ut with not too many characters and with one central figure, he
identifies himself with the hero and undergoes in imagination his
dangers and triumphs, he likes play with a purpose to it, he is always
trying to make something, to accomplish something; he feels
unconsciously that he is part of the organic whole of the universe and
has work to do. The charm of books like Robinson Crusoe and the Swiss
Family Robinson consists in the fact they personify and epitomize the
perpetual struggle of mankind with the forces of nature. The boy takes
up fads; for a while all his interests are concentrated in boats, then
in postage stamps, then in something else. His mind must be occupied,
if we cannot fill it with good the bad will get in. Encourage the boy
to read books like Tom Brown, or Captains Courageous which show moral
worth expressed through physical activity. When he has been interested
in the deeds described in such a book have him do something of a
similar character to impress the lesson on his mind, for, as Herbert
Spencer states:--

"Not by precept, though it be daily heard; not by example, unless it
be followed, but only through action, which is often called forth by
the relative feeling, can a moral habit be formed," and Edward Thring
says:--

"Boys or men become brave, and hardy, and true, not by being told to
be so, but by being nurtured in a brave and hardy and true way,
surrounded with objects likely to excite these feelings, exercised in
a manner calculated to draw them out unconsciously. For all true
feeling is unconscious in proportion to its perfection." Building up
knowledge without cultivating the power to use it is of small value.
Impression should go hand in hand with expression. Knowledge does not
become power until you use it. Children should read a great deal and
reading should be made attractive to them. The amount of real
literature suited to their taste and comprehension is not large and
as much as possible of it should be read. Matthew Arnold says that
school reading should be copious, well chosen and systematic. There is
often a great difference between the books which the child reads when
under observation, and those to which he resorts for solace and
comfort and turns over and over again when he is alone. The latter are
the ones that stamp his character. The school and the public library
can never take the place of the home library. It is the books that we
own that influence us. The child should