And, in the first place, the parent should know what his child reads.  The book is the companion or teacher.  Parent, would you receive into your family a playmate or a teacher of whose tastes and habits and moral character you were ignorant?  Would you admit them for one day in such a capacity without having previously ascertained as far as possible their qualifications for such an intimate relationship to your child?  But remember that the book has great influence.  It puts a great many thoughts into the mind of the young reader, to form its tastes and make lasting impressions; and how can you be indifferent to this matter, when our land is flooded with so many vicious and contaminating books; when they come, like the frogs of Egypt, into every house and bed-chamber, and even into the houses of the servants!  A single book may ruin your child!  You yourself may not be proof against evil thoughts and corrupt principles.  Look well, then, to the thoughts that come into your child’s mind from such a companion or teacher of your child as a printed book, having perhaps all the fascination of a story or a romance.  And, besides, there are so many volumes that are tried and proved, and acceptable to all, that there can be no excuse for admitting into your family any which are even of a doubtful character.  And do not merely exercise supervision over the books which come to you and ask admission.  Avail yourself of the best means of information, and choose the best books; I mean those best adapted to your purpose.  Do not get too many, but make a choice selection.  Judge whether your child can comprehend what you put into its hand; whether it is fitted to convey instruction, or wholesome entertainment, or right moral impressions.  If it can do neither of these, it will be either an idle or a vicious companion for your child, and you should exclude it at once.

But, furthermore, see in what manner the book is read.  Draw out the thoughts of your child upon it; ascertain whether it has been read understandingly and is remembered.  In this way you will strengthen the power of attention and of memory and judgment, and exercise also the power of language, by drawing out an expression of thought.  In this way reading will be doubly interesting, and will be an invigorating exercise without overloading and clogging all the powers of thought.

But, one thing more:  Is your child inclined to pore over its books too much?  Be careful, lest its mind be over-stimulated at the expense of the body.  Many a child is at this hour undermining its physical constitution by reading in the house, when it should be playing out of doors, or using its muscular system in some kind of domestic employment.  Beware of any cause which shall induce a sickly precocity or a hotbed mental growth.  Let no partiality for mental prodigies induce you to make physical invalids.  The sacrifice is too great; seek rather a healthy and complete development of the whole child, watching each power as it unfolds, and training all for the most efficient fulfillment of the practical duties of life.