The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer the mere instrument of forcible intellectual feeding.
Every walk should offer some knotty problem for the children to think out-“Why does that leaf float on the water, and this pebble sink?” and so on.
There is no education but self-education.
For the mind is capable of dealing with only one kind of food; it lives, grows and is nourished upon ideas only; mere information is to it as a meal of sawdust to the body; there are no organs for the assimilation of the one more than of the other.
We talk of lost ideals, but perhaps they are not lost, only changed; when our ideal for ourselves and for our children becomes limited to prosperity and comfort, we get these, very likely, for ourselves and for them, but we get no more.
The mother who takes pains to endow her children with good habits secures for herself smooth and easy days.
The problem before the educator is to give the child control over his own nature, to enable him to hold himself in hand as much in regard to the traits we call good, as to those we call evil:.
And perhaps it is not too beautiful a thing to believe in this redeemed world, that, as the babe turns to his mother though he has no power to say her name, as the flowers turn to the sun, so the hearts of the children turn to their Saviour and God with unconscious delight and trust. Nursery.
The formation of habits is education, and education is the formation of habits.
The mother who takes pains to endow her children with good habits secures for herself smooth and easy days; while she who lets their habits take care of themselves has a weary life of endless friction with the children.
Who can take the measure of a child? The Genie of the Arabian tale is nothing to him. He, too, may be let out of his bottle and fill the world. But woe to us if we keep him corked up.
And all the time we have books, books teeming with ideas fresh from the minds of thinkers upon every subject to which we can wish to introduce children.
One more thing is of vital importance; children must have books, living books; the best are not too good for them; anything less than the best is not good enough; and if it is needful to exercise economy, let go everything that belongs to soft and luxurious living before letting go the duty of supplying the books, and the frequent changes of books, which are necessary for the constant stimulation of the child’s intellectual life.
Therefore, the selection of their first lesson-books is a matter of grave importance, because it rests with these to give children the idea that knowledge is supremely attractive and that reading is delightful. Once.
Diluted Knowledge. – But, poor children, they are too often badly used by their best friends in the matter of the knowledge.
That parents should make over the religious education of their children to a Sunday School is, no doubt, as indefensible as if they sent them for their meals to a table maintained by the public bounty.
To bring the human race, family by family, child by child, out of the savage and inhuman desolation where He is not, into the light and warmth and comfort of the presence of God, is, no doubt, the chief thing we have to do in the world.
The more of a person we succeed in making a child, the better will he both fulfil his own life and serve society.
It is time we reverted to the teaching of Socrates. ‘Know thyself,’ exhorted the wise man, in season and out of season; and it will be well with us when we understand that to acquaint a child with himself––what he is as a human being––is a great part of education.
A morning in which a child receives no new ideas is a morning wasted.
She must ask herself seriously, Why must the children learn at all? What should they learn? And, How should they learn it? If she take the trouble to fiind a definite and thoughtful answer to each of these three queries, she will be in a position to direct her children’s studies; and will, at the same time, be surprised to find that three-fourths of the time and labour ordinarily spent by the child at his lessons is lost time and wasted energy.