chemistry, biology, geology, economics, and the
like. He keeps abreast of the principal publications of the
American Association for the Advancement of Science. He keeps
aware of what is going on in the practical world of farming,
forestry, engineering, and land-use planning, both here and
overseas. His general reading includes a good newspaper and
some of the current magazines.
5
�From these points of departure, he goes where he must to accomplish his purpose. Aga:i.n and again he discovers the need for
more background from current books on science and from the
classics. He may use the following reading list or a better
one as a general guide.
Thus our soil scientist becomes a general reader!
II. A LIBRARY
The important books that have expressed our cultural ideas or
that have contributed to our understanding of science, art,
justice, and morals have been written by many kinds of people
and in all sorts of forms - in stories, poems, plays, and novels
as well as in essays. The authors wrote at different times and
in many places. Some were professionals, writing for money or
a s a part of the job they lived by. Many were not and wrote
mainly for other reasons. The writers of the classics came from
many social backgrounds. They incl ude artists, philosophers,
teachers, poets, scientists, administrators, soldiers, workmen,
secretaries, lawyers , explorers, housewives, farmers, merchants,
politicians, and priests. Some defy classification.
No one person or group can pretend to make an entirely satisfactory reading list for any other person or group. No one has
been able to read all the good books, and each of us reads many
mediocre ones for each book that appeals to us as exceptional,
c>r---evep good. The li.st that follows includes books that I have
found to; be especially helpful. Some are omitted that others
would include simply because they did not appeal to me. More
important, there are great numbers of good books that I have not
read or even heard of.
A few books were left out of the list because of their scarcity,
and some for other reasons. Many excellent collections of letters and books of literary criticism have been omitted. Then
too, I have omitted books that I enjoyed very much just as good
fun or to relax, including comic verse and detective fiction,
except for one. And the list omits some one hundred personal
favorites about James Joyce!
The titles are arranged in groups to separate roughly the technical books from those of more general interest. Of special
importance to the beginner in science are those in group 5 ,
dealing with the basic method and philosophy of science. The
list in group 2 is shorter than it should be simply because I
have not read enough of the current textbooks in geology,
ecology, botany, chemistry, and geography, to make proper selections. Increasingly, background books in current science and
mathematics are becoming available in paperbacks.
6
�Titles are arranged in approximate alphabetical order of the
authors' names. Dates and other brief notes are given only where
necessary to i~entify a particular edition or translation. Apart
from the obvious accusation of conceit agCl'-inst anyone who prepares
such a list, I am fully aware that this list is open to criticism
on the grounds of personal taste and prejudice and of narrowness
of scope. Better lists could exclude some titles and include
many more. I hope only that it may help a few soil scientists
to become general readers. The general reader makes- his own List
as he reads, better for him than the one that follows.
Many of the books in the list are available as paperbacks or in
other cheap editions. Every year additional titles on the list
become available in such cheap formats. In a few instances,
different translators give slightly varying titles to the same
book. Both prose and metrical translations are available for
some poetical works.
Using this and other lists one can have a fine personal library
at low cost. It need not weigh much nor require much shelf room.
Selections can be made from current lists of inexpensive editions.
Examples of hard-cover books include the American Modern Library
and the British Everyman's Library and 'Oxford World Classics. A
great many can be had in paperback from several American and British
publishers, including the low-cost paperbacks of the Penquin Books
published :i.n Britain.
7
�1.
SOIL SCIENCE.
International Congresses of Soil
Science. Proceedings. 1st.
Washington, 1927, 4v; 2nd. Moscow,
1930, 6v; 3rd. London, 1935, 3v;
4th. Amsterdam, 1950, 3v; 5th.
Leopoldville, 1954, 4v; 6th. Paris,
1956, Sv; 7th. Madison, 1960,4v.
Introduction to soil microbiology. Martin Alexander.
Wiley. 1961.
Soil physics. 3rd. ed. L. D.
Baver. 1956. (New edition in
preparation).
The nature and properties of
soils. H. 0. Buckman and N. C.
Brady. 6th. ed. 1960.
A study of the
United States.
U. S. Dept. of
Soils Bul. 85.
soils of the
G. N. Coffey.
Agric. Bur. of
1912.
Second Inter-Afri can Soils Conference (Leopoldville, 1954).
Proceedings, 2v. Brussels.
Factors of soil formation. H.
Jenny.
Pedology. J. S. Joffee. Rutgers.
The soil: its nature, relations,
and fundamental principles of
The soils of the Netherlands.
management. F. H. King. Macmillan.
C. H. Edelman. Amsterdam. 1950. 1916.
The great soil groups of the
world and their development.
C. F. Marbut's translation of
Die Typen der Bodenbildung by
K. D. Glinka. (Berlin. 1914.)
Ann Arbor, Michigan. 1927.
The soil. 5th. ed. Sir A. D.
Hall. Murray. 1945.
Soils of the United States. C. F.
Marbut. In Atlas of American Agric.
U. S. Dept. of Agric. 1935.
Soils:their genesis and classification. C.F. Marbut. Soil Science
Society of America. 1951.
Field manual of soil engineering.
4th. ed. Michigan State Highway
Soils. E. W. Hilgard. Macmillan. Department. Lansing. 1960.
1906.
The soil under shifting cultivaSoil fertility and permanent
tion. P. H. Nye and D. J. Greenland.
agriculture. C. G. Hopkins.
Commonwealth Bur. Soils. Technical
Ginn. 1910.
Corn. No. 51. 1960.
Efficient use of fertilizers.
2nd. ed. V. Ignatieff and H. ,J.
Page. editors. FAO. Rome. 1958.
(Also available in French and
Spanish.)
The evolution and classification
of soils. E. Ramann. Translation
by C. L. Whittles. Heffer. 1928.
Soils:their origin, constitution,
and classification. 3rd. ed. G.W.
Robinson. Murby. 1949.
Mother earth. G.W. Robinson.
Mnrby. 1937.
8
�Soil conditions and plant growth.
8th. or 9th. ed. Sir. E. J.
Russell. Longmans. 1950-1961.
(See earlier editions for bibliography of classical papers.)
The group of papers covering the
development of pedology in Russia
prepared for the First International Congress of Soil Science.
Leningrad. 1925. (In English).
Principles of agriculture.
W. R. Williams. (Trans. by
G. V. Jacks). Chem. Pub.
Company. New York. 1952.
Soil Science~ Vol. 1 et.seq.
1916 to present.
- Soil Science Society of
America, Proceedings. Vol.
1 et seq. 1936 to present.
Soil physical conditions and
plant growth. B. T. Shaw, ed.
Academic Press. 1952.
The Journal of Soil Science.
Vol. 1 et seq. 1950 to present.
Life and work of C. F. Marbut.
Soil Science Soc. of America.
1942.
Soviet Soil Science. (A
translation of Pochvovedeniye)
AIBS. Washington. 1956 to
present.
Soil Survey Manual. U. S. Dept.
of Agric. Handbook No. 18.
Washington. 1951.
2.
RELATED SCIENCES.
Introduction to economics for
agriculture. John D. Black.
1953.
Mineral nutrition of plants.
E. Truog. ed. University of
Wisconsin Press. 1951.
Farm management. Black.
Clawson, Sayre, and Wilcox.
Diagnosis and improvement of
saline and alkali soils. U. S.
Dept. Agric. Handbook No. 60.
Washington. 1954.
Economics for agriculture:
selected writings of John
D. Black. J. P. Cavin, ed • .
1959.
Soils and men. 1938 Yearbook
of Agriculture. U. S. Dept. of
Agriculture.
The determination of hydrogen
ions. W. M. Clark. Williams
and Wilkins.
Soil. 1957 Yearbook of Agriculture. U. S. Dept. of Agric.
(Mainly on soil management.)
The data of geochemistry. F.
W. Clarke. U. S. Geol. Survey
Bul. 770.
The diagnosis of mineral deficiencies in pl.ants by visual
symptoms. 2nd. ed. J. Wallace.
HMSO. London. 1951.
Landscape as developed by the
processes of normal erosion.
C. A. Cotton.
Soil and civilization. Milton
Whitney. D. van Nostrand. 1925.
Climatic accidents in landscape-making. C. A. Cotton.
9
�Outlines of physical chemistry.
Daniels.
Plant physiology. E. C.
Miller. McGraw-Hill.
The formation of vegetable mould,
through the action of worms with
observations on their habits.
C. Darwin.
Guidebooks of the Western
United States. U. S. Geol.
Survey Buls. 611, 612,
613, 614, 707, 845.
Glacial geology and the Pleistocene
Epoch. R. F. Flint.
Geomorphology. Von Engeln.
Principles of soil microbiology. S. Waksman.
Baltimore.
·
Fundamentals of fruit production.
Gardner, Bradford, and Hooker.
McGraw-Hill.
3.
Sahara, the great desert. E. F.
Gautier.
Le livre de l'agriculture.
Ibn-al-Awam. Trans. Arabic
to French. Paris. 1864.
{A pity it is not in English).
Sourcebook on atomic energy.
Samuel Glasstone.
Elements of the differential and
integral calculus. Granville.
Economics of agricultural production
and resource use. Earl 0. Heady.
Crop Production.
Macmillan.
Hughes and Henson.
Climate; and The climates of the
continents. W. G. Kendrew. Oxford.
Geomorphology.
A. K. Lobeck.
Outlines of geology. Longwell, Knopf,
Flint, Schuchert, and Dunbar.
Race, sex, and environment; a study of
mineral deficiency in human evolution.
J. R. de la H. Marett. Hutchinson.
London. 1936.
Principles of economics. Alfred
Marshall.
Plant physiology.
McGraw-Hill.
EARLY SOIL SCIENCE
AND AGRICllL'IURE.
Mirror for Americans. Ralph
H. Brown.
Roman farm management: A
translation of Cato and Varro.
"A Virginia Farmer."
Macmillan. 1913.
Cato the Censor on fanning.
Trans. by Ernest Brehaut.
Columbia Univ. Press. 1933.
Husbandry {De re rustica).
L. J. M. Columella. (Written
a!><>ut 60 A.D.) English
~anslation. 17~
Letters from an American
Farmer. J. Hector St. John
Crevecoeur.
Terra, a philosophical discourse of earth; Sylva, or
a discourse on forest trees;
and Directions for the
, I gard~ner at Says-Court.
Iv
John ~velyn.
N. A. Maximov.
Rocks, rock-weathering, and soils.
G. P. Merrill. Macmillan.
10
�The movement of soil material
by the wind. E. E. Free. Bur.
of Soils Bul. 68. 1911.
Washed soils: How to prevent
and reclaim them. U. S. Dept.
Agric. Farmers Bul. 20. 1894.
Vegetable staticks. Stephen
Hales. London. 1731-33.
The soils of Tennessee. C. F.
Vanderford. Tenn. Agric. Exp.
Station Bul. 10. 1897.
Report on the geology and
agriculture of the State of
Mississippi, 1860; Alkali lands,
irrigation, and drainage in
their mutual relations, Sacramento,
1892; and Report on cotton production in the United States, Tenth
Census, 1880. Vols. V and VI.
E. W. Hilgard.
E. W. Hilgard and the birth of
modern soil science. Hans Jenny.
The natural laws of husbandry.
Justus von Liebig. 1863.
The Georgics. Vergil.
lf,(J, Jc'!;ytf-011/7 (l);f
Travels i ll,;i France. Arthur Young.
4.
GENERAL AGRICUL'ltlRE AND
PLANNING.
The politics of agriculture:
Soil conservation and the
struggle for power in rural
America. Charles M. Hardin.
Notes on the State of Virginia
and other essays. Thomas
Jefferson.
Soil Erosion. W J McGee. Bur.
Soils Bul. 71, 1911.
Problems and policies of American
agriculture; and subsequent
volumes from the Iowa State
University Center for Agricultural Adjustment. Iowa
State University Press.
The cotton kingdom.
F. W. Olmsted.
The admirable discourses of
Bernard Palissy. (In English).
Univ. Illinois Press. 1957.
TVA-Democracy on the march.
David E. Lilienthal.
An essay on calcareous manures.
Edmund Ruffin. (The first edition
was reprinted by the Harvard
University Press in 1961).
The decline of agrarian democracy.
Grant McConnell.
~he
The origin and nature of soils.
N. S. Shaler. From 10th Annual
Report, U. S. Geol. Survey 1891.
The horse hoeing husbandry.
Jethro Tull. London. 1731.
Agricultural reports. U. S.
Patent Office. (Forerunners of U.
Dept. of Agric. Yearbooks).
1849 et seq.
11
agriculture act,
.I. F.
l~
pbjllips. London. 1941'-
World population and world food
supplies. Sir E. John Russell.
Allen and Unwin. London. 1954.
�;:- '~~,;,'?::;,/a-,,,_,/ '>tr y-i 90 r
i.._
I •
A#n e f,
~""7:0n&z ,
f"l"' ,_. nz J3ablckzJ-
_
7
Science and Technology for Development:
Report on t he United
Nations coriterence on tiie Ap~J.ication of science and T~gy eimer.
ror t'fi"e "!enefit ortne tess'": eve1opoo Areas .--Volume rrr.
J.lgricuTEure . · :5r© pp. trnitecr11at:tons . New YorK.- 1963 . ·
Resou~ freedom~ Policy
FPesident's Materials
---J···~-·-
The grammar of science.
Karl Pearson.
-CGmmission. 5 v. Washington
19-52:-
The groundnut affair.
Bodley. London. 1950.
5•
- --- - -
The universe in the light of
modern physics. Planck.
A. Wood.
Introduction to mathematical
philosophy; The analysis of
matter; The scientific outlook;
and An inquiry into meaning and
truth. Bertrand Russell.
SCIENCE: HISTORY, MEANING,
METHOD, AND PHILOSOPHY.
The advancement of learning.
Francis Bacon.
Science and government.
C. P. Snow.
An introduction to logic and
scientific method. Cohen
and Nagel.
Foibles of insects and men.
W. M. Wheeler.
On understanding science.
James B. Conant.
History of the inductive
sciences. William Whewell.
The discourse on the method.
Descartes.
6.
Physical forces of nature;
and The chemical history of
the candle. Faraday.
History of the United States; and
the degradation of the democratic dogma. Henry Adams.
Conservation of force and
other essays. Helmholtz.
The City of God.
St. Augustine.
The order of nature.
L. J. Henderson.
The rise of American civilization; and America in midpassage. Beard and Beard.
Civilization and climate.
Ellsworth Huntington.
PHILOSOPHY, CONOOCT OF LIFE,
HISTORY, ETC.
The modern corporation and
private property. Berle and
Means.
The biological basis of
human nature. H. S. Jennings.
The Bible, especially the
Reader's Bible, Oxford and
Cambridge. 1951.
The nature of things. Lucretius.
(Translation by Munro, Latham,
or Leonard) •
A system of logic. J. s. Mill.
(8th or subsequent edition).
12
�The flowering of New England.
Van Wyck Brooks.
Holmes-Laski letters:Correspondence of·Mr. Justice Holmes
and Harold J. Laski. 1916-1935.
The history of civilization in
Russia and the West under Lenin
England. Buckle.
and Stalin. George F. Kennan.
The anatomy of melancholy.
1960.
Robert Burton.
The Koran.
Alice in wonder1and; and
Studies in classic American
Through the looking glass.
literature. D. H. Lawrence.
Carroll.
The second world war.
Winston Churchill.
The caravan. Carlton S.
Coon.
A history of English literature. Legouis and Cazamian
(One volume edition, Dent,
London. 1950).
Knowledge for what?
R. S. Lynd.
Aesthetic. Benedetto Croce.
The prince. Machiavelli.
Freedom and culture. John
Dewey.
Essays; and Journal.
Emerson.
Democratic ideals and reality.
H. J. MacKinder.
Naval warfare. Mahan.
The golden sayings of Epictetus.Le morte d'Arthur. Sir Thomas
Malory.
In praise of folly. Erasmus.
The fable of the bees. (esHistory of art. Elie Faure.~ pecially as edited by F. B.
i/u 4/z;I ~Jma7VltPY-~·P~
Kaye, 2v.) Bernard MandevilJ.e.
The golden bough. Fraser.
The American language, including
American capitalism;the concept supplements. H. L. Mencken. 3
of countervailing power. \J. K. vols. 1936, 1945, and 1948.
Ga.lbraith.
On liberty. J. S. Mill.
A short history of the
English people. J. R. Green.
Essays. Montaigne.
The t1.'o rldly philosophers ;. t he
lives, times, and ideas of the
great economic thinkers. R. L.
Hei1broner.
~ \·James
Bryant
The growth of the American Republic. (1950 or later). S. E.
Morison and H. S. Commager.
�Thus spake Zarathustra.
- Nietzsche.
The engineers and the price
system; and The theory of the
leisure class. Veblen.
The eulogies; etc. Ovid.
Micromegas.
The mind and society.
Voltaire.
V. Pareto.
The last time I saw Paris.
Elliot Paul.
The Great Plains: a study in
institutions and environment.
Walter Prescott Webb.
The dialogues. Plato.
From ritual to romance.
Jessie L. Weston.
Letters.
Pliny the Younger.
Medieval people. Eileen Power.
To the Finland Station.
Edmund Wilson.
The Savoyard vicar.
The Persian expedition.
Xenophon.
Rousseau.
The history of western philosophy. Bertrand Russell.
7•
The age of Roosevelt: The crisis
of the old order (1957); The
coming of the New Deal (1959);
and The politics of upheaval
(1960). Arthur M. Schlesinger, Jr.
NOVELS AND STORIES.
Rashomon and other stQries.
Ryunosuke Akutagawa.
Stories.
Counsels and maxims.
James Aldridge.
The Diplomat.
Andreyev.
Schopenhauer.
The book of the thousand nights
The rise and fall of the Third Reich. and a night. Burton transla1960. William L. Shirer.
tion of the Arabian Nights.
Two cultures.
Breaking point.
C. P. Snow.
Artzibashef.
The decline of the West.
Oswald Spengler. Knopf.
Pride and prejudice.
Austen.
The development of the understanding. Spinoza.
Lavengro.
The twelve Caesars.
The monk and the hangman's
daughter. Bierce.
Suetonius.
Walden.
George Barrow.
Lorna Doone.
The tale of a tub.
Jonathan Swift.
Jane Eyre.
Thoreau.
Jane
Blackmore.
C. Bronte
"
The way of all flesh.
Democracy in America. Alexis
C. H. C. de Tocqueville.
Messer Marco Polo.
14
Butler.
Byrne.
�Jurgen. Cabel.
The stranger. Albert Camus.
Meet me on the barricades.
Charles Yale Harrison.
Don Quixote. Cervantes.
Jude the obscure. Hardy.
Dawn in Lyonesse. Mary Ellen
Chase.
For whom the bell tolls.
E. Hemingway.
The moonstone. Wilkie Collins.
Maria Chapdelaine. Hemon.
Nigger of the narcissus. Conrad.
A bell for Adano. John Hersey.
Moll Flanders. Defoe.
Green mansions. W. H. Hudson.
Alexander-platz Berlin. Doblin.
The 42nd parallel. John Dos Passes.
A portrait of the artist as
a young man; Dubliners; and
Ulysses. James Joyce.
Oliver Twist; A tale of two cities;
etc. Dickens.
Amerika; and Stories.
Franz Kafka.
The brothers Karamazov. Dostoevsky. Sons and lovers; The boy in
· the bush (with M. L. Skinner):
An American tragedy. Theodore Dreiser .and Stories. D. H. Lawrence. '
The Count of Monte-Cristo. Alexandre Independent people.
Dumas.
Halldor Laxness.
Christ stopped at Eboli.
Carlo Levi.
Studs Lenigan. Farrell.
The hamlet; etc. William Faulkner.
Tom Jones. Fielding
Arrowsmith; Main Street.
Sinclair Lewis.
The great Gatsby. F. Scott Fitzgerald.Raintree County
Ross Lockridge, Jr.
Madam Bovary. Flaubert.
Buddenbrooks. Mann.
Penquin Island. France.
The garden party and other
stories. Katherine Mansfield.
Mademoiselle de Maupin. Theophile
Gautier.
The betrothed. Manzoni.
Dead souls; and Mirgorod. Gogol.
Of human bondage. Maugham.
Loving. Henry Green.
Stories. De Maupass~nt.
The heart of the matter.
Graham Greene.
Growth of the soil.
Knut Hamsun.
15
�Moby Dick. Melville.
The crock of gold. James
Stephens.
Hawaii. James A. Michener.
Gone with the wind. Margaret
Mitchell.
The life and opinions of
Tristram Shandy, gentleman.
Sterne.
Heloise and Abelard; Esther
Waters; and A storyteller's
holiday. George Moore.
A many-splendoured thing.
Han Suyin.
Easter sun. Peter Neagoe.
Guliver's travels. Jonathan
Swift.
The octopus. Frank Norris.
Vanity Fair. Thackeray.
At swim. two-birds. Flann O'Brien.
-
The hobbit; and The Lord of
the Rings. J. R. R. Tolkien.
Train. V. F. Panova.
Stories. Poe.
War and peace; Anna Karenina.
Tolstoy.
Remembrance of things past.
Marcel Proust.
Barchester Towers, etc.
Anthony Trollope.
The cloister and the hearth.
Reade.
Shiny night. Beatrice Tunstall.
The devil's pool. George Sand.
Kristin Lavransdatter.
Sigrid Undset.
Fathers and sons; and A sportsPilgrimage. Dorothy M. Richardson. man's notebook (or similar
translated title). Turgenev.
Giants in the earth. O. E. Rolvaag.
Tom Sawyer; Huckleberry Finn.
Stories. Damon Runyon.
Mark Twain.
Fraulein Else. Schnitzler.
The pleasant memoirs of the
Marquis de Brandomin. ValJ.eInclau.
Ivanhoe. Walter Scott.
Days and nights. Konstantine
Simonov.
Candide; The Princess of Babylon.
Volta.ire.
The Grub Street nights entertainments. J. C. Squire.
The world's illusion. Wasserman.
The red and the black; and The
charterhouse of Parma. Stendhal
(Beyle).
The picture of Dorian Gray.
Oscar Wilde.
16
�The pathway.
Henry Williamson.
Confessions.
Carry on, Jeeves; etc.
P. G. Wodehouse.
Rousseau.
Abraham Lincoln.
Carl Sandburg.
The age of Jackson. Arthur M.
Look homeward, angel; Of time
Schlesinger, Jr.
and the river; The web and the
rock; and You can't go home again. Roosevelt and Hopkins. Robert
Thomas Wolfe.
E. Sherwood.
Nana.
8.
Zola.
The agony and the ecstacy: a
biographical novel of Michelangelo. Irving Stone.
BIOGRAPHY.
The education of Henry Adams.
Henry Adams.
On Britain and Germany. (Mainly
about Agricola.) Tacitus.
The life of Samuel Johnson.
·Boswell.
Leonardo da Vinci.
Antonina Vallentin.
The life of Robert Burns.
Catherine Carswell.
The autobiography of Giambattista
Vico (Trans. by Fisch and Bergin).
The memoirs of Casanova.
The Medici.
The autobiography of Benvenuto.
Cellini.
9•
G. F. Young.
POETRY AND DRAMA •
Robyn Hode.
James Joyce.
Richard Ellmann.
The song of Roland.
Parnell.
St. John Ervine.
John Brown's body.
The diary of John Evelyn. (The
recent edition prepared by
E. s. de Beer is best).
Franklin.
Songs of experience; The
marriage of Heaven and Hell;
and other poems. William Blake.
Fay.
Sonnets from the Portuguese;
A musical instrument. E. B.
Browning.
R. E. Lee. D. S. Freeman.
The Wynn diaries.
Benet.
Freemantle.
Thanatopsis.
The life of Washington.
Bryant.
Hughes.
The romance of Leonardo da Vinci.
Merejkowski.
Cotter's Saturday night; and
other poems. Robert Burns.
She walks in beauty; Maid of
The intelligent heart: the story Athens; Childe Harold; and
of D. H. Lawrence. Harry T. Moore.Don Juan. Lord Byron.
Pepys' diary. (Wheatly ed.)
17
and
�The Canterbury tales. Chaucer
(Trans. into modern English by
Neville Coghill). Penquin.
The land.
The rime of the ancient mariner;
and other poems. Coleridge.
The sonnets.
Poems.
Emily Dickinson.
Adonais; The hymn of Pan; and
Ode to the west wind. Shelley.
Poems.
John Donne.
The Faerie Queene.
Poems.
T.
s.
V. Sackville-West.
Lochinvar.
Aeneid.
Eliot.
Scott.
Shakespeare.
Spenser.
Vergil.
Poems, including the death of
the hired man. Robert Frost.
Poems. Paul Verlaine.
(Trans. by Macintyre).
Hermann and Dorothea.
Goethe.
The testaments of Francois
Villon.
The deserted village.
Goldsmith.
Poems.
Wordsworth.
Elegy written in a country
churchyard. Gray.
The Iliad; and The Odyssey.
Roan stallion.
Homer.
R. Jeffers.
Prometheus bound.
The life of man.
Aeschylus.
Andreyev.
The Odyssey: a modern sequel
(Trans. by Ximon Friar).
Nikos Kazantzakis.
The daughter of Jorio. d'Annun:zio.
The realm of fancy; Ode on melancholy; The eve of St. Agnes; and
other poems. Keats.
Waiting for Godot.
Plays.
Manfred.
Aristophanes.
Samuel Beckett.
Lord Byron.
Rubaiyat of Omar Khayyam.
Fitzgerald's 5th. edition.
The cherry orchard. Chekhov.
The Congo.
The lady's not for burning.
Christopher Fry.
Hiawath4.
Vachel Lindsay.
Faust.
Longfellow.
Goethe.
Figs from thistles; and other
verse. Edna St. Vincent Millay.
The sunken bell; and The Weavers.
Hauptmann.
Samson Agonistes; and other poems.
John Milton.
The doll's house; and other
plays. Ibsen.
The torch bearers.
The alchemist.
The raven; etc.
Noyes.
Poe.
18
Ben Jonson.
�The tragical history of Dr.
Faustus. Marlowe.
The silver tassie; and other
plays. Sean O'Casey.
Lazarus laughed; and Mourning
becomes Electra. Eugene _O'Neill.
Cyrano de Bergerac. Rostand.
William Tell. Schiller.
Macbeth; Hamlet; Romeo and Juliet;
and other plays. Shakespeare.
Pygmalion; Saint Joan; and other
plays. Bernard Shaw.
The school for scandal. Sheridan.
The father. Strindberg.
Salome. Oscar Wilde.
The skin of our teeth. Wilder.
19
USUA ·St:S·HYATTSVI LLE.
MD .
196 4
�
Dublin Core
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Title
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Charles Edwin Kellogg Papers
Description
An account of the resource
<p>Charles Edwin Kellogg (1902-1980) served as the head of the Soil Survey in the United States Department of Agriculture (<abbr title="United States Department of Agriculture">USDA</abbr>) for 37 years (1934-1971). The collection spans the years 1902-1980 and primarily contains materials relating to his career as a soil scientist and the history of the Soil Survey. There are manuscripts; publications, such as articles and reports; photographic prints and slides; travel journals; field notebooks; Kellogg's curriculum vitae, or autobiography; correspondence; newspaper clippings; and honors and awards. The materials are in good condition and make up 10 series.</p>
<p>Kellogg kept detailed records of his professional and personal activities. His field notebooks (Series VII) span five decades and are full of the handwritten notes and observations he made while traveling and at conferences, meetings, and in the field both in the United States and abroad. The curriculum vitae (Series I), a combination of an autobiography and a journal, is a more polished account of Kellogg's daily life. In it he recounts details ranging from his work at the Soil Survey to the care of his home garden.</p>
<p>Kellogg traveled extensively for conferences and as a researcher and consultant. His travels included visits to various countries in North America, Europe, Africa, Asia, and Oceania. Filled with research notes, journal entries, photographs, and ephemera, his travel journals (Series VI) are a rich source of information on world soil survey and agricultural efforts as well as a variety of cultures. Kellogg's photograph and slide collection (Series VIII) also provides considerable documentation of his domestic and international travels and depicts soils, agriculture, local people, and Kellogg and colleagues in the field.</p>
<p>One of Kellogg's interests was in compiling a history of the Soil Survey. He kept an extensive research file (Series V) on the organization of the Soil Survey and the Soil Conservation Service (<abbr title="Soil Conservation Service">SCS</abbr>), the people involved in their development, and major events in their history. In addition, Series VIII contains many contemporary and early photographs of <abbr title="United States Department of Agriculture">USDA</abbr> soil scientists.</p>
<p>A large part of the collection consists of the literature that Kellogg produced relating to soil science. A prolific writer, Kellogg authored several books and over 200 published articles, bulletins, and reviews. Many of his works were <abbr title="United States Department of Agriculture">USDA</abbr> publications and reports for the Soil Survey and the Soil Conservation Service (<abbr title="Soil Conservation Service">SCS</abbr>); however, he also published numerous articles in scientific and popular journals. His most notable books include the first Soil Survey Manual (1937), The Soils That Support Us (1941), Our Garden Soils (1952), and Agricultural Development: Soils, Food, People, Work (1975). Kellogg delivered a significant number of speeches and lectures. He was a guest on radio and television talk shows, and he spoke at universities, colleges, and conferences as well as at local civic and interest groups. In 1947, he was appointed National Sigma Xi Lecturer and spoke on soil science to some 30 chapters throughout the United States. Originals and photocopies of Kellogg's published works can be found in Series II, while many of Kellogg's drafts, unpublished works, and speeches and lectures can be found in Series III.</p>
<p>While working on research, especially his book Agricultural Development: Soils, Food, People, Work (1975), Kellogg amassed many publications and unpublished works which he placed into research files (Series IX). These publications and unpublished works, some of which were annotated by Kellogg, were written by various authors on topics related to agriculture and soil science.</p>
<p>Kellogg was an avid book collector, and his personal library was donated to the National Agricultural Library (<abbr title="National Agricultural Library">NAL</abbr>) along with his papers. The collection consists of approximately 2,000 books, monographs, and bound serials relating to international soil science and all aspects of agriculture. Publication dates range from 1745 to the 1970s. While the majority of the collection is in English, many languages are represented, including French, Dutch, German, Icelandic, Portuguese, Spanish, and Russian. No detailed listing of the book collection currently exists, and the books have not yet been catalogued. However, the collection contains rare imprint editions of the following works: Of Husbandry by Lucius Moderatus Columella (1745); Elements of Husbandry by Sir Humphrey Davy (1813); A Practical Treatise of Husbandry by Henri Louis Duhamel Du Monceau (1759); An Essay on Calcareous Manures by Edmund Ruffin (1832, 1853); Horse-Hoeing Husbandry by Jethro Tull (1829); Five Hundred Points of Good Husbandry by Thomas Turner (1812); and The Essence of Agriculture by Charles Varlo (1786).</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1933-1971 (bulk)
1902-1980
Identifier
An unambiguous reference to the resource within a given context
Mss. 091
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Transcription
Any written text transcribed from a sound
<strong>From the introduction to the list. May contain errors from the OCR process.</strong>
<p><strong>FOREWORD</strong></p>
<p>This essay and book list for students of general soil science developed gradually between 1930 and 1940, when it was first published in permanent form in the Journal of the American Society of Agronomy (32: 867-876), November 1940. Since the list appeared to be useful, I was persuaded to revise it in 1956. This issue is a further revision.</p>
<p>The suggestions of books and authors are most useful to those who first glance at the essay on reading.</p>
<p><strong>1. READING</strong><br />General reading is almost wholly a matter of habit. Some get the habit as children; some develop it later; and others never get it. Like other habits, those for reading can be changed with a little effort.</p>
<p>Reading is the only practical way open to most of us to enlarge our experience about the things, the people , and the ideas of the world we live in - and especially, perhaps, to learn about ourselves in relation to this world. But, one may ask: Why do we need to know? Why not simply take life as it comes and enjoy it? Reading to find out current stock prices or ballgame scores, and how to do a job, may be fine - but why go beyond that? Our kind of open society gives each of us, at least each adult, both the freedom and the responsibility to answer for himself. Perhaps some do have little concern about other people, either past or present, or for their ideas. Some depend on others for guidance on issues both small and great. Yet those who did care and who tried to learn built the open society we now enjoy together.</p>
<p>The person who has an urge to learn something new, to expand his present universe, has the first requi site of a general reader. This "something newn could be about Persi an ar t, smokeless powder, or the soils of Attu. I t probably matters l ittle where the serious reader begi ns . Knowledge is al l one whol e . Truth is a great jewel with many facets. Even if one begins with a narrow objective , continuing inquiry leads to other fi elds . Some people f ind it hel pful to begin with the ngreat booksn because the s cholars and artists of each age build par tly wi th older i dea s . Yet the general reader can start with either today's authors or the early ones. If he continues his inquiry he will get to both anyway. As an inquiry begins from an internal urge, however stimulated, it tends to grow in several directions. The more one reads, the more he finds that he must read. Our facts and ideas abOut the world and the people in it interact in complex ways. This great design of facts and ideas is three dimensional: it extends over the world and back in time before the first family of man. Only from it can we hope to acquire the skill of foresight. Thus does the search for truth - the truth that sets men free of myth and fear and hate and slogan - urge the general reader on. He continually extends his inquiries; he continually finds new reading before him. The general reader always has an irksome feeling of being behind with his reading.</p>
<p>The general reader seeks knowledge of relationships, not facts alone. Certainly he wants facts. But even an encyclopedic mind, with neatly classified facts in separate compartments, does not help a person to understand his relationship to the world he lives in; nor do purely imaginary theories that ignore the great body of facts and experience.</p>
<p>Like other experiences, reading progresses in stages. Any author assumes that his reader already has some knowledge and understanding. Most skillful authors feel the obligation to present their material as clearly and simply as possible. But many ideas of the greatest interest to us are based upon a large number of facts and other ideas; no one may be able to state them both briefly and in the known terms of those readers who up to now have had only limited cultural experience.</p>
<p>No one can deny our present need for simple writing about those things and ideas that can be explained simply. But some of the recent trends go too far. We are given "condensations" and npopular" books that hopelessly oversimplify the ideas they pretend to explain. Reading such books may lead us to assume that we know about ideas when in fact we do not. They confuse us rather than help us. The acceptance of false concepts or figures as true ones defeats our very purpose because our understanding of relationships comes from many combinations of concepts within the mind. A single false concept can spoil a. combination. This process of developing new combinations within the mind is basic to the formulation of new ideas and principles and to our own personal adjustments to the world we live in. Thus inaccurate books can be worse than a waste of time. Yet no one has found a satisfactory way to eliminate them that would not lead to far worse handicaps to free inquiry.</p>
<p>Among scientific and technical books one can usually avoid the sensational without missing anything of importance. As a rough test of an author dealing with scientific or technical subjects, let us try to find the answers to four questions: Has the author followed the scientific method and considered other explanations besides the ones he advances? Is the writer free bo tell the truth as he sees it? Has his work been tested by the free criticism of competent scholars of the same field? Do other competent scholars in the author's field respect him, even though they may disagree with him, or dislike him personally? If the answer to any one of these questions is "non let us beware. But, we have no infallible rules. Some great writers have gone long unappreciated and some have produced great books in bigoted, restraining environments.</p>
<p>As readers, we should favor authors who write clearly and as simply as their subject permits. But let us be careful not to reject authors who have written as simply as possible about subjects that can be dealt with accurately only in advanced scientific and cultural terms. Also, some subjects can be discussed satisfactorily only in a big book, or even several big book~. Personally, I do not care for condensations except those made by the author himself. The relation between an author and his reader is a personal one. I should rather select the parts to skip myself than to have someone else do it.</p>
<p>Taste in reading is a highly personal matter. One can avoid the "hard" book wherein the author assumes that his reader has a background of familiarity with the classics of science and literature. But the general reader cannot do so entirely. And after he gets experience in reading he will not avoid them - in fact he will seek out some of them, partly for what he hopes to learn and partly because of the delight such reviews of his earlier reading give him. The growing mansion of memories is one of the greatest compensations from reading. The general reader is rarely lonesome. Even apart from books, he has his memories.</p>
<p>We read for pleasure and beauty as well as for knowledge. Often beauty and knowledge join together. To me a poem or novel appeals if I reflect at the end: "Yes, this is right - this is the way the world is." Then too, most of us like to read partly just for fun, to relax, or to escape from the world around us for a little while. For such reading many enjoy the simple intricacies of a detective story. Yet others who detest detective fiction enjoy books like Spengler's Decline of the West, are scarcely able to lay them down. Some of my friends relax before the fire with Horace or Pliny in the original. Most of us don't.</p>
<p>Some want to learn about distant places. Others want to know about our past and why men and nations developed as they did. A lot of us want to know more about what is going on now and even to try to forecast future events. Some readers find pleasure in the very music of word combinations and the alternate focusing and blendj.ng of images . Sooner or later most of us read to find out how to do something. We may want to learn a new skill, perhaps as a part of our job, for a hobby, to improve our living space, or on how to educate our children. The general reader has these and other purposes.</p>
<p>Every reader makes selections. No one can read all the useful books. The urge from within is the best guide. Except for the critic who must, few general readers attempt to read or even to be familiar with all the current books. Certainly no soil scientist could read all the nbest sellers" and become a general reader too. Fortunately, no one needs to worry about "missing" a good book. The good ones stay with us. They are the classics. Yet even among the classics are books that may not interest us. A few great authors simply do not appeal to us. It is best to pass them by. But before doing so finally one should give the classics he hated as a child a fair trial as an adult. What crimes against literature have been committed in the sight and hearing of the innocents! Commonly - all too commonly - great masterpieces, written for adults to read as a whole, are dished up to young people in indigestible pieces garnished with footnotes and gushiness. Of course they don't understand them. And far worse, the youngster may develop a thorough hatred of the classics - a feeling that can remain with him for life. Names like Thackeray, Shakespeare, Dickens, and Emerson strike terror to his heart. And what a pity! For regardless of the purpose of reading - for education, as an escape, for amusement, or just to kill time - the classics are the best for it. This is why they are classics.</p>
<p>They include the best poetry, the best drama, the best novels, the best history, the best detective fiction, the funniest verse, and even the warmest tales of affection. As a reader becomes a general reader he also becomes a rapid one - or rather perhaps if he becomes a general reader he has learned to read rapidly. He must to cover the ground he lays out for himself. The slow reader finds reading too painful; he prefers to do something else. And in this period of modern gadgetry our merchants and our ad-stuffed magazines off er many alternatives. Then the non-reader tells us with all seriousness, even with pathos: "Oh, I should like to read more but I have no time for it." In not one instance of the hundreds of conversations in which this has been said in my presence was · it even approximately true for more than a very short time. Although rarely more probable, bad eyes offer a better excuse. At least the possibility exists. My busiest friends read a lot.</p>
<p>Because of early environment perhaps, many children and young college students read little besides their textbooks. One tends to read slowly books on which he expects to be examined. Where such reading establishes the habit of slow reading, the pace must be changed before a reader can become a general one. As a teacher, I learned from an old professor of psychology at the University of Chicago, whose name I have forgotten, to recommend to my students books of special interest to them (not necessarily to me). I did this individuAlly. The book, or his progress with it, was never mentioned to a student unless he asked a question. Most asked for another suggestion, and then another, and so on. Many learned to read more rapidly and became general readers.</p>
<p>Now to get down more spe~ifically to a soil scientist. What should he read?</p>
<p>Let us assume that he wants to know more about soil science - about the relationships among soils, water, plants, farming, ranching, forestry, and resource conservation throughout the world - and how he, as a soil scientist, can contribute to human welfare. In the critical need for more food and for rural improvement in the newly developing countries he sees the great direct challenge to soil science and, perhaps, to himself. He can start there. But as he progresses he senses three great classes of relationships that he needs to understand: (1) The relationship of facts to facts, the field of science; (2) the relationship of man to the facts, the field of art; and (3) the relationship of man to man, the field of justice and morals. He strives to make his knowledge symmetrical as a citizen of the world as well as a soil scientist per se. He finally sees knowledge as a great whole, not really split into departments. He finds that truth is what we said it was earlier - one gorgeous jewel with many facets.</p>
<p>Such a soil scientist must of course inform himself in his own field and keep abreast of current research and development. This immediately leads him into the other natural and social sciences. He doubtless reads regularly the publications of the Soil Science Society of America and of the International Society of Soil Science, including its congresses and commissions. He goes through the periodicals and bulletins of the outstanding soil research institutes, both here and abroad. He reads both the new and the old books and monographs by the outstanding masters in his field. He looks also at the most important books and monographs in closely related fields - chemistry, biology, geology, economics, and the like. He keeps abreast of the principal publications of the American Association for the Advancement of Science. He keeps aware of what is going on in the practical world of farming, forestry, engineering, and land-use planning, both here and overseas. His general reading includes a good newspaper and some of the current magazines.</p>
<p>From these points of departure, he goes where he must to accomplish<br />his purpose. Aga:i.n and again he discovers the need for<br />more background from current books on science and from the<br />classics. He may use the following reading list or a better<br />one as a general guide.<br />Thus our soil scientist becomes a general reader!</p>
<p><strong>II. A LIBRARY</strong><br />The important books that have expressed our cultural ideas or that have contributed to our understanding of science, art, justice, and morals have been written by many kinds of people and in all sorts of forms - in stories, poems, plays, and novels as well as in essays. The authors wrote at different times and in many places. Some were professionals, writing for money or as a part of the job they lived by. Many were not and wrote mainly for other reasons. The writers of the classics came from many social backgrounds. They include artists, philosophers, teachers, poets, scientists, administrators, soldiers, workmen, secretaries, lawyers , explorers, housewives, farmers, merchants, politicians, and priests. Some defy classification.</p>
<p>No one person or group can pretend to make an entirely satisfactory reading list for any other person or group. No one has been able to read all the good books, and each of us reads many mediocre ones for each book that appeals to us as exceptional, c>r---evep good. The li.st that follows includes books that I have found to; be especially helpful. Some are omitted that others would include simply because they did not appeal to me. More important, there are great numbers of good books that I have not read or even heard of.</p>
<p>A few books were left out of the list because of their scarcity, and some for other reasons. Many excellent collections of letters and books of literary criticism have been omitted. Then too, I have omitted books that I enjoyed very much just as good fun or to relax, including comic verse and detective fiction, except for one. And the list omits some one hundred personal favorites about James Joyce!</p>
<p>The titles are arranged in groups to separate roughly the technical books from those of more general interest. Of special importance to the beginner in science are those in group 5, dealing with the basic method and philosophy of science. The list in group 2 is shorter than it should be simply because I have not read enough of the current textbooks in geology, ecology, botany, chemistry, and geography, to make proper selections. Increasingly, background books in current science and mathematics are becoming available in paperbacks.</p>
<p>Titles are arranged in approximate alphabetical order of the authors' names. Dates and other brief notes are given only where necessary to i~entify a particular edition or translation. Apart from the obvious accusation of conceit agCl'-inst anyone who prepares such a list, I am fully aware that this list is open to criticism on the grounds of personal taste and prejudice and of narrowness of scope. Better lists could exclude some titles and include many more. I hope only that it may help a few soil scientists to become general readers. The general reader makes- his own List as he reads, better for him than the one that follows.</p>
<p>Many of the books in the list are available as paperbacks or in other cheap editions. Every year additional titles on the list become available in such cheap formats. In a few instances, different translators give slightly varying titles to the same book. Both prose and metrical translations are available for some poetical works.</p>
<p>Using this and other lists one can have a fine personal library at low cost. It need not weigh much nor require much shelf room. Selections can be made from current lists of inexpensive editions. Examples of hard-cover books include the American Modern Library and the British Everyman's Library and 'Oxford World Classics. A great many can be had in paperback from several American and British publishers, including the low-cost paperbacks of the Penquin Books published :i.n Britain.</p>
Dublin Core
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Title
A name given to the resource
Reading for soil scientists, together with a library (revised)
Description
An account of the resource
While soil scientists are the target audience for this list, Kellogg opens the first section of the list's introduction, "Reading", with a description of the <em>general reader</em> (see transcription). He closes this section with the line "Thus our soil scientist becomes a general reader!" <br /><br />The list comprises five pages of science publications and seven pages devoted to philosophy, history, and fiction. Examples include:<br />
<ul>
<li>Carroll, Lewis. <em>Alice in Wonderland.</em></li>
<li>Churchill, Winston. <em>The Second World War.</em></li>
<li>Dickens, Charles. <em>Oliver Twist.</em></li>
<li><em>Holmes-Laski Letters: Correspondence of Mr. Justice Holmes and Harold J. Laski</em></li>
<li><em>Lawrence, D. H. Sons and Lovers.</em></li>
<li><em>Machiavelli. The Prince.</em></li>
<li>Moore, Harry T. <em>The Intelligent Heart: The Story of D. H. Lawrence</em></li>
<li>Plato. <em>The Dialogues.</em></li>
<li>Tolkein, J. R. R. <em>The Hobbit.</em></li>
</ul>
Creator
An entity primarily responsible for making the resource
Kellogg, Charles E.
Publisher
An entity responsible for making the resource available
USDA Soil Conservation Service
Date
A point or period of time associated with an event in the lifecycle of the resource
1964