The Junior Classics, vol 1 | Page 4

be encouraged to make his own selections from this large and varied collection, the child's enjoyment being the object in view. A real and lasting interest in literature or in scholarship is only to be developed through the individual's enjoyment of his mental occupations.
The most important change which has been made in American schools and colleges within my memory is the substitution of leading for driving, of inspiration for drill, of personal interest and love of work for compulsion and fear. The schools are learning to use methods and materials which interest and attract the children themselves. The Junior Classics will put into the home the means of using this happy method.
Committing to memory beautiful pieces of literature, either prose or poetry, for recitation before a friendly audience, acting charades or plays, and reading aloud with vivacity and sympathetic emotion, are good means of instruction at home or at school This collection contains numerous admirable pieces of literature for such use. In teaching English and English literature we should place more reliance upon processes and acts which awaken emotion, stimulate interest, prove to be enjoyable for the actors, and result in giving children the power of entertaining people, of blessing others with noble pleasures which the children create and share.
>From the home training during childhood there should result in the child a taste for interesting and improving reading which will direct and inspire its subsequent intellectual life. The training which results in this taste for good reading, however unsystematic or eccentric it may have been, has achieved one principal aim of education; and any school or home training which does not result in implanting this permanent taste has failed in a very important respect. Guided and animated by this impulse to acquire knowledge and exercise the imagination through good reading, the adult will continue to educate him all through life.
The story of the human race through all its slow development should be gradually conveyed to the child's mind from the time he begins to read, or to listen to his mother reading; and with description of facts and actual events should be mingled charming and uplifting products of the imagination. To try to feed the minds of children upon facts alone is undesirable and unwise. The immense product of the imagination in art and literature is a concrete fact with which every educated human being should be made somewhat familiar, that product being a very real part of every individual's actual environment.
The right selection of reading matter for children is obviously of high importance. Some of the mythologies, Old Testament stories, fairy tales, and historical romances, on which earlier generations were accustomed to feed the childish mind, contain a great deal that is barbarous, perverse, or cruel; and to this infiltration into children's minds, generation after generation, of immoral, cruel, or foolish ideas is probably to be attributed in part the slow ethical progress of the race. The commonest justification of this thoughtless practice is that children do not apprehend the evil in the bad mental pictures with which we foolishly supply them; but what should we think of a mother who gave her children dirty milk or porridge, on the theory that the children would not assimilate the dirt? Should we be less careful about mental and moral food materials? The Junior Classics have been selected with this principle in mind, without losing sight of the fact that every developing human being needs to have a vision of the rough and thorny road over which the human race has been slowly advancing during thousands of years.
Whoever has committed to memory in childhood such Bible extracts as Genesis i, the Ten Commandments, Psalm xxiii, Matthew v, 8-12, The Lord's Prayer, and I Corinthians xiii, such English prose as Lincoln's Gettysburg speech, Bacon's "Essay on Truth," and such poems as Bryant's "Waterfowl," Addison's "Divine Ode," Milton's Sonnet on his Blindness, Wotton's "How happy is he born or taught," Emerson's "Rhodora," Holmes's "Chambered Nautilus," and Gray's Elegy, and has stamped them on his brain by frequent repetition, will have set up in his mind high standards of noble thought and feeling, true patriotism, and pure religion. He will also have laid in an invaluable store of good English.
While the majority of the tales and poems are intended for children who have begun to do their own reading, there will be found in every volume selections fit for reading aloud to younger children. Throughout the collection the authors tell the stories in their own words; so that the salt which gave them savor is preserved. There are some condensations however, such as any good teller of borrowed stories would make; but as a rule condensation has been applied only in the case of long works which otherwise could not have been included. The