_Jakob Grimm_
_Wilhelm Grimm_

GROUP NINE 400
_John Ruskin_
_Oliver Goldsmith_
_Matthew Arnold_
_Thomas Babington Macaulay_
_John Bunyan_
_Thomas De Quincey_
_Charles Lamb_

GROUP TEN 454
_John Tyndall_
_Charles Kingsley_
_Thomas Moore_
_Alexander Pope_
_Thomas Campbell_
_David Livingstone_
_George MacDonald_

CHAPTER I

INTRODUCTION

Everyone who associates with children becomes deeply interested in them.
Their helplessness during their early years appeals warmly to sympathy;
their acute desire to learn and their responsiveness to suggestion make
teaching a delight; their loyalty and devotion warm the heart and
inspire the wish to do the things that count for most. Everything
combines to increase a sense of responsibility and to make the elders
active in bringing to bear those influences that make for character,
power and success.

Every worthy teacher in every school gives more than her salary commands
and puts heart power into every act. By example and precept the lessons
are taught and growth follows in response to cultivation. But the
schools are handicapped by lack of time for much personal care, by lack
of facilities for the best of instruction and by the multiplicity of
things that must be done. Under the best conditions a teacher has but a
small part of a child's time and then instruction must be given usually
to classes and not to individuals. Outside of school for a considerable
time each day the child falls under the influence of playmates who may
or may not be helpful, but the greater part of every twenty-four hours
belongs to the home.

Parents, guardians, brothers and sisters, servants, consciously or
unconsciously, wisely or unwisely, are teaching all the time. It is from
this great complex of influences that every child builds his character
and lays the foundation of whatever success he afterwards achieves.

Undoubtedly the home is the greatest single influence and that is
strongest during the early years. Before a boy is seven the elements of
his character begin to form; by the time he is fourteen his future
usually can be predicted, and after he is twenty, few real changes are
brought about in the character of the man. The schools can do lit