It is impossible to draw any absolute line as to the particular age a boy or girl must be in order to read and assimilate the contents of a certain book, such is the difference in mental development. However, long experience has shown the compiler what is best adapted to the average, and the grading has been done accordingly.
Much care has been used in selecting books which have some value in assisting the gradual evolution of the mind or in shaping character, and which, at the same time, will make their appeal to the boy or girl.
P. W. C.
Contents
| PAGE | |
|---|---|
| Introduction | [ix] |
| For Girls Eight to Ten | [1] |
| For Girls Ten to Twelve | [6] |
| For Girls Twelve to Fourteen | [13] |
| For Girls Fourteen to Sixteen | [23] |
| For Boys Eight to Ten | [32] |
| For Boys Ten to Twelve | [35] |
| For Boys Twelve to Fourteen | [41] |
| For Boys Fourteen to Sixteen | [57] |
| For Boys Sixteen to Eighteen | [78] |
| For Boys and Girls Three to Eight | [84] |
| For Boys and Girls Six to Ten | [98] |
| For Boys and Girls Ten to Eighteen | [112] |
| Myths, Fairy Tales, Legends, and Folk Lore | [130] |
| Nature Study | [146] |
| Science, Handicraft, and Reference | [155] |
| Bible Stories | [165] |
| Poetry | [171] |
| Supplementary Reading | [175] |
| Index to Titles | [185] |
| Index to Authors | [212] |
INTRODUCTION
It is said that the child is father of the man, and in the matter of reading this is especially applicable. Material delightful to the hearing, but perhaps in a lesser degree to the understanding, of a child of from nine to twelve years of age, yields pleasure also to the adult; while to children of twelve to sixteen or seventeen the same material would be dry and uninteresting; its beauty is not intuitively perceived by them as by their younger brothers. For example, let me cite “Emmy Lou,” by G. M. Martin; “Little Citizens,” by Myra Kelly, and “Uncle Remus,” by Joel Chandler Harris. In these stories there is a bond of sympathy established in the case of the younger child which does not apply to his older brother. To the adult—who has been through the various phases of life incident to the reaching of adolescence and maturity—such stories appeal keenly from a psychological standpoint, so strong is the bond between adult and child.
In the matter of reading, it must be remembered that the child of seven is as truly a critic as the man of seventy; and while it is the aim of the parent or teacher to put into the hands of the child such literature as will be conducive to his welfare, it is neither wise nor just to force upon him material against which he instinctively rebels. And here is where theory and practice conflict. I recall that on my eighth birthday a much interested relative presented me with a copy of Wm. Matthew’s “Getting on in the World.” His intentions in making this gift were admirable; he had my future in view, and he did what he believed to be a very correct thing. I might either have read the book myself or have had it read to me. The latter I believe was done, my seniors entertaining the hope that I would thereby be imbued with ideas which might become the foundation of future success. Alas! my well-intentioned relative made the mistake of acting upon false theory instead of trusting to his practical common sense. Had the proviso been made that I should read the book at, say, the age of fifteen or earlier, should development allow, the purpose of the donor might have been met; but as the book was not suited to my age and understanding, the result was disappointment to both giver and receiver. This is mentioned as an instance of misguided zeal, the giver failing to see that the child was unable to digest and assimilate the proffered mental pabulum. It is only natural that parents should wish their children to be well informed, and with this end in view many a fond mother proceeds to fill the head of her poor defenceless child with science, instead of regaling it with nursery rhymes, folk lore, and fairy tales. Not infrequently a child will grow up without having been allowed to read or listen to a fairy tale. Mythology, travel, history, earth, sky, etc., but nothing that will not add in some way to scholarly attainment. Poor child! he is defrauded by his own parents. The desire for the beautiful fairy, the wicked witch, and the ugly giant is natural to a child. Every human being is endowed with an imagination which is active and insistent, and its craving is really the thirst for knowledge.
It may seem strange, perhaps, that the nursery rhyme and the fairy tale should be rungs of the ladder of knowledge. Take the case of a man at the head of a profession. He didn’t reach his present height at a jump, but, beginning with the most elementary subjects, he acquired his learning by degrees, until in due course he won prominence. And so it is with the child: step by step come the nursery jingle and rhyme, the fairy tale, simple poetry, etc., all paving the way for that which requires more strenuous effort.
It will be noted that there have been mentioned the fairy, the witch, and the giant. The first represents beauty and goodness, the second wickedness, and the third brute strength. In the average fairy tale these three concomitants are so blended that the dominating character is the fairy, who eventually prevails over the machinations of the wicked witch and the brutal giant. As the fairy represents love and kindness, a most important lesson is impressed upon the mind of the child. There is also a good reason for the witch and the giant. The child is not born already civilized, but with natural and savage instincts. Civilization, which is only a veneer, is an acquired thing, and it needs only a scratch to bring the savage instinct to the surface. The witch and the giant, then, do their part in appeasing the desire for violence; and the fact that these disturbing elements are finally overcome by the good fairy is a great factor in the early education of the child.