Journeys Through Bookland Volume X Part 7

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 const.i.tutes 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 a.s.sist 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 cla.s.ses:

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 a.s.s 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.

_The Country Squire_, VI, 474. (To ridicule 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.

_Industry and Sloth_, I, 300.

_Whittington and His Cat_, I, 442.

_Tom, the Water Baby_, II, 215.

_The Village Blacksmith_, IV, 86.

_Bruce and the Spider_, V, 314.

4. These show the sterling worth of independence and the real equality of man:

_The Village Blacksmith_, Volume IV, page 86.

_For A' That and A' That_, VII, 149.

5. Courage and bravery are shown to be admirable and cowardice is made shameful in these selections:

_The Boy and the Nettle_, Volume I, page 65.

_The Mice and the Cat_, I, 197.

6. The evil of conceit and overweening self-esteem may be shown emphatically by the use of such selections as these:

_The Gnat and the Bull_, Volume I, page 70.

_The c.o.c.k and the Horses_, I, 146.

_The Pea Blossom_, I, 205.

_The Sparrow and the Eagle_, II, 8.

_The Milkmaid_, II, 374.

7. Flattery as a vice is made to seem unworthy, and its victim ridiculous in the two selections following:

_The Fox and the Crow_, Volume I, page 64.

_The Spider and the Fly_, III, 19.

B. Our character is largely made up of our feelings and emotions. Reason takes us in hand and tells us right from wrong, but we must feel before we can act. To cultivate right feeling, laudable emotions; to make one _wish_ to do and hence _will_ to do is perhaps the greatest function of real literature, that is the literature of beauty and of inspiration.

Our collection is rich in this direction and to find material for lessons is an easy task. Yet not everyone has the time to find, cla.s.sify and use everything; hence the following lists.

Before giving them, however, a word of caution is necessary. Remember that these selections are not all suitable for children of every age.

Some that will delight the little children and stimulate them to enthusiastic efforts to do right, will not appeal to older ones.

Moreover, the natural bent of a child's mind, the a.s.sociations he has formed, his home surroundings, and his present character will all need to be considered before making choice of the subject matter. As for the manner of presentation, enough will be found in the studies in _Journeys Through Bookland_ and in other parts of this volume safely to guide the young and inexperienced.

1. The influences of home and family are the greatest that come into the lives of most children. Love of home, of parents, of brothers and sisters, of children, are the perfectly natural things of existence. Yet often the ties are weak; not infrequently are they broken. Children drift away from the restraining and helpful influence of their parents, and families disintegrate. The results are bad. By properly teaching such selections as the following, much may be done to correct the evil and to intensify the highest, holiest emotions of mankind:

_The Rock-a-by Lady_, Volume I, page 94.

_Little Birdie_, I, 142.

_Sleep, Baby, Sleep_, I, 204.

_Old Gaelic Lullaby_, I, 203.

_Lady b.u.t.ton-Eyes_, I, 366.

_The First Snowfall_, II, 403.

_Rain on the Roof_, IV, 7.

_Pictures of Memory_, IV, 127.

_Bernardo del Carpio_, IV, 270.

_Rab and his Friends_, VI, 99.

_Childhood_, VI, 124.

_Home, Sweet Home_, VI, 221.

_Home They Brought Her Warrior Dead_, VI, 231.

_A Christmas Carol_, VI, 244.

_To My Infant Son_, VI, 478.

_The Old Oaken Bucket_, VII, 11.

_My Old Kentucky Home_, VII, 179.

_The Forsaken Merman_, VII, 180.

_Tom and Maggie Tulliver_, VII, 186.

_The Family of Michael Arout_, VII, 314.