Chapter 16

Yet the heavenly joys of the illuminated understanding far transcend the thrills of the glorified senses. The contemplation of heavenly beauty and of heavenly truth must indeed be beyond all our earthly standards of comparison. The clearness and instantaneousness of all the mental processes, the complete exclusion of error, the unbroken serenity of the vision, the facility of embracing whole worlds and systems in one calm, searching, exhausting glance, the Divine character and utter holiness of all the truths presented to the view--these are broken words which serve at least to show what we may even 'now indistinctly covet in that bright abode of everlasting bliss. Intelligent intercourse with the angelic choirs, and the incessant transmission of the Divine splendours through them to our minds, cannot be thought of without our perceiving that the keen pleasures and deep sensibilities of the intellectual world on earth are but poor, thin, unsubstantial shadows of the exulting immortal life of our glorified minds above.

The very expansion of the faculties of the soul, and the probable disclosure in it of many new faculties which have no object of exercise in this land of exile, are in themselves pleasures which we can hardly picture to ourselves. To be rescued from all narrowness, and for ever; to possess at all times a perfect consciousness of our whole undying selves, and to possess and retain that self-consciousness in the bright light of God; to feel the supernatural corroborations of the light of glory, securing to us powers of contemplation such as the highest mystical theology can only faintly and feebly imitate; to expatiate in God, delivered from the monotony of human things; to be securely poised in the highest flights of our immense capacities, without any sense of weariness, or any chance of a reaction; who can think out for himself the realities of a life like this?

Yet what is all this compared with one hour, one of earth's short hours, of the magnificences of celestial love? Oh to turn our whole souls upon God, and souls thus expanded and thus glorified; to have our affections multiplied and magnified a thousandfold, and then girded up and strengthened by immortality to bear the beauty of God to be unveiled before us; and even so strengthened, to be rapt by it into a sublime amazement which has no similitude on earth; to be carried away by the inebriating torrents of love, and yet be firm in the most steadfast adoration; to have passionate desire, yet without tumult or disturbance; to have the most bewildering intensity along with an unearthly calmness; to lose ourselves in God, and then find ourselves there more our own than ever; to love rapturously and to be loved again still more rapturously, and then for our love to grow more rapturous still, and again the return of our love to be still outstripping what we gave, and then for us to love even yet more and more and more rapturously, and again, and again, and again to have it so returned, and still the great waters of God's love to flow over us and overwhelm us until the vehemence of our impassioned peace and the daring vigour of our yearning adoration reach beyond the sight of our most venturous imagining; what is all this but for our souls to live a life of the most intelligent entrancing ecstasy, and yet not be shivered by the fiery heat? There have been times on earth when we have caught our own hearts loving God, and there was a flash of light, and then a tear, and after that we lay down to rest. O happy that we were! Worlds could not purchase from us even the memory of those moments. And yet when we think of heaven, we may own that we know not yet what manner of thing it is to love the Lord Our God.

APPENDIX II

_From a Pastoral Letter of His Eminence Cardinal Bourne, Archbishop of Westminster, written when Bishop of Southwark. Quinquagesima Sunday,_ 1901.

...Every age has its own difficulties and dangers. At the present day we are exposed to temptations which at the beginning of the last century were of comparatively small account. It will be so always. Every new development of human activity, every invention of human ingenuity, is meant by God to serve to His honour, and to the good of His creatures. We must accept them all gratefully as the results of the intelligence which He has been pleased to bestow upon us. At the same time the experience of every age teaches us that the weakness and perversity of many wrest to evil purposes these gifts, which in the Divine intention should serve only for good. It is against the perverted use of two of God's gifts that we would very earnestly warn you to-day.

During the last century the power that men have of conveying their thoughts to others has been multiplied incredibly by the facility of the printed word. Thoughts uttered in speech or sermon were given but to a few hundreds who came within the reach of the human voice. Even when they were communicated to manuscript they came to the knowledge of very few. What a complete change has now been wrought. In the shortest space of time men's ideas are conveyed all over the world, and they may become at once a power for good or for evil in every place, and millions who have never seen or heard him whose thoughts they read, are brought to some extent under his influence.

Again, at the present day all men read, more or less. The number of those who are unable to do so is rapidly diminishing, and a man who cannot read will soon be practically unknown. As a matter of fact men read a great deal, and they are very largely influenced by what they read.

Thus the multiplicity of printed matter, and the widespread power of reading have created a situation fraught with immense possibilities for good, but no less exposed to distinct occasions of evil and of sin. It is to such occasions of sin, dear children in Jesus Christ, that we desire to direct your attention this Lent.

Every gift of God brings with it responsibility on our part in the use that we make of it. The supreme gift of intelligence and free-will are powers to enable us to love and serve God, but we are able to use them to dishonour and outrage Him. So with all the other faculties that flow from these two great gifts. Beading and books have brought many souls nearer to their Creator. Many souls, on the other hand, have been ruined eternally by the books which they have read. It is dearly, therefore, of importance to us to know how to use wisely these gifts that we possess.

The Holy Catholic Church, the Guardian of God's Truth, and the unflinching upholder of the moral law, has been always alive to her duty in this matter, and from the earliest times has claimed and exercised the right of pointing out to her children books that are dangerous to faith or virtue. This is one of the duties of bishops, and, in a most special manner, of the Sacred Congregation of the Index. And, though at the present day, owing to the decay of religious belief, this authority cannot be exercised in the same way as of old, it is on that very account all the more necessary for us to bear well in mind, and to carry out fully in practice, the great unchanging principles on which the legislation of the Church in this matter has been ever based.

You are bound, dear children in Jesus Christ, to guard yourselves against all those things which may be a source of danger to your faith or purity of heart. You have no right to tamper with the one or the other. Therefore, in the first place, it is the duty of Catholics to abstain from reading all such books as are written directly with the object of attacking the Christian Faith, or undermining the foundations of morality. If men of learning and position are called upon to read such works in order to refute them, they must do so with the fear of God before their eyes. They must fortify themselves by prayer and spiritual reading, even as men protect themselves from contagion, where they have to enter a poisonous atmosphere. Mere curiosity, still less the desire to pass as well informed in every newest theory, will not suffice to justify us in exposing ourselves to so grave a risk.

Again, there are many books, especially works of fiction, in which false principles are often indirectly conveyed, and by which the imagination may be dangerously excited. With regard to such reading, it is very hard to give one definite rule, for its effect on different characters varies so much. A book most dangerous to one may be almost without harm to another, on account of the latter's want of vivid imagination. Again, a book full of danger to the youth or girl may be absolutely without effect on one of maturer years. The one and only rule is to be absolutely loyal and true to our conscience, and if the voice of conscience is not sufficiently distinct, to seek guidance and advice from those upon whom we can rely, and above all, from the director of our souls. If we take up a book, and we find that, without foolish scruple, it is raising doubts in our mind or exciting our imagination in perilous directions, then we must be brave enough to close it, and not open it again. If our weakness is such that we cannot resist temptation, which unforeseen may come upon us, then it is our duty not to read any book the character of which is quite unknown to us. If any such book is a source of temptation to us, we must shun it, if we wish to do our duty to God. If our reading makes us discontented with the lot in life which Divine Providence has assigned to us, if it leads us to neglect or do ill the duties of our position, if we find that our trust in God is lessening and our love of this world growing, in all these cases we must examine ourselves with the greatest care, and banish from ourselves any book which is having these evil effects upon us.

Lastly there is an immense amount of literature, mostly of an ephemeral character, which almost of necessity enters very largely into our lives at the present day. We cannot characterize it as wholly bad, though its influence is not entirely good, but it is hopeless to attempt to counteract what is harmful in it by any direct means. The newspapers and magazines of the hour are often without apparent harm, and yet very often their arguments are based on principles which are unsound, and their spirit is frankly worldly, and entirely opposed to the teaching of Jesus Christ and of the Gospel. Still more when the Catholic Church and the Holy See are in question, we know full well, and the most recent experience has proved it, that they are often consciously or unconsciously untruthful. Even when their misrepresentations have been exposed, in spite of the boasted fairness of our country, we know that we must not always expect a withdrawal of false news, still less adequate apology. Constant reading of this character cannot but weaken the Catholic sense and instinct, and engender in their place a worldly and critical spirit most harmful in every way, unless we take means to counteract it. What are these means? A place must be found in your lives, dear children in Jesus Christ, for reading of a distinctly Catholic character. You must endeavour to know the actual life and doings of the Catholic Church at home and abroad by the reading of Catholic periodical literature. You must have at hand books of instruction in the Catholic Faith, for at least occasional reading, so as to keep alive in your minds the full teaching of the Church. You must give due place to strictly spiritual reading, such as the "Holy Gospels," "The Following of Christ," "The Introduction to a Devout Life" by St. Francis of Sales, and the lives of the Saints, which are now published in every form and at every price. It is not your duty to abstain from reading all the current literature of the day, but it is your duty to nourish your Catholic mental life by purely Catholic literature. The more you read of secular works, the more urgent is your duty to give a sufficient place to those also, which will directly serve you in doing your duty to God and in saving your soul. Assuredly one of the most pressing duties at the present day is to recognize fully our personal and individual responsibility in this matter of reading, and to examine our conscience closely to see how we are acquitting ourselves of it.

Before we leave this subject, we wish to ask all those among you dear children in Jesus Christ, who, whether as fathers and mothers, or as members of religious institutes, or masters and mistresses in schools, are charged with the education of the young, to do all in your power to train those committed to you to a wise and full understanding of this matter of reading, and to a realization of its enormous power for good and harm, and, therefore, to a sense of the extreme responsibility attaching to it. Make them understand that, while all are able to read, all things are not to be read by all; that this power, like every power, may be abused, and that we have to learn how to use it with due restraint. While they are with you and gladly subject to your influence, train their judgment and their taste in reading, so that they may know what is good and true, and know how to turn from what is evil and false. Such a trained and cultivated judgment is the best protection that you can bestow upon them. Some dangers must be overcome by flight, but there are far more, especially at the present day, which must be faced, and then overcome. It is part of your great vocation to prepare and equip these children to be brave and to conquer in this fight. Gradually, therefore, accustom them to the dangers they may meet in reading. Train their judgment, strengthen their wills, make them loyal to conscience, and then, trusting in God's grace, give them to their work in life.

INDEX.

Abbesses, the great, 224. Accent and pronunciation, 154. Adolescence, impressionability of children in, 173. Aesthetics, 68; principles of, 71-2; teaching of, 187. Agnesi, Maria Gaetana, 222. Aids to study, 103-4. A Kempls on self-seeking, 197. America: educational experiments in, 84; text-books in, 180. American view on character, 22. --expressive phrases, 128,155. Ampere, Catholic scientist, 115. Amusements and lessons, 100. Animals, care of, in education of children, 125. Answers, irrelevancy in girls', 74. Aquinas, St. Thomas, 72. Architecture, Gothic, inferences from, 189. Arnold, Matthew, quoted, 48. Art, character and, 186-7; Christian, 188, 189, 197; for children, 191-2; contrasts in works of, 189-90; in education of girls, 72, 187; French art, 187; history of, 188-9; study of, 190-1; aims of study in early education, 185, 196. Assenting mind, the, 25. Assentors, great, 26. Athletic craze, the, 111. --girl, the, 219. Atmosphere in education, 321-2. Audience, English and German, contrasted, 193. "Aurora Leigh," 216. Average person, the, 64-6.

"Babylonian Captivity," the. 165. Bacon, "Of Goodnesse," 45. Balder, the story of, 170. Barbarism, selfishness and, 199. Basilicas, the Christian, 19-20. Basket-ball for girls, 110. Bassi, Laura, 222. Beale, Dorothea, cited, 94. Bedford College, 218. Benedictine monks, cited, 92-8. Boarding schools, 76; young children in, 78. Boniface VIII, 177. Books, attitude of child towards, 36; wealth of children's literature in England, 144-5 --reaction against mere lessons from, 80, 119-20. --Sacred, jewels of prayer and devotion in, IS. --to avoid, 148. Botany, 122-3. British oulturs, characteristics of, 139. Browning, E. B., cited, 216. --R., quoted, 76; "An incident of the French camp," cited, 136.

Calvinism, 4, 26. Candour, charm of, in children, 130. Carlyle, cited, 153. Catch-words, abuse of, 133. Catherine, St., of Siena, 223. Catholic-- Art, 189, 197. Atmosphere, effect on manners, 201. Body, at play, 111; and religious education, 1. Characteristics: belong to graver side of human race, 112, Child, the, characteristics of, 29, 30; source of courage in, 9-10; in Protestant surroundings, 24; prerogative of, 9, 30. Children, and relationship with Jeaus and His Mother, 8; and religion, 16-18; under influence of Sacraments, 29. Church, ideals for man and woman in, 118, 225. Citizenship, 39. Disabilities, Newman quoted, 112-3. Education, 220, 225, 230; and character, 39; and history, 116. Faith, gives particular orientation of mind, 232. Family life, 89, 93. Girls, and work for the Church, 89; and Church music, 193. Historical hold on the past, 152. Literature, 240. Men of science, 116. Mental life, 242. Mind: training of the, 197; and history, 165. Patriotism, 39. Peasantry, 211. Philosophy, 60-76; value of, in education, 61. Schools: manners in, 201; sodalities in, 78. Secrets of strength, 99. Teachers, 100; and truth in history, 178. Text-books, need of, 180. Women, duty and privilege of, 112. Catholics and-- Equality of education, 118; higher education, 220; duty In ing, 240; historical teaching, 176; Latin, 163; taste in art, 194 --disabilities of, Newman quoted, 112-8. Celts of N. Europe, types of character among, 97. Certificates as aids to study, 1084. Character, 21-3; essentials of, 40-1; evolution of, 60,179-3; study of, 22, 29, 34-9; training of, 22, 29-34, 38-42, 46, 49-51, 58, 148, 210, 221, 225-6, 230; means of training 42-4; types of, 26-9, 37. --influence of art on, 186. --in the teacher, 38, 46-59. --manners and, 209. --religion and, 6-7, 29. --the strength of great women, 228. --value of, appreciated by children, 56-8, 171. Characters, modern, 26, 83; cardinal points in study of children's, 34-7. Characteristic cadence in speaking, 54. Characteristics, of the age, 39; of British culture, 130; of English style, 129-30; of girls' work, 218. Charges against the Church, 179. Chaucer, 127. Cheltenham College, 94, 218. Child, attitude of, towards books, 36. --martyrs, 10. --study, 35, 57. --vocabulary of an "only," 132. --Wordsworth's "model child," 32-3. _See also_ Catholic Child. Childhood, friendships formed in, 11. --impressionability of, 173. Childishness in piety, 10. Childlike spirit of Catholic child, 29. Children, 30. --books for, 144-6; attitude to books, 36. --characteristics of, 36, 66, 56, 82-3, 109-10, 123; candour, 180; habits of mind, 126; sensitive to influences, 46; as critics, 136; like _real people_, 56-6; dislike compromise, 175. --delicate, 9, 50, 84, 86. --development of, 82; mental development, 140-1, 169-73. --eccentric ways in, 84. --groups observable among, 23, 26-8, 87, 62,125. --and lessons; a simple life essential, 100; do not know how to learn, 101; answers, 102. --letters of, 188-9. --and love of nature, 124,126. --no orphans within the Church, 80. --and playtime solitude, 108-9. souls of, 200. --training of, 32-3. Chivalry: age of, 202; religious spirit of, 165. Choleric temperament, the, 26. Church, the-- Abuses in, exaggerated, 179. Ceremonial of, 205-6. Characterised as the Great Master who educates us all, 434; as the Guardian of Truth, 239; the Teacher of all nations, 58-9, 99. Example of, as teacher, 43; influence on Catholic taachers, 99-100. in France, 165. and history, 165. Ideals for man and woman in, 118, 225. Music of, 193-4. Needlework for, 89. the pioneers of, 92. as a teacher of manners, 200-3, 205. testimony to, from Non-Catholic sources, 59, 178. Classes, advantages of large, 97. Classical studies, 151-2 Classics, English, for the young, 145. "Clever" children, the so-called, 125. Colonial life, 92. Common sense, 65. Communion, First, 29. Composition, oral, 138; written, 137, 139-42. Concentric method in teaching, 167. Confirmation, 29. Contentment, 90. Contrasts, method of, in teaching of art, 189. Control and "handling" in training children, 200. Controversies. _See_ Educational Controversies. Conventionality, 198-9. Conventions, code of, 199. Conversation, 132-7; of girls, 182-4; principles in, 137. Cooking, 90, 121. Correction, value of, 42. Cosmology, 68. Countrymen and nature, 124-5. Crimean War and women's work, 219. Criticism and correction, 42-3; administered by the Church, 44. --evils of merely destructive, 183; reading lesson as an exercise in, 136; of essays, 142. Critics, gravity of children as, 136. Cross-roads in a girl's life, 140. Cruelty, 199. Crusades, ideals of the, 165. Curiosity concerning evil, 14; evil of curiosity in reading, 149.

Dalgairns, Fr., cited, 12. Damoiseaux, in days of chivalry, 203 Dancing, 110-11. Dante, "Paradiso," quoted, 60. Death, right thoughts of, 7. De Bonald, cited, 73. De Ghantal, St. Jane F., quoted, 76. De Gramont, Marquise, quoted, 41. Degrees, different significance of, for man and woman, 220-1. Democratic age, 5, 207. Democracy in the nursery, 208. De Ravignan, Pere, quoted, 105. Devotion: requirements of, 10; to our Lady, 205, 218. _And see_ Self-devotion. Devotions of Blessed Sacrament and Sacred Heart entrusted to women, 223. --to the Saints, 10. Difficulties of mind, 61-6. Discipline and obedience, 42. Dogmatism in teaching, 53. Domestic occupations, 81, 85-92, 93, 121. Doubts and difficulties as to faith, 14. Dressmaking, 88. Drudgery, need of, 96, 98. Duty and endurance, 96.

Eccentricity, 83-5. Educated, a well-educated girl, 231. Education-- Aims in, 88, 89, 159, 230-1. Board of, 80-1, 95, 119, 120, 121. and character, 21, 231. Demands of girls', 77. A "finished," 230-1. Higher Education of women, 214-28. Home education, 77, 96, 97, 155. Intermediate, 87,116. Intellectual and practical, contrasted, 91. Last years of, 213. and lesson books, 80. Life the test of, 230. and material requirements of life, 86. Middle class, and practical work, 81. Mistakes in English, 119-21. the opportunity of the teacher, 229, Practical, 81, 91; practical aspect of, 122. Problems in, 76 _et seq_. Religious, 1-20. and religious orders, 58-9. State control in, 217. System of 1870, 34, 120. "Ugly stage" in, 230. of women, changes in, 215. of young children, 78-9, 96-7. Educational advantages of personal work, 88. Educational controversies, 1, 99, 116, 118, 151, 218. --experiments in America, 34. --pressure levels original thought, 184. Educators, qualities in great, 99; fundamental principles of, 99, 156. --of early childhood, types of, 31-2. Elementary schools, 97. Elizabeth, the two Saints, 224. Emerson on manners, 198. Encouragement, need of, 50. English characteristics, 180, 137, 216-7. --language, 128, 150; study of, 127-49; mathod in study, 131; characteristics of style, 129-30; American influences on, 127-8; traces of Elizabethan, in America, 128; new words in, 129; children's English, 129-31. _And see_ Composition, Conversation, Literature, Reading. --martyrs, 172. --portraits in Berlin, 129-30. Essay writing, 138-42. Ethics, 68, 70, 71, 73. European history, 165, 166. Eustoohium, St., 224. Examination programme, a professional danger, 61. Example, power of, 38, 46. Excitement, evil of, 100, 231. _Exempt_ persons, 86.

Faber, Father, on hell and heaven, 8, 233-7. Fairness, children look for, 56. Faith, and art, 189-90, 194. --Catholic, things which come with, 39. --child's soul hungry for, 200. --children as confessors of, 10. --dangers to, 11-14, 178, 240. --difficulties and doubts as to, 14-15. --mysteries in, 2, 15. --philosophy, a help and support to, 61, 72. --the Propagation of the, 228. --responsibility with regard to, 16-17. --right thoughts of, 10. --thoughts of, inspiring life, 6, 98, 104. Family life, Catholic, 39, 93. Fathers and mothers, symbols of God's love, 3. Faults contrary to spirit of childhood, 50. Feltre, Vittorino da, 99. Fighting instinct in child, 109. First aid, 89. Fitch, Sir J., "Lessons on Teaching," cited 169. Fitness, sense of, 19. Flowers and children, 109, 128, 125-6. Four last things, right thoughts of, 7-8. France, literature in, 161. Francis of Sales, St., cited, 12,17, 26; on care of the Church, 44; works of, 162 _n_., 242. Frauenbund, 219. Freemason, Jewish, in Rome, 11. French: art, 187; language, study of, 163, 150, 169-60; litarature 160-1; mind, bent of, 160; Revolution, 202. Friend, the influence of a, 42. Friendship and character forming, 42, 43. Friendships, as indications of character, 86; a safeguard against morbid, 51; with the saints, 11.

Gairdner's "Lollardy and the Reformation" cited, 179. Games, value of organized, 78, 107-8, 110. Gardens for children, 125. --in a new country, 126. Genesis, Book of, 115. Geography, 122. German, language, study of, 153-4, 169-60. --musical audience, 193. Girl students at universities, 217-8, 226. Girls' and higher moral education, 226-7. --answers, irrelevancy in, 74. --views of life at age of 18, 214; mental outlook at 16, 141. --work, characteristics of, 218. Girton, 218. "Giving way," 85. God, child's soul near to, 126. --duty to, 1, 218, 241. --Fatherhood of, 3, 6. --on conveying right thought of, to children, 1-8. --truths concerning existence of, 72. God's care for us, 44. --priest, Art, 182. Golliwogg, the, 105-6. Gothic architecture, 189. Governess, a modern, 77. Grammar, 67. Gramophone in language teaching, 156. Greek history, 169. --tragedies, 184. Gregory XVI and De Bonald, 73. Grown-up life, on anticipated instruction in, 94.

Habit of work, 40, 98. Habits, 21, 22. Handicrafts, teaching of, 81. "Handling " in training in manners, 200-2. Handy member of family, the, 83. Hearing of lessons, 101. Hedley, Bp., quoted, 43. Hell and heaven, 8, 238-7. Hidden lives, 227-8. Higher education of women, 214-8; atmosphere for, non-existent 221, 226; and Catholic influence, 225; false aims in, 226; and realities of life, 226. --life, the, 228. Historical teaching to Catholics, 176. History, 164; position in curriculum, 166-7; value in education, 181. --European, centres round the Church, 165-7. --study, and the examination syllabus, 166, 168. --teaching: and periods in development of children, 170-6; aims in teaching, 172; method, 102, 167-9, 180-1; concentric method, 167; truth in teaching, 178; requirements in the teacher, 176-9. --text-books, defects of, 168. Hockey, 110. Holy family, the, 98. --Roman Empire, 165. Home education, 77, 96, 97, 155. --happiness dependent on manners, 208. Hooliganism, 199-200.

Imagination, 189-40. Impressionism in conduct, 70. Independence, 40, 92, 207, 232. Influence. _See_ Example. Insincerity, 47-8; in teaching, 14,178. Inspectors on teaching by nuns, 59. Investitures, struggle concerning, 166. Irish Intermediate education, 87, 116. Isabella the Catholic, 224. Italian humanism, 25. --language, study of, 153, 159. --question, 166.

Jansenism, spirit of, 4. Jesus Christ, right views of, 8-9. Joan of Arc, Blessed, 223. Johnson, Lionel, quoted, xiii, 229. Judgment, right thoughts of, 7-8.

Keble, J., quoted, 1. Kingdom of woman, 224. Knighthood, training for, 202-3 Knowledge: at first hand, 123; before action, 31; love of, and influence of teacher, 99-100.

Laboratory science, 120-1. Language. _See_ English. Languages, modern, place and value in education, 150-1,156-8; social and commercial values of, 157-8; evil of superficial knowledge of, 158; attitude towards study of, 153, 154; choice of, 159-61; pronunciation, 154; methods in study, 155-7; self-instruction courses, 156; translation, 161-3. Latin, 161-3; grammar, 82. --races, temperaments among, 27. Learning by heart, 135. --of lessons, 100-2. Leo XIII, 17, 63, 74. Lesson books and education, 80, 81, 119. Lessons and play, 83,95-6,100. --from history, 176. --hearing of, 102; learning of, 100-2. Letter-writing, 138-9. Lir, children of, 170. Literature, 142-6; wealth of children's books, 144-5. Logic, 67, 68-9, 73; has no place in English religious system, 24. Lowell, J. Russell, quoted, 150. Loyalty and patriotism, 170.

Mackey, Canon, cited, 162. "Mangnall's Questions," 215. Mannerisms in teachers, 54-6. Manners, 198-203, 210, 213; codes of, 205-6; derivation of word, 202; acquiring of, wearisome, 204-5, 210; neglect of, 205-6; effect of neglect to teach, 199-200; fundamentals of, 208-4; high and low watermarks in, 208-9; standard of, 203, 212; training in, 204-5, 207-9; example not enough, 210; personal element in training in, 212; mistakes in training in, 208; truthfulness in, 211-2. Manners and-- Class of life, 211; home ties, 207-8; religion, 200-2, 205-6, 211; service, 211, 213; the life of to-day, 207. Manual work, value of, in education, 82-3, 85, 86; a corrective to eccentricity, 83; domestic occupations, 85-93. Mathematics, 114, 116-8, 121. Matilda of Tuscany, 223. Mechanical toys, 106-7. Melancholic temperament, the, 26, 28. Mercier, Cardinal, quoted, 69, 71, 72. Metaphysics, 68. Middle-class education, 81. Mind, quiet of, 221, 231-2; habits of mind in children, 125; development of, 140-1, 169-73. Minds: the best of, in women, 231-2; 5; classes of, 61-6. Modernism, 13. Montalembert, quoted, 88. More, Blessed Thomas, 26, 99. _Mouvement Feministe_, 219. Music, place of, in education, 191-4; aims of study in, 193; intellectual aspect of, 192. Myths, value in teaching history, 170.

Nagging, in teaching manners, 204. Natural Science, 67, 114-6, 118-22. --Theology, 68, 72-3. Nature Study, 114, 122-6; aims of, 122; books, 123-4. Neoker de Saussure, Mme., quoted, 47-8, 54. Needlework, 87-9, 121. Nervs fatigue, 84. "Nerves," women subject to, 70. Newman, Cardinal, quoted, 112, 164. Newnham College, 218. Nightingale, Florence, 219. Non-Catholic parents, and schools held by Religious, 59. --schools, 151, 166. Nonconformist type of character, 23-6. Nonentities, good, 38-40. North of England Ladies' "Council of Education," 218. Nuremberg, Pirkheimer family of, 222. Nurse, the English and the Irish, 31-2. Nursery shrine, the, 105, 106. Nursing, 89, 218-9.

Obedience, training in, 43. Observation of children, 35. --training in, 81, 119-26. Oral composition, 138; oral lessons, 74, 180. Organization and development, 80, 87. Our Lady, right thoughts of, 8-10. Oxford and Cambridge Degrees, 220. --girl students at, 218.

Painting and drawing, 191-6. Parents: and teaching about God, 3; and teaching of manners, 208. Pasteur, 115. Pater, Walter, cited, 130. Patience, value of, 40, 212; mental and moral, in women, 163. Patriotism, 39, 170-1. Paula, St., 224. Peasantry, Catholic, simplicity of manners in, 211. Penance, Sacrament of, 29. People of great promise, 231. Personal work, educational advantages of, 88. Piety, childishness in, 10. Philosophy, 60-75; method of study in, 66-74; relation to revealed truth, 73. Phonetics, 155. Physical exercise, 82. Pico de Mirandola, 26. Pirkheimer family of Nuremberg, 222. Piscopia, Lucretia, 222. Pius VII, 177. Pius X, life of labour of, 99. Plants, care of, for chilflren, 126. Play, 104-5, 111, 112; and character, 86, 105, 107; of the nursery, 105-6; and organized games, 107-8, 110; and solitude, 108-10; toys and playthings, 107; hoops, 110. Poetry, 102; place of, 192; for children's recitation, 186. Popes, the: in history, 177, 178, 179; of Renaissance, 26; temporal power of, 165; life of labour of, 98-9. Popularity in matters of taste, 188-4. Portraits, criticism of English, in Berlin, 129-30. Pose, temptation to, 41; of being erratic, 70. Practical education, 81. Pressure in education, 97, 116-7. Prize distribution, system of, 103-4. Professional dangers in teaching, 61-7. Pronunciation and accent, 154. Proportion in studies, 191. Protestant Reformation, effect on manners, 201. --school, Catholic child in, 24. Protestantism, 25; and French Revolution, 202. Psychology, 68, 70-1, 73. Pugin's "Book of Contrasts," cited, 189. Punishment, 99.

"Quack" methods in learning languages, 155. Queen Victoria, 153, 198. Queen's College, London, opening of, 216. Querdeo, Y Le, quoted, 21. Querulous tone, in the nursery, 53. Question and answer lessons, 75, 180. Questioning, manner of, 102; effect of too many questions, 36. Quiet of mind, 221, 231-2.

Reading: Cardinal Archbishop of Westminster on, 147, 238-43; and character, 36; for girls, 146, 148; without commentary, 145; value of, in education, 182-42. --aloud, 134, 136, 146; the best introduction to literature, 143. Realities of life, 81, 87 _et seq_., 226. Recitation, 134-6; gesture in, 136. Recreation. _See_ Play. Reformation, the Protestant, 201. Religion, the teaching of, 1-20; aims in, 11, 17-18; periods in, 8. Religious houses, foundresses of, 224; and manual labour, 98. --minds, difficulties of, 63. --orders, development of, 165. --teaching: qualifications for, 4; and manners, 201. Renaissance, the, 25; Popes of the, 26. Rewards, 99, 103, 104. Reynolds, Sir Joshua, cited, 130. Roman Catholics, disabilities of, 112-3. --history, 169. Rossettl, D. G., quoted, 182.

Sacraments, the, as modifying temperamant, 29. Sacred books, jewels of prayer in, 15. Saints, devotions to the, 10-11. Savonarola, 26. Schiller, quoted, 214. Scholastic philosophy, 74. School: and home education, contrasted, 77-8; and preparation for life, 76, 80, 91 _et seq_,; organization and individual development, 80. --education, drawbacks to, 78-9. --life, impressiveness of, 76-7. Sohurman, Clara von, 222. Science, experimental, 120-2, 151; misuse of the term, 118-9. Scolding, 43, 60. Scottish schoolmasters, old race of, 97-8. Scriptural knowledge examinations, 16. Scripture, devotional study of, 15. Self-consciousness in children, 35. Self-devotion, 31, 219, 224, 228. Self-help, 89-90. Selfishness, 84,199-200. Servant question, 91. Servants, manners in the best, 211. Shrines, nursery, 105, 106. Sidney, Sir Philip, 127. Silliness, driven out by manual work, 86. Simple life, the, 40, 92; for children, 100. Sin and evil, right thoughts of, 6-7. Sincerity, 41, 47-9. Sodalities in Catholic schools, 78. Solitude, value of, to children, 108-9. South African War, reaction in education since, 119-20. Spanish, study of, 154, 159. Spiritualism, 13. Sporting instinct in children, 42. Stagnation of mind, 231. Story-telling, 170; in teaching history, 180-1. Strength, Catholic secrets of, 99. Study, aids to, 103. Suffrage movement, women's, 219.

Taste, 182, 196-7; and character, 182-4; independent, 184; self-taught, 184, 185; trained, 185. "Teacher Study," from child's point of view, 58. Teacher's manners, 54-6. Teachers, a large measure of freedom for, 34, Teaching, a great stewardship, 3-4, 80; reality in, 122; qualifications in religious, 4. --orders of Eeligious, 58-9. "Teddy Bears," 105, 106. Temperament, 21-9; difficulties of, 32; division and classification of, 23, 26-9; in religion, 28-5. Tennyson, quoted, 216. Teutons, types of character among, 97. Text-books, 180. Theatres and children, 184. Theology: not for girls, 18; parallel with a great Basilica, 19-20; Natural, 72. Theresa, Saint, 224. Thompson, Francis, quoted, 95, 127. Time, value of, 40. Townsman, the, in the country, 124-5. Toys, 107. Translation from foreign languages, 161-3. Transvaal, a garden party in the, 126. Truthfulness, 47, 211.

Ullathorne, Archbishop, quoted, 34. Ulysses, the wanderings of, 170. University life for girls, 217-8, 226. --locals, 87, 168. Urquhart, D., quoted, 208. Utilitarians in social life, 186.

Victoria, Queen, 153,198. Vigilance, 42. Vitality in teacher, 49. Vocabulary of children, 132. Vocation, choice of a, 141. Voice, influence of tone of, 63; cadences in, 68-4; production, 184-0. Vulgarity, 211.

Wassmann, Catholic scientist, 116. Ways of learning lessons, 101-2. Westminster, Cardinal Archbishop of, on reading, 147, 188-48. Will of a woman, strength of, 282. Wisdom, the beginning of, 19. Wollstonecraft, Mary, cited, 216. Woman, the kingdom of, 224; the mission of, 288. Women, higher education of, 214-28; changes In education of, 316. --and manners, 203. --direction of influence of, 224. --mental characteristics of the best, 232. --tendency of, to impressionism in conduct, 70. --the really great, 223; conspicuous in learning, 222; conspicuous in religion, 224. Women's suffrage movement, 219. Wordsworth, quoted, 32, 114, 135. Work, habit of, 40, 98.

Young ladies, education for, 215.

Aberdeen: The University Press