CHAPTER V

READING AND THE BUILDING OF CHARACTER

I

HE influences which unite to make character are so numerous, subtle and complex that it is next to impossible to detect them or to classify them in order of importance. Not only is this true of the aggregate, but it is true of the individual. It is doubtful if any person in middle life can tell just what he is or just how he became himself. He is aware of some great influences that have exerted their power over him at certain crises in his life, but the little things which, taken together, have done more to form and fix his character are often unrecognized or undervalued. Fortunately, at this time we need to give attention to only one phase of the great question.

Character is the one important thing. Great as is the value of book education, of practical power and of good health, still greater is the importance of sound, wholesome character; and, consciously or unconsciously, intentionally or unintentionally, the teacher and the parent are incessantly at work building the characters of the young people placed in their charge. Most of us, too, are working toward right ends as conscientiously as possible. Yet often we grow faint-hearted, or are puzzled to know what we can do to help the children and how we can do it most effectively.

That the influence of reading on character is one of the most powerful is granted by every highminded person who has written or spoken upon the subject. Really, it is not an influence, but a series of influences, wide, complex, far-reaching. The extended range of subjects, the infinite variety in style, the unlimited shades in sentiment to be found in literature make its presence influential everywhere and always. In reading there is comfort for the sorrowing, companionship for the lonely, encouragement for the downcast, entertainment for the leisurely, inspiration for the sluggish. Gentle, pervasive, almost unnoticed, yet stronger than iron bands, is the power of literature over us. We are what we read.

If such be the case, then there need be no argument concerning the importance of suitable reading matter for the young. To leave a child wholly to his own inclinations in reading is as absurd as to send him to take honey from a swarm of angry bees and not expect him to be stung. Inevitably, he will be injured, and that seriously. To supply him with honey, all that he wants, at all times and without exertion to himself, is to clog his taste and destroy his appetite. We must see that he is led to look for the sweet, taught to recognize it when he finds it, and to extract it from the comb. He will enjoy working to get it. On the other hand, he must not be sent where his reward is too difficult to find and secure, lest he become discouraged and cease to work.

School readers furnish much excellent material for reading; in the majority of schools there is furnished more or less of supplementary reading

which is quite as good as that in the text-books and which will have the merit of novelty and exclusiveness. Yet, in spite of this, parents and teachers are continually finding themselves at a loss for fresh and inspiring things for special occasions. All these may be had from Journeys Through Bookland and to assist in finding them and in using them after found the following has been written.

II

HARACTER is made up of a great variety of traits; some of the mind, some of the heart, some of the soul. That is, what we are is composed of what we know, what we feel and what we believe. In response to those things we act; we govern ourselves in respect to ourselves and in respect to others.

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 can

not 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

N 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:

The Ass in the Lion's Skin, Volume I, page 65. The Fox and the Stork, I, 73.

The Fox and the Grapes, I, 135.

The Bat and the Two Weasels, I, 154.

The Horse and the Stag, I, 338.

The Fox, the Wolf and the Horse, I, 377.

The Bald Knight, I, 385.

The Wolf and the Lamb, I, 455.
Minerva and the Owl, II, 7.

(To ridicule

The Country Squire, VI, 474. ignorance but not the ignorant person is sometimes a valuable means of inciting a love for knowledge.)

2. The importance of attention to little things is inculcated in the following:

The Lion and the Mouse, Volume I, page 75. The Reaper and the Flowers, I, 410.

The Daffodils, VII, 1.

The Petrified Fern, VII, 77.

3. The following will help to create habits of promptness, industry and perseverance:

Time to Rise, Volume I, page 340.

The Hare and the Tortoise, I, 71.

The Lark and Her Young Ones, I, 131.