BOOKS FOR THE MIDDLE YEARS

Press, Volume XCIX, Issue 29292, 25 August 1960, Page 13

BOOKS FOR THE MIDDLE YEARS

Mr lan G. Henderson, lecturer in English at the Christchurch Teachers’ College, here gives some hints to parents as a contribution to Children’s Book Week, now being observed in Canterbury. Parents usually find that the choice of books for the pre-school child, and the child in the infant classes is relatively easy. On the market today, there is an excellent supply of attractive picture and picture-story books that has wide appeal. Most of us, however, have greater difficulty when we are choosing books for children who have left behind the picture-story books and have not yet begun to read more-or-less adult fiction. I want to mention three kinds of book that are suitable for children at this stage—that is, for those between eight and 13 years approximately. It should be remembered, of course, that children (even within the same family) differ greatly in reading ability, interest and taste. What suits one at eight, may not interest another until 10, if at all. Foolk Tales

For the younger children in this age group, particularly, traditional stories make enjoyable reading. These include folk and fairy tales, myths, and epic stories. The origins of many of these tales are lost in antiquity. Generally speaking, they are stories that were handed down by word of mouth from one generation to the next until they were preserved in written form. There are many good collections of folk tales available today, and a number of these are attractively illustrated. Myths, too, form interesting reading for children. All children should be given the opportunity at home or at school to become familiar with some of the notable figures in Greek and Norse mythology. Then there are epic tales. Myths are concerned with the doings of the gods, but epics deal with the adventures of men and

women. Probably the most notable of the English heroes, whose legendary exploits have been written for children, is King Arthur.

The good folk tale, fairy tale, myth or epic, appeals to children because of its magical properties; but its worth goes deeper than this. Without being didactic, it usually emphasises some of the important attributes of the good man or woman. Magic certainly makes wishes come true; but it does so only after a struggle on the part of hero or heroine. Courage and goodness are of the greatest importance. Evil is to be

conquered, nd matter how great the peril. This is good magic for growing children for, as they grow, it will become absorbed into their lives and become part of their adult strength. Modern fanciful tales have grown naturally out of the old folk lore. A fantasy story might be described as a tale of magic, often beginning quite realistically; but growing quickly into adventures which have strange dreamlike qualities. One of the earliest writers of such tales for children was Hans Andersen. Others such as Lewis Carroll, Kenneth Grahame and J. M. Barrie followed and today we have many authors writing this kind of story for children. The good fantasy does not pretend to be anything else than a fantasy. It carries the child away into a dream world in a game of "Let’s pretend” put into story form. Children everywhere up to the age of about 10 or 11 years enjoy these books. Realism Thirdly we have the realistic story. This is the kind of story that we might call, “It could have happened.” The story may be improbable: but, at the same time, It keeps more or less within the bounds of possibility. It has that in it which rings true. Although we sometimes think of realistic stories as being more suitable for children from about 12 years of age onwards, it should be remembered that many younger children enjoy these stories too. These nine and 10-year-olds are keen internationalists and, fortunately, there are now numerous books available telling the story of children of other lands. Many children gain a greater insight into life in another country through the reading of a sympathetic story about a foreign child than they do from a geography book. Parents should see that their children have the opportunity, as they grow, to read books in all three classes—traditional tales, fanciful stories, and the realistic. We are frequently told that we should allow children to read what they like. This is not always sound advice. While it is unwise to force children to read books in which they have no interest, it should be remembered

that if they are left to make haphazard choice, they, may miss many of the books dr the kinds of story that they would have enjoyed had they had the opportunity. In her book, “About Books For Children,” Dorothy Neal White says: “Children read comparatively few books. It has been pointed out that if one estimates one book a fortnight from seven to 14 years (and actually this is a generous figure), the number read during the period is 416. These 400 books often influence a child far more powerfully than parents realise.”

A child’s experiences and understanding are necessarily very limited, and a sympathetic parent or teacher can be of the greatest assistance by discussing books with, children. Frequently children become so interested in a particular author or a particular kind of book that they will read everything of that kind that they can find. Care should be taken, however, that this does not mean that everything else is excluded. We should encourage our children to read widely too. We should guide, our children in their reading. Perhaps it would be better to say that we, too, should be familiar with their books. For by sharing their reading with them, we can make more enjoyable their reading experiences. We must help them find books that will assist them in understanding the complexities of the present day world and we must help them find books that will assist them in overcoming the problems that they as growing individuals must face.

We must help them also to find stories as realistic as swapping a dead rat and an apple core for the privilege of whitewashing a fence, and as wonderful and fantastic as falling down a rabbit hole in a chase after a white rabbit in a waistcoat.

Above all, we must help them find books that will build strength of character and a faith in the dignity of human life.