The most vital educational problem will always be how to make the best use of the child's earlier years, not only for the reason that in them many receive their entire school training, but also because, while the power of the child to learn increases with age, his susceptibility to formative influences diminishes.
common. Few have added more to the happiness of mankind than he who has written a classic for children. It takes very unusual qualities to write for them. Sympathy with the child: brightness and simplicity of diction are much rarer than one would suppose until he seeks for them with the child. The first requisite of a book is that it should interest the child, the next is that it should inspire and uplift him. The imparting of information is less important, but whatever information the book contains should be accurate and useful. When a child has learned to appreciate those classics which are suited to his comprehension he will not be likely to waste his time on such futile things as tales of imaginary adventure thickened with a little inaccurate history. He will prefer books which describe what really happened to those which tell what someone writing long after thinks possibly might have happened.
We have a good deal of nervous prostration now-a-days but little refining leisure. Shorter days of labor
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