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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you will allow me to make a few suggestions to you. 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 becks (among which I would specially commend to
your attention Professor Sully's works) but by daily observation of the peculiarities of Chinose "child nature, as compared
with the characteristic.
end ouments of European
children such as
you
urselves were. So long yourselves S.
You apply
CLA
English Mov
should lear
English to understa feeling
standard of thought.
and volition to the judgment and treatment of your boys,
you
do not understand
the working of their mind,
and
their lett Scholars
erwise there
ympathy.
no o
and
115
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
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
succees
as teachers. But I do not know
of any publication to which
· refer you.
I could
I am compelled
therefore
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