The Savannah morning news. (Savannah, Ga.) 1900-current, 1902-03-12

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coded, Miss Backus said in response,
that the stages of mental development
correspond to the different ages of
mans civilization. and that children
must pass through the various epochs
from barbarism to culture. Each period
has it's own needs which must be met
if the child is to be properly and ra-
tionally developed, and if he is shut
out from those things which his nature
demands the intellect is dwarfed.
The Myth Making Age.
THE myth making age of
childhood corresponds to that era of
unenlightened man when the wonders
of nature were still unexplained for
him by physical laws. when dryads
dwelt in trees, and he worshiped sun,
moon and stars for the unseen power
behind them. TO the child, Miss Back
us said, the world is full of marvels,
his busy mind must make stories about
It, as did his barbarian ancestors, and
II we give him fairy tales and especially
the old world myths, we supply what
his heart desires and what must there
fore be of real value.
Mrs. Baldwin then resumed her talk
which was in substance as follows:
BOOKS TO be Heuu.
I'm venturing to give a list for chill
dren's reading, ] have chosen with
great care, leaving out, of course.
great many which may, with advan-
tage, be added. Not wishing TO make
the list too long / have only named
such books as have formed the reading
of child just now thirteen who has
read them not once, but each one many
times. All children love to read their
books over. and should be encouraged
to do so. that they may form the habit
of not merely tasting. but of digesting
and assimilating their mental food.
All our good books should be as famil-
lar as the faces of friends, and book
only worth reading once is not worth a
place on our library shelves.
e"Care should be taken to guide
child's tastes and form them by a great
deal of reading aloud from the earliest
age to ten years. Left to themselves
children will often choose trash, be-
cause II is easiest to understand, but
they can be pleased with anything by
the intelligent reading and explanation
of. grown person. Their tastes once
formed for good English, their inter-
est aroused in history and science by
the interest and cooperation of their
elders and they have a treasure for
life-one they never lose. You have
given them an inheritance, and taken
the first step towards making a culti-
waited man or woman.
The Young children.
Young children should be made ia
miliar with good poetry-not Baby
hood magazines full of trashy rhymes.
Read to the babies Mother Goose
Lears Nonsense Rhymes, Laura e.
Richards In My Nursery the sweet
old English and Scotch songs, and the
selections relating to animals and chill
dren from the "Children's Book of Poe
try compiled by Coates.
VERY young children, say of to
years, can appreciate such poems as
The Falls of Lodore" (Southey),
Chevy Chase "Horatius," King
John and the Abbot of Canterbury"
and many others. ! have known
child of 4 to demand 1.-The Lady of
shallott" to be read over and over
again. She did not understand the
meaning-it was the beauty of the
words. the rhyme and the rhythm that
appealed to her ear and gave her
pleasure.
'"The Alice books, the Jungle sto-
ries, Black Beauty Seton homp-
sons stories of animals, are loved and
understood by children of 4, and they
are most valuable in their influence,
cultivating a tenderness and sympathy
for the helpless, and love and under
stand for the animal world Hans An
dersons Fairy Tales should be the
daily food of the knders from years
old up. That is a classic, every story
fine and strong, full of feeling and
truth, and understanding :, OF Gods
world in which we live. They eulti-
vate fancy and feeling together, in
culcate a love of. Nature, of God of
truth and purity. OF all books for
children this is first and greatest.
Teach History Early.
Il should begin early to teach hisa
tory through stories. French and
English history are fascinating study.
and may be made so delightful that a
child can become very familiar with
the main points without any drudg-
cry or especial effort at memorizing.
Take English history. for instance
read aloud the "Childs History of
England" (Dickens) and pause at APP
propriate points 10 read a story illus
trating that period. Read the short
history of the Savon reigns, and then
selections from Agnes Strick-
lands delightful "Stories from
English History" go on through
the Normans, reading more of her sto-
ries. Read the Plantagenets, and stop
for 'Ivanhoe" and the Craftsman" At
the reign of Edward III, read Conan
Doyle's white Company" for Henry
v. Yonges 1.-THE Gagged Lion for
Charles / and ii there are several good
novels; for James II, Conan Doyle's
Micah Clarke and so on. No dry
historic record of facts and dates could
fix in a child mind an impression of
the England of Elizabeths day, half
so vivid as that gained from reading
"Kenilworth" and Westward Ho," ncr
of the character of the ''Valois" kings
of France and the massacre Of st. Bar
tholomew, as The Huguenots" (Yonge)
and ''The House of the Wolf" nor of
the French Revolution as "A Tale of
Two Cities" Nothing could so fix the