CULTURE OF CHARACTER             (a)By Instruction.—A woman’s success in life depends on what force of character is in her; and character is to be got, like any other power, by dint of precept and practice: therefore, show the girl what she is, what she is not, how she is to become what she is not, and give her free scope to act and think … Continue reading Formation of Character Volume 5 Pt 3. Chapter 2 (2)

II CONCERNING THE YOUNG MAIDENS AT HOME YOUNG MAIDENHOOD—THE FORMATION OF CHARACTER AND OPINIONS             “For life in general there is but one decree. Youth is a blunder.”—DISRAELI.   THE idea of staying at home “for good” is delightful to the schoolgirl, and her parents look forward with equal pleasure to having their daughter about them in her bright fresh youth. If the young … Continue reading Formation of Character Volume 5 Pt 3, Chapter 2 (1)

CHAPTER XVI HOW TO USE SCHOOL-BOOKS           Disciplinary Subjects of Instruction.—Having cleared our minds as to the end we have in view, we ask ourselves—‘Is there any fruitful idea underlying this or that study that the children are engaged in?’ We divest ourselves of the notion that to develop the faculties is the chief thing, and a ‘subject’ which does not rise out of some … Continue reading School Education Volume 3 Chapter 16

ÆSTHETIC CULTURE             In venturing to discuss the means of æsthetic culture, I feel that to formulate canons of taste is the same sort of thing as to draw up rules of conscience; that is, to attempt to do for other people what every one must do for himself. It may be vicious to have a flower pattern on our carpet, and correct to … Continue reading Formation of Character Volume 5 Pt 3. Chapter 1 (17)

CHAPTER XV SCHOOL-BOOKS AND HOW THEY MAKE FOR EDUCATION           Line upon Line.—The theme of ‘School-Books’ is not a new one, and I daresay the reader will find that I have said before what I shall say now. But we are not like those men of Athens who met to hear and to tell some new thing; and he will, I now, bear with me … Continue reading School Education Volume 3 Chapter 15

CHAPTER XIV A MASTER-THOUGHT           A Motto.—Some of my readers will know the Parents’ Union motto, ‘Education is an atmosphere, a discipline, a life,’ especially well in the neat diagrammatic form in which it appears on the covers of our Library books. I am told that we, as a society, are destined to live by our motto. A notable educationalist writes to me, in connection … Continue reading School Education Volume 3 Chapter 14

TABLE-TALK             The character of the family reading will affect that of the talk; but considering how little parents see of young people once entered on their school career, it is worth while to say a few words of the table-talk which affords parents their best opportunity of influencing the opinions of the young. Every one is agreed that animated table-talk is a condition … Continue reading Formation of Character Volume 5 Pt 3. Chapter 1

CHAPTER XIII SOME UNCONSIDERED ASPECTS OF RELIGIOUS EDUCATION           Authority in Religious Education.—I should like to preface my remarks on Religious Education by saying that there is not the slightest pretence that they are exhaustive. My treatment has for its object the indication of practical lines for religious education, and I very earnestly hope that the reader will find I have left out things I … Continue reading School Education Volume 3 Chapter 13

POETRY AS A MEANS OF CULTURE             Poetry takes first rank as a means of intellectual culture. Goethe tells us that we ought to see a good picture, hear good music, and read some good poetry every day; and, certainly, a little poetry should form part of the evening lecture. “Collections” of poems are to be eschewed; but some one poet should have at … Continue reading Formation of Character Volume 5 Pt 3. Chapter 1 (15)

CHAPTER XII SOME UNCONSIDERED ASPECTS OF MORAL TRAINING           Three Foundation Principles.—Three principles which underlie the educational thought of the Union,[1] and the furtherance of which some of us have deeply at heart, are:—(a) The recognition of authority as a fundamental principle, as universal and as inevitable in the moral world as is that of gravitation in the physical; (b) the recognition of the physical … Continue reading School Education Volume 3 Chapter 12