I desire to urge the English Masters of this School to study psychology with special reference to education, and to study it not merely from books (among which I would specially commend to your attention Professor Sully's works) but by daily observation of the peculiarities of Chinese "child nature," as compared with the characteristic endowments of European children such as yourselves were.
So long as you apply English modes of thought and standards of feeling and volition to the judgment and treatment of your boys, you do not understand the working of their minds, and, erwise, there is no sympathy. You will unconsciously misjudge and ill-treat them. And so long as the boys continue to feel instinctively that their teachers do not understand them, there cannot possibly spring up that bond of sympathy between teacher and pupil which is the great secret of all educational success, and which is so signally lacking in the relations which most of you have with your Chinese scholars.
I wish I could refer you to some authority from which you could derive some guidance in this study of Chinese child-nature, which I consider so important for your success as teachers. But I do not know of any publication to which I could refer you. I am compelled therefore...
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