Children should have the joy of living in far lands, in other persons, in other times - a delightful double existence; and this joy they will find, for the most part, in their story books. Their lessons, too, history and geography, should cultivate their conceptive powers. If the children do not live in the times of his history lesson, be not at home in the climate his geography book describes, why, these lessons will fail of their purpose.

Let them get at the books themselves, and do not let them be flooded with diluted talk from the lips of their teacher. The less the parents 'talk-in' and expound their rations of knowledge and thought to the children they are educating, the better for the children...Children must be allowed to ruminate, must be left alone with their own thoughts.

There is no education but self-education.

Children should Transcribe favourite Passages. A certain sense of possession and delight may be added to this exercise if children are allowed to choose for transcription their favourite verse in one poem and another.

The peculiar value of geography lies in its fitness to nourish the mind with ideas and furnish the imagination with pictures.

Authority is just and faithful in all matters of promise-keeping; it is also considerate, and that is why a good mother is the best home-ruler.

None of us can be proof against the influences that proceed from the persons he associates with. Wherefore, in books and men, let us look out for the best society, that which yields a bracing and wholesome influence. We all know the person for whose company we are the better, though the talk is only about fishing or embroidery.