It is not the goal of the authors of this book to bring back a period in history, i.e., the Victorian, and imitate that manner of living and schooling in the twenty-first century. Nor are we keen on applying as a veneer some of the principles to an incompatible philosophy of education based on our own liking or the attractive nature of parts of the application. Rather, we hope to bring about a transformation in our own lives and in the lives of students as we look at education in the full scheme of things, i.e., the relationships of students with self, others, God, the world, and also the
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