The Goodland republic. [volume] (Goodland, Kan.) 1891-1907, 1902-11-21

READING FOR We BOYS


The question Of reading matter for
the boys is one that should receive
more attention from parents than it
does 1t is too often the case that
parents allow their boys to read any
thing and eTerything-or nothing, as
the case may be-that the boys see TT
TO select This viii explain Why the
mails and express companies are load
ed down with the vile and hurtful
trash that passes for literature among
the growing youth OF the nation
The thoughtful parent wiz be as
careful Of his sons reading as he is OF
his sons associates. and viii seek TO
lead the son into reading books that
VIII inculCate a desire for knowledge,
teach helpful lessons and incite worthy
ambitions. The blood and thunder"
Indian and detective stories sold at
the news stands, filed as they are
with lsudatiOns Of criminals and the
impossible exploits OF impossible de
teCtives," corrupt the youthful mind
and destroy all desire for good litera-
tUre, TO say nothing Of filing the mind
with unworthy desires and ambitions
Literature Of this class should be
avoided like a pestilence.
But what shall be given boys to
read2 The question is difficult TO an
sWer only because the the field Of good
literature is so large There are hun
dreds OF good books for bOys-bOOks
that viii interest because they appeal
to the boys love Of adventure, and
instruct because they deity weave in
history, science and art; teaching
wholesome lessons Of morality and
stimulating worthy ambitions. No
boy was ever made worse by reading
the wholesome stories of OLIVER Op-
tic" and Charles Carleton Coffin Tho
mas Bailey Aldrich's STORY Of a Bad
Boy has had a splendid effect upon
the youthful character OF many boy,
although the title Of the book is some
what misleading. The youthful heroes
OF the books written by Harry Castle
man are all gentlemanly. sturdy, hon
est boys, and the boys who read these
books learn lessons Of morality that
must be beneficial
Do not force the boys reading. Re
sPect his bOyish impulses and remem-
Der his boy nature 1t is as natural
for boy to run and jump and climb
as it is for a duck TO swim or a bird
to hy- And he neither respects nor
tOlerates the heroes Of boy fiction who
can do none Of these things See to
il that the books he reads are books
about boys or men who are guided by
morality; that teach wholesome lessons
without being namby-pamby; that in
cite to emulation Of deeds that will
make the world better Guide him
along right literary paths and soon he
viii begin to crave less Of fiction and
more Of history. for truth is stranger
than fiction. and therefore more inter
esting and exciting and stimulating TO
the growing mind Learn the bent Of
the boys mind. and II possible assist
him in his ambitions by furnishing him
with books that have to do with his
natural instincts. The boy with a ne
chanical turn Of mind viii be stimulat-
ed by the railroad stories OF oliver
Optic" and the boy who loves birds
and animals will learn much that is
helpful from the delightful stories Of
Harry CastlemOn- If he is interested
in history encourage him to read the
books Of Charles Carleton Coffin, for
Collins books are histories disguised
In fiction If you would have him read
healthy stories Of pluCly effort, give
him the books Of J. T TrOwbridge-
But above all things let parents ex-
exercise supervision over the reading
matter supplied to their boys. The
boys first lessons are the most last
ing. and his first impressions and am
EtiOns exercise a marked influence
over his after life