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d a bad intention, as only those which arise The will can make us culpable. [p] An officer gustus, as he was one day walking out with vas so frightened at the sight of a wild boar, made directly towards them, that he saved him7 exposing the emperor to danger. The fault nsiderable, but as it was not designed, Augustus tisfied with turning it into a jest. Rem non miericuli, quia tamenfraus aberat, in jocum vertit. ace in the same rank all the faults of levity and ood, which will infallibly be corrected by time ge.

ther do I think we ought to use the Correction od for such failures as children may commit in ng to read, write, or dance; or even in learning guages, Latin, Greek, &c. except in certain which I shall mention. Other punishments. be contrived for such faults, as do not seem to d from any ill disposition of the heart, or an inon to shake off the yoke of authority. t is a great merit in masters to be able to find ferent kinds and degrees of punishments to coreir scholars. It depends upon them to fix an f shame and disgrace upon a thousand things are indifferent of themselves, and only become ctions by the idea affixed to them. I know'a of poor children, where one of the greatest and ensible punishments that is inflicted upon such nd, is to make them sit upon a separate bench eir hats on, when any considerable person comes e school. It is a torment to them to remain in ate of humiliation, whilst the rest are standing covered. A thousand things of the like nature

may be invented; and I mention this instance o shew, that the whole depends upon the indus the master. There are children of quality, have been kept in as much awe through an app sion of going without shoes, as others of being

4. The only vice in my opinion, which dese severe treatment, is obstinacy in inischief; bu this obstinacy must be voluntary, certain, and st marked. We must not give this name to fa levity and inconstancy, into which children, w naturally forgetful and heedless, may frequent without giving room to imagine, that the from badness of disposition. I suppose that has told a lie. If it was through a violent fe fault is much the less, and deserves only to be reprimanded. If it is voluntary, deliberate, a stinately persisted in, it is then a fault indee certainly deserves to be punished. Yet I do no that for the first time we should make use of th rection of the rod, which is the last extremity c should be exposed to. [q] Will a father of g derstanding, says Seneca, disinherit his son for fault, how considerable soever it may be? No, less. He will first use his utmost endeavour claim him, and to correct, if possible, his bac sition: nor will he proceed to such an extrem the case is grown desperate, and his patien worn out. A master must follow the like co proportion.

5. I would say the same of indocility and d ence when obstinately persisted in, and attend an air of contempt and rebellion.

6. There is another sort of obstinacy which to study, and may be called an obstinate slot usually occasions inasters a great deal of troubl 'children will learn nothing unless they are co

[9] Nunquid aliquis sanus filium ex primâ offensâ exhæredat? Nisi magnæ & multæ injuriæ patientiam evicerint, nisi plus est quod timet

qvàm quod damnat non accedit

ad decretorium stilum. tentat, quibus dubiam i pejore loco jain posita Simul deplorata est ult

tur. Senec, de Clem. lih

render study, if not amiable to his scholar, at supportable, by mixing force with mildness, nings with promises, and punishments with re

And when all has been employed to no purwe may then come to Correction, but not make common and habitual; for then the remedy is than the disease.

When it is judged necessary to use Correction, me and manner of using it should be considered. iseases of the soul require to be treated at least s much skilfulness and address, as those of the Nothing is more dangerous than a remedy plied and ill-tined. A wise physician waits e patient is able to bear it, and with that view es the favourable moments for administering it. e first rule therefore is never to punish a child oment he commits a fault, for fear of exaspehim, and causing him to commit new ones by g him to extremes, but to allow him time for retion, to reflect upon what he has done, and grow le that he has been to blame, and at the same hat his punishment is both just and necessary, and out him in a condition to be the better for it. e master again must never punish with passion anger, especially if the fault personally regards If, such as want of respect, or any abusive word. e must call to mind what Socrates said excellentI to a slave, that had misbehaved towards him. ld treat thee as thou deservest, were I not in a n. [t] It were to be wished, that all persons who

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have authority over others were like the laws, punish without anger or emotion, and out of th motive of justice and the public good. If the discovers himself to be ever so little moved by a c of countenance, or alteration of the tone of his the scholar soon perceives it, and discovers th flame breaks out, not from a zeal for duty, heat of passion. And this suffices to render t nishment entirely fruitless; because children, as they are, know that reason only has a right rect them.

As punishment should seldom be administe possible care is required to make it beneficial. child see, for instance, that you have done could to avoid coming to this extreme; seen concerned that you are under a necessity of exe it against your inclination; talk before him wit persons how unhappy they are, who are so reason and honour as to stand in need of bei rected; withdraw your usual marks of frie till you perceive it necessary to console him; this chastisement public or private, according shall judge it most useful for the child, eithe exposed to shame, or made sensible that it is him; reserve this public shame as a last r make use sometimes of a reasonable person with him, and tell him what is not yet pro you to tell him yourself; one who may cure his false shaine, dispose him to submit, and to the child in the heat of his passion may open h more freely, than he durst do before you; very careful that you never demand any oth missions than such as are reasonable and ne Endeavour to bring him to a self-convictio that it only remains for you to mitigate the ment which he has consented to. These rules must be applied by every master, acco his particular occasions require.

But if the child that is to be punished be ne be moved by a sense of honour or shame, ca

be taken that in the first Correction he may

sh but in order to correct, and passion will not ect at all. Let any one ask himself, whether he can y, and without emotion, give a boy a box on the and sure [u] anger, which is in itself a vice, is a improper remedy for curing the vices of others,

ARTICLE VI.

OF REPROOFS.

HIS matter is of no less importance than that unishments, as the use of them is more fret, and the consequences may be as dangerous. o make Reproofs useful, there are in my opinion e things principally to be considered, the subject, ime, and the manner of making them.

I. THE SUBJECT OF A REPRIMAND.

is a very common mistake to use Reprimand for slightest faults, and such as are almost unavoidan children, which takes away all their force, and crates all their advantage. For, they accustom selves to them, are no longer affected with them, even make a jest of them. I do not forget what we already quoted from Quintilian, that the surest for a master to avoid punishing children often, is uently to admonish them, quo sæpiùs monuerit, hoc ùs castigabit. But I make a great difference beenadmonitions and Reprimands. The first savours

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Cùm ira delictum animi sit, cando. Senec. lib. i, de Irâ, c. 15. portet peccata corrigere pec

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