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From the moment a baby first opens its eyes, it is learning. Sight and sensation spark off a learning process which will determine in large measure, the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is the language that gives man his lead in intelligence over all the other creatures. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, the quality of an individuals thought will depend on that persons language-rudimentary or sophisticated, precise or approximate, stereotyped or original.
2. Very young babies are soothed by human voice uttering comforting words close to them. This essentially-emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning proceeds best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and a baby: eyes locked together, the adult almost physically drawing verbal response from the baby, both engulfed by that unique experience of intimate and joyful connecting, which sets the pattern of the relationship between two people.
3. Thus, long before they can speak, children are involved in a two-way process of communication, which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit grammatical constructions, tense sequences and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults, expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand, that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions.
4. Using books is the most important means of ensuring a childs adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas or just get plain sick of it. Their lives are confined to a limited circle and they do not have enough experience to provide raw material for constant verbal interaction.
5. Parents and children who share books share the same frame of reference. Incidents in everyday life constantly remind one or the other of a situation, a character, an action, from a jointly enjoyed book, with all the generation of warmth and well-being that is attendant upon such sharing. All too often, there is a breakdown of communication between parents and children when the problems of adolescence arise. In most cases, this is most acute when the give-and-take of shared opinions and ideas have not been constantly practised throughout childhood. Books can play a major role in the establishment of this verbal give-and-take because they are rooted in language.
6. Young children understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. Shades of meaning which may be quite unavailable to the child of limited verbal experience are startlingly talked to toddler. All the wonderful modifying words-later, nearly, tomorrow, almost, wait, half, lend, etc. begin to steer the child away from the simple extremes of Yes and No towards the adult word of compromise from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life.
7. Books also open children to new points of view, besides their own as they unconsciously put themselves into other peoples places-if that could happen to him, it could happen to me. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys.
8. In books, children can experience language which is subtle, resourceful, exhilarating and harmonious; languages that provide the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words.​

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