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    peat it &geStti , if tlierebe sincere 4 ifctetion between the toehenand thflpupfylie wi ^ sfacerety ded ^ c it / The t ^ inft tjlft sa ^ iaultagara ^ he W ^ belli no wise liable to the ^ a ^ feWa of aiti traryj conducts otafiMuet 5 ce . * tit mod inipn <§^; hottte *^ il ^ ffl / % e $ © u £ d that the very fact of " hiB httvin ^ bef 6 re hiseyesthe neces 3 itrof an ou ^ ardr ^ traint upon h so powerfully act upon the determination of ^ the child ad to lead him s to imr prove his conduct , a , i ^^ know that the great o ^ jection ag ^ st ^ this win be , that it is all very fine in theory , but with most children it will be found impracticable . I will grant

    most readily that the teacher himself will experience great difficulties in making the attempt ; first , because the children , being trained ia a different plan , will not understand him at first ; and , secondly , because he himself , having accustomed himself to a different mode of proceeding , will not be able to lhbve upon this new principle with perfect ease and facility . Put let the

    experiment be tried ; let any teacher propose to himself to act upon thepnnciple of love and mutual forbearance—to act upon the acknowledgment of a livingpower in the conscience of the child himself ; let any teacher try to become the friend and assistant of his child ' s conscience , and he will find that , though , not at once , yet by degrees he will succeed ; let him only take time to render himself capable of pursuing such a plan , and let his children take time to enter into this mode of proceeding , the good consequences will soon be manifest . I know from experience , that the teacher may be ever so well convinced that he ought to dispense with punishment altogether , and yet he will not be able to act , in all cases , up to this principle ; he will himself not have acr quired that superiority of mind—that purity of feeling—that unbounded power of love which alone will enable him to do what he may clearly perceive to be

    right . But let no one be discouraged by these difficulties ; as the teacher must have patience with his children , so he must have patience with himself ; and , if he be sincere in his endeavours , he will succeed in improving himself , and in improving his children at the same time . Only let not the impossibility of acting at once on the most eligible plan be an excuse for persevering in a course of proceeding which , being built on perverse principles , can only lead to perverse consequences . "—Pp . 172—182 .

    The length of the above extracts must be a sufficient apology for making no further present remarks upon the subject . We will only add further , that the lectures were followed up by a proposal on the part of Dr . Biber to establish a teachers' institution , and an invitation to teachers or other persons interested in forwarding a plan of this kind to make communications to him upon the subject . Elm

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    Gen . v . 27 . And didst thou , Patriarch , tread this ya ) e of tears , And bear life ' s load , for near a thousand years r And is the record of thy days 30 bpief , Without one aong of ioyv / ot tale of grief ? Brief though ijj'tjpj ^ M ^ u it imparts , ( Bind it , ye % h and mighty , * pw d your hearts 1 ) For thus it says to each-r- " T % pomp , thy pride , At last shall cometo this i ^ Bb liv' 4 , and died /" Brighton * » i i

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    ' ^ Meth&stfoft . : . ' 823

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    METHUSELAH .

• Citation
  • Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Dec. 2, 1828, page 823, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2567/page/23/