The influences which unite to make character are so numerous, subtle and complex that it is next to impossible to detect them or to classify them in order of importance. Not only is this true of the aggregate, but it is true of the individual. It is doubtful if any person in middle life can tell just what he is or just how he became himself. He is aware of some great influences that have exerted their power over him at certain crises in his life, but the little things which, taken together, have done more to form and fix his character are often unrecognized or undervalued. Fortunately, at this time we need to give attention to only one phase of the great question. Character is the one important thing. Great as is the value of book education, of practical power and of good health, still greater is the importance of sound, wholesome character; and, consciously or unconsciously, intentionally or unintentionally, the teacher and the parent are incessantly at work building the characters of the young people placed in their charge. Most of us, too, are working toward right ends as conscientiously as possible. Yet often we grow faint-hearted, or are puzzled to know what we can do to help the children and how we can do it most effectively. That the influence of reading on character is one of the most powerful is granted by every high-minded person who has written or spoken upon the subject. Really, it is not an influence, but a series of influences, wide, complex, far-reaching. The extended range of subjects, the infinite variety in style, the unlimited shades in sentiment to be found in literature make its presence influential everywhere and always. In reading there is comfort for the sorrowing, companionship for the lonely, encouragement for the downcast, entertainment for the leisurely, inspiration for the sluggish. Gentle, pervasive, almost unnoticed, yet stronger than iron bands, is the power of literature over us. We are what we read. If such be the case, then there need be no argument concerning the importance of suitable reading matter for the young. To leave a child wholly to his own inclinations in reading is as absurd as to send him to take honey from a swarm of angry bees and not expect him to be stung. Inevitably, he will be injured, and that seriously. To supply him with honey, all that he wants, at all times and without exertion to himself, is to clog his taste and destroy his appetite. We must see that he is led to look for the sweet, taught to recognize it when he finds it, and to extract it from the comb. He will enjoy working to get it. On the other hand, he must not be sent where his reward is too difficult to find and secure, lest he become discouraged and cease to work.