The Education of Catholic Girls

E-text prepared by Michael Gray (Lost_Gamer@comcast.net)

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.
Imprimatur: FRANOISOUS CARD. BOURNE ABCHIEPOS WESIMONAST,
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.