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I

Nothing is more important than the choice of the first readings . whole character of the child, and therefore of man, depends on them.

The book is a friend who does not speak but makes itself heard, and he joins us incessantly without being annoying, no importunate asking questions or are interested because nothing calls, the book is undoubtedly the best or worse for the moral life as that is, good or bad.

So much matter that the child, from the early years, be prepared with good authors. The choice of a friend is probably more important.

Read

to use is so important for the moral health as eating and drinking sparingly to physical hygiene. The intelligence was perverted havoc as soon as the stomach. In the early years the taste does not stand up to any excess.

If you have not read more than good books, answer for the health of your spirit, yes, on the contrary, you have fed your mind with readings of bad books, you lost man. You had a mother wrong, bad milk you drink and your blood is poisoned.

The axiom: "Tell me your company and tell you who you are", may be supplemented by the following: "Tell me that you have read and I'll tell you what you will."
II
there on this issue "readings that are appropriate for children and youth, two systems can be followed.
One of these systems is not afraid of anything. Some believe that they should let the child everything it wants, as he should let you do everything you want to who grew up strong.
The other system I fear everything. Takes the child by the hand, with downcast eyes and almost blindfolded to the threshold of manhood. Under the pretext that maintains its innocence, ignorance gives you all the vicissitudes of life.
We think very seriously about both systems. It is necessary that young people understand that in the interest of not only their health but their real pleasure, not exaggerating or precipitate good life, that everything must come in time, and not be imposed on the youth regime to be imposed on manhood, because in this way would remove all its charms.
Regarding the readings of which I am not prefer total freedom, but also approve of the absolute compression system, because all that is extreme is absurd, and I think if we had to choose between two evils, we would say it's much better to let the children eat all they want to make them die hunger. Educate
in the system of abstinence, the steady diet, and ignorance of all things, is throwing in the excesses that we wanted to preserve them from the moment you see in complete freedom of action.
happily These extremes are easier to avoid than you think. We follow a middle ground. Mal
that despite the anarchists of education, is necesria give the child instead of alcohol, pure milk, and when you left your mother, temporary food provided to the inexperience of the stomach. Mal supporters that despite the rigorous fasting is necessary to give young men and women a nutritious meal.
There are two kinds of books that must guard the children of both sexes.
First pernicious books that inflame the brain, such as spicy foods inflame the stomach.
Second dull books, who like bland food, fill the stomach without feeding.
fool A book is never innocent. Foolishness is contagious and can not must surely prefer the teacher to teach you to be foolish.
On the other hand, act harmful books. The child takes the violence by force. Such books like them at first, but by his failures than for its qualities, and as it is infinitely easier to imitate a need to appropriate a good quality, it always follows the child faults.
not need many books, a good book is inexhaustible, is always new. Each century increased the short but priceless treasure of good books in ten, and will suffice .
not need to tell our close friends by the thousands. When found in the human host a number of worthy men to whom we regard as brothers, as friends, we must give thanks to God and men. A good book is a close friend and faithful, and when we are lucky to find this book should not be abandoned. ----------------------------------------------
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Article written in 1882 by Schmidt and published in "National Review" Guatemala City.
As such, the article does not reveal which titles were good or bad for the children of that time, only limited to comparisons of good and bad reading. I highlighted in bold is mine and I think that is what could prompt a serious discussion on the reading practices in Guatemala and how they began to discuss within the national education.