The weekly Union times. [volume] (Union C.H., South Carolina) 1871-1894, 1893-10-13
Literature In School.

1t is gratifying to observe Q growing ten
dency among our educators to advise and
encourage the study of English and Ameri-
can literature in the common schools. Here
tofore, while many have recognized its i'm
portance, and have taken great pains to cul-
tivate a taste for good reading, yet it has
unfortunately been regarded by some rigidly
practical teachers as q comparatively use
less s,ndy, consuming valuable time which
might be employed to better purpose. 1t is
easy and natural for children Of we'll ia
formed parents to drift into the correct
channels in this respect. They are taught
from ihsdime thsy. can read intelligent'y to
cultivate fonduess for such books as Scott 8
Tales of a Grandfather" 'twaverly novels" ;"
etc.. while later on their educational ad-
vantages and the compauionship and exam
pie of we'll real and Intellectual people, rem
der them capable OF approaching Dickens,
Thackeray, Bulwer, and the treasures of the
iuiuitable Bard Of Avon. AS before stated,
however, it is not with these that the diff
Guilty lies. 1t is in reaching that class who
obtain their literary information simply and
so'ely from the school which they attend
and who are otherwise almost entirely de.
pendent upon their own judgment and gui
dance in the matter of literary food. 1t i:
easy TO see tha. the few miscellaneous books
which sometimes constitute the. home library
(often sclectsd,,on account OF their g,y and
g'lded biniipg, without reference TO con
tents, for with some, as Byron aptly observes
"a books book, although there's nothing
in it") are not calculated to assist i'll estab
fishing a taste for healthful and INSTRUCTIVE
reading. 1t has been snid that newspaper
are great educ,t,rs. So they are, bu. ther
are "newsraEe ers and newspapers" or il
other words some are good aud some are ba'
AMI inexperienced young people are no
always capable Of discriminating. Indeed
we cannot be too careful regarding th
books to which children have access. Imagi
native young people are generally fond O
thrilling stories OF adventure, and, withou
proper guidance, are in danger Of acquirin
the habit of reading trash. 1t is painful t
see a young person roaming at random anon
the literature with which the country
Hooded, knowing no appreciable differenc
: between authors. except that some writ
tbrilliugly while others seem dull and dis
, posed to moralize. y disposed 10 DC fon
, of books, taste either for the good @
trashy ones will sooa be framed. How
this to be avoided? In what manner can
, taste for good literature be insiilled int
to answer. OF course there is more than on
, way in which it can be taught; but what
, the best way? 1t is apparent that the mer
study ofa text book on English and Amer
can literature, even when accompanied b
occasional suggestions as TO course of read
ing, cannot accomplish all that could be de.
sired in this respect. 1t is necessary i,
; some instances to overcome home influence
or rather the absence of home influences i,
this regard. The child should be so carefully
taught and guarded as to be capable-eyeu
when very young-of approaching to som
extent the vast difference between good ant
trashy books. think that every schoo
should have good library from which eacl
pupil, at proper times, under the advice and
guidance of the teacher, could select book.
to be carried home and read during leisure
hours' SEAToN.