DECEMBER 8

"We shall be agreed, I a.s.sume, that the object of Education is to train for life, and not for a special occupation; to train the whole man for all life, for life seen and unseen, for the unseen through the seen and in the seen; to train _men_ in a word and not _craftsmen_, to train citizens for the Kingdom of G.o.d. As we believe in G.o.d and the world to come, these must be master thoughts.

"We shall be agreed further that with this object in view, education must be so ordered as to awaken, to call into play, to develop, to direct, to strengthen powers of sense and intellect and spirit, not of one but of all: to give alertness and accuracy to observation: to supply fulness and precision to language: to arouse intelligent sympathy with every form of study and occupation: to set the many parts and aspects of the world before the growing scholar in their unity: to open the eyes of the heart to the eternal of which the temporal is the transitory sign.

"We shall be agreed again that the elements of restraint alike and of personal development which enter into education will be used to harmonise the social and individual instincts, and to inspire the young, when impressions are most easy and most enduring, with the sense of fellowship and the pa.s.sion for service.

"We shall be agreed once more that the n.o.blest fruit of education is character, and not acquirements: character which makes the simplest life rich and beneficent, character which for a Christian is determined by a true vision of G.o.d, _of whom, through whom, unto whom, are all things_."

_Christian Social Union Addresses_, Bishop WESTCOTT.

The Object of Education

DECEMBER 9

"The entire object of true education is to make people not merely _do_ the right things, but enjoy the right things--not merely industrious, but to love industry--not merely learned, but to love knowledge--not merely pure, but to love purity--not merely just, but to hunger and thirst after justice."

_The Crown of Wild Olive_, JOHN RUSKIN.

"Our great mistake in education is, as it seems to me, the worship of book-learning--the confusion of instruction and education. We strain the memory instead of cultivating the mind.... The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.... If we succeed in giving the love of learning, the learning itself is sure to follow."

Lord AVEBURY.

A Happy Childhood

DECEMBER 10

"A happy childhood is one of the best gifts that parents have it in their power to bestow; second only to implanting the habit of obedience which puts the child in training for the habit of obeying himself, later on."

_Diana Tempest_, MARY CHOLMONDELEY.

"The main duty of those who care for the young is to secure their wholesome, their entire growth; for health is just the development of the whole nature in its due sequences and proportions: first the blade--then the ear--then, and not till then, the full corn in the ear; and thus, as Dr. Temple wisely says, 'not to forget wisdom in teaching knowledge.' If the blade be forced, and usurp the capital it inherits; if it be robbed by you, its guardian, of its birthright, or squandered like a spendthrift, then there is not any ear, much less any corn; if the blade be blasted or dwarfed in our haste and greed for the full shock and its price, we spoil all three. It is not easy to keep this always before one's mind, that the young 'idea' is in a young body, and that healthy growth and harmless pa.s.sing of the time are more to be cared for than what is vainly called accomplishment."

Dr. JOHN BROWN.

Moral Education

December 11

"Remember that the aim of your discipline should be to produce a _self-governing_ being, not to produce a being to be _governed by others_. Were your children fated to pa.s.s their lives as slaves, you could not too much accustom them to slavery during their childhood; but as they are by-and-by to be free men, with no one to control their daily conduct, you cannot too much accustom them to self-control while they are still under your eye. This is it which makes the system of discipline by natural consequences so especially appropriate to the social state which we in England have now reached. In feudal times, when one of the chief evils the citizen had to fear was the anger of his superiors, it was well that during childhood parental vengeance should be a chief means of government. But now that the citizen has little to fear from any one--now that the good or evil which he experiences is mainly that which in the order of things results from his own conduct, he should from his first years begin to learn, experimentally, the good or evil consequences which naturally follow this or that conduct. Aim, therefore, to diminish the parental government, as fast as you can subst.i.tute for it in your child's mind that self-government arising from a foresight of results....

"All transitions are dangerous; and the most dangerous is the transition from the restraint of the family circle to the non-restraint of the world. Hence the importance of pursuing the policy we advocate, which, by cultivating a boy's faculty of self-restraint, by continually increasing the degree in which he is left to his self-restraint, and by so bringing him, step by step, to a state of unaided self-restraint, obliterates the ordinary sudden and hazardous change from externally-governed youth to internally-governed maturity. Let the history of your domestic rule typify, in little, the history of our political rule. At the outset, autocratic control, where control is really needful; by-and-by an incipient const.i.tutionalism, in which the liberty of the subject gains some express recognition; successive extensions of this liberty of the subject, gradually ending in parental abdication."

_Education_, HERBERT SPENCER.

Moral Education

DECEMBER 12

"Self-government with tenderness,--here you have the condition of all authority over children. The child must discover in us no pa.s.sion, no weakness of which he can make use; he must feel himself powerless to deceive or to trouble us; then he will recognise in us his natural superiors, and he will attach a special value to our kindness, because he will respect it. The child who can rouse in us anger, or impatience, or excitement, feels himself stronger than we, and a child only respects strength. The mother should consider herself as her child's sun, a changeless and ever radiant world, whither the small restless creature, quick at tears and laughter, light, fickle, pa.s.sionate, full of storms, may come for fresh stores of light, warmth and electricity, of calm and of courage. The mother represents goodness, providence, law; that is to say, the divinity under that form of it which is accessible to childhood. If she is herself pa.s.sionate, she will inculcate on her child a capricious and despotic G.o.d, or even several discordant G.o.ds. The religion of a child depends on what its mother and its father are, and not on what they say. The inner and unconscious ideal which guides their life is precisely what touches the child; their words, their remonstrances, their punishments, their bursts of feeling, even, are for him merely thunder and comedy; what they worship--this it is which his instinct divines and reflects.

"The child sees what we are, behind what we wish to be. Hence his reputation as a physiognomist. He extends his power as far as he can with each of us; he is the most subtle of diplomatists. Unconsciously he pa.s.ses under the influence of each person about him, and reflects it while transforming it after his own nature. He is a magnifying mirror.

This is why the first principle of education is: train yourself; and the first rule to follow if you wish to possess yourself of a child's will is: master your own."

_Amiel's Journal._

Moral Education

DECEMBER 13

"All wise teachers, I believe, recognise now that the best way of dealing with naughty children is to absorb their whole attention with some _interest_, which will not only leave no energy to spare for naughtiness, but will of itself tend to organise their minds, to subordinate mental elements to a _purpose_, and so to develop character."

_The Standard of Life_, Mrs. BERNARD BOSANQUET.

"Discipline, like the bridle in the hand of a good rider, should exercise its influence without appearing to do so, should be ever active, both as a support and as a restraint, yet seem to lie easily in hand. It must be always ready to check or to pull up, as occasion may require; and only when the horse is a runaway, should the action of the curb be perceptible."

_Guesses at Truth_, edited by Archdeacon HARE.

"If 'Pas trop gouverner' is the best rule in politics, it is equally true of discipline."

_Children's Rights_, KATE DOUGLAS WIGGIN.

Punishment

DECEMBER 14

"Punishments, then, must in the first place be proportionate to the offence, lest, by an undiscriminating severity or an undiscriminating leniency, distinctions of moral desert be blurred or effaced.

"_Secondly_, they must be a.n.a.logous to the offence. The greedy must be starved, the insolent humbled, the idle compelled to work. Otherwise the imposition will not effectually go home to the offender.

"_Thirdly_, punishments ought to be exemplary. Since they needs must come, it is not enough that they should simply open the eyes of the culprit, by giving him his deserts. They must be utilised as object-lessons for the behoof of that large cla.s.s, the culprits in potentiality.

"_Fourthly_, they ought to be economical. 'It is good that they should suffer,' we sometimes say; and so it is, so long as suffering, in itself always an evil, do not exceed the quantum that is lamentably needful, needful, that is, to vindicate authority, to stigmatise the offence, and to impress the offender.

"_Fifthly_, punishments ought to be reformatory. Not only must they never, by vindictiveness in him who gives, and degradation in him who receives, impair the instincts and resolves for a better life; they must be devised in the belief, or at least in the hope, that these instincts and resolves exist, though they may be inhibited by the evil proclivities which punishment is meant to crush. The killing of what is bad must always look to the liberation of what is good.