It is a mistake to suppose, moreover, that an especial sort of books is needed for children. A selection there should be, and it is manifestly necessary to exercise common sense in choice of works for study. A class that will be deeply interested in "Macbeth" would be simply puzzled and bored by "Troilus and Cressida." Childish games for the intellect there may be, as there are childish amusements for the body; but so far as serious training is concerned there is neither adult literature nor juvenile literature, but simply literature. The range of the mind of a child is limited, and the experience demanded for the simplest comprehension of a work may be necessarily beyond the possible reach of child life.[240:1] The limitations of youth have, however, and should have, the same effect in literature as in life. They restrict the comprehension and the appreciation of the facts of existence, and equally they restrict the comprehension and the appreciation of the facts in what is read. The impressions which the child takes from what he sees or from what he reads are not those of his elders, although this is less generally true of emotions than of facts. The important point is that the impressions shall be vital and wholesome, and above all else that they be true with the actual verity of human experience. We all commit errors in the conclusions we draw from life; and children will make mistakes in the lessons they draw from books. Books which are wise and sane, however, will sooner or later correct any misconceptions they beget, just as life in time makes clear the false conclusions which life itself has produced. I have spoken more or less about the enjoyment of this study by children, and it is difficult if not impossible to conceive that if a class is rightly handled most children will not find the work a pleasure. It is necessary, however, to be a little on our guard in the practical application of the principle that children get nothing out of literature unless they enjoy it. They certainly cannot enjoy it unless they get something out of it; but it will hardly do to make the enjoyment of a class too entirely the test by which to decide what work the class shall do. Pupils should be stimulated to solid effort in the way of application and concentration, and I have already pointed out that in mastering the difficulties of literary language they should be made to do whatever drudgery is needed, whether they are inclined to it or not. They cannot, moreover, read with intelligence anything with real thought in it, until they have learned concentration of mind. Children, like their elders, value most what has cost something to attain, and facile enjoyment may mean after-indifference.