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Article PLAN OF EDUCATION. ← Page 2 of 4 →
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Plan Of Education.
temper , regular and polished in his manners , temperate and p lain in his way of life , of all mankind he ought to have the fewest faults and the fewest foibles ; because the bad example of a many Avho is every day employed in teaching morality , as well as language , will naturally have a most pernicious influence on the soft and flexible minds of children , who are to receive their impressions , in a great measure , from their teacher . 'To an entire command of his passionsand a
just-, ness of sentiment , both Avith respect to reli g ion and politics , he should join a superiority to party spirit , and an aversion to all slavish and enslaving principles . Above all , he ought to have an honest and upright heart , and a sincere desire to be useful to the children under his care . This ought to be the delight of his soul , and the great motive of his actions ; it is this motive , that above every thing , else ,
should have determined him at first to enter upon this way of life . Without a natural taste for communicating knoAvledge , and an earnest desire of being useful to his pupils , he will neither be happy in his charge , nor so successful as its importance requires . Nor is it sufficient that the teacher should have the qualifications and dispositions already mentioned ; it is also necessary , that he should be invested with an unlimited power over his pupils , and that his authority should on every occasion , be supported by their parents . Without this , all the efforts of the teacher in educating the child will prove
ineffectual . For which reason , parents ought to have an entire confidence in the fidelity , as well as ability , of the teacher , before they commit their children to his care , and to neglect nothing that can strengthen his hands , when once they have bestOAved on him so important a trust . . No less attentive should the teacher be , to support the authority of the parent . Parents and teachers should confer together on every occasion ; by their united exertionsthe most naughty or
re-, fractory boy , would , very probably , be reclaimed , Avithout that severity , Avhich indiscretion , and the want of well-supported authority , render as vain as it is disagreeable . But-though the authority of a teacher over his pupil ought to be fully established , yet its surest and most agreeable foundation will bs a sense of characterAvith which he should studto inspire themand
, y , . an apprehension of displeasing him , rather than a servile fear of punishment . At first , indeed , in the case of gross negligence , or dissipation of mind , greater strictness is to be used , in order to fix the attention ; and if the boy be of a refractory disposition , some chas usement may be necessary to render him tractable . This , however , will be necessary onlywhen he has been much neglected in his first years ,
, or corrupted by undue indulgence . But when the temper is once tendered pliant and docile , the severity of discipline is to be relaxed , and the distance between the teacher and scholar to be gradually diuiimsned , till a free and ea . sy intercourse t-. tks place between them * . This
Note: This text has been automatically extracted via Optical Character Recognition (OCR) software.
Plan Of Education.
temper , regular and polished in his manners , temperate and p lain in his way of life , of all mankind he ought to have the fewest faults and the fewest foibles ; because the bad example of a many Avho is every day employed in teaching morality , as well as language , will naturally have a most pernicious influence on the soft and flexible minds of children , who are to receive their impressions , in a great measure , from their teacher . 'To an entire command of his passionsand a
just-, ness of sentiment , both Avith respect to reli g ion and politics , he should join a superiority to party spirit , and an aversion to all slavish and enslaving principles . Above all , he ought to have an honest and upright heart , and a sincere desire to be useful to the children under his care . This ought to be the delight of his soul , and the great motive of his actions ; it is this motive , that above every thing , else ,
should have determined him at first to enter upon this way of life . Without a natural taste for communicating knoAvledge , and an earnest desire of being useful to his pupils , he will neither be happy in his charge , nor so successful as its importance requires . Nor is it sufficient that the teacher should have the qualifications and dispositions already mentioned ; it is also necessary , that he should be invested with an unlimited power over his pupils , and that his authority should on every occasion , be supported by their parents . Without this , all the efforts of the teacher in educating the child will prove
ineffectual . For which reason , parents ought to have an entire confidence in the fidelity , as well as ability , of the teacher , before they commit their children to his care , and to neglect nothing that can strengthen his hands , when once they have bestOAved on him so important a trust . . No less attentive should the teacher be , to support the authority of the parent . Parents and teachers should confer together on every occasion ; by their united exertionsthe most naughty or
re-, fractory boy , would , very probably , be reclaimed , Avithout that severity , Avhich indiscretion , and the want of well-supported authority , render as vain as it is disagreeable . But-though the authority of a teacher over his pupil ought to be fully established , yet its surest and most agreeable foundation will bs a sense of characterAvith which he should studto inspire themand
, y , . an apprehension of displeasing him , rather than a servile fear of punishment . At first , indeed , in the case of gross negligence , or dissipation of mind , greater strictness is to be used , in order to fix the attention ; and if the boy be of a refractory disposition , some chas usement may be necessary to render him tractable . This , however , will be necessary onlywhen he has been much neglected in his first years ,
, or corrupted by undue indulgence . But when the temper is once tendered pliant and docile , the severity of discipline is to be relaxed , and the distance between the teacher and scholar to be gradually diuiimsned , till a free and ea . sy intercourse t-. tks place between them * . This