The grave responsibility that rests upon parents and teachers is to encourage those traits which make for noble manhood and womanhood and to correct or eradicate as far as possible those which are bad in themselves or which help to neutralize or destroy the good ones.

Much may be accomplished by correct teaching of good principles, but human nature is such that people learn even more through indirection than through instruction. By means of the study of literature the best direct instruction may be given, and wholesome lessons may be taught abundantly in that charming way which accomplishes its purpose without a recognition on the part of the readers that they are being taught. The force and persistence of a good lesson of the latter kind cannot be estimated. It may be years before it exhausts itself, and its effect may be revolutionary.

The wise instructor, though she does not make known all her plans, works systematically. That is, having learned that a child is lacking in some respect, such as a knowledge of what constitutes good character, or in certain desirable traits of character, or possesses some characteristics that should be changed, she proceeds slowly and persistently to bring about the results she desires.

III

In Journeys Through Bookland the mother will find much to assist her. The influence of nearly all the selections will be for the betterment of character, will tend to make better men and women of the children. But when she is looking for some direct help, for something to produce a certain definite result, she will study the books carefully and select the things which are most effective. To help her in her selection we have prepared the following outline. It does not contain everything of value, but it is sufficiently comprehensive for its purpose, and will save much time for anyone.

Now let us not be unwise in teaching these things. Let us be satisfied if we secure the interest of the pupils in the selection and get from them the smile of approval, the look of guilt, the slight indication of a determination to profit by the lesson. Many times we will refrain from comment lest we spoil the effect of something much finer, more inspiring than anything we can say ourselves.

The things we have chosen for their direct influence on the growing character of children will be grouped by subject in three general classes:

A. The selections in this group are calculated to set children to thinking properly about some serious subjects. While not as important as some others may be in the formation of character, they are yet of no small consequence.

1. Wisdom, ignorance, keenness, wit, etc., in some of their many phases are shown in the fables and the brief poem listed here: