CHAPTER I Myra's Dreadful Children Miss Hetty Maise, having spent the night in fitful spells of slumber, at last awakened by the beams of sunlight, sat up in bed with a start, quite unrefreshed and possessed of an uncomfortable feeling that something unpleasant was about to happen. A venturesome sunbeam, casting its light upon a picture on the heavy walnut dresser, seemed to recall the cause of... more...

Whatever is good in interior decoration is the result of consistent relationship between Light, Color, Form, Proportion and Dimensions. The choice of Color should be guided by the conditions of Light. The beauty of Form and the symmetry of Proportion can exist only by a balance with Dimensions. Therefore, apart from any knowledge of historic or period decoration, effective or successful work must... more...

CHAPTER I REASONS FOR WRITING A PERSONAL NARRATIVE "While we were still in Paris, I felt, and have felt increasingly ever since, that you accepted my guidance and direction on questions with regard to which I had to instruct you only with increasing reluctance…. "… I must say that it would relieve me of embarrassment, Mr. Secretary, the embarrassment of feeling your... more...

INTRODUCTION    Piping down the valleys wild,     Piping songs of pleasant glee,   On a cloud I saw a child,     And he laughing said to me:    "Pipe a song about a Lamb!"     So I piped with merry cheer.   "Piper, pipe that song again;"     So I piped: he wept to hear.    "Drop thy pipe, thy happy pipe;     Sing thy songs of happy... more...

I. LIFE OF SAINT MAEL Mael, a scion of a royal family of Cambria, was sent in his ninth year to the Abbey of Yvern so that he might there study both sacred and profane learning. At the age of fourteen he renounced his patrimony and took a vow to serve the Lord. His time was divided, according to the rule, between the singing of hymns, the study of grammar, and the meditation of eternal truths. A... more...

CHAPTER I Any scheme of education must be built upon answers to two basic questions: first, What do we desire those being educated to become? second, How shall we proceed to make them into that which we desire them to be? In our answers to these questions, plans for education fall naturally into two great divisions. One concerns itself with ideals; the other, with methods. No matter how complex plans... more...

OSCAR WILDE ears ago, in a Paris club, one man said to another: "Well, what's up?" The other shook a paper: "There is only one genius in England and they have put him in jail." One may wonder though whether it were their doing, or even Wilde's, that put him there. One may wonder whether it were not the high fates who so gratified him in order that, from his purgatory, he might... more...

EROTIC SYMBOLISM. I. The Definition of Erotic Symbolism—Symbolism of Act and Symbolism of Object—Erotic Fetichism—Wide extension of the symbols of Sex—The Immense Variety of Possible Erotic Fetiches—The Normal Foundations of Erotic Symbolism—Classification of the Phenomena—The Tendency to Idealize the Defects of a Beloved Person—Stendhal's "Crystallization." By "erotic... more...

I had only intended to spend one day up in the mountains, and this one day grew into two weeks, which I found pass more rapidly in that high-perched ruinous nest on the confines of the Albano and Sabine range--the name I will not give--than was often the case in the whirl of great cities. What I actually did with myself during the sweet long days I hardly know how to tell. But in Rome a mighty hunger... more...

KING ALFRED AND THE CAKES. Many years ago there lived in Eng-land a wise and good king whose name was Al-fred. No other man ever did so much for his country as he; and people now, all over the world, speak of him as Alfred the Great. In those days a king did not have a very easy life. There was war almost all the time, and no one else could lead his army into battle so well as he. And so, between... more...