Proper Education
11
teachers, their characters will not be like the reed trembling in the
wind.
The severe training of youth, without properly directing them to
think and act for themselves as their own capacity and turn of mind will
allow, that by this means they may have growth of thought, feelings
of self-respect, and confidence in their own ability to perform, will
ever produce a class who are weak in mental and moral power. And
when they stand in the world to act for themselves, they will reveal
the fact that they are trained, like the animals, and not educated. Their
wills, instead of being guided, were forced into subjection by the harsh
discipline of parents and teachers.
Those parents and teachers who boast of having complete control
of the minds and wills of the children under their care, would cease
their boastings, could they trace out the future lives of the children
who are thus brought into subjection by force or through fear. These
are almost wholly unprepared to share in the stern responsibilities of
life. When these youth are no longer under their parents and teachers,
and are compelled to think and act for themselves, they are almost sure
to take a wrong course, and yield to the power of temptation. They do
not make this life a success, and the same deficiencies are seen in their
religious life. Could the instructors of children and youth have the
future result of their mistaken discipline mapped out before them, they
[18]
would change their plan of education. That class of teachers who are
gratified that they have almost complete control of the wills of their
scholars, are not the most successful teachers, although the appearance
for the time being may be flattering.
God never designed that one human mind should be under the
complete control of another. And those who make efforts to have the
individuality of their pupils merged in themselves, and to be mind,
will, and conscience for them, assume fearful responsibilities. These
scholars may, upon certain occasions, appear like well-drilled soldiers.
But when the restraint is removed, there will be seen a want of in-
dependent action from firm principle existing in them. Those who
make it their object to so educate their pupils that they may see and
feel that the power lies in themselves to make men and women of
firm principle, qualified for any position in life, are the most useful
and permanently successful teachers. Their work may not show to the
very best advantage to careless observers, and their labors may not be