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The Education of Catholic Girls   By: (1857-1914)

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E text prepared by Michael Gray (Lost


PUBLIC SCHOOLS FOR GIRLS. A Series of Papers by Nineteen Headmistresses dealing with the History, Curricula, and Aims of Public Secondary Schools for Girls. Edited by SARA A. BURSTALL, Headmistress of the Manchester High School, and M. A. DOUGLAS, Headmistress of the Godolphin School, Salisbury. Crown 8vo, 4 s . 6 d . THE DAWN OF CHARACTER. A Study of Child Life. By EDITH E. READ MUMFORD, M.A., Cloth workers' Scholar, Girton College, Cambridge, Lecturer on 'Child Training' at the Princess Christian Training College for Nurses, Manchester. Crown 8vo, 3 s . 6 d , NOTES OF LESSONS ON THE HERBARTIAN METHOD (based on Herbart's Plan). By M. FENNELL and Members of a Teaching Staff. With a Preface by M. FENNELL, Lecturer on Education. Crown 8vo, 3 s . 6 d . SCIENCE OF EDUCATION. By T. P. KEATING, B.A., L.C.P. With an Introduction by Rev. T. A. FINLAY, M.A., National University, Dublin. Crown 8vo, 2 s . 6 d . net. TALKS TO TEACHERS ON PSYCHOLOGY AND TO STUDENTS ON SOME OF LIFE'S IDEALS. By WILLIAM JAMES, formerly Professor of Philosophy at Harvard University. Crown 8vo, 4 s . 6 d . EDUCATION AND THE NEW UTILITARIANISM, and other Educational Addresses. By ALEXANDER DARROCH, M.A., Professor of Education in the University of Edinburgh. Crown 8vo, 3 s . 6 d . net. EDUCATION AND PSYCHOLOGY. By MICHAEL WEST, Indian Education Service. Crown 8vo, 5 s . net.

Longmans, Green and Co., London, New York, Bombay, Calcutta, and Madras.




With a Preface by Cardinal Bourne Archbishop of Westminster

Longmans, Green and Co. 39 Paternoster Row, London Fourth Avenue & 30th Street, New York Bombay, Calcutta, and Madras

Fourth Impression 1914

Nihil Obstat: F. THOS. BERGH, O.S.B.


die 1 Januarii, 1912.


We have had many treatises on education in recent years; many regulations have been issued by Government Departments; enormous sums of money are contributed annually from private and public sources for the improvement and development of education. Are the results in any degree proportioned to all these repeated and accumulated efforts? It would not be easy to find one, with practical experience of education, ready to give an unhesitatingly affirmative answer. And the explanation of the disappointing result obtained is very largely to be found in the neglect of the training of the will and character, which is the foundation of all true education. The programmes of Government, the grants made if certain conditions are fulfilled, the recognition accorded to a school if it conforms to a certain type, these things may have raised the standard of teaching, and forced attention to subjects of learning which were neglected; they have done little to promote education in the real sense of the term. Nay, more than this, the insistence on certain types of instruction which they have compelled has in too many cases paralysed the efforts of teachers who in their hearts were striving after a better way.

The effect on some of our Catholic schools of the newer methods has not been free from harm. Compelled by force of circumstances, parental or financial, to throw themselves into the current of modern educational effort, they have at the same time been obliged to abandon the quieter traditional ways which, while making less display, left a deeper impress on the character of their pupils. Others have had the courage to cling closely to hallowed methods built up on the wisdom and experience of the past, and have united with them all that was not contradictory in recent educational requirements. They may, thereby, have seemed to some waiting in sympathy with the present, and attaching too great value to the past... Continue reading book >>

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