PART I

Some Preliminary Considerations

Not the least sign of the higher status they have gained, is the growing desire for
work that obtains amongst educated women. The world wants the work of such
women; and presently, as education becomes more general, we shall see all women
with the capacity to work falling into the ranks of working women, with definite
tasks, fixed hours, and for wages, the pleasure and honour of doing useful work if
they are under no necessity to earn money.

Children are a Public Trust.––Now, that work which is of most importance to

society is the bringing up and instruction of the children––in the school, certainly,
but far more in the home, because it is more than anything else the home influences
brought to bear upon the child that determine the character and career of the future
man or woman. It is a great thing to be a parent: there is no promotion, no dignity, to
compare with it. The parents of but one child may be cherishing what shall prove a
blessing to the world. But then, entrusted with such a charge, they are not free to
say, "I may do as I will with mine own." The children are, in truth, to be regarded
less as personal property than as public trusts, put into the hands of parents that they
may make the very most of them for the good of society. And this responsibility is
not equally divided between the parents: it is upon the mothers of the present that
the future of the world depends, in even a greater degree than upon the fathers,
because it is the mothers who have the sole direction of the children's early, most
impressible years. This is why we hear so frequently of great men who have had
good mothers––that is, mothers who brought up their children themselves, and did
not make over their gravest duty to indifferent persons.

Mothers owe a 'thinking love' to their Children.––"The mother is qualified," says

Pestalozzi, "and qualified by the Creator Himself, to become the principal agent in
the development of her child; ... and what is demanded of her is––a thinking love ...
God has given to the child all the faculties of our nature, but the grand point remains
undecided––how shall this heart, this head, these hands be employed? to whose
service shall they be dedicated? A question the answer to which involves a futurity
of happiness or misery to a life so dear to thee. Maternal love is the first agent in
education."

We are waking up to our duties and in proportion as mothers become more highly
educated and efficient, they will doubtless feel the more strongly that the education
of their children during the first six years of life is an undertaking hardly to be
entrusted to any hands but their own. And they will take it up as their profession––
that is, with the diligence, regularity, and punctuality which men bestow on their
professional labours.

That the mother may know what she is about, may come thoroughly furnished to her
work, she should have something more than a hearsay acquaintance with the theory
of education, and with those conditions of the child's nature upon which such theory
rests.

The Training of Children 'dreadfully defective.'––"The training of children, says

Mr. Herbert Spencer––"physical, moral and intellectual––is dreadfully defective.
And in great measure it is so, because parents are devoid of that knowledge by
which this training alone can be rightly guided. What is to be expected when one of
the most intricate of problems is undertaken by those who have given scarcely a
thought to the principle on which its solution depends? For shoemaking or
housebuilding, for the management of a ship or of a locomotive engine, a long
apprenticeship is needful. Is it, then, that the unfolding of a human being in body
and mind is so comparatively simple a process that any one may superintend and
regulate it with no preparation whatever? If not––if the process is, with one
exception, more complex than any in Nature, and the task of ministering to it one of
the surpassing difficulty––is it not madness to make no provision for such a task!?
Better sacrifice accomplishments than omit this all essential instruction ... Some
acquaintance with the first principles of physiology and the elementary truths of
psychology is indispensable for the right bringing up of children. ... Here are the
indisputable facts: that the development of children in mind and body follows
certain laws; that unless these laws are in some degree conformed to by parents,
death is inevitable; that unless they are in a great degree conformed to, and that only
when they are completely conformed to, can a perfect maturity be reached. Judge,
then, whether all who may one day be parents should not strive with some anxiety to
learn what these laws are." (Herbert Spencer, Education)

How Parents Usually Proceed.––The parent begins instinctively by regarding his

child as an unwritten tablet, and is filled with great resolves as to what he shall write
thereon. By-and-by, traits of disposition appear, the child has little ways of his own;
and, at first, every new display of personality is a delightful surprise. That the infant
should show pleasure at the sight of his father, that his face should cloud in
sympathy with his mother, must always be wonderful to us. But the wonder stales;
his parents are used to the fact by the time the child shows himself as a complete
human being like themselves, with affections, desires, powers; taking to his book,
perhaps, as a duck to the water; or to the games which shall make a man of him. The
notion of doing all for the child with which the parents began gradually recedes. So
soon as he shows that he has a way of his own he is encouraged to take it. Father and
mother have no greater delight than to watch the individuality of their child unfold
as a flower unfolds. But Othello loses his occupation. The more the child shapes his
own course, the less do the parents find to do, beyond feeding him with food
convenient, whether of love, or thought, or of bodily meat and drink. And here, we
may notice, the parents need only supply; the child knows well enough how to
appropriate. The parents' chief care is, that that which they supply shall be
wholesome and nourishing, whether in the way of picture books, lessons, playmates,
bread and milk, or mother's love. This is education as most parents understand it,
with more of meat, more of love, more of culture, according to their kind and
degree. They let their children alone, allowing human nature to develop on its own
lines, modified by facts of environment and descent.
Nothing could be better for the child than this 'masterly inactivity,' so far as it goes.
It is well he should be let grow and helped to grow according to his nature; and so
long as the parents do not step in to spoil him, much good and no very evident harm
comes of letting him alone. But this philosophy of 'let him be,' while it covers a part,
does not cover the serious part of the parents' calling; does not touch the strenuous
incessant efforts upon lines of law which go to the producing of a human being at
his best.

Nothing is trivial that concerns a child; his foolish-seeming words and ways are
pregnant with meaning for the wise. It is in the infinitely little we must study in the
infinitely great; and the vast possibilities, and the right direction of education, are
indicated in the open book of the little child's thoughts.

A generation ago, a great teacher amongst us never wearied of reiterating that in the
Divine plan "the family is the unit of the nation": not the individual, but the family.
There is a great deal of teaching in the phrase, but this lies on the surface; the whole
is greater than the part, the whole contains the part, owns the part, orders the part;
and this being so, the children are the property of the nation, to be brought up for the
nation as is best for the nation, and not according to the whim of individual parents.
The law is for the punishment of evil doers, for the praise of them that do well; so,
practically, parents have very free play; but it is as well we should remember that the
children are a national trust whose bringing up is the concern of all––even of those
unmarried and childless persons whose part in the game is the rather dreary one of
'looking on.'

I.––A Method of Education

Traditional Methods of Education.––Never was it more necessary for parents to

face for themselves this question of education in all its bearings. Hitherto, children
have been brought up upon traditional methods mainly. The experience of our
ancestors, floating in a vast number of educational maxims, is handed on from lip to
lip; and few or many of these maxims form the educational code of every household.

But we hardly take in how complete a revolution advancing science is effecting in

the theory of education. The traditions of the elders have been tried and found
wanting; it will be long before the axioms of the new school pass into the common
currency; and, in the meantime, parents are thrown upon their own resources, and
absolutely must weigh principles, and adopt a method, of education for themselves.

For instance, according to the former code, a mother might use her slipper now and
then, to good effect and without blame; but now, the person of the child is, whether
rightly or wrongly, held sacred and the infliction of pain for moral purposes is pretty
generally disallowed.

Again, the old rule of the children's table was, 'the plainer the better, and let hunger
bring sauce'; now the children's diet must be at least as nourishing and as varied as
that of their elders; and appetite, the cravings for certain kinds of food, hitherto a
vicious tendency to be repressed, is now within certain limitations the parents' most
trustworthy guide in arranging a dietary for their children.

That children should be trained to endure hardness, was a principle of the old
regime. "I shall never make a sailor if I can't face the wind and rain," said a little
fellow of five who was taken out on a bitter night to see a torchlight procession; and,
though, shaking with cold, he declined the shelter of a shed. Nowadays, the shed is
everything; the children must not be permitted to suffer from fatigue or exposure.

That children should do as they are bid, mind their books, and take pleasure as it
offers when nothing stands in the way, sums up the old theory; now, the pleasures of
children are apt to be made more account than their duties.

Formerly, they were brought up in subjection; now, the elders give place, and the
world is made for the children.

English people rarely go so far as the parents of that story in French Home Life, who
arrived an hour late at a dinner party, because they had been desired by their girl of
three to undress and go to bed when she did, and were able to steal away only when
the child was asleep. We do not go so far, but that is the direction in which we are
now moving; and how far the new theories of education are wise and humane, the
outcome of more widely spread physiological and psychological knowledge, and
how far they just pander to child worship to which we are all succumbing, is not a
question to be decided off hand.

At any rate, it is not too much to say that a parent who does not follow reasonably a
method of education, fully thought out, fails––now, more than ever before––to fulfil
the claims his children have upon him.

Method a Way to an End.––Method implies two things––a way to an end, and a

step by step progress in that way. Further, the following of a method implies an idea,
a mental image, of the end or object to be arrived at. What do you propose that
education shall effect in and for your child? Again, method is natural; easy, yielding,
unobtrusive, simple as the ways of Nature herself; yet, watchful, careful, all
pervading, all compelling. Method, with the end of education in view, presses the
most unlikely matters into service to bring about that end; but with no more tiresome
mechanism than the sun employs when it makes the winds to blow and the waters to
flow only by shining. The parent who sees his way––that is, the exact force of
method––to educate his child, will make use of every circumstance of the child's life
almost without intention on his own part, so easy and spontaneous is a method of
education based upon Natural Law. Does the child eat or drink, does he come, or go,
or play––all the time he is being educated, though he is as little aware of it as he is
of the act of breathing. There is always the danger that a method, a bona
fide method, should degenerate into a mere system. The Kindergarten Method, for
instance, deserves the name, as having been conceived and perfected by large
hearted educators to aid the many sided evolution of the living, growing, most
complex human being; but what a miserable wooden system does it become in the
hands of ignorant practitioners!
A System easier than a Method.––A 'system of education' is an alluring fancy;
more so, on some counts, than a method, because it is pledged to more definite
calculable results. By means of a system certain developments may be brought about
through the observance of given rules. Shorthand, dancing, how to pass
examinations, how to become a good accountant, or a woman of society, may all be
learned upon systems.

System––the observing of rules until the habit of doing certain things, of behaving
in certain ways, is confirmed, and, therefore, the art is acquired––is so successful in
achieving precise results, that it is no wonder there should be endless attempts to
straiten the whole field of education to the limits of a system.

If a human being were a machine, education could do no more for him than to set
him in action in prescribed ways, and the work of the educator would be simply to
adopt a good working system or set of systems.

But the educator has to deal with a self-acting, self-developing being, and his
business is to guide, and assist in, the production of the latent good in that being, the
dissipation of the latent evil, the preparation of the child to take his place in the
world at his best, with every capacity for good that is in him developed into a power.

Though system is highly useful as an instrument of education, a 'system of

education' is mischievous, as producing only mechanical action instead of the vital
growth and movement of a living being.

It is worth while to point out the differing characters of a system and a method,
because parents let themselves be run away with often enough by some plausible
'system,' the object of which is to produce development in one direction––of the
muscles, of the memory, of the reasoning faculty––and to rest content, as if that
single development were a complete all-round education. This easy satisfaction
arises from the sluggishness of human nature, to which any definite scheme is more
agreeable than the constant watchfulness, the unforeseen action, called for when the
whole of a child's existence is to be used as the means of his education. But who is
sufficient for an education so comprehensive, so incessant? A parent may be willing
to undergo any definite labours for his child's sake; but to be always catering to his
behoof, always contriving that circumstances shall play upon him for his good, is the
part of a god and not of a man! A reasonable objection enough, if one looks upon
education as an endless series of independent efforts, each to be thought out and
acted out on the spur of the moment; but the fact is, that a few broad essential
principles cover the whole field, and these once fully laid hold of, it is as easy and
natural to act upon them as it is to act upon our knowledge of such facts as that fire
burns and water flows. My endeavour in this and the following chapters will be to
put these few fundamental principles before you in their practical bearing.
Meantime, let us consider one or two preliminary questions.

II.––The Child's Estate

The Child in the Midst.––And first, let us consider where and what the little being
is who is entrusted to the care of human parents. A tablet to be written upon? A twig
to be bent? Wax to be moulded? Very likely; but he is much more––a being
belonging to an altogether higher estate than ours; as it were, a prince committed to
the fostering care of peasants. Hear Wordsworth's estimate of the child's estate:––

"Our birth is but a sleep and a forgetting:

The soul that rises with us, our life's star,
Hath had elsewhere in its setting,
And cometh from afar;
Not in entire forgetfulness,
And not in utter nakedness,
But in trailing clouds of glory do we come
From God, who is our home:
Heaven lies about us in our infancy!

* * * * * * * *

Thou, whose exterior semblance doth belie

Thy soul's immensity;
Thou best philosopher, who yet dost keep
Thy heritage; thou eye among the blind,
That, deaf and silent, read'st the eternal deep,
Haunted for ever by the eternal mind
Mighty Prophet! Seer blest!
On whom those truths do rest,
Which we are toiling all our lives to find
Thou, over whom they immortality
Broods like a day, a master o'er a slave,
A presence which is not be put by;
Thou little child, yet glorious in the might
Of heaven born freedom, on they being's height"––

and so on, through the whole of that great ode [Intimations of Immortality from
Reflections of Early Childhood], which next after the Bible, shows the deepest insight
into what is peculiar to the children in their nature and estate. "Of such is the
kingdom of heaven." "Except ye become as little children ye shall in no case enter
the kingdom of heaven." "Who is the greatest in the kingdom of heaven?" "And He
called a little child, and set him in the midst." Here is the Divine estimate of the
child's estate. It is worth while for parents to ponder every utterance in the Gospels
about these children, divesting themselves of the notion that these sayings belong, in
the first place, to the grown up people who have become as little children. What
these profound sayings are, and how much they may mean, it is beyond us to discuss
here; only they appear to cover far more than Wordsworth claims for the children in
his sublimest reach

"Trailing clouds of glory do we come

From God, who is our home."
Code of Education in the Gospels.––It may surprise parents who have not given
much attention to the subject to discover also a code of education in the Gospels,
expressly laid down by Christ. It is summed up in three commandments, and all
three have a negative character, as if the chief thing required of grown-up people is
that they should do no sort of injury to the children: Take heed that
ye OFFEND not––DESPISE not––HINDER not––one of these little ones.

So run the three educational laws of the New Testament, which, when separately
examined, appear to me to cover all the help we can give the children and all the
harm we can save them from––that is, whatever is included in training up a child in
the way he should go. Let us look upon these three great laws as prohibitive, in order
to clear the ground for the consideration of a method of education; for if we once
settle with ourselves what we may notdo, we are greatly helped to see what
we may do, and must do. But, as a matter of fact, the positive is included in the
negative, what we are bound to do for the child in what we are forbidden to do to his
hurt.

III.––Offending the Children

Offences.––The first and second of the Divine edicts appear to include our sins of
commission and of omission against the children: we offend them, when we do by
them that which we ought not to have done; we despise them, when we leave
undone those things which, for their sakes, we ought to have done. An offence, we
know, is literally a stumbling-block, that which trips up the walker and causes him
to fall. Mothers know what it is to clear the floor of every obstacle when a baby
takes his unsteady little runs from chair to chair, from one pair of loving arms to
another. The table-leg, the child's toy on the floor, which has caused a fall and a
pitiful cry, is a thing to be deplored; why did not somebody put it out of the way, so
that the baby should not stumble? But the little child is going out into the world with
uncertain tottering steps in many directions. There are causes of stumbling not so
easy to remove as an offending footstool; and woe to him who causes the child to
fall!

Children are born Law-abiding.––'Naughty baby!' says the mother; and the child's
eyes droop, and a flush rises over neck and brow. It is very wonderful; very 'funny,'
some people think, and say, 'Naughty baby!' when the baby is sweetly good, to
amuse themselves with the sight of the infant soul rising visibly before their eyes.
But what does it mean, this display of feeling, conscience, in the child, before any
human teaching can have reached him? No less than this, that he is born a law
abiding being, with a sense of may, and must not, of right and wrong. That is how
children are sent into the world with the warning, "Take heed that ye offend not one
of these little ones." And––this being so––who has not met big girls and boys, the
children of right-minded parents, who yet do not know what must means, who are
not moved by ought, whose hearts feel no stir at the solemn name of Duty, who
know no higher rule of life than 'I want,' and 'I don't want,' 'I like,' and 'I don't like'?
Heaven help parents and children when it has come to that!
But how has it been brought about that the babe, with an acute sense of right and
wrong even when it can understand little of human speech, should grow into the boy
or girl already proving 'the curse of lawless heart'? By slow degrees, here a little and
there a little, as all that is good or bad in character comes to pass. 'Naughty!' says the
mother, again, when a little hand is thrust into the sugar bowl; and when a pair of
roguish eyes seek hers furtively, to measure, as they do unerringly, how far the little
pilferer may go. It is very amusing; the mother 'cannot help laughing'; and the little
trespass is allowed to pass: and, what the poor mother has not thought of, an offence,
a cause of stumbling, has been cast into the path of her two-year-old child. He has
learned already that which is 'naughty' may yet be done with some impunity, and he
goes on improving his knowledge. It is needless to continue; everybody knows the
steps by which the mother's 'no' comes to be disregarded, her refusal teased into
consent. The child has learned to believe that he has nothing to overcome but his
mother's disinclination; if she choose to let him do this and that, there is no reason
why she should not; he can make her choose to let him do the next thing forbidden,
and then he may do it. The next step in the argument is not too great for childish
wits: if his mother does what she chooses, of course he will do what he chooses, if
he can; and henceforward the child's life becomes an endless struggle to get his own
way; a struggle in which a parent is pretty sure to be worsted, having many things to
think of, while the child sticks persistently to the thing which has his fancy for the
moment.

They must perceive that their Governors are Law-compelled.––Where is the

beginning of this tangle, spoiling the lives of parent and child alike? In this: that the
mother began with no sufficient sense of duty; she thought herself free to allow and
disallow, to say and unsay, at pleasure, as if the child were hers to do what she liked
with. The child has never discovered a background of must behind is mother's
decisions; he does not know that she must not let him break his sister's playthings,
gorge himself with cake, spoil the pleasure of other people, because these things are
not right. Let the child perceive that his parents are law-compelled as well as he, that
they simply cannot allow him to do the things which have been forbidden, and he
submits with the sweet meekness which belongs to his age. To give reasons to a
child is usually out of place, and is a sacrifice of parental dignity; but he is quick
enough to read the 'must' and 'ought' which rule her, in his mother's face and
manner, and in the fact that she is not to be moved from a resolution on any question
of right and wrong.

Parents may Offend their Children by Disregarding the Laws of Health.––This,

of allowing him in what is wrong, is only one of the many ways in which the loving
mother may offend her child. Through ignorance, or wilfulness, which is worse, she
may not only allow wrong in him, but do wrong by him. She may cast a stumbling-
block in the way of physical life by giving him unwholesome food, letting him sleep
and live in ill-ventilated rooms, by disregarding any or every of the simple laws of
health, ignorance of which is hardly to be excused in the face of the pains taken by
scientific men to bring this necessary knowledge within the reach of every one.

And the Intellectual Life.––Almost as bad is the way the child's intellectual life
may be wrecked at its outset by a round of dreary, dawdling lessons in which
definite progress is the last thing made or expected, and which, so far from
educating in any true sense, stultify his wits in a way he never gets over. Many a
little girl, especially, leaves the home schoolroom with a distaste for all manner of
learning, an aversion to mental effort, which lasts her lifetime, and that is why she
grows up to read little but trashy novels, and to talk all day about her clothes.

And of the Moral Life.––And her affections––the movements of the outgoing

tender child-heart––how are they treated? There are few mothers who do not take
pains to cherish the family affections; but when the child comes to have dealings
with outsiders, do not worldly maxims and motives ever nip the buds of childish
love? Far worse than this happens when the child's love finds no natural outlets
within her home: when she is the plain or the dull child of the family, and is left out
in the cold, while the parents' affection is lavished on the rest. Of course she does
not love her brothers and sisters, who monopolise what should have been hers too.
And how is she to love her parents? Nobody knows the real anguish which many a
child in the nursery suffers from this cause, nor how many lives are embittered and
spoiled through the suppression of these childish affections. "My childhood was
made miserable," a lady said to me a while ago, "by my mother's doting fondness for
my little brother; there was not a day when she did not make me wretched by
coming into the nursery to fondle and play with him, and all the time she had not a
word nor a look nor a smile for me, any more than if I had not been in the room. I
have never got over it; she is very kind to me now, but I never feel quite natural with
her. And how can we two, brother and sister, feel for each other as we should if we
had grown up together in love in the nursery?"

IV.––Despising the Children

Children should have the best of their Mothers.––Suppose that a

mother may offend her child, how is it possible that she should not despise him?
"Despise: to have a low opinion of, to undervalue"––thus the dictionary; and, as a
matter of fact, however much we may delight in them, we grown-up people have far
too low an opinion of children. If the mother did not undervalue her child, would she
leave him to the society of an ignorant nursemaid during the early years when his
whole nature is, like the photographer's sensitive plate, receiving momently indelible
impressions? Not but that his nurse is good for the child. Very likely it would not
answer for educated people to have their children always about them. The constant
society of his parents might be too stimulating for the child; and frequent change of
thought, and the society of other people, make the mother all the fresher for her
children. But they should have the best of their mother, her freshest, brightest hours;
while, at the same time, she is careful to choose her nurses wisely, train them
carefully, and keep a vigilant eye upon all that goes on in the nursery.

'Nurse.'––Mere coarseness and rudeness in his nurse does the tender child lasting
harm. Many a child leaves the nursery with his moral sense blunted, and with an
alienation from his heavenly Father set up which many last his lifetime. For the
child's moral sense is exceedingly quick; he is all eyes and ears for the slightest act
or word of unfairness, deception, shiftiness. His nurse says, "If you'll be a good boy,
I won't tell"; and the child learns that things may be concealed from his mother, who
should be to him as God, knowing all his good and evil. And it is not as if the child
noted the slips of his elders with aversion. He knows better, it is true, but then he
does not trust his own intuitions; he shapes his life on any pattern set before him,
and with the fatal tint of human nature upon him he is more ready to imitate a bad
pattern than a good. Give him a nurse who is coarse, violent, and tricky, and before
the child is able to speak plainly he will have caught these dispositions.

Children's Faults are Serious.––One of many ways in which parents are apt to
have too low an opinion of their children is in the matter of their faults. A little child
shows some ugly trait––he is greedy, and gobbles up his sister's share of the goodies
as well as his own; he is vindictive, ready to bite or fight the hand that offends him;
he tells a lie;––no, he did not touch the sugar-bowl or the jam-pot. The mother puts
off the evil day: she knows she must sometime reckon with the child for those
offences, but in the meantime she says, "Oh, it does not matter this time; he is very
little, and will know better by-and-by." To put the thing on no higher grounds, what
happy days for herself and her children would the mother secure if she would keep
watch at the place of the letting out of waters! If the mother settle it in her own mind
that the child never does wrong without being aware of his wrong-doing, she will
see that is not too young to have his fault corrected or prevented. Deal with a child
on his first offence, and a grieved look is enough to convict the little transgressor;
but let him go on until a habit of wrong-doing is formed, and the cure is a slow one;
then the mother has no chance until she has formed in him a contrary habit of well-
doing. To laugh a ugly tempers and let them pass because the child is small, is to
sow the wind.

V.––Hindering the Children

A Child's Relationship with Almighty God.––The most fatal way of despising the
child falls under the third educational law of the Gospels; it is to overlook and make
light of his natural relationship with Almighty God. "Suffer the little children to
come unto Me," says the Saviour, as if that were the natural thing for the children to
do, the thing they do when they are not hindered by their elders. 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 Theology.––Now listen to what goes on in many a nursery:––'God does

not love you, you naughty, wicked boy!' 'He will send you to the bad, wicked
place!,' and so on; and this is all the practical teaching about the ways of his
'almighty Lover' that the child gets!––never a word of how God does love and
cherish the little children all day long, and fill their hours with delight. Add to this,
listless perfunctory prayers, idle discussions of Divine things in their presence, light
use of holy words, few signs whereby the child can read that the things of God are
more to his parents than any things of the world, and the child is hindered, tacitly
forbidden to "come unto Me,"––and this, often, by parents who in the depths of their
hearts desire nothing in comparison with God. This mischief lies in that same foolish
undervaluing of the children, in the notion that the child can have no spiritual life
until it please his elders to kindle the flame.

VI.––Conditions of Healthy Brain-Activity

Having just glanced at the wide region of forbidden ground, we are prepared to
consider what it is, definitely and positively, that the mother owes to her child under
the name of Education.

All Mind Labour means Wear of Brain.––And first of all, the more educable
powers of the child––his intelligence, his will, his moral feelings––have their seat in
his brain; that is to say, as the eye is the organ of sight, so is the brain, or some part
of it, the organ of thought and will, of love and worship. Authorities differ as to how
far it is possible to localise the functions of the brain; but this at least seems pretty
clear––that none of the functions of mind are performed without real activity in the
mass of grey and white nervous matter named 'the brain.' Now, this is not a matter
for the physiologist alone, but for every mother and father of a family; because that
wonderful brain, by means of which we do our thinking, if it is to act healthily and
in harmony with the healthful action of the members, should act only under such
conditions of exercise, rest, and nutrition as secure health in every other part of the
body.

Exercise.––Most of us have met with a few eccentric and a good many silly persons,
concerning whom the question forces itself, Were these people born with less brain
power than others? Probably not; but if they were allowed to grow up without the
daily habit of appropriate moral and mental work, if they were allowed to dawdle
through youth without regular and sustained efforts of thought or will, the result
would be the same, and the brain which should have been invigorated by daily
exercise has become flabby and feeble as a healthy arm would be after carried for
years in a sling. The large active brain is not content with entire idleness; it strikes
out lines for itself and works fitfully, and the man or woman becomes eccentric,
because wholesome mental effort, like moral, must be carried on under the
discipline of rules. A shrewd writer suggests that mental indolence may have been in
some measure the cause of those pitiable attacks of derangement and depression
from which poor Cowper suffered; the making of graceful verses when the 'maggot
bit' did not afford him the amount of mental labour necessary for his well being.

The outcome of which is––Do not let the children pass a day without distinct efforts,
intellectual, moral, volitional; let them brace themselves to understand; let them
compel themselves to do and to bear; and let them do right at the sacrifice of ease
and pleasure: and this for many higher reasons, but, in the first and lowest place, that
the mere physical organ of mind and will may grow vigorous with work.

Rest.––Just as important is it that the brain should have due rest; that is, should rest
and work alternately. And here two considerations come into play. In the first place,
when the brain is actively at work it is treated as is every other organ of the body in
the same circumstances; that is to say, a large additional supply of blood is attracted
to the head for the nourishment of the organ which is spending its substance in hard
work. Now, there is not an indefinite quantity of what we will for the moment call
surplus blood in the vessels. The supply is regulated on the principle that only one
set of organs shall be excessively active at one time––now the limbs, now the
digestive organs, now the brain; and all the blood in the body that can be spared
goes to the support of those organs which, for the time being, are in a state of labour.

Rest after Meals.––The child has just had his dinner, the meal of the day which
most severely taxes his digestive organs; for as much as two or three hours after,
much labour is going on in these organs, and the blood that can be spared from
elsewhere is present to assist. Now, send the child out for a long
walk immediately after dinner––the blood goes to the labouring extremities, and the
food is left half digested; give the child a regular course of such dinners and walks,
and he will grow up a dyspeptic. Set him to his books after a heavy meal, and the
case is as bad; the blood which should have been assisting in the digestion of the
meal goes to the labouring brain.

[Dinner, the mid-day meal, was typically the heaviest meal of the day.]

It follows that the hours for lessons should be carefully chosen, after periods of
mental rest––sleep or play, for instance––and when there is no excessive activity in
any other part of the system. Thus, the morning, after breakfast (the digestion of
which lighter meal is not a severe task), is much the best time for lessons and every
sort of mental work; if the whole afternoon cannot be spared for out-of-door
recreation, that is the time for mechanical tasks such as needlework, drawing,
practising; the children's wits are bright enough in the evening, but the drawback to
evening work is, that the brain, once excited, is inclined to carry on its labours
beyond bed-time, and dreams, wakefulness, and uneasy sleep attend the poor child
who has been at work until the last minute. If the elder children must work in the
evening, they should have at least one or two pleasant social hours before they go to
bed; but, indeed, we owe it to the children to abolish evening 'preparation.'

Change of Occupation.––"There is," says Huxley, "no satisfactory proof at present,

that the manifestation of any particular kind of mental faculty is especially allotted
to, or connected with, the activity of any particular region or the cerebral
hemispheres," a dictum against the phrenologists, but coming to us on too high
authority to be disputed. It is not possible to localise the 'faculties'––to say you are
cautious with this fraction of your brain, and music-loving with another; but this
much is certain, and is very important to the educator: the brain, or some portion of
the brain, becomes exhausted when any given function has been exercised too long.
The child has been doing sums for some time, and is getting unaccountably stupid:
take away his slate and let him read history, and you find his wits fresh again.
Imagination, which has had no part in the sums, is called into play by the history
lesson, and the child brings a lively unexhausted power to his new work. School
time-tables are usually drawn up with a view to give the brain of the child variety of
work; but the secret of weariness children often show in the home school room is,
that no such judicious change of lessons is contrived.
Nourishment.––Again, the brain cannot do its work well unless it be abundantly
and suitably nourished; somebody has made a calculation of how many ounces of
brain went to the production of such a work––say Paradise Lost––how many to such
another, and so on. Without going into mental arithmetic of this nature, we may say
with safety that every sort of intellectual activity wastes the tissues of the brain; a
network of vessels supplies an enormous quantity of blood to the organ, to make up
for this waste of material; and the vigour and health of the brain depend upon the
quality and quantity of this blood-supply.

Certain Causes affect the Quality of the Blood.––Now, the quality of the blood is
affected by three or four causes. In the first place, the blood is elaborated from the
food; the more nutritious and easy of digestion the food, the more vital will be the
properties of the blood. The food must be varied, too, a mixed diet, because various
ingredients are required to make up for the various waste in the tissues. The children
are shocking spendthrifts; their endless goings and comings, their restlessness, their
energy, the very wagging of their tongues, all mean expenditure of substance: the
loss is not appreciable, but they lose something by every sudden sally, out of doors
or within. No doubt the gain of power which results from exercise is more than
compensation for the loss of substance; but, all the same, this loss must be promptly
made good. And not only is the body of the child more active, proportionately, than
that of the man: the child's brain as compared with a man's is in a perpetual flutter of
endeavour. It is calculated that though the brain of a man weighs no more than a
fortieth part of his body, yet a fifth or sixth of his whole complement of blood goes
to nourish this delicate and intensely active organ; but, in the child's case, a
considerably larger proportion of the blood that is in him is spent on the sustenance
of his brain. And all the time, with these excessive demands upon him, the child has
to grow! not merely to make up for waste, but to produce new substance in brain and
body.

Concerning Meals.––What is the obvious conclusion? That the child must be well
fed. Half the people of low vitality we come across are the victims of low-feeding
during their childhood; and that more often because their parents were not alive to
their duty in this respect, then because they were not in a position to afford their
children the diet necessary to their full physical and mental development. Regular
meals at, usually, unbroken intervals––dinner, never more than five hours after
breakfast; luncheon, unnecessary; animal food, once certainly, in some lighter form,
twice a day––are the suggestions of common sense followed out in most well-
regulated households. But it is not the food which is eaten, but the food which
is digested, that nourishes body and brain. And here so many considerations press,
that we can only glance at two or three of the most obvious. Everybody knows that
children should not eat pastry, or pork, or fried meats, or cheese, or rich, highly-
flavoured food of any description; that pepper, mustard, and vinegar, sauces and
spices, should be forbidden, with new bread, rich cakes and jams, like plum or
gooseberry, in which the leathery coat of the fruit is preserved; that milk, or milk
and water, and that not too warm, or cocoa, is the best drink for children, and that
they should be trained not to drink until they have finished eating; that fresh fruit at
breakfast is invaluable; that, as serving the same end, oatmeal porridge and treacle,
and the fat of toasted bacon, are valuable breakfast foods; and that a glass of water,
also, taken the last thing at night, and the first thing in the morning, is useful in
promoting those regular habits on which much of the comfort of life depends.

Talk at Meals.––All this and much of the same kind it is needless to urge; but again
let me say, it is digested food that nourishes the system, and people are apt to forget
how far mental and moral conditions affect the processes of digestion. The fact is,
that the gastric juices which act as solvents to the viands are only secreted freely
when the mind is in a cheerful and contented frame. If the child dislike his dinner, he
swallows it, but the digestion of that distasteful meal is a laborious, much-impeded
process: if the meal be eaten in silence, unrelieved by pleasant chat, the child loses
much of the 'good' of his dinner. Hence it is not a matter of pampering them at all,
but a matter of health, of due nutrition, that the children should enjoy their food, and
that their meals should be eaten in gladness; though, by the way, joyful excitement is
as mischievous as its opposite in destroying that even, cheerful tenor of mind
favourable to the processes of digestion. No pains should be spared to make the
hours of meeting round the family table the brightest hours of the day. This is
supposing that the children are allowed to sit at the same table with their parents;
and, if it is possible! to let them do so at every meal excepting a late dinner, the
advantage to the little people is incalculable. Here is the parents' opportunity to train
them in manners and morals, to cement family love, and to accustom the children to
habits, such as that of thorough mastication, for instance, as important on the score
of health as on that of propriety.

[In Charlotte Mason's day, children often ate in the nursery or in the kitchen.]

Variety in Meals.––But, given pleasant surroundings and excellent food, and even
then the requirements of these exacting little people are not fully met: plain as their
food should be, they must have variety. A leg of mutton every Tuesday, the same
cold on Wednesday, and hashed on Thursday, may be very good food; but the child
who has this diet week after week is inadequately nourished, simply because he is
tired of it. The mother should contrive a rotation for her children that will last at
least a fortnight, without the same dinner recurring twice. Fish, especially if the
children dine off it without meat to follow, is excellent as a change, the more so as it
is rich in phosphorus––a valuable brain food. The children's puddings deserve a
good deal of consideration, because they do not commonly care for fatty foods, but
prefer to derive the warmth of their bodies from the starch and sugar of their
puddings. But give them a variety; do not let it be 'everlasting tapioca.' Even for tea
and breakfast the wise mother does not say, 'I always give my children' so and so.
They should not have anything 'always'; every meal should have some little surprise.
But is this the way, to make them think overmuch of what they shall eat and drink?
On the contrary, it is the underfed children who are greedy, and unfit to be trusted
with any unusual delicacy.

Air as important as Food.––The quality of the blood depends almost as much on

the air we breathe as on the food we eat; in the course of every two or three minutes,
all the blood in the body passes through the endless ramifications of the lungs, for no
other purpose than that, during the instant of its passage, it should be acted upon by
the oxygen contained in the air which is drawn into the lungs in the act of breathing.
But what can happen to the blood in the course of an exposure of so short duration?
Just this––the whole character, the very colour, of the blood is changed: it enters the
lungs spoiled, no longer capable of sustaining life; it leaves them, a pure vital fluid.
Now, observe, the blood is only fully oxygenated when the air contains its full
proportion of oxygen, and every breathing and burning object withdraws some
oxygen from the atmosphere. Hence the importance of giving the children daily
airings, and abundant exercise of limb and lung in unvitiated, unimpoverished air.

The Children Walk every Day.––'The children walk every day; they are never out
less than an hour when the weather is suitable.' That is better than nothing; so is this:
An East London school mistress notices the pale looks of one of her best girls.
"Have you had any dinner, Nellie?" "Ye-es" (with hesitation). "What have you had?"
"Mother gave Jessie and me a halfpenny to buy our dinners, and we bought a
haporth of aniseed drops––they go further than bread"––with an appeal in her eyes
against possible censure for extravagance. Children do not develop at their best upon
aniseed drops for dinner, nor upon an hour's 'constitutional' daily. Possibly science
will bring home to us more and more the fact that animal life, pent under cover, is
supported under artificial conditions, just as is plant life in a glass house. Here is
where most Continental nations have the advantage over us; they keep up the habit
of out-of-door life; and as a consequence, the average Frenchman, German, Italian,
Bulgarian, is more joyous, more simple, and more hardy than the average
Englishman. Climate? Did not Charles II––and he knew––declare for the climate of
England because you could be abroad "more hours in the day and more days in the
year" in England than "in any other country"? We lose sight of the fact that we are
not like that historical personage who "lived upon nothing but victuals and drink."
"You can't live upon air!" we say to the invalid who can't eat. No; we cannot live
upon air; but, if we must choose among the three sustainers of life, air will support
us the longest. We know all about it; we are deadly weary of the subject; let but the
tail of your eye catch 'oxygenation' on a page, and the well trained organ skips that
paragraph of its own accord. No need to tell Macaulay's schoolboy, or anybody else,
how the blood of the body is brought to the lungs and there spread about in a huge
extent of innumerable 'pipes' that it may be exposed momentarily to the oxygen of
the air; how the air is made to blow upon the blood, so spread out in readiness, by
the bellows-like action of breathing; how the air penetrates the very thin walls of the
pipes; and then, behold, a magical (or chemical) transmutation; the worthless
sewage of the system becomes on the instant the rich vivifying fluid whose function
it is to build up the tissues of muscle and nerve. And the Prospero that wears the
cloak? Oxygen, his name!; and the marvel that he effects within us some fifteen
times in the course of a minute is possibly without parallel in the whole array of
marvels which we 'tot up' with easy familiarity, setting down 'life,' and carrying––a
cypher!

Oxygenation has its Limitations.––We know all about it; what we forget, perhaps,
is, that even oxygen has its limitation: nothing can act but where it is, and, waste
attends work, hold true for this vital gas as for other matters. Fire and lamp and
breathing beings are all consumers of the oxygen which sustains them. What
follows? Why, that this element, which is present in the ration of twenty-three parts
to the hundred in pure air, is subject to an enormous drain within the four walls of a
house, where the air is more or less stationary. I am not speaking just now of the
vitiation of air––only of the drain upon its life-sustaining element. Think, again, of
the heavy drain upon the oxygen which must support the multitudinous fires and
many breathing beings congregated in a large town! 'What follows?' is a strictly vital
question. Man can enjoy the full measure of vigorous joyous existence possible to
him only when his blood is fully aerated; and this takes place when the air he inhales
contains its full complement of oxygen. Is it too much to say that vitality is reduced,
other things being equal in proportion as persons are house dwellers rather than
open-air dwellers? The impoverished air sustains life at a low and feeble level;
wherefore in the great towns, stature dwindles, the chest contracts, men hardly live
to see their children's children. True, we must needs have houses for shelter from the
weather by day and for rest at night; but in proportion as we cease to make our
houses 'comfortable,' as we regard them merely as necessary shelters when we
cannot be out of doors, shall we enjoy to the full the vigorous vitality possible to us.

Unchanged Air.––Parents of pale faced town children, think of these things! The
gutter children who feed on the pickings of the streets are better off (and healthier
looking) in this one respect than your cherished darlings, because they have more of
the first essential of life––air. There is some circulation of air even in the slums of
the city, and the child who spends its days in the streets is better supplied with
oxygen than he who spends most of his hours in the unchanged air of a spacious
apartment. But it is not the air of the streets the children want. It is the delicious life-
giving air of the country. The outlay of the children in living is enormously in excess
of the outlay of the adult. The endless activity of the child, while it develops muscle,
is kept up at the expense of very great waste of tissue. It is the blood which carries
material for the reparation of this loss. The child must grow, every part of him, and
it is the blood which brings material for the building up new tissues. Again, we
know the brain is, out of all proportion to its size, the great consumer of the blood
supply, but the brain of the child, what with its eager activity, what with its twofold
growth, is insatiable in its demands!

'I feed Alice on beef tea.'––'I feed Alice on beef tea, cod-liver oil, and all sorts of
nourishing things; but it's very disheartening, the child doesn't gain flesh!' It is
probable that Alice breathes for twenty-two of the twenty-four hours the
impoverished and more or less vitiated air pent within the four walls of a house. The
child is practically starving; for the food she eats is very imperfectly and
inadequately converted into the aerated blood that feeds the tissues of the body.

And if she is suffering from bodily inanition, what about the eager, active, curious,
hungering mind of the little girl? 'Oh, she has her lessons regularly every day.'
Probably: but lessons which deal with words, only the signs of things, are not what
the child wants. There is no knowledge so appropriate to the early years of a child as
that of the name and look and behaviour in situ of every natural object he can get at.
"He hath so done His marvellous works that they ought to be had in remembrance."

"Three years she grew in sun and shower,

Then Nature said, 'A lovelier flower
On earth was never sown:
 This child I to myself will take:
She shall be mine, and I will make
A lady of my own.

* * *

" 'She shall be sportive as the fawn,

That wild with glee across the lawn
Or up the mountain springs;
And hers shall be the breathing balm,
And hers the silence and the calm
Of mute, insensate things.

* * *

" 'The stars of midnight shall be dear

To her; and she shall lean her ear
In many a secret place
Where rivulets dance their wayward round,
And beauty born of murmuring sound
Shall pass into her face.' "

Indoor Airings.––About out-of-door airings we shall have occasion to speak more

fully; but indoor airings are truly as important, because, if the tissues be nourished
upon impure blood for all the hours the child spends in the house, the mischief will
not be mended in the shorter intervals spent out of doors. Put two or three breathing
bodies, as well as fire and gas, into a room, and it is incredible how soon the air
becomes vitiated unless it be constantly renewed; that is, unless the room be well
ventilated. We know what is to come in out of the fresh air and complain that a room
feels stuffy; but sit in the room a few minutes, and you get accustomed to its
stuffiness; the senses are no longer a safe guide.

Ventilation.––Therefore, regular provision must be made for the ventilation of

rooms regardless of the feelings of their inmates; at least an inch of window open at
the top, day and night, renders a room tolerably safe, because it allows the escape of
the vitiated air, which, being light, ascends, leaving room for the influx of colder,
fresher air by cracks and crannies in doors and floors. An open chimney is a useful,
though not a sufficient, ventilator; it is needless to say that the stopping-up of
chimneys in sleeping-rooms is suicidal. It is particularly important to accustom
children to sleep with an inch or two, or more, of open window all through the
year––as much more as you like in the summer.

Night Air Wholesome.––There is a popular notion that night air is unwholesome;

but if you reflect that wholesome air is that which contains its full complement of
oxygen, and no more than its very small complement of carbonic acid gas, and that
all burning objects––fire, furnace, gas-lamp––give forth carbonic acid gas and
consume oxygen, you will see that night air is, in ordinary circumstances, more
wholesome than day air, simply because there is a less exhaustive drain upon its
vital gas. When the children are out of a room which they commonly occupy, day
nursery or breakfast room, then is the opportunity to air it thoroughly by throwing
windows and doors wide open and producing a thorough draught.

Sunshine.––But it is not only air, and pure air, the children must have if their blood
is to be of the 'finest quality,' as the advertisements have it. Quite healthy blood is
exceedingly rich in minute, red disc-like bodies, known as red corpuscles, which in
favourable circumstances are produced freely in the blood itself. Now, it is observed
that people who live much in the sunshine are of a ruddy countenance––that is, a
great many of these red corpuscles are present in their blood; while the poor souls
who live in cellars and sunless alleys have skins the colour of whity-brown paper.
Therefore, it is concluded that light and sunshine are favourable to the production of
red corpuscles in the blood; and, therefore––to this next 'therefore' is but a step for
the mother––the children's rooms should be on the sunny side of the house, with a
south aspect if possible. Indeed, the whole house should be kept light and bright for
their sakes; trees and outbuildings that obstruct the sunshine and make the children's
rooms dull should be removed without hesitation.

Free Perspiration.––Another point must be attended to, in order to secure that the
brain be nourished by healthy blood. The blood receives and gets ride of the waste
of the tissues, and one of the most important agents by means of which it does this
necessary scavenger's work is the skin. Millions of invisible pores perforate the skin,
each the mouth of a minute many-folded tube, and each such pore is employed
without a moment's cessation, while the body is in health, in
discharging perspiration––that is, the waste of the tissues––upon the skin.

Insensible Perspiration.––When the discharge is excessive, we are aware of

moisture upon the skin; but, aware of it or not, the discharge is always going on;
and, what is more, if it be checked, or if a considerable portion of the skin be glazed,
so that it becomes impervious, death will result. This is why people die in
consequence of scalds or burns which injure a large surface of the skin, although
they do not touch any vital organ; multitudes of minute tubes which should carry off
injurious matters from the blood are closed, and, though the remaining surface of the
skin and the other excretory organs take extra work upon them, it is impossible to
make good the loss of what may be called efficient drainage over a considerable
area. Therefore, if the brain is to be duly nourished, it is important to keep the whole
surface of the skin in a condition to throw off freely the excretion of blood.

Daily Bath and Porous Garments.––Two considerations follow: of the first, the
necessity for the daily bath, followed by vigorous rubbing of the skin, it is needless
to say a word here. But possibly it is not so well understood that children should be
clothed in porous garments which admit of the instant passing off of the exhalations
of the skin. Why did delicate women faint, or, at any rate, 'feel faint,' when it was
the custom to go to church in sealskin coats? Why do people who sleep under down,
or even under silk or cotton quilts, frequently rise unrefreshed? From the one cause:
their coverings have impeded the passage of the insensible perspiration, and so have
hindered the skin in its function of relieving the blood of impurities. It is surprising
what a constant loss of vitality many people experience from no other cause than the
unsuitable character of their clothing. The children cannot be better dressed
throughout than in loosely woven woollen garments, flannels and serges, of varying
thicknesses for summer and winter wear. Woollens have other advantages over
cotton and linen materials besides that of being porous. Wool is a bad conductor,
and therefore does not allow of the too free escape of the animal heat; and it is
absorbent, and therefore relieves the skin of the clammy sensations which follow
sensible perspiration. We should be the better for it if we could make up our minds
to sleep in wool, discarding linen or cotton in favour of sheets made of some lightly
woven woolen material.

We might say much on this one question, the due nutrition of brain, upon which the
very possibility of healthy education depends. But something will have been
effected if the reason why of only two or three practical rules of health is made so
plain that they cannot be evaded without a sense of law-breaking.

I fear the reader may be inclined to think that I am inviting his attention for the most
part to a few physiological matters––the lowest round of the educational ladder. The
lowest round it may be, but yet it is the lowest round, the necessary step to all the
rest. For it is not too much to say that, in our present state of being, intellectual,
moral, even spiritual life and progress depend greatly upon physical conditions. That
is to say, not that he who has a fine physique is necessarily a good and clever man;
but that the good and clever man requires much animal substance to make up for the
expenditure of tissue brought about in the exercise of his virtue and his intellect. For
example, is it easier to be amiable, kindly, candid, with or without a headache or an
attack of neuralgia?

VII––'The Reign of Law' in Education

Common Sense and Good Intentions.––Besides, though this physical culture of

the brain may be only the groundwork of education, the method of it indicates what
should be the method of all education; that is, orderly, regulated progress under the
guidance of Law. The reason why education effects so much less than it should
effect is just this––that in nine cases out of ten, sensible good parents trust too much
to their common sense and their good intentions, forgetting that common sense must
be at the pains to instruct itself in the nature of the case, and that well-intended
efforts come to little if they are not carried on in obedience to divine laws, to be read
in many cases, not in the Bible, but in the facts of life.

Law-abiding Lives often more blameless than Pious Lives.––It is a shame to

believing people that many whose highest profession is that they do not know, and
therefore do not believe, should produce more blameless lives, freer from flaws of
temper, from the vice of selfishness, than do many sincerely religious people. It is a
fact that will confront the children by-and-by, and one of which they require an
explanation; and what is more, it is a fact that will have more weight, should it
confront them in the person of a character which they cannot but esteem and love,
than all the doctrinal teaching they have had in their lives. This appears to me the
threatening danger to that confessed dependence upon and allegiance to Almighty
God which we recognise as religion––not the wickedness, but the goodness of a
school which refuses to admit any such dependence and allegiance.

My sense of this danger is my reason for offering the little I have to say upon the
subject of education,––my sense of the danger, and the assurance I feel that it is no
such great danger after all, but one that parents of the cultivated class are competent
to deal with, and are precisely the only persons who can deal with it.

Mind and Matter equally governed by Law.––As for this superior morality of
some non-believers, supposing we grant it, what does it amount to? Just to this, that
the universe of mind, as the universe of matter, is governed by unwritten laws of
God; that the child cannot blow soap bubbles or think his flitting thoughts otherwise
than in obedience to divine laws; that all safety, progress, and success in life come
out of obedience to law, to the laws of mental, moral or physical science, or of that
spiritual science which the Bible unfolds; that it is possible to ascertain laws and
keep laws without recognising the Lawgiver, and that those who do ascertain and
keep any divine law inherit the blessing due to obedience, whatever be their attitude
towards the Lawgiver; just as the man who goes out into blazing sunshine is
warmed, though he may shut his eyes and decline to see the sun. Conversely, that
they who take no pains to study the principles which govern human action and
human thought miss the blessings of obedience to certain laws, though they may
inherit the better blessings which come of acknowledged relationship with the
Lawgiver.

Antagonism to Law shown by some Religious Persons.––These last blessings are

so unspeakably satisfying, that often enough the believer who enjoys them wants no
more. He opens his mouth and draws in his breath for the delight he has in the law, it
is true; but it is the law of the spiritual life only. Towards the other laws of God
which govern the universe he sometimes takes up an attitude of antagonism, almost
of resistance, worthy of an infidel.It is nothing to him that he is fearfully and
wonderfully made; he does not care to know how the brain works, nor how the more
subtle essence we call mind evolves and develops in obedience to laws. There are
pious minds to which a desire to look into these things savours of unbelief, as if it
were to dishonour the Almighty to perceive that He carries on His glorious works by
means of glorious Laws. They will have to do with no laws excepting the laws of the
kingdom of grace. In the meantime, the non-believer, who looks for no supernatural
aids, lays himself out to discover and conform to all the laws which regulate natural
life––physical, mental, moral; all the laws of God, in fact, excepting those of the
spiritual life which the believer appropriates as his peculiar inheritance. But these
laws which are left to Esau are laws of God also, and the observance of them is
attended with such blessings, that the children of the believers say, Look, how is it
that these who do not acknowledge the Law as of God are better than we who do?

Parents must acquaint themselves with the Principles of Physiology and Moral
Science.––Now, believing parents have no right to lay up this crucial difficulty for
their children. They have no right, for instance, to pray that their children may be
made truthful, diligent, upright, and at the same time neglect to acquaint themselves
with those principles of moral science the observance of which will guide into
truthfulness, diligence, and uprightness of character. For this, also, is the law of
God. Observe, not into the knowledge of God, the thing best worth living for: no
mental science, and no moral science, is pledged to reveal that. What I contend for
is, that these sciences have their part to play in the education of the human race, and
that the parent may not disregard them with impunity. My endeavour in this and the
following volumes of the series will be to sketch out roughly a method of education
which, as resting upon a basis of natural law, may look, without presumption, to
inherit the Divine blessing. Any sketch I can offer in this short compass must be
very imperfect and very incomplete; but a hint here and there may be enough to put
intelligent parents on profitable lines of thinking with regard to the education of
their children.