But these, too, are making their way, so cheap and convenient
are they, and so expressive.
It is needful in educating children to remember that this strong
inflowing current must be taken into account, and also to remember that
it does not belong to them. They must first be trained in the use of the
more lasting elements of English; later on they may use their discretion
in catching the new words which are afloat in the air, but the
foundations must be laid otherwise. It takes the bloom off the freshness
of young writers if they are determined to exhibit the last new words
that are in, or out of season. New words have a doubtful position at
first. They float here and there like thistle-down, and their future
depends upon where they settle. But until they are established and
accepted they are out of place for children's use. They are contrary to
the perfect manner for children. We ask that their English should be
simple and unaffected, not that it should glitter with the newest
importations, brilliant as they may be. It is from the more permanent
element in the language that they will acquire what they ought to have,
the characteristic traits of thought and manner which belong to it. It
is not too much to look for such things in children's writing and
speaking.
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