LIBRARY OF CONGRESS. 
 
 i_a /42-2 
 
 Chap. Copyright No.. 
 
 UNITED STATES OF AMERICA. 
 
FRAGMENTS 
 FROM... 
 
 FENELON 
 
 CONCERNING 
 EDUCATION 
 
 SUGGESTED BY COMPILED BY 
 
 E. S. J. B. C. R. 
 
 INTRODUCTION BY 
 
 CHARLES DUDLEY WARNER 
 
 NEW YORK 
 
 Bonnhll, Silver & Company 
 
 24 West 22d Street 
 
 1900 
 
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 Library of Congress 
 
 Two Copies Received 
 JUL 20 1900 
 
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 SECOND COPY. 
 
 Delivered to 
 
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 JUL 21 1900 
 
 Bessie Caldwell Rogers 
 All rights reserved 
 
PREFACE. 
 
 The writings of Fenelon have been a 
 quarry for many generations. Many vol- 
 umes of ethical instruction, spiritual guid- 
 ance, and Christian counsel, have been 
 selected from the works of the author, who 
 has also a world-wide fame as the narrator of 
 Les Adventures de Te'le'maque, Fits d'Ulysse. 
 Francois de Salignac de la Mothe Fenelon 
 was born August 6, 165 1, at the Chateau de 
 Fenelon, near Sarlat, in Perigord. In his 
 education at home he laid the foundation of 
 solid classical acquirements, which was en- 
 larged at the College of Cahors and at the 
 College of Plessis. So precocious was his 
 genius and his gift of eloquence that at the 
 age of fifteen he was put forward to preach 
 to an admiring audience. He became an 
 abbe and an archbishop, attained an exalted 
 position, and commanded universal love, but 
 he never was moved from his early simplic- 
 ity and sincerity. He has been sometimes 
 criticized for his ''desire to please " in this 
 world, but no one could ever say that he 
 swerved from his duty or compromised his 
 spirituality or his integrity. Fenelon's 
 
life was without stain, and his nature 
 was singularly pure, kindly, and ele- 
 vated. His theory seems to have been that 
 good is more potent than evil, and that men 
 are to be won to the right way rather by 
 setting before them goodness as an attrac- 
 tion than by holding up the bad as a terror. 
 The only controversy of his life was with 
 his friend, Bossuet, in defending Madame 
 Guyon in her doctrine of disinterested love, 
 or that God is to be loved for his own per- 
 fections, without any view to future rewards 
 or punishments. 
 
 The present volume of selections, made 
 and translated by B. C. R. , is taken from 
 Fenelon's first work, Traits de V Education 
 des Filles, and one of his most famous. The 
 time is opportune for such clear and whole- 
 some counsel on the education of young 
 girls. The problems that we have now in 
 education are more intensified than they 
 were in Fenelon's time, but the reader will be 
 struck with the modern tone of this volume, 
 and its applicability to our own situation. 
 
 The translation has been made with 
 fidelity, and the selections joined into an 
 essay in excellent taste. C. D. W. 
 
FRAGMENTS FROM FENELON. 
 
 THE world is not a phantom, it is a collec- 
 tion of families. 
 
 Who is able to give such especial care in 
 civilizing and refining it as women, who, be- 
 side their natural authority in the house, 
 have the advantage of being born careful, 
 mindful of detail, industrious, insinuating 
 and persuasive ? 
 
 Can men hope to find any happiness in life 
 if their most intimate relation, that of mar- 
 riage, is turned into bitterness ? What will 
 become of the children if their mothers spoil 
 them from their earliest years ? 
 
 The occupations of women are not less im- 
 portant to the public than those of men, when 
 they have a house to regulate, a husband to 
 make happy and children to bring up in the 
 right way. Right living is no less for women 
 than for men, — to say nothing of the good or 
 evil they can do in the world, they are one-half 
 
of the human race, redeemed by the blood of 
 Jesus Christ and destined to a life eternal. 
 
 Besides the benefit which well educated 
 women are to the world, it is also necessary 
 to consider the harm they do when deprived 
 of an education inspiring them with the high 
 standards : as the faults of men may often 
 be traced to the mistaken education received 
 from their mothers. 
 
 In history what intrigues do we find, what 
 overturning of laws and manners, what bloody 
 wars, what innovations in religion, what revo- 
 lutions in the State, caused by the intemper- 
 ance of women ! How this proves the impor- 
 tance of thoroughly educating the girls. 
 
 LET US FIND OUT THE WAY. 
 
 The ignorance of a girl is a cause of weari- 
 ness to her. She does not know how to oc- 
 cupy herself pleasantly. When she reaches 
 a certain age without having applied herself 
 to serious things she has neither the taste 
 for, nor the appreciation of them ! Every- 
 thing that is serious seems sad to her, every- 
 
thing that demands attention makes her tired, 
 the desire for pleasure — which is strong in 
 youth — the example of others absorbed in 
 amusement, all combine to make her afraid 
 of a well-regulated and busy life. If she is 
 well-born, she is exempt from working with 
 her hands, so what is she to do ? Indolence 
 will become an incurable habit; if the vacuum 
 is not filled with substantial things, frivolities 
 will take the place and laziness, — an inex- 
 haustible source of evil. She takes a third 
 more sleep than is necessary for health, for 
 this enervates her body and renders it more 
 sensitive to disease. Sufficient sleep, with reg- 
 ular exercise, makes one cheerful and strong, 
 gives the true perfection of bodily vigor, to 
 say nothing of the advantage the mind draws 
 from such a condition. 
 
 Weakness, joined to ignorance, produces a 
 morbid craving for excitement and a curiosity 
 both insatiable and indiscreet. 
 
 Educated women, occupied with serious 
 affairs, have ordinarily moderate curiosity : 
 that which they already know gives them a 
 
contempt for matters not worth knowing; 
 they see the uselessness and absurdity of 
 most things which narrow-minded people are 
 eager to investigate. 
 
 The imagination of uneducated girls who 
 have no application is always wandering. 
 Lacking intellectual food their curiosity is 
 always in search of vain and dangerous 
 knowledge ; those who are quick-witted at- 
 tempt a pedantic turn of mind. They read 
 all the books that are likely to feed their 
 vanity, they are infatuated with novels, plays, 
 tales of improbable adventure and love. They 
 become visionary, accustomed to the extrav- 
 agant speech of heroes in romances, they spoil 
 themselves for intercourse with the world ; 
 as all those beautiful vain sentiments, all the 
 generous passions, all the adventures which 
 the author of the romance has invented to 
 please his readers, have no resemblance what- 
 ever to the real motives of action that decide 
 affairs in the world, nor to the disappoint- 
 ments that are found in all that we undertake. 
 
 A poor girl full of tenderness and the mar- 
 
vellous adventures that have charmed her in 
 books is surprised and disappointed at not 
 finding among her friends people who resem- 
 ble those imaginary princesses in novels who 
 are always charming and above want and 
 always adored. With what disgust she de- 
 scends from such heroics to the petty details 
 of housekeeping ! 
 
 Some carry their inquisitiveness still farther 
 and presume to discuss religious subjects no 
 matter how incapable they may be. Others 
 must know all that is said and done about 
 town, the last novel, the last song, the last 
 intrigue ; they are eager to receive letters, 
 to read those that others receive. They want 
 to know everything, they also want to tell 
 everything, they are vain and their vanity 
 makes them talk a great deal. They are 
 foolish and their foolishness prevents their 
 thinking and keeping silent. 
 
 WHAT IS THE FOUNDATION OF A GOOD 
 EDUCATION? 
 
 It is very important to begin the education 
 of girls early in infancy. As a rule they are 
 
then in charge of indiscreet women, yet that 
 is the time when impressions are deepest and 
 will have a great effect upon their whole life. 
 
 Before children can speak plainly they 
 may be prepared for instruction. Some may 
 think this too much to say, but let us con- 
 sider what the child does, who cannot yet 
 speak. He is learning a lauguage which he 
 will speak very soon much more exactly than 
 learned men will ever be able to speak the 
 dead languages that they have studied — no 
 matter how thoroughly— in riper years. What 
 is it to learn a language ? 
 
 It is not merely crowding one's memory 
 with a certain number of words, "it is/' 
 says St. Augustine, " observing the particu- 
 lar meaning of each word." 
 
 " The child," he says, "in the midst of his 
 shouting and playing, notices the words he 
 hears, and remembers the object of which 
 each word is the sign, sometimes by noticing 
 any motion belonging to it, or sometimes by 
 the frequent repetition of the same word 
 used to signify the same object. It is true 
 
that a child's brain is easily impressed by all 
 images, but how much attention is necessary 
 that he may adapt each one to the object 
 which it represents.'' 
 
 Let us consider next, how much, even at 
 an early age, children seek those who flatter 
 them and avoid those who contradict them, 
 how they will cry out or keep silence in order 
 to secure what they want, how much cunning 
 and jealousy they show. 
 
 "I have seen," says Saint Augustine, "a 
 jealous baby who although he could not yet 
 speak, would turn white and look angrily at 
 another infant held by the same nurse." 
 
 It has been proved that children, no mat- 
 ter how young know a great deal more than 
 we imagine. They may be trained by speech 
 and gesture to like honest and upright peo- 
 ple and given a desire to be with them rather 
 than with those who are unreasonable yet 
 whom there is danger they might possibly 
 learn to like. By the expression in our faces 
 or the tones of our voice we might impress 
 them with the horror they ought to feel for 
 
any fit of temper or any other disgraceful 
 condition, while by cheerful and joyous com- 
 mendation also show them what actions were 
 to be approved. 
 
 I do not insist upon these details, yet all 
 early teachings are the foundation of more 
 important ones and should not be neglected, 
 as future education is greatly facilitated by 
 early and constant warnings. 
 
 If one doubts the power that the predju- 
 dices of childhood have over men, we have 
 only to note how tender and strong a remem- 
 brance of the things loved in infancy is kept 
 in old age. 
 
 Instead of allowing children to be guided 
 by nurses in the choice of things which they 
 ought to like or to avoid, we ourselves should 
 teach the happiness that springs from well 
 doing and show them the pain that follows 
 all evil ; this in time would make it far 
 easier for them to act rightly. 
 
 It is of the greatest importance during the 
 child's early years to guard its health and 
 keep its blood sweet and pure by good simple 
 
 s 
 
food — to so regulate his meals that he will 
 always eat at the same hours and avoid eat- 
 ing between meals. 
 
 Another very essential thing is to allow 
 the organs to become sufficiently developed 
 to receive instruction without injury, never 
 press a child to learn, avoid all excitement 
 that might kindle his passions. Accustom 
 him by degrees to being deprived of the 
 things for which he shows too great a desire, 
 so that he will not feel as if all his wishes 
 ought to be gratified. 
 
 If a child's disposition is at all good, it is 
 possible to make him docile, patient, cheer- 
 ful and quiet, while if he is neglected he may 
 become irritable, nervous and restless for the 
 rest of his life. His blood becomes heated, 
 his habits formed, his body which is supple 
 and his mind, which has not been fixed upon 
 any particular object, inclines towards evil, 
 the seed of dissipation developes in him and 
 becomes the source of innumerable evils 
 after he has reached manhood. 
 
 Later, when his reason is more developed, 
 
every word spoken to him ought to tend to 
 make him love truth and inspire him with 
 contempt for all dissimulation. We should 
 never use any subterfuge to appease or per- 
 suade him, as in that way he learns deceit 
 which he never forgets, he should be guided 
 by reason as much as is possible. 
 
 Children notice everything but speak little 
 except as we encourage them to talk; this 
 should be avoided. Too often the pleasure 
 we take in the company of attractive chil- 
 dren makes us spoil them, for we allow them 
 to speak of anything that comes into their 
 minds and to talk about things of which they 
 have as yet no definite knowledge. So they 
 keep for the rest of their lives the habit of 
 hasty judgment, a most objectionable trait. 
 
 The pleasure which we take in the society 
 of children has another undesirable effect 
 upon them, they perceive that they are 
 looked upon with favor, whatever they do 
 or say gives pleasure, consequently they 
 grow to believe that the world will always 
 be occupied with them. 
 
At this age, when children are approved 
 and have never experienced contradiction, 
 they conceive visionary hopes which may 
 lead to bitter disappointments in all their 
 life. I have seen children who believed that 
 they were being talked about whenever they 
 heard a conversation in an undertone be- 
 cause that had happened and who thought 
 that everything about them excited admir- 
 ation, that they were constantly an object of 
 wonder. 
 
 It is necessary then to take care of chil- 
 dren without letting them see that one 
 thinks much about them. Show them that 
 it is in kindness and because they need to be 
 corrected that we watch their behavior, and 
 not because we admire them. We should 
 content ourselves in training them little by 
 little as occasions naturally arise. We should 
 avoid urging their minds, even at the risk of 
 keeping them back, for conceit is always to 
 be dreaded as the result of premature educa 
 tion. 
 
 We should be satisfied to follow and aid 
 
nature. Children know but little, they should 
 not be encouraged to talk but as they are 
 ignorant of many things they have many 
 questions to ask. It is sufficient to answer 
 these accurately ; and sometimes it is wise to 
 add a few easy comparisons to make the ex- 
 planation clearer. 
 
 If they should judge something which they 
 do not understand, it would be well to em- 
 barrass them by some new questions to make 
 them see their mistake without mortifying 
 them. At the same time let them see, not 
 by indiscriminate praise but by some effec- 
 tive mark of esteem that we think more of 
 them when they doubt and ask questions, 
 than when they decide for themselves. This 
 is the way to inspire them with true modesty 
 and give them contempt for those discus- 
 sions so frequent among young persons of 
 slight knowledge. 
 
 As soon as their minds are stronger we 
 should use the same means to warn them 
 against conceit. Let us say to them, " You 
 see you are a great deal more reasonable 
 
this j^ear than you were last, in another year 
 you will be able to understand things which 
 you are not capable of comprehending now. 
 If, last year, you had attempted to judge of 
 the things you know now and did not then, 
 you could not have formed a correct judg- 
 ment ; it would be wrong for you to pretend 
 to know that which is beyond your compre- 
 hension and in the same way you are now 
 incapable of judging of the things you have 
 yet to learn. You will see some day, how 
 incorrect are your present views. In the 
 meantime trust the judgment of those who 
 see matters as you will when you are older 
 and wiser." 
 
 The curiosity of children is a natural pro- 
 pensity which comes before instruction and 
 we should not fail to avail ourselves of it. 
 For instance, if they see a mill and ask what 
 it is, show them how the food that nourishes 
 man is prepared. If they see reapers in the 
 field, explain what the men are doing, how 
 they sow the wheat and how it grows from 
 the earth into abundant harvest. 
 
 n 
 
In the city where they see shops where 
 various trades are carried on or goods of all 
 kinds are sold, there is a vast field from 
 which to learn. Never seem to be tired by 
 their questions they are the overtures which 
 nature gives you to make instruction easier. 
 Show them how articles which they use are 
 made and how the buying and selling of 
 these constitute trade, so they will know lit- 
 tle by little without particular study the best 
 way of making things of daily use and the 
 just price of each one which is the true basis 
 of economy. Such knowledge should be de- 
 spised by no one, as all the world needs to 
 avoid being cheated in its expenses but it is 
 particularly necessary for girls. 
 
 THE DANGER OF IMITATION. 
 
 The ignorance of children inclines them to 
 imitate all that they see. For that reason it 
 is of the utmost importance to show them 
 only the best of models. Never allow them 
 to come in contact with those whose example 
 is not good. Yet, as it is impossible, in spite 
 
 m 
 
of all precautions, that they should never see 
 improper things, teach them, as early as pos- 
 sible, the errors of bad tempered and unrea- 
 sonable people, how those who give way to 
 their passions have mistaken the dignity of 
 life and how miserable are those who never 
 cultivate right living. Do not fail to warn 
 them against certain faults, even if this 
 should open their eyes to the weaknesses of 
 those whom they ought to respect. It would 
 not be right to keep them in ignorance of 
 the true principles underlying such things; 
 and the surest way to persuade them to do 
 their duty is to teach them to bear with 
 other people's faults and not judge them too 
 severely. Show them that some of those de- 
 fects look worse than they really are, that 
 tliey are counterbalanced by most excellent 
 qualities and that as nothing is perfect in this 
 world, we should admire that which has the 
 least imperfection, in fact we should give 
 them the highest principles and prevent 
 their imitating all the evil they see. 
 
 They should also be forbidden to mimic or 
 
 15 
 
make fun of those who may seem ridiculous 
 to them, as their quick imaginations and 
 flexible bodies make imitation so easy, that 
 ill-bred habits are very easily formed. Yet 
 God has given to them this tendency that 
 they may follow with equal facility that 
 which is good. Often, without speaking, it 
 is only necessary to point out in another that 
 which they must do. 
 
 INDIRECT TEACHING UNWISE TO PUSH 
 
 CHILDREN. 
 
 I believe it would often be well to use in- 
 direct methods, less tiresome than lessons 
 and commands, simply to fix attention on 
 examples that have already been given. 
 
 For example, one person might ask another, 
 before children, " Why did you acknowledge 
 your fault?" " Because it would have been 
 much worse to deny it by telling a lie ; noth- 
 ing is better than to say frankly, I have 
 done wrong." 
 
 Then the first person might commend such 
 honesty, but this should be done most care- 
 
 16 
 
fully, for children are much more penetrating 
 than we imagine, and quickly lose confidence 
 in those who seem to be using management 
 in governing them. 
 
 A child's brain is like a lighted candle ex- 
 posed to the wind, its flame is always flicker- 
 ing. He asks a question, before you have 
 time to answer it his eyes are already wan- 
 dering, looking at the ceiling, or a picture, 
 counting the figures that are painted, or the 
 panes of glass in the window. 
 
 If you try to bring him back to his first 
 object, he frets, as if you were keeping him 
 in prison ; at this time he needs careful 
 guidance until his mind is more developed. 
 Answer all his questions promptly and let 
 him ask them as he pleases. 
 
 Stimulate his curiosity and fill his memory 
 with a mass of good materials, the time will 
 come when he will reason about them ; 
 although he should be taught to reason 
 justly and as occasion arises learn what it 
 is to draw a conclusion. 
 
 Let a child play and mingle instruction 
 
 17 
 
with his amusement. That wisdom ma 
 show herself to him only at intervals and 
 with a smiling face, be careful not to tire him 
 by unwise or foolish exactions. 
 
 To make children like good people, show 
 them what is admirable in their characters, 
 their sincerity, modesty, fidelity, discretion, 
 and above all the piety which is the founda- 
 tion of all the rest. 
 
 Should some one show an offensive trait, 
 say " Piety does not produce these defects, 
 when it is perfect, it eradicates, or at least 
 softens them." 
 
 However close watch we may keep over 
 ourselves, that they may see nothing but 
 good, let us never imagine that they see no 
 fault in us, often they discover even our 
 slightest defects. 
 
 Saint Augustine tells us that early in child- 
 hood he noticed the vanity of his teachers on 
 the subject of learning. 
 
 It is most important for an educator to 
 know himself, to know precisely what his 
 faults are, to see them as plainly as the child 
 
will see them, even to ask some sincere 
 friend to point them out. 
 
 Ordinarily those in charge of children, 
 pardon them nothing and pardon themselves 
 everything, this excites in children a spirit 
 of malice and criticism, so that whenever 
 they find faults in those who govern them, 
 they are delighted and do not try to conceal 
 their contempt. 
 
 To avoid such experiences do not fear to 
 speak openly, in the presence of children of 
 your faults, of any which the children may 
 have noticed in you. If they are capable of 
 understanding your action, tell them you 
 wish to give them the example of correcting 
 their faults by correcting your own. In this 
 way you draw from your defects the power 
 to instruct and edify the children, and while 
 encouraging them to correct their own errors, 
 avoid the disgust and contempt which your 
 faults might give to them for you personally. 
 
 At the same time you should seek in every 
 possible way, to make pleasant whatever du- 
 ties you exact from a child. If a disagreeable 
 
 19 
 
thing is proposed, let him understand that 
 pain will soon be followed by pleasure. 
 Show him the usefulness of your precepts in 
 relation to his future life in the world and 
 the duties of his position, otherwise study 
 will seem to him tiresome and useless. "What 
 is the reason," he will ask, " in learning all 
 these things that are never talked about and 
 have no connection with what we are obliged 
 to do?" 
 
 You will answer, " All this is necessary to 
 put you in condition to do in the best way, 
 whatever you may have to arrange some 
 day, to form your judgment and to teach you 
 to reason properly about the affairs of life." 
 Always show the substantial and agreeable 
 result that will sustain him in his labor and 
 never attempt to subdue him by harsh and 
 absolute authority. 
 
 As children grow more intelligent it is 
 wise to talk with them about their need of 
 education, not following all their fancies, but 
 to test their discernment and to guide their 
 taste in the direction we may desire. 
 
Never, unless absolutely necessary, assume 
 a severe and imperious manner to frighten 
 children. They are, as a rule, timid and 
 bashful and this is often a pedantic affec- 
 tation on the part of those who govern. It 
 closes the heart and takes away the confi- 
 dence without which it is impossible to hope 
 for any good results of education. 
 
 Make them love you, let them be free with 
 you, so that they will not fear to show you 
 their faults. Be indulgent to those who hide 
 nothing from you. Be neither astonished 
 nor irritated at their bad inclinations, on the 
 contrary sympathize with their weaknesses. 
 There may be the danger of their being less 
 restrained by fear but after all confidence 
 and sincerity are of more benefit than severe 
 authority. 
 
 Besides, authority will always come in 
 place when confidence and persuasion are 
 not strong enough. Yet it is always best to 
 begin with a candid, cheerful and familiar 
 manner which induces children to act natur- 
 ally so that you know them thoroughly. 
 
If the wise man Solomon advised parents 
 to use the rod, if he said that a father who 
 makes a plaything of his child shall weep 
 afterward, that is not blaming kind and 
 patient education. He condemns only weak 
 and foolish parents who indulge their chil- 
 dren in every whim and fancy. 
 
 In short, parents should always preserve 
 their authority for correction, as there are 
 some natures which must be subdued by 
 fear, but only when all other means have 
 failed. 
 
 A child is greatly influenced by imagination 
 and association of things and so often dis- 
 likes study and good behavior because he is 
 repelled by the one who teaches him. 
 
 In this way a severe education may leave 
 him with a gloomy and dismal idea of re- 
 ligion, which he will retain all his life. It is 
 often better to tolerate some things that 
 ought to be corrected until his mind is more 
 developed. 
 
 Never reprove him in his first outburst of 
 temper, nor in your own. If you do it in 
 
your own irritation, he sees that you are in- 
 fluenced by feeling and impatience, and not 
 by reason and friendship. 
 
 If he is angry, he is not clear-headed 
 enough to confess his fault, conquer his pas- 
 sion and feel the importance of your advice. 
 Never let him lose his respect for you, noth- 
 ing will hold this better than your patience. 
 Wait for the best moment to correct him, 
 even if necessary to pass several days. Never 
 speak to a child of a fault without showing 
 him how to amend it and encourage him to 
 do so ; in that way avoiding the discour- 
 agement that always follows criticism. A 
 reasonable child will come insensibly to ask 
 to be told his faults, which is the best way to 
 show them without making him unhappy ; 
 never tell him of several faults at the same 
 time. 
 
 It is important to consider that children 
 have immature minds, that they are fond of 
 pleasure and that an exactness and serious- 
 ness are often asked of them, of which, those 
 who demand it would be incapable. In this 
 
 -3 
 
way often they are dangerously fatigued and 
 saddened. Always talking of words and things 
 they do not understand, no liberty, no enjoy- 
 ment, always lessons, silence, constrained po- 
 sition, corrections and threats ! 
 
 The ancient world understood these things 
 much better. It was by the enjoyment of 
 music and poety that the principal sciences, 
 the maxims of virtue and polite manners 
 were introduced among the Hebrews, the 
 Egyptians and the Greeks. Uncultivated 
 persons can hardly believe this, as our cus- 
 toms are so different. However, if one 
 knows history, one cannot doubt that this 
 was the ordinary practice for several centu- 
 ries. At least let us attempt in ours, to join 
 the agreeable to the useful as much as we 
 may be able. 
 
 It is as easy to be spoiled by amusement 
 as to gain a distaste for simple food by in- 
 dulging in highly seasoned viands, so we 
 should fear excitement that is followed by 
 weariness and disgust, the more for children 
 because they are more influenced by their feel- 
 
ings and wish to be always stirred tip. Let 
 us cultivate in them a fondness for simple 
 pleasures so that they shall need neither 
 highly seasoned food, nor stimulating amuse- 
 ments to make them happy. An old writer 
 says, " Temperance is the best ingredient of 
 pleasure, it keeps body and soul in health ; 
 one is always cheerful and of quiet mind, 
 needing neither machinery nor shows, nor 
 any great expense to enjoy life. An innocent 
 game, any reading or work we may undertake, 
 a walk, or conversation, refreshing after labor, 
 bring contentment." 
 
 It is true that such simple pleasures may 
 seem tame and insipid in comparison with 
 those that excite the whole nature, but they 
 wear better. They bring pure and lasting 
 enjoyment without any exhausting conse- 
 quences ; they are always beneficial but the 
 others are adulterated wines that poison the 
 system. The nature of the soul becomes 
 tainted by such intense pleasures. We should 
 accustom young people to simplicity of living 
 and strengthen their liking for simple amuse- 
 
 25 
 
merits, warning them of the danger belong- 
 ing to others and not leave them without 
 care and guidance as is often done, at an age 
 when the passions begin to develope and 
 when they need most to be restrained. 
 
 The greatest difficulty in education is that 
 of bringing up children who lack sensibility. 
 Impulsive and sensitive natures are capable 
 of terrible mistakes, their passions and pre- 
 sumption may lead them away, but they 
 have great resources and often return from 
 far away. Early precepts are like an invisi- 
 ble germ which grows and bears fruit after 
 experience has come to the help of reason. 
 At least we can interest them in instruction 
 and appeal to their honor, but we have no 
 such hold on those naturally indolent. Their 
 thoughts are always distractions, the mind 
 is never where it ought to be, they cannot 
 even be touched to the quick by punishment, 
 they hear everything and feel nothing. 
 
 This indolence makes the child careless 
 and disgusted with everything he has to do. 
 The best education is likely to fail unless we 
 
go to the root of the evil in early life. Many 
 people who do not look carefully into such 
 matters, conclude that this failure is due to a 
 caprice of nature, who showers her gifts on 
 those whom she wishes to succeed, rather 
 than deciding that such natures are sterile 
 soil for which cultivation can do little. 
 
 Some children seem lovely because the 
 graces of early childhood shine so brightly 
 that real defects are hidden. Everything 
 sweet, tender and amiable in them, prevents 
 our examining their features in detail. The 
 cleverness they display astonishes us, because 
 it is unexpected at that age ; we overlook 
 their mistakes of judgment, they are ingen- 
 uous and we mistake a certain vivacity, 
 always found in children, for ready wit. 
 This is why childhood promises so much 
 without future results. Many a child con- 
 sidered clever at five years of age, is forgot- 
 ten when a man. The only quality on which 
 you can rely in a child is its power of reason- 
 ing. This grows and strengthens with him, 
 though early graces disappear, vivacity dies 
 
 =7 
 
out, even the tenderness of his heart lessens 
 by the hardening of life. 
 
 Endeavor then to discover whether the 
 nature with which you deal lacks curiosity 
 and ambition. If so, a teacher may become 
 discouraged by so fruitless a task. It is of 
 the greatest importance to touch all the 
 springs of a child's nature and awaken him 
 from his slumber. If you find him dull and 
 unresponsive, do not fatigue him with tire- 
 some rules, divert him, make him cheerful 
 and gay ; as he will be more despondent 
 than conceited, show him what he is capable 
 of doing, be content with little, but make 
 him notice his own progress and observe 
 his error in doubting his power to accom- 
 plish those very things he has done so well. 
 
 Children are more jealous than we imagine 
 of those who are more petted and praised, 
 but this quality may be judiciously used in 
 training an indolent child. Give him occa- 
 sional victories over those of whom he is 
 jealous, when possible encourage him to 
 laugh freely with you at his timidity, show 
 
 23 
 
him those, who timid like himself, have at 
 last conquered their temperament. Teach 
 him indirectly by the example of others, how 
 indolence and timidity retard mental devel- 
 opment and people, careless and inattentive, 
 no matter how much genius they may pos- 
 sess, make themselves foolish and degraded. 
 Be careful never to give these instructions in 
 a severe and impatient tone, for timid 
 children are more easily repelled by harsh- 
 ness. 
 
 It is often as necessary to create an appe- 
 tite for the best things in the minds of chil- 
 dren, as to make invalids desire food. It is 
 much more difficult to give a motive to those 
 who have none than to guide a poor one. 
 
 There is another quality still more difficult 
 and more important to awaken, the capacity 
 for friendship. With a child capable of that, it 
 is no question of directing him towards desir- 
 able people. His liking will lead him towards 
 all those things you desire for him ; it will be 
 a close bond to hold him to that which is 
 good, if he knows how to make use of it. 
 
 29 
 
The only thing to fear is a bad choice or an 
 infatuation. 
 
 Yet there are other children born crafty, 
 deceitful, indifferent, who for a selfish pur- 
 pose, deceive their parents, over fond and 
 credulous. They study their feelings, seem- 
 ingly to conform to them. They seem more 
 docile than others of the same age, who are 
 frank and natural. This apparent amiability, 
 which hides a fierce will, seems to be real 
 sweetness and their true dissimulation is 
 never entirely displayed until there is no 
 time to prevent it. 
 
 Over such natures education has unfortu- 
 nately no control and their number is greater 
 than we imagine. It is hard for parents to 
 believe that their children are bad at heart, 
 they cannot see it themselves, nobody dares 
 call their attention to such a fact and the 
 evil increases. The best remedy would be, 
 to allow children at an early age great free- 
 dom in showing their natures. It is all im- 
 portant to know them well before we attempt 
 to correct them. They are naturally simple 
 
 3° 
 
and frank but if we retrain them unjustly or 
 unwisely, or set them an example of deceit, 
 they lose their original honesty. It is true 
 that God alone can give a tender and good 
 heart, all we can do is to stimulate it by fine 
 examples, by precepts of honor and disinter- 
 estedness, by contempt for all self-conceit. 
 We should give children every opportunity 
 for cordial and intimate friendship before 
 they lose their early natural candor. Noth- 
 ing will accomplish this better than to sur- 
 round them with persons incapable of any- 
 thing base or selfish ; those with other faults 
 would do them less harm. Children should 
 also be praised for all actions inspired by 
 friendship, if neither inappropriate nor ex- 
 treme. Parents should show themselves full 
 of a sincere friendship for their children, for 
 they often learn from their parents them- 
 selves to love no one. 
 
 On the other hand, a folly more frequent 
 among girls is to become passionately fond 
 of most indifferent things. They cannot see 
 two persons disagree without becoming vio- 
 
 3* 
 
lent partisans. They abound in affection 
 with or without cause. They see no fault in 
 those they love and no good in those they 
 dislike. 
 
 It would not be wise to oppose this openly, 
 as contradiction only strengthens such fan- 
 cies but show as opportunity occurs, that 
 we also see the good and evil in those char- 
 acters better than a girl does. At the same 
 time point out carefully the defects to be 
 found in those who please her and the charm 
 of certain qualities in those whom she dis- 
 likes. It is not necessary to press this, she 
 will rally of her own accord. Show her the 
 unreasonableness of stubborness and how she 
 will at some future time amend her present 
 errors of judgment. Tell her of the mistakes 
 you made at her age and above all, show her 
 as sensibly as you can, the great mixture of 
 good and evil we are likely to find in all 
 whom we love or hate and so temper the 
 ardor of her likings and aversions. 
 
 Never promise children ornaments or 
 sweets, as rewards. This results unwisely 
 
in two ways, first it makes them prize what 
 they should despise and again it prevents 
 giving other rewards that might assist your 
 work. Never threaten them with study as a 
 punishment. Make as few rules as possible 
 and only when most necessary. 
 
 When obliged to make one do it as unos- 
 tentatiously as possible, without giving it 
 the name of a rule and always with some 
 good reason for doing a certain thing at a 
 certain time and in a certain place, rather 
 than in some other way. 
 
 We run the risk of discouraging children 
 if we never praise them, when they do well. 
 However praises may be feared on account 
 of the vanity they may encourage, they should 
 be used as a stimulant. 
 
 We see that Saint Paul used them fre- 
 quently to encourage the weak and to tem- 
 per criticism. The Fathers used them in the 
 same way. Yet if we desire to make children 
 of the highest benefit to the world all good- 
 ness and success should be attributed to the 
 great God from whom it comes. 
 
 33 
 
THE USE OF STORIES FOR CHILDREN. 
 
 Children are passionately found of amusing 
 stories. They rejoice or weep over the tales 
 told to them. Do not fail to profit by this 
 trait and tell some interesting tale with a 
 good purpose. Then wait until the child's 
 curiosity is excited to ask for another ; con- 
 nect them together and keep the sequel for 
 the following day. Use lively and familiar 
 tones, make all your characters speak. Chil- 
 dren who have active imaginations, believe 
 that they see and hear them. 
 
 For instance, in the Bible story of Joseph 
 make his brothers talk as rough and brutal 
 men, Jacob as a tender and unhappy father. 
 Let Joseph talk also, let him, as master of 
 Egypt, take pleasure in hiding himself from 
 his brothers, in frightening them and after- 
 ward disclosing himself. 
 
 The simple recital of the marvellous facts 
 will charm a child ; they should never be 
 presented as a study and the child obliged to 
 repeat them, that would take away the en- 
 joyment. 
 
 34 
 
Nevertheless we shall notice, if the child 
 possesses any facility of speech he will of his 
 own accord tell those whom he loves the 
 stories he enjoys, without asking. Let some 
 one express a wish to hear the tale and the 
 child will be delighted to tell it. 
 
 Do not seem to notice him nor correct any 
 errors he may make. As he grows more ac- 
 customed to telling stories you may teach 
 him insensibly the best way of telling a tale ; 
 to make it short, simple and ingenuous, always 
 choosing the circumstances which best rep- 
 resent the nature of each thing. 
 
 To give them the liking for Bible stories in 
 preference to others it is best, not to say that 
 they are better, which they might not believe 
 but to make them feel so, without the tell- 
 ing. Show them how important, how simple, 
 how full of natural pictures they are. 
 
 The Creation, the fall of Adam, the Deluge, 
 the call of Abraham, the sacrifice of Isaac, 
 the adventures of Joseph, the birth and flight 
 of Moses are not only the things to awaken 
 the curiosity and interest of children but by 
 
 35 
 
revealing to them the origin of religion, lay 
 its foundation in their minds. 
 
 It is by a network of mysterious facts that 
 religion has been perpetuated and estab- 
 lished. Do not imagine by this plan we pro- 
 pose a matter of deep science ; a variety of 
 simple recitals are far better. God, Who 
 knows the mind of man, has put religion in 
 the shape of popular facts, that, instead of 
 overtaxing the simple-minded, help them to 
 conceive and remember its mysteries. For 
 instance, to tell a child that in God are three 
 persons, of an equal and single nature, makes 
 him remember the terms probably without 
 understanding them. Then tell him that as 
 Jesus Christ came out of the waters of Jor- 
 dan, the Father's voice was heard from the 
 sky, to say, " This is my beloved son, in 
 whom I am well pleased," while the Holy 
 Spirit, in the form of a dove, descended upon 
 the Saviour. So you make him find the 
 Trinity in a story he will never forget. 
 Here are three persons whom he will always 
 distinguish by the difference of their actions, 
 
you will only need to teach him that they 
 make one God. 
 
 This example is enough to show the use- 
 fulness of stories ; though they may seem to 
 lengthen instruction they really shorten it 
 and take away the dryness of Catechisms 
 where the mysteries are taught without illus- 
 tration. In ancient times instruction was 
 given almost entirely by means of stories. 
 The admirable manner in which St. Augus- 
 tine advises all ignorant persons to be taught, 
 was by no means a method of his own but 
 the universal practice of the church. It 
 showed, by the sequence of history, that re- 
 ligion is as old as the world, that Jesus Christ 
 expected in the Old Testament and Jesus 
 Christ reigning in the New Testament form 
 the foundation of Christianity. 
 
 This method requires a little more time 
 and care than most people use but knowing 
 this detail, we know religion, otherwise we 
 can have but confused ideas about Christ, the 
 Bible and the church. 
 
 Pictures and prints may be added to the 
 
 37 
 
stories ; the color and figures of some fine 
 painting will impress a child's imagination 
 with great force. 
 
 In this way a child's mind may be gently 
 opened to religious truths without giving 
 him any opportunity to doubt. Suppose 
 some one dies, and is to be buried. Say 
 "that he has gone to Heaven." " How can 
 he be in Heaven and in the grave at the 
 same time ? " It is the soul that is in Para- 
 dise and his body is in the earth. " Is the 
 soul then not the same as the body ? " No, 
 the soul shall live for ever in Heaven. 
 "Then add, do you wish to be saved?" 
 " What is it to be saved ? " It is for the 
 soul to live in Heaven when the body is 
 dead. « What is death ? " " It is for the 
 soul to leave the body and the body to re- 
 turn to dust." 
 
 I do not pretend to say that children 
 always answer in this way, but I can say, 
 that many have given me just such answers 
 at as early an age as four years. Should a child 
 be backward and dull, the worst would only 
 
 3* 
 
be that you wait patiently a few years before 
 renewing the subject. 
 
 Show workmen building a house and let 
 the children understand that the materials 
 were carried there and put together, accord- 
 ing to a plan, they did not come together by 
 themselves. Then make them notice the 
 earth, the sky and all things God has made 
 for the use of men and say : " How much 
 more beautifully the world is made than a 
 house, did it make itself ? " " No, truly," it 
 is God, Who made it with His own hands. 
 
 At first follow the Scriptural method, im- 
 pressing strongly the imagination but take 
 advantage of every opportunity that offers 
 to impress all truths ; always making things 
 plain by some familiar comparison. 
 
 For instance, if asked whether he would 
 die rather than renounce Jesus Christ, the 
 child would answer, a Yes," he thinks he 
 would have courage to have his head cut off. 
 Yet he must learn that without grace he can 
 do nothing but if you say that, he does not 
 understand. Tell him of St. Peter's vow of 
 
 39 
 
faithfulness and how, frightened by a servant 
 girl, he denies his Saviour three times ! 
 
 Compare him to a child or sick person 
 who cannot walk alone and show him how 
 we need that God should carry us, as 
 a nurse carries an infant ; in that way 
 we may make him understand the mystery 
 of grace. 
 
 The truth most difficult to make children 
 comprehend is that we have a soul more 
 precious than our body. The body they 
 know only too well and are naturally in- 
 clined to indulge and adorn it ; it is of the 
 greatest importance to show that it contains 
 something infinitely better. 
 
 Say to a child who is old enough to reason. 
 Does your soul eat ? If he answers foolishly 
 do not criticise but tell him simply that the 
 soul cannot eat, it is the body that eats, it is 
 the body which is like an animal. Have ani- 
 mals intellect ? " Are they learned ? " He 
 will answer " No." " Yet they eat," you say, 
 although they have no mind. You see 
 then it is not the mind that eats, it is the 
 
 4 o 
 
body that takes food to nourish it, it is that 
 which walks and sleeps." 
 
 "Then what does the mind do?" "It 
 reasons, it understands, it loves, it hates." 
 Add, as if in jest. " Do you see this table ?" 
 " Yes." " Do you see that it is unlike the 
 chair, do you know that it is made of wood 
 and different from the chimney which is 
 made of stone ? " " Yes," the child answers. 
 Then if you find by his voice and eyes that 
 he is interested and that these simple truths 
 have made their impression ask : " Does the 
 table know you ? " He will reply by laughing 
 at you, the question seems ridiculous. 
 
 Never mind, ask : " Which loves you the 
 best, this table or this chair ? " 
 
 He will be more and more amused. 
 
 Still go on : " Does the window behave 
 well ? " " Does this doll answer you when 
 you talk to her?" "No." "Why," has she 
 any mind?" "No, she has none." "Then 
 she is not like you, for you know her but she 
 does does not know you." "When you die 
 and are buried, will you be like this doll ?" 
 
 41 
 
" Yes." " Will you feel anything ? " " No." 
 "Will you know anyone?" "No." "Will 
 your soul go to Heaven?" "Yes." "Will 
 it see God ? " " Of course. " 
 
 " Where is the doll's soul ? " 
 
 You will see the child smile, in answering 
 or at least, will make you understand that 
 the doll has no soul. 
 
 From such a foundation and by such sim- 
 ple methods, often used, the child gradually 
 becomes accustomed to give to soul and body, 
 the things that belong to each. 
 
 I believe the simplest and best way to 
 make children imagine the spirituality of 
 God and of their own souls is to make them 
 notice the difference between a living and a 
 dead person. 
 
 In one, there is only the body, in the other, 
 the body is joined to the soul. Show them 
 how that which is capable of reason, is much 
 more perfect than that which has only shape 
 and motion. Show, by various examples, 
 that our bodies do not perish, they only sepa- 
 rate as the particles of burnt wood fall into 
 
 42 
 
ashes or vanish in smoke. If that which is 
 but dust and incapable of knowledge or 
 thought never perishes, how much greater 
 reason than our souls, that know and think 
 will never cease to be. 
 
 The body may die, that is to say, it may 
 leave the soul and become dust, but the soul 
 will live, for it must always think. 
 
 Those who teach should develope as much 
 as possible in the child's mind all truths that 
 lie at the foundation of religion. If unsuc- 
 cessful, with dull or stupid minds, one should 
 not be discouraged but trust that God will 
 give them inward light. 
 
 There is a sensible and practical way to 
 enforce the distinction between the body and 
 soul by accustoming children to think lightly 
 of one and to esteem highly the other in all 
 moral aspects. Praise instruction, that nour- 
 ishes and enlarges the mind. Approve the 
 highest truths that make it wise and virtu- 
 ous. Think little of good cheer, of finery, of 
 all that weakens and enervates the body. 
 Make them feel that honor, a good con- 
 
 43 
 
science and religion stand far above all sen- 
 sual pleasures. By such sentiments, without 
 reasoning about the body and soul, the 
 ancient Romans taught their children to de- 
 spise their bodies and to deny them in order 
 to give their souls the happiness of glory and 
 virtue. Not only exceptional persons of 
 noble birth but the whole people were tem- 
 perate and disinterested, having slight regard 
 for the things of his life and full appreciation 
 of wisdom and honor. 
 
 When I say the ancient Romans I mean 
 those who lived before the growth of the em- 
 pire had altered the simplicity of their man- 
 ners. 
 
 The Greek also, in good republican times, 
 nurtured their children in contempt of osten- 
 tation and effeminacy ; they taught them to 
 value glory, to desire not so much to gain 
 riches as to conquer the kings who possessed 
 them ; to believe that one can be happy, 
 only if he is virtuous. 
 
 Illustrate the relation of the soul to the 
 body by the figure of a man mounted upon a 
 
 44 
 
horse, which carries him on his way ; the 
 soul is to the body as the rider to his horse 
 and the soul is as wretched and unhappy 
 when it is carried away by the body as is the 
 horseman thrown over a precipice by his 
 high spirited steed. 
 
 Admit freely the beauty of the body. It 
 is a flower that opens brightly in the morn- 
 ing, but the evening withers and tramples it 
 under foot. Yet the soul is the image of the 
 immortal beauty of God. 
 
 To impress children with the reality of 
 things invisible, that neither eyes nor ears 
 can perceive, ask if they think such a person 
 wise, or another witty ? When they say 
 "Yes," You ask, "Do you see the goodness 
 of that man ?" "What is the color of it ?" 
 " Do you hear it ? " " Does it make much 
 noise ? " " Have you touched it ? " " Is it 
 hot or cold ? " The child will laugh at you, 
 as he will also do, if you ask him similar 
 questions about his mind, as what is its color 
 or shape, whether it is round or square ? So 
 he will learn that he knows many very real 
 
 45 
 
things that he can neither see nor touch, nor 
 hear and that those things are spiritual. 
 
 At the same time it would be well to use 
 the imagination to give pleasant pictures of 
 the truths of religion, that the body cannot 
 see. We should speak of the celestial coun- 
 try as represented by St. John, where all 
 tears are wiped away, where there is no more 
 death nor sorrow, nor sin, but eternal joy 
 and felicity is the lot of God's children. 
 
 If we could form in children the habit of 
 looking forward with pleasure to a future 
 life and lead them to judge the things of this 
 world only in connection with higher hopes 
 we would clear their way of infinite difficul- 
 ties. 
 
 Impress children strongly with belief in 
 the resurrection of the body and teach them 
 that Nature is only the common order estab- 
 lished by God in His works. Miracles are 
 but exceptions to general rules. It is no 
 more difficult for God to perform an hun- 
 dred miracles than for me to walk out of my 
 room a quarter of an hour before the usual 
 
 45 
 
time. Note the raising- of Lazarus, the res- 
 urrection of Jesus Christ and his various ap- 
 pearances for forty days to many of His 
 followers. Teach them that He who made 
 man has power to make him again ; as the 
 grain of wheat falls into the ground and dies, 
 then revives and multiplies. 
 
 These truths should not be taught by rote 
 as children learn the catechism ; that would 
 prove tedious and formal ; aim rather to put 
 them in the way of finding them out for them- 
 selves, so that they will be more profitable and 
 impressive. Take advantage of every ad- 
 vance the child makes, that you may help 
 him to a clearer view of what he sees but 
 dimly. 
 
 There is nothing so dangerous as to speak 
 lightly of the things of this world without 
 showing that you mean what you say in 
 every particular. Example has an aston- 
 ishing power over us. In childhood it can do 
 almost anything. Children love to imitate. 
 They have not yet acquired any fixed habit 
 that renders imitation difficult ; also, as they 
 
 47 
 
are not able to judge for themselves from the 
 foundation of things, they more often judge 
 from what they see, than from any reasons 
 that may be given. 
 
 Actions speak louder than words. If they 
 oppose each other, religion may be regarded 
 as a beautiful ceremony and virtue as an im- 
 practicable idea. 
 
 Never speak lightly of anything concerning 
 religion in the presence of children. Never 
 ridicule the devotion of the simple-minded 
 because they consult their minister, or be- 
 cause they practice self-denial. Never speak 
 of God or of His worship but with serious re- 
 spect. Never be careless of good breeding, 
 especially in religious matters ; often persons 
 who have the utmost delicacy in matters of 
 social intercourse are most inconsiderate in 
 religious affairs. 
 
 When a child has learned to know some- 
 thing of himself and of God, let him recall 
 the historical facts he already knows and en- 
 joy tracing the connection between his reflec- 
 tions and the history of humanity. He will 
 
 43 
 
recognize that man did not make himself ; 
 that his soul is the image of God ; that his 
 body, with so many wonderful resources, has 
 been formed by a powerful and divine artisan; 
 so he will quickly remember the story of the 
 Creation. 
 
 He will also see that he was born with cer- 
 tain inclinations contrary to reason. He is de- 
 ceived by pleasure and carried away by anger; 
 his body leads his soul in opposition to 
 right, when his soul ought to govern his 
 body. 
 
 He will find the cause of this disorder in 
 the sin of Adam ; this story will make him 
 look for the Saviour who will reconcile man 
 to God. 
 
 This is the whole foundation of religion. 
 
 That the mysteries, the actions and the 
 teachings of Jesus Christ might be better 
 understood, we should influence young people 
 to study the Gospels and desire them to 
 choose, at an early age, to receive the com- 
 munion of the body and blood of Christ. We 
 
should give children a liking for sermons, 
 sensible and instructive, that teach the Gos- 
 pels clearly and literally; make them notice 
 how beautiful and affecting is the simplicity of 
 the teachings, and try to make them love the 
 place where their pastor utters words of bles- 
 sing and consolation. 
 
 Never allow children to ridicule those who 
 minister in religious things but make them 
 respect the sanctity of their calling. 
 
 Nothing is more deplorable than to see 
 sensible and pious people, who cannot speak 
 of death without a shudder, who grow pale 
 if they find thirteen persons about a table, 
 or fear having had certain dreams, or having 
 seen a salt-cellar overturned. 
 
 The dread of all such imaginary omens is 
 but a relic of paganism ; we should teach 
 most clearly their folly and absurdity. 
 
 Although women have not the same occa- 
 sions to show their courage as men, never- 
 theless, they should possess it ; cowardice is 
 contemptible everywhere ; a woman must 
 know how to resist foolish fears and stand 
 
firm against unforeseen perils ; she should 
 neither weep nor become alarmed, except 
 when she has great cause, and even then she 
 ought to be sustained by faith. 
 
 A Christian of either sex should never be 
 a coward. The soul of Christianity, if I may 
 use the expression, is contempt of this life 
 and the love of another. 
 
 There is something to be said concerning 
 certain faults peculiar to girls, their exag- 
 gerated friendships, their petty jealousies, 
 their extreme compliments and flatteries, 
 ought to be repressed. They are spoiled by 
 such false conditions and consider anything 
 grave and sensible, as austere. They should 
 be trained to speak concisely. Good conver- 
 sation consists in saying much in few words 
 and avoiding all useless phrases. They mis- 
 take a certain facility of speech and quickness 
 of imagination^ for wit. They make no choice 
 between their thoughts, they follow no order 
 in expressing them, they speak with excite- 
 ment, no matter how trifling the subject and 
 excitement makes them talk too much. 
 
 51 
 
Of course one cannot expect any thing very- 
 good of a woman if she is not obliged to 
 think rationally, to weigh her thoughts and 
 express them concisely and finally to know 
 when to stop talking. 
 
 Artificial natures use devious methods to 
 attain their ends. They esteem subtlety and 
 why not ? since it is often the first thing they 
 have been taught. 
 
 Women have a supple nature, they can 
 easily play all sort of comedies, tears cost 
 them nothing, their passions are strong and 
 their knowledge is limited ; hence they neg- 
 lect nothing to compass their desires and 
 measures that finer natures would scorn to use, 
 sometimes seem good to them. They do not 
 ask whether they ought to desire a thing but 
 they are very industrious to obtain it. They 
 are also timid and full of false pride. 
 
 The way to prevent these evils is to never give 
 occasion for deceit and to encourage girls to 
 speak their thoughts with candor and ingenu- 
 ousness. Do not compel them to seem to like 
 people or books that repel them. Direct 
 
 S2 
 
their literary taste by giving them good, sen- 
 sible stories to read. If their minds are not 
 trained to honesty they will become unrelia- 
 ble. 
 
 Teach them by example, the difference be- 
 tween deceit and discretion and how pru- 
 dence consists in saying little, never making 
 silly or confused remarks and distrusting 
 one's self more than others. 
 
 When our desires are right we seek to grat- 
 ify them openly. What is more charming 
 than to be sincere, at peace with oneself, hav- 
 ing nothing to fear or hide ? 
 
 On the other hand a hypocrite is always in 
 a state of agitation and remorse, in fear of 
 danger or under the deplorable necessity of 
 covering one deceit by one hundred others ! 
 
 In spite of such shameful conditions artful 
 people do not avoid what they fear but are al- 
 ways found out, sooner or later. If the world 
 is deceived by them in one respect, it is not 
 sure of the whole life, it always finds it out in 
 some way. Sometimes they themselves are de- 
 ceived by those whom they think are their 
 
 53 
 
dupes. At best they are never free from 
 suspicion and what greater wound to one's 
 self-respect, than to be disbelieved ? Impress 
 this strongly upon young people, according to 
 the opportunities, the needs and the dispo- 
 sition of their minds. 
 
 Observe also, that deceit is the outcome 
 of a mean spirit and a low heart. People 
 are artful because they have something to 
 conceal, because they are not what they 
 ought to be ; or, desiring the proper things, 
 they employ false methods, because unac- 
 customed to honest ways. Point out to chil- 
 dren the senselessness of certain deceits they 
 may see practiced, the contempt visited upon 
 those who employ them, and do not fail to 
 make them honest to themselves whenever 
 you may surprise them in some dissimula- 
 tion. Deprive them of anything they love 
 when they have attempted to secure it by 
 deceit and declare that it shall only be ob- 
 tained when asked for candidly. 
 
 Do not fear to sympathize with their little 
 infirmities, it will give them courage to let 
 
 54 
 
you see them. False shame is a dangerous 
 evil and one most urgent to cure, for if we 
 are not careful it renders other ills incura- 
 ble. 
 
 There is greater meaness in causing an- 
 other to deceive himself without his know- 
 ing that we are to blame. 
 
 Tell the child that God is truth itself, that 
 he makes light of God when he speaks lightly 
 of truth. He should speak honestly, ex- 
 actly, and but little, in order always to speak 
 justly and respect the truth. 
 
 Be careful not to imitate those who ap- 
 plaud children who show their wit by some 
 deceitful action. Reprimand them severely 
 and arrange that their plans shall fail, so that 
 the experience will disgust them. If we 
 praise them for such faults we persuade them 
 that it is clever to be cunning. 
 
 Nothing is more to be feared than vanity 
 in girls. They are born with a strong desire 
 to please. The roads which lead men to 
 authority and glory being closed to them, 
 
they seek to compensate themselves by 
 charms of mind and body ; hence their sweet 
 and suggestive speech, their desire for great 
 beauty and external grace and their passion- 
 ate love of adornment. 
 
 A bonnet, a bow of ribbon, a lock of hair 
 hanging higher or lower, the choice of a 
 color, are to them matters of the greatest 
 importance. 
 
 These excesses are carried much farther 
 in our country than in any other ; our vari- 
 able turn of mind demands a continual 
 change of fashions, thus adding to the love 
 of dress, the novelty which has a wonderful 
 charm for such people. 
 
 The combination of these two follies upsets 
 all conditions and corrupts all manners. 
 
 If there is no moderation in living, no 
 standard for clothes and house-furnishings, 
 there is no difference in conditions, while, as 
 to the table of private individuals, there can 
 be no public authority, each one chooses ac- 
 cording to his purse, or according to his pride 
 and vanity. 
 
 56 
 
Such luxury is the ruin of families and the 
 ruin of families brings inevitably the cor- 
 ruption of morals. Persons of low birth crave 
 a rapid fortune ; that cannot be made with- 
 out sin, as the Holy Spirit assures us. 
 
 On the other hand, those of higher station, 
 yet without large means, resort to base and 
 unworthy methods to meet their expenses, 
 thereby insensibly extinguishing honor, faith 
 and good feeling, often among the nearest 
 relatives. 
 
 All these evils result from the power that 
 vain women hold to decide upon the fashions. 
 They ridicule those who desire to retain the 
 seriousness and simplicity of the manners of 
 ancient Gaul. 
 
 Endeavor to make girls learn that the 
 honor and praise given to good conduct and 
 real ability, is much more desirable than that 
 drawn out by one's hair or one's clothes. 
 Beauty, you may say, is much more dan- 
 gerous to those who possess it than to those 
 whom it fascinates ; it disturbs, it intoxicates 
 the soul ; one is often more foolishly fond of 
 
 57 
 
one's self, that the most passionate lover is 
 of the woman he adores. There are but a 
 few years difference between the woman who 
 is handsome and one who is so no longer. 
 Beauty may become a disadvantage if not 
 joined to wisdom, modesty and virtue 
 in a girl that will attract men of su- 
 perior mind, otherwise she may marry 
 some young fool who will surely make her 
 unhappy. 
 
 Those who pride themselves upon their 
 beauty end by becoming ridiculous, for they 
 come unconsciously to the age when beauty 
 vanishes — yet they are still charmed with 
 themselves while others are quite tired of 
 them. 
 
 It is quite as unreasonable to overestimate 
 physical beauty as it is for uncivilized people 
 to exalt physical strength. 
 
 After beauty, let us consider adornments. 
 True grace does not depend upon ornament 
 or affectations. Without doubt one should 
 seek to show neatness and harmony in -the 
 clothes necessary to protect the body, yet after 
 
 58 
 
all, the materials that cover us, however com- 
 fortable and pleasant to wear, can never give 
 true beauty. 
 
 I would have young girls note the sim- 
 plicity and grace of the statues of Roman 
 and Grecian women ; how the hair tied 
 simply behind and their long, floating dra- 
 peries are both pleasing and majestic. 
 
 If girl's minds were above being preoc- 
 cupied with the fashions, they would despise 
 elaborate hair dressing so directly in opposi- 
 tion to nature, as well as over-trimmed cos- 
 tumes. I would not advise them to adopt the 
 antique style of dressing, that could not be 
 expected, but they could, without making 
 themselves conspicuous, acquire a noble and 
 graceful simplicity more in accord with 
 Christian ideas. 
 
 Guide them by rules of Christian modesty. 
 We know from the sacred writings that man 
 is born in sin, his body is a perpetual source 
 of temptation to his soul. Jesus Christ 
 teaches us to fear and distrust ourselves. 
 Then abhor nudities of the neck and 
 
other immodesties. However one may be 
 guilty of such faults without bad inten- 
 tions, at best they are due to vanity and an im- 
 moderate desire to please. 
 
 Does this blind desire to please belong to a 
 Christian Soul, who ought to consider any- 
 thing that draws it away from the love of 
 God, as idolatry ? 
 
 What is the unbounded desire to please but 
 an attempt to excite the passions of men ? 
 Can we hold them with a grasp of the hand, 
 if they go too far ? Ought we not to be re- 
 sponsible for the consequences? Do they 
 not always go too far, however little they 
 may be kindled ? 
 
 You prepare a subtle and deadly poison 
 and pour it over a number of human beings, 
 and you believe yourself innocent ! 
 
 Girls should not be deceived by false ideas 
 of wit. If one is not careful, when they are 
 vivacious they will obtrude themselves ; 
 they will talk about everything, decide 
 upon affairs entirely beyond their capacity 
 
 Go 
 
and affect discontent and weariness with 
 all their surroundings. 
 
 A girl should talk only when there is real 
 occasion for it, and then, with deference to 
 her elders. Even if she happens to know 
 things above the average ability of girls, she 
 should not talk about them. However much 
 vivacity, memory and facility of express- 
 ion she may have, these qualities are often 
 to be found in women of little common 
 sense. 
 
 Let her conduct herself properly ; let her 
 show good moral sense and discretion ; let 
 her know how to manage her household, and 
 when to be silent, and she will be distinguished 
 among her sex for rare wisdom. 
 
 Nothing is more estimable than good sense 
 and virtue, they make us look upon indiffer- 
 ence and langour — not as praiseworthy, but 
 rather as the foolish weakness of a morbid 
 mind. 
 
 When one has to live with rough people 
 and follow occupations that are distasteful, 
 we should make the best of both. A cul- 
 
 6j 
 
tivated nature which can raise itself 
 above little things in order to attend to 
 greater ones is infinitely superior to those 
 super-sensitive souls who are governed by 
 their dislikes. 
 
 Let us consider in detail what a woman 
 ought to know to fulfill her mission in the 
 world. 
 
 Her information, like that of a man, should 
 consist of a thorough and practical knowledge 
 of her duties. She should be well informed 
 concerning all that belong to the manage- 
 ment of a household and also of an estate. 
 An inquisitive woman may consider her curi- 
 osity confined within too narrow limits ; she 
 is mistaken, she does not realize the import- 
 ance and extent of the matters she ought to 
 know. 
 
 What judgment does she need to guide the 
 nature of each of her children ? To discover 
 their talents, control their growing passions, 
 to influence them for good and to correct 
 their faults. What prudence should she have 
 
 62 
 
to acquire and preserve her authority with- 
 out losing their confidence and friendship ! 
 Should she not understand thoroughly the 
 characters of those who are about them ? 
 Without doubt. The mother of a family 
 ought to be fully instructed in all the essen- 
 tials of religion, and to have a mind mature, 
 firm, studious and experienced in order to 
 govern wisely. 
 
 Such cares belong to women whose 
 husbands are occupied with business af- 
 fairs. Should they become widows their 
 duties are often of a more responsible 
 nature. 
 
 Economy is one of the most important mat- 
 ters in family government. Many women 
 neglect it, thinking it belongs only to work- 
 ing people, a steward or a housekeeper. If 
 they have been brought up in luxury and 
 idleness, they see no great difference between 
 a country life and that of savages. If you 
 talk to them of the sale of wheat, the tilling 
 of the soil, the different kinds of income, the 
 raising of rents or other rights of land-own - 
 
 63 
 
ers; the best way to rent a farm or collect 
 taxes, they think you would degrade them to 
 unworthy or low occupations. It is only 
 through ignorance that people despise the 
 science of economy. The ancient Greeks 
 and Romans who were so polished and so 
 clever, studied it with great care, and some 
 of their greatest minds have written down 
 their own experiences in books which still 
 exist, and in which even the minutest details 
 of agriculture are found. We know that their 
 warriors did not disdain labor, and would re- 
 turn to the plough after the greatest triumphs 
 on the battle field. This is so different from 
 our modern methods that it would not be be- 
 lieved if history gave us the least excuse to 
 doubt it. Who would dream of defending or 
 adding to a country except for the peaceful 
 cultivation of it ? Of what use is victory un- 
 less we gather the fruits of peace ? After 
 all, strength of mind consists in knowing 
 what are the foundations af human life. All 
 the greatest matters turn on that. The pow- 
 ers and prosperity of a country consist, not 
 
 64 
 
in owning many States poorly cultivated but 
 in obtaining from the land which we possess 
 all that is necessary to maintain a large popu- 
 lation. 
 
 It certainly needs more genius to practice 
 economy and govern a family wisely — small 
 republic that it is — than to practice the little 
 niceties of social intercourse, or talk about 
 the fashions. 
 
 Guard against the opposite fault. Women 
 run the risk of being extreme. It is well to 
 train children to manage something, to buy 
 the different articles used in housekeeping, 
 and to know how each should be made so that 
 it will wear well. 
 
 Be careful that economy does not degener- 
 ate into avarice, point out the evil engendered 
 by such a passion ; how meanness, as a rule, 
 is of little profit and is most shameful and 
 contemptible in its influence. A sensible 
 woman will seek, by a frugal and careful 
 manner of life, to avoid the injustice that fol- 
 lows prodigality. Curtail all superfluous and 
 extravagant expenses, to be able to act more 
 
 6: 
 
generously when inspired by charity or friend- 
 ship. 
 
 Sometimes what we have considered a loss 
 proves to be a gain. It is wise management 
 and not sordid economies that bring large 
 profits. 
 
 Act in regard to cleanliness as to economy. 
 Never allow anything to be dirty ; train girls 
 to notice the slightest disorder in a house, 
 and never allow anything to be out of place. 
 This rule does not seem very important, yet 
 if kept, would show great results, for when 
 in need of any thing, you can put your hand 
 on it at once ; the place belonging to each 
 thing suits it best, not only as regards sym- 
 metry but for cleanliness and preservation. 
 Such order will benefit servants by prevent- 
 ing carelessness and making their service 
 prompt and easy. It also avoids the impa- 
 tience naturally induced by not finding what 
 we want where we seek it. At the same time 
 there can be an excess of neatness as well as 
 an excess of politeness. Cleanliness, when 
 
 66 
 
not carried to an excess is a virtue, but when 
 extreme it becomes pettiness and meanness. 
 Good taste rejects excessive delicacy ; it 
 treats small things as such and is not annoyed 
 by them. 
 
 Before children, treat as unimportant and 
 trifling the trinkets and gewgaws of which 
 some women are passionately fond and which 
 make them indifferent to extravagance. 
 
 Instruct children to be simple and practical 
 in their neatness ; show them the best way of 
 using things but also how to go without 
 them ; tell them how petty it is to scold be- 
 cause a soup has been burned, a curtain badly 
 draped, or a chair is too high or too low. 
 
 Without doubt it shows a better spirit to 
 be willing to seem unpolished rather than be 
 too particular about unimportant things. 
 Such fussineSvS, if not repressed in women is 
 more dangerous to conversation than to any- 
 thing else. All their servants are stupid and 
 tiresome. The slightest breach of politeness 
 is monstrous to them, they are always sneer- 
 ing and disgusted ! 
 
 6 7 
 
Such persons should be taught early in 
 life, that it is foolish to judge a person super- 
 ficially by his manner, rather than to go to 
 the foundation of his character, to examine 
 his sentiment and his serious qualities. 
 
 Illustrate this by a countryman, who of awk- 
 ward appearance and it may be of ridiculous 
 manners, if he has a good heart and spotless 
 character is more estimable than the courtier 
 who, under a polished manner, hides an un- 
 just and ungrateful heart, capable of low 
 cunning of all sorts. There is always some 
 weakness in minds that are inclined to lazi- 
 ness and dissipation. No one's conversation 
 is to poor that we cannot obtain some bene- 
 fit or information, if we only know how to 
 choose from it the best things. 
 
 Of course, when at liberty to choose one's 
 companions, it is better to converse with 
 those who are well informed but a clever 
 person may gain something even from the 
 most ignorant. 
 
 The science of service is not unimportant. 
 
We should choose servants who have both 
 self respect and religion. We should know 
 exactly how the duties required of them 
 should be performed, how much time is neces- 
 sary for each and what expense is needful. 
 If we are ignorant of these things we are in 
 danger of becoming either dupes or tyrants. 
 
 We should also know their different dispo- 
 sitions, how to spare their feelings and govern 
 this little republic — ordinarily so tumultuous 
 — in a Christian spirit. Of course authority 
 is essential, for the less reasonable the people 
 the more they require government, but we 
 should always remember that they are our 
 brethren in Christ and we should respect 
 them as such and command only when we 
 cannot persuade. 
 
 Try therefore to make your servants like 
 you without being too familiar but do not 
 hesitate to speak often to them about their 
 wants without affectation or haughtiness. 
 They should feel free to rely on you for ad- 
 vice or sympathy, always. Do not speak se- 
 verely of their faults, appear neither sur- 
 
prised nor repelled by them, for you hope 
 that they will not be incorrigible. Reason 
 frankly with them and overlook some irregu- 
 larity or mistake in service, to show that you 
 are neither annoyed nor impatient, you speak 
 to them less for your service, than for their 
 good. 
 
 It is not an easy thing to accustom young 
 persons in good circumstances to such mode- 
 ration and charity, for the impatience of 
 youth, gained to the false idea given them 
 from their birth, makes them look upon ser- 
 vants almost as beasts of burden. They be- 
 lieve themselves to be of a different nature 
 from their domestics who they suppose are 
 made for the convenience of their masters. 
 
 Try to show young people how such views 
 are contrary to self-respect and to humanity 
 towards one's neighbor. 
 
 Make them understand that men are not 
 made to be served, they are made to help 
 themselves ; it is a gross error to believe that 
 some men are born to flatter the laziness and 
 pride of other men. 
 
 70 
 
Since service has been established against 
 the natural equality of man, we should sof- 
 ten it as much as possible. If the masters 
 who have had better training than their ser- 
 vants are full of faults, they should not ex- 
 pect those to be faultless who have been de- 
 prived of instruction and good examples. 
 
 However, if servants are spoiled by serv- 
 ing us badly, what we commonly call good at- 
 tendance spoils the masters still more, for to 
 gratify easily one's least desire, enervates the 
 soul ; makes it crave passionately the slight- 
 est fancy and give itself up to its whims. 
 
 Nothing is better for girls than to accus- 
 tom them to household responsibilities early 
 in life. Give them something to regulate on 
 condition that they render an account of it. 
 This confidence will delight them, for young 
 people experience incredible pleasure — when 
 they begin to put faith in themselves — to be 
 trusted with serious affairs. A good example 
 of this is found in the Memoirs of *Queen 
 Marguerite who says 'that the greatest pleas- 
 
 ♦Marguerite of Valvis, daughter of Henry II and Catharine de Me- 
 dicis, wife of Henry of Navarre, Henry IV of France. Massacre of 
 St. Bartholmew on her marriage. Memoirs pub. 1628. 
 
 7i 
 
ure she had had in her life was when her 
 mother talked to her, when she was still 
 very young, as if she was a person of 
 maturity. She was carried away with delight 
 to become the confident of her mother and 
 her brother the Duke of Anjou, in a state 
 secret, when until then she had only known 
 childish things. 
 
 A girl might be allowed to attempt some 
 thing which she, through inexperience, would 
 surely fail to accomplish, so that she could 
 avoid similar errors in the future; at the same 
 time encourage her by confessing like blun- 
 ders on your own part, in that way inspiring 
 confidence without which education is but a 
 tireless formality. 
 
 Teach a girl to read and write correctly, it 
 is shameful but common to find women both 
 intelligent and polite who do not read well, 
 they hesitate or use a sing song tone, instead 
 of speaking clearly and distinctly. Their 
 penmanship is worse, they form their letters 
 carelessly or spell badly, they ought at least 
 to write neatly and legibly. 
 
It would also be well for girls to learn some- 
 thing of common law. For instance, the 
 difference between a donation and a bequest, 
 what is meant by contract, by substitution, 
 by division between co-heirs ; the laws and 
 customs of the country where they live, what- 
 ever is necessary to make their actions legiti- 
 mate. They should also learn the difference 
 between real and personal property. If they 
 marry, all their affairs are affected by these 
 subjects. 
 
 Yet they should also be warned against the 
 "glorious uncertainties of the law." Point 
 out its intricacies and difficulties and obscuri- 
 ties; how decisions vary and how every thing 
 that lies in the power of a judge — no 
 matter how clear it appears to us — will 
 become uncertain and how even the best of 
 law suits are tiresome and ruinous. 
 
 Show them the excitement of the struggle, 
 the intensity of debate, the hurtful delays 
 and subtleties of action. The enormous ex- 
 penses entailed, the keeness of the lawyers 
 who enrich themselves and impoverish their 
 
 73 
 
clients. Add, that often a cause really good, 
 may be lost by some technical omission. Do 
 not forget the differences of opinion between 
 judges on the same point and the delay in 
 decision. 
 
 Notice the different views taken by lawyers 
 and judges of the same matter; in consulta- 
 tion you gain your case, by trial you are 
 condemned to pay costs. 
 
 This seems to me important, to prevent wo- 
 men from exciting themselves over their 
 affairs and following blindly the opinions of 
 quarrelsome persons, whether they are wi- 
 dows or married or unmarried women. They 
 should always listen to their business agents, 
 but not give themselves up to them. 
 
 No law suit should be begun before con- 
 sidering well the possibilities of the result, 
 for wisdom consists in forseeing evil and 
 knowing how to prevent it. 
 
 Heiresses need instruction in the duties of 
 property-holders. Teach them how to pre- 
 vent abuses, quarrels and double dealing, 
 often to be found on estates. Let them es- 
 
 74 
 
tablish schools and charitable societies and 
 occupations that will decrease poverty, but 
 above all, they should interest themselves in 
 the spiritual welfare of those around them 
 and provide for them, serious Christian in- 
 struction. 
 
 After such teachings, which ought to hold 
 the first place, it would be well to allow a 
 wider range of knowledge. In the languages, 
 especially Latin, one finds beauties of speech 
 stronger and more finished than in Italian 
 and Spanish, where lightness and vivacity 
 prevail. 
 
 Music and painting are of the same genus 
 and should be followed with caution. As for 
 music, we know that nothing was more hurt- 
 ful in ancient times, than to introduce an 
 effeminate melody into an established re- 
 public, because it enervates men. So the 
 Spartan rulers broke up all instruments whose 
 harmony was too delicious and Plato rejected 
 utterly melodious tones. 
 
 Yet music and poetry, if wisely directed, 
 
 75 
 
can be used most efficiently to arouse in the 
 soul vSublime and living perceptions of truth. 
 
 The songs of the Scriptures which the 
 Hebrews sang, keep the earliest record of 
 divine affairs among men. 
 
 There is no better method of consolation 
 for the children of God, than to chant His 
 praises. 
 
 We cannot then abandon the arts which 
 the Spirit of God has consecrated. Christian 
 music and poetry would be the greatest of 
 all helps in destroying a taste for lower 
 pleasures, yet considering the false predju- 
 dices of our nation, the love of the arts is 
 hardly without danger. 
 
 If a young girl has a fine voice and love of 
 music, do not hope to make her always ignore 
 them. Opposition will only irritate the pas- 
 sion. It is far better to direct the stream, 
 than to attempt to stop it. 
 
 Painting lends itself more easily to good. 
 
 I know that women are able to occupy 
 themselves in simple ways that do not need 
 any art, but it seems to me that women in 
 
 '6 
 
good circumstances ought to employ their 
 heads and hands with higher aims. 
 
 I would desire them to accomplish some 
 work which both art and industry would ren- 
 der attractive. 
 
 Such work could have no real beauty if the 
 rules of design were unknown. Hence much 
 that we see in stuffs, in laces, in embroideries, 
 is in bad taste ; everything is confused, with- 
 out plan, without proportion. These things 
 pass as beautiful because they cost much 
 labor and money to those who make and buy 
 them. Their glory deceives when seen from 
 a distance or by those who know nothing 
 about them. Thereupon women have made 
 rules to suit themselves — if any one wished 
 to dispute them, he would pass for a dreamer. 
 Nevertheless, if they would study painting, 
 they would be undeceived and so put them- 
 selves in a condition to make with moderate 
 expense and great pleasure works of much 
 variety and beauty, far above the ordinary 
 caprices of fashion. 
 
 They ought to fear and despise laziness as 
 
 77 
 
well. Let them remember that the early 
 Christians, whatever their condition of life, 
 worked not to amuse themselves, but to 
 make of labor a serious, continuous and use- 
 ful occupation. 
 
 The law of nature, the penalty imposed 
 upon the first man and through him on all 
 his kind, compels an active life for each one 
 in his own sphere. 
 
 Of this, the new man, Jesus Christ has left 
 us a grand example. 
 
 I foresee that this plan of education will 
 seem chimerical to many ; it would need dis- 
 cernment and patience and extraordinary tal- 
 ent to carry it out. Where are the teachers 
 capable of following it ? 
 
 I admit that much less is done every day 
 for children than I propose, yet how many 
 young people suffer by such neglect. The 
 road that I advise, however long it may seem, 
 is really the shortest, for it leads to where you 
 want to go. The other road, which is that of 
 fear and of superficial mental culture, how- 
 
 78 
 
ever short it may appear, is too long, for 
 that one never reaches the real end of educa- 
 tion, which is, to convince the mind and in- 
 spire a sincere love of truth. 
 
 Many children who have been led by this 
 road often have to begin again when their ed- 
 ucation seems finished, finding that they have 
 made irreparable mistakes in those earlier 
 years ; experience and their own reflections 
 will make them discover all those maxims 
 which this narrow and superficial education 
 has failed to inspire. 
 
 One ought to observe that this first care 
 which I ask you to take with children and 
 which men of no experience consider tire- 
 some and impracticable, prevents unfortunate 
 results and smooths away obstacles which in 
 the following out of an education less exact 
 and more uneven, would become insurmount- 
 able. 
 
 Finally, consider that in carrying out a plan 
 of education, it is less important to do things 
 that require great talent, than to avoid the 
 great faults of which we have spoken in detail. 
 
 79 
 
Frequently it is but a question of not 
 pressing children forward ; it is to be faith- 
 ful to them, to watch them, to inspire 
 them with confidence, to answer carefully 
 and sensibly their little questions, to allow 
 them to act out their natures, that you may 
 know them better and correct them with 
 patience when they are mistaken or wrong. 
 
 However difficult it may be to find teach- 
 ers of this kind, one must candidly confess 
 there is a still greater difficulty. It is the 
 carelessness of parents ; everything else is 
 useless if they do not unite in this work ; un- 
 derneath lies the fact that they do not give 
 their children the right ideas or good exam- 
 ples. One can hope for that from very few 
 families. In most homes we see confusion and 
 change ; a mass of servants who cause friction 
 and dispute among their masters. 
 
 What a frightful school for children ! A 
 mother who spends her life in amusement 
 and foolish talk, complains most seriously 
 that "she cannot find a governess who is 
 capable of teaching her daughters ! " What 
 
can even the best education do for girls, 
 under the influence of such a mother? 
 
 As St. Augustine says, " One often sees 
 parents themselves taking their children to 
 public spectacles and other entertainments 
 that cannot fail to disgust them with the 
 serious and thoughtful life which these same 
 parents wish them to follow." So they mix 
 poison with healthful food. They talk only 
 of moderation but they accustom the sensi- 
 tive imaginations of children to the intense 
 disturbance of passionate plays and of music, 
 after which they are no longer able to apply 
 themselves to serious things. The taste for 
 excitement has been given and simple pleas- 
 ures are found to be insipid. 
 
 In spite of all this they expect education 
 still to succeed and consider her both sad and 
 severe when she will not submit to such a 
 a mixture of good and evil. 
 
 Let us finish with the portrait which the 
 wise man gives of a good woman. 
 
 "Who can find a virtuous woman ? For her 
 price is far above rubies. 
 
 81 
 
The heart of her husband doth safely trust 
 in her. 
 
 So that he shall have no need of spoil. She 
 will do him good and not evil all the days of 
 her life. 
 
 She seeketh wool and flax, and worketh 
 willingly with her hands. 
 
 She is like the merchants' ships, she bring- 
 eth her food from afar. 
 
 She riseth also while it is yet night and 
 giveth meat to her household and a portion 
 to her maidens. 
 
 She considereth a field and buyeth it. 
 With the fruit of her hands she planteth a 
 vineyard. 
 
 She girdeth her loins with strength, and 
 strengtheneth her arms. 
 
 She perceiveth that her merchandise is 
 good. 
 
 Her candle goeth not out by night. 
 
 She layeth her hands to the spindle, and her 
 hands hold the distaff. 
 
 She stretcheth out her hands to the poor. 
 Yea, she reacheth forth her hands to the needy. 
 
 82 
 
She is not afraid of the snow for her house- 
 hold. 
 
 For all her household are clothed with 
 scarlet. 
 
 She maketh herself coverings of tapestry. 
 Her clothing is silk and purple. 
 
 Her husband is known in the gates. When 
 he sitteth among the elders of the land. 
 
 She maketh fine linen and selleth it ; and 
 delivereth girdles unto the merchant. 
 
 Strength and honour are her clothing; and 
 she shall rejoice in time to come. 
 
 She openeth her mouth with wisdom, and 
 in her tongue is the law of kindness. 
 
 She looketh well to the ways of her house- 
 hold. 
 
 And she eateth not the bread of idleness. 
 
 Her children arise up and call her blessed. 
 
 Her husband also, and he praiseth her. 
 
 Many daughters have done virtuously. 
 But thou excellest them all. 
 
 Favor is deceitful and beauty is vain. 
 
 But a woman that feareth the Lord, she 
 shall be praised. 
 
 83 
 
Give her of the fruit of her hands. 
 And let her own works praise her in the 
 gates." 
 
 84 
 
Commendations That Commend 
 
 From Miss Elizabeth L. Ely, 
 
 School, Riverside Drive, 
 
 85th to 86th Sts., New York. 
 " I agree with you that Fenelon needs no recom- 
 mendation to either the general or the educational 
 public. I am sure that this little book will be useful 
 to readers who are unable to make use of the great 
 libraries in the cities. Also to the many who are 
 unable to read his complete works. To these last 
 the intelligence with which you have edited this 
 little volume will be of service." 
 
 From Miss S. D. Doremus, 
 
 School, 735 Madison Avenue, New York. 
 " This little book contains a world of helpful in- 
 struction and is most admirably translated. Every 
 mother and teacher in the land ought to read and 
 accept its valuable hints. It is a mine of gold for 
 instructors." 
 
 From President Francis L. Patton, 
 
 Princeton University. 
 " The little volume which goes out under the name 
 of ' Fragments from Fenelon,' concerning education, 
 
may well claim a place in the rapidly growing list of 
 books in the department of pedagogical literature. 
 It goes out upon an important mission, and the choice 
 of this old essay for translation and service in mod- 
 ern days was wise and timely. 
 
 4 ' The compiler has also done her work well. The 
 friend who has written the preface to the volume has 
 said all that I need say and has said it better than I 
 could have done. I have read it with pleasure and 
 profit and with the constant wish while reading that 
 the good advice given so long ago, but so suited to 
 today, might be more generally taken. Those who 
 are interested in the education of girls, and girls 
 themselves who are seeking the attainment of high 
 ideals, will find in these pages many useful hints, 
 whereunto they would do well to take heed." 
 
 From President E. M. Gallaudet, 
 
 Kendall Green, Washington, D.C. 
 
 " I have examined with care and great interest the 
 Fragments from Fenelon.' 
 "There is certainly a wonderful amount of wisdom 
 to be found in its pages, and the marvel is, that 
 Fenelon, living so long ago, could say so much that 
 would be absolutely suited to the needs of the pres- 
 ent. 
 
" The book should have a wide circulation and de- 
 serves to be in the hands of every educated young 
 woman in our country. I shall take great pleasure 
 in making its merits known." 
 
 Indian Commission, Washington, D.C. 
 From Dr. Merrill Edwards Gates, 
 
 Ex-Pres. Rutgers and Amherst Colleges. 
 
 44 In their thoughts about education there is a cer- 
 tain harmony of tone discernible in minds of the first 
 order, from Plato to Spencer. 
 
 "The commanding importance of the theme is 
 always felt. From the utterly artificial life of 
 France under Louis XIV., Fenelon's sweetly reason- 
 able spirit has distilled principles and written para- 
 graphs which belong with those of Ruskin as a 
 message to our time. Many of the best of them 
 have been brought together in this little book, which 
 multitudes of our American women (and men) should 
 read." 
 
 From Prof. Charles F. McClumpha, 
 
 The University of Minnesota, Minneapolis, Minn. 
 
 " I have read the translation, and am very much 
 pleased with it. The work, I should say, would be 
 of interest to those studying the history of pedagog- 
 ical work and the history of the development of 
 
education, and I think it should be introduced 
 among the reference books on that subject. 
 
 " I am glad to say that I think the book an excel- 
 lent one of its kind, and am willing that you should 
 use my name and recommendation or approval of 
 this work in any way you think best." 
 
 From Charles R. Skinner, 
 
 State Superintendent, Dep. Pub. Instruction, 
 
 Albany, N.Y. 
 ' ' I am very glad to give a word of commendation 
 for ' Fragments from Fenelon.' It is a book which 
 ought to be read by all who are interested in the 
 highest purposes of education. I have read it with 
 much interest, and I hope with profit. Its spirit is 
 excellent, and the work is presented in attractive 
 form." 
 
 A delightful little volume is that published by 
 Messrs. Bonnell & Silver, New York, and entitled : 
 " Fragments from Fenelon," concerning education. 
 The translation is very well done. — The Outlook.