To let the mere notions of a boy determine the edition of a book to be bought and to estimate the merits of different editions by these same notions is foolish. This is neither directing nor cultivating tastes. The old plan of fencing in the pasture and of not letting the boy wander too far afield was many times a very good plan. Tastes need to be directed and boundaries fixed. Instead of permitting the boy to determine the merits of the illustrations and the binding, he should have pointed out to him repeatedly what good illustrations and good binding are, and whether they can both be afforded.
Both tastes and circumstances may lead to the buying of a cheap, modest-looking book. This may serve its owner well, and he may never miss what might be called the charm of a well-illustrated, well-printed, and well-bound edition—one pleasant to look into and to touch. He may be as little able to judge of the artistic make-up of a book as of the cut of his clothes or the quality of his food; what he wants is something to satisfy hunger and to cover nakedness, in whatever form it may be given. Because of this the boy can bury himself in the pages of an ill-made book if the words tell an enchanting story. But it is safe to say that most boys do like well-made books with good illustrations.
The pencil of the artist seems almost necessary to give the right touch to a child's book that is great literature. Not in that they enable the boy to get the story more easily are illustrations valuable, but in the fact that they lend an artistic touch to a thing that is of itself a work of art. A guess, however, at the kind of illustrations needed for children's books would be very arbitrary. No one could hold that the present-day coloured illustrations, with what is termed life in action instead of decoration and convention, are the only right ones for children. Nor are the old line-drawings in black and white to be discarded. We need woodcuts as well as the engraved colour-plate; we need Cruikshank, Tenniel, Greenaway, and Crane, as well as Brooke, Rackham, Parrish, and Smith, for each has added a charm to some of the great literature of childhood. May children's books continue to fare well at the hands of talented artists. No more enduring work can be wrought than that in which a keen and sympathetic imagination gives expression to a picture that was first put into words.
The work in hand for the teacher is to secure the buying of as good an edition of a book as the boy can afford. The fact should be kept before him at all times that he can usually get the good edition if he is willing to do so. If it should happen that in any particular year the boy cannot afford all of the books that might be bought in that year, the teacher should see that the one or two most valuable ones are secured. For example, if he is a sixth-grade boy, he must by some means manage to get "Robinson Crusoe" and "The Arabian Nights' Entertainments." The teacher's own interest, enthusiasm, and good taste will successfully solve what is to be done. As an aid in this direction it is to be hoped that book stores will display a number of good editions of each title of the standard books for children in order that a more satisfactory choice may be made of any one title. And the stores could do a good turn by having well-informed and painstaking clerks to aid in the selection of the right edition.
In the list that follows, a few low-priced editions without illustrations are given as well as the more artistic and expensive ones. The teacher may not care to own the large illustrated edition that appeals to the boy. Nor does he want an abridged edition. He may have to depart from the list in order to get a complete copy of such great books as "Don Quixote." For this particular title the teacher may range from the single volume of Motteaux's translation in "Everyman's Library" (one of the best issues of standard books for the teacher to select from at a low price) to that of the excellent translation by Shelton issued in the expensive "Tudor Translations." So does he need some complete edition of Lane's translation of "A Thousand and One Nights" with Harvey's illustrations if possible, such as the three-volume edition imported by Scribner, the four-volume edition in "Bohn's Standard Library," or the six-volume edition in the "Ariel Classics." Then again, it may happen that an edition such as the two-shilling edition of Grimm translated by Taylor and illustrated by Cruikshank, issued by the Oxford Press, is as good for the teacher as for the boy. But the appended list will not include and designate editions suitable for teachers only. The working out of such a list by the teacher for himself will indicate his interest in the task that is before him.
The list is not intended as a guide in building up an extensive library for the use of children. Its chief merit, no doubt, is in the fact that it is a limited list. And its first good result must be in the practice of the boy's buying a few books that are good and that will be read and reread. But little comment will be offered here and there on the preference of one edition over another. All editions designated by a star are well worth owning. A guess at the age for reading a book has been made, but with considerable latitude because of the unequal reading ability among children. The age from six to ten years, the primary grades of public school, will be indicated by the letter "P" placed before the title; the age from ten to fifteen years, the grammar grades of school, will be indicated by the letter "G" placed before the title. Any suggestions on included editions found unsatisfactory by experience, or on good editions omitted, will be gladly received. The sole aim herein is to present a list that will be of help to the teacher and the boys under him in finding the best that publishers have to give of the enduring literature for children.