educated is threefold: (1) Faith and Piety; (2) Uprightness in respect of morals; (3) Knowledge of languages and arts.[1] These, however, in the precise order in which they are here propounded, and not inversely. In the first place, youth must be exercised in piety, then in the morals or virtues, finally in the more advanced literature. The greater the proficiency the youth makes in the latter, the better.
9. Whosoever has within his house youth exercising themselves in these three departments, possesses a garden in which celestial plantlets are sown, watered, bloom, and flourish; a studio, as it were, of the Holy Spirit, in which He elaborates and polishes those vessels of mercy, those instruments of glory, so that in them, as lively images of God, the rays of His eternal and infinite power, wisdom, and bounty, may shine more and more. How inexpressibly blessed are parents in such a paradise!
COLLATERAL READING.
Malleson’s Early Training of Children, Chap. II.; Marwedel’s Conscious Motherhood, Chap. II.; Necker de Saussure's Progressive Education, Book II., Chaps. I., II., and III.; Rousseau’s Émile, Book I.
- ↑ The purpose of education with Fröbel was likewise threefold: “Instruction should lead the boy (1) to a knowledge of himself in all circumstances, and thus to a knowledge of man in general, in his being and relations; (2) to the knowledge of God, the constant condition, the eternal foundation and source of all being; and (3) to the knowledge of nature—the material world, as issuing from and conditioned by the eternally spiritual.”
