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...I am delighted to see how many young boys and girls have come forward to obtain honourable marks of recognition on this occasion,—if any effectual good is to be done to them, it must be done by teaching and encouraging them and helping them to help themselves. All the people who pretend to take your own concerns out of your own hands and to do everything for you, I won't say they are imposters; I won't even say they are quacks; but I do say they are mistaken people. The only sound, healthy description of countenancing and assisting these institutions is that which teaches independence and self-exertion...When I say you should help yourselves— and I would encourage every man in every rank of life to rely upon self-help more than on assistance to be got from his neigbours—there is One who helps us all, and without whose help every effort of ours is in vain; and there is nothing that should tend more, and there is nothing that should tend more to make us see the beneficence of God Almighty than to see the beauty as well as the usefulness of these flowers, these plants, and these fruits which He causes the earth to bring forth for our comfort and advantage.
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Speech to the Hawarden Amateur Horticultural Society (17 August, 1876).
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'Mr. Gladstone On Cottage Gardening.', The Times (18 August, 1876), p. 9.

 

William Ewart Gladstone

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A desire for children, I suppose; for Nessa's life; for the sense of flowers breaking all round me involuntarily. [...] Years and years ago, after the Lytton affair, I said to myself, walking up the hill at Bayreuth, never pretend that the things you haven't got are not worth having; good advice I think. And then I went on to say to myself that one must like things for themselves; or rather, rid them of their bearing upon one's personal life. One must venture on to the things that exist independently of oneself. Now this is very hard for young women to do. Yet I got satisfaction from it. And now, married to L., I never have to make the effort. Perhaps I have been to happy for my soul's good? And does some of my discontent come from feeling that?

 

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I think the hardest thing to teach a student is that what he or she puts down on paper is changeable. It’s not the final thing, it’s the first thing, which may just be the suggestive, vague identification of something that you have to come back to and rewrite. At first, students tend to freeze at the first effort. The breakthrough comes when they realize that they can make it better — can identify what their purposes were and realize better ways to achieve those purposes. That is the important thing in teaching students to write: not to be frozen in their first effort.

 

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