Sunday-School Libraries. By Rev. Sanford H. Cobb [pp. 369-382]

Sunday-School Libraries.
is true that, under the influence of a taste already depraved,
many will refuse at first everything but the sensational. But
it is not yet demonstrated that this taste cannot be reformed.
The plastic mind of childhood may be remoulded to a purer
and more intelligent judgment. It never can be demonstrated
that because one generation of children have been brought
up on the vapid, silly, irreligious fiction which fills so many
of these books, therefore all generations are to be subjected to
the same influences, and deprived of a better and more in-.
structive course.
And besides this, there are other books which come up to
the highest standard of requirement. Our criticism is not
sweeping, in the sense that it objects to all fiction, simply as
fiction. There are multitudes of books, containing stories for
children, in which we see the influence of correct thought and
taste, a pure imagination, and the heart full of divine love;
books equally entertaining and improving to a mind not
already harmed by an injudicious reading. Htere are exquisite
bits of nature-beautiful illustrations of God's love and truth,
told in simple formn-fresh from the heart. Here are stories
of earnest practical life, in which a true religious principle
finds exhibition. Here, also, are historical monograms, and
choice pieces of biography. Such books in plenty may ba
found for the seeking; but amid the swarms of applicants for
favor it will take time, and patience, and ripe judgment, and
sharp criticism to find these out-the "grains of wheat in the
bushel of chaff."
(3.) In the choice of books, the childish mind should be
guided by a better judgment than its own. This is true both
in the school and out of it. And here is evident a sad lack.
We conceive that the teacher's duty does not end with the
mere traversing of the day's lesson in the class. In the use of
the library, as well as in the teaching from the Bible, a needed
office may be performed. Supposing a teacher to be himself
well informed-a supposition, it must be confessed, rather vi.olent in many instances-he should exercise a judicious supervision over the pupils in their choice of reading. If he regards
this as outside of his province, lie need not be surprised at the
discovery that the hour's reading after school exercises are
380
[JULY,