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.

What a child digs for becomes his own possession.

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.

Every day, every hour, the parents are either passively or actively forming those habits in their children upon which, more than upon anything else, future character and conduct depend.

The children know all about everything so well that it never occurs to them to play at the situations in any one of these tales, or even to read it twice over. But let them have tales of the imagination, scenes laid in other lands and other times, heroic adventures, hairbreadth escapes, delicious fairy tales in which they are never roughly pulled up by the impossible —even where all is impossible, and they know it, and yet believe.

Thought breeds thought; children familiar with great thoughts take as naturally to thinking for themselves as the well-nourished body takes to growing; and we must bear in mind that growth, physical, intellectual, moral, spiritual, is the sole end of education.

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