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How and What Should Children Read?

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Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Sep 29, 1910

FromReview and Herald, Vol. 87, No. 39.

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How and What Should Children Read?

By Eliza H. Morton

ELIZA H. MORTON
(Concluded)
MANY of the reading-books and much of the supplementary matter used in the public schools are of the kind to weaken and enfeeble the mind. Fairy tales and the myths of heathen nations are not of a nature to encourage the formation of high ideals. It is not necessary to read books of that kind to cultivate the imagination, or to enable one to understand human nature. “The proper study of mankind is man,” and the imagination may be developed in a healthful manner by reading vivid descriptions of things far away. The glories of the life to come present the highest heights for the imagination; for “eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love him.”
The popular novel and the fabulous tale tend to foster unbelief and infidelity by appealing to the emotions, and working upon the mind in a way to cause it to lose its moral fiber; and then, when the Spirit of the Lord comes in to convict of sin and unrighteousness, the impression is put away lightly, and thought of no more importance than the experiences related in some sensational tale.
A pathetic incident which recently occurred in a large city illustrates this point. A little girl was sick unto death. A Christian lady called, and talked to her about Jesus,—his beautiful life, his love for little children, his cruel death, his resurrection, and his power to save from sin. “The child listened attentively, and after the lady had gone, called her mother, who was not a Christian, to her bedside, and piteously exclaimed, “It is all a fairy tale! It is not true! I wish it was real! I wish it was real!” The little girl died without being able to grasp the thought of a living Saviour. That child’s education in the public schools had so wrought upon her imagination that she could not grasp nor comprehend the truth as it is in the Bible.
The city of Philadelphia has connected with its public library a department for telling fairy stories to children. Last year more than sixty thousand children assembled from time to time to listen to myths from the lips of a lady hired for the purpose, and this year probably one hundred thousand, or more, little ones will thus be instructed. Other cities will doubtless soon follow this leadership, and the demand for fiction will be greatly increased and infidels multiplied. Again we come to the question, “What shall the children read?”
The stories of the Bible charm and elevate the mind, while its biography reveals the awful results of disobedience to God, as well as abounds in examples of unselfish devotion to noble principles. God says, “These words, which I command thee this day, shall be in thine heart, and thou shalt teach them diligently.” The parent who studies the Bible will have no trouble to make it interesting to the children. The bent of the child’s mind should be noticed, and his attention called to what the Scriptures say about the things which interest him most. The blessed Book contains much for every condition in life. It has the sweetest poetry ever sung, the wisest words ever uttered, and the grandest thoughts ever penned.
Outside of the Bible there is much of value to read, but it is well to impress upon the mind the principle that life is short, and whatever bears directly and favorably upon the work one has to do, is best for one to read; and whatever is foreign to one’s life-work is a waste of time for one to read.
Next to the Bible, books treating of the natural world are profitable to children. They take pleasure in the marvelous, and the wonders of earth, sea, and air appeal to their curiosity, and are powerful agents to open new worlds of thought, and to strengthen love and reverence for God. The plants and trees, the insects, animals, pebbles, birds, and stars, are all objects of interest to growing minds; but the books which treat of these things should be carefully examined before they are placed in the hands of the children; for many of them contain statements, and teach things, not in harmony with God’s Word.
Children enjoy rhythm and the jingle of rhyme, and quite young minds may be taught to appreciate true poetry. The way for an intelligent reading of almost any poem may be prepared by first rendering its thoughts in prose, explaining all figures of speech, giving brief accounts of all historical allusions, and bringing out the thought in a clear, forcible manner. Poems which contain high and noble sentiments should be selected; those of the Bible are the most elevating and beautiful in the English language.
A good supply of historical books should be in every home. These should be read in the light of prophecy; for prophecy is but history in advance. The records of events as made by man are marred by human pride and prejudice. Secular history makes the growth of nations, together with their rise and fall, dependent upon the will and power of man; but in the Sacred Volume the record is impartial, and shows the working out of God’s great plan in the earth. The one should be studied in the light of the other.
Finally, talk to your children about books, and lead them to judge for themselves whether certain ones are profitable or unprofitable for them to read. Read to them things which please you, cultivate their taste, and take a genuine personal interest in how and what they read.
“Read, mother, read! Read to your little lad; Turn not impatient away, but deep in your heart be glad,— Glad of the joyous task. Soon he will learn to read, And your eyes will fill with tears to note how the years make speed: Now, while the time is yours, read to your laddie, read!”
Ah, parents! you may bequeath to your child all manner of earthly treasure, but remember that those things perish with the using. Horses and cattle, houses and lands, gold and silver and even precious jewels, can never compensate for the lack of soul culture. Better than temporal wealth is strength of character to resist evil; therefore surround the little ones with the purest influences, supply them with the best books, and thus give them something of infinitely more value than money or bank stock.
Portland, Maine.