the character,
above described, was likely to leave a strong moral impression on any
mind principally formed by him, and that his moral teaching was not
likely to err on the side of laxity or indulgence. The element which
was chiefly deficient in his moral relation to his children was that
of tenderness. I do not believe that this deficiency lay in his own
nature. I believe him to have had much more feeling than he habitually
showed, and much greater capacities of feeling than were ever
developed. He resembled most Englishmen in being ashamed of the signs
of feeling, and, by the absence of demonstration, starving the
feelings themselves. If we consider further that he was in the trying
position of sole teacher, and add to this that his temper was
constitutionally irritable, it is impossible not to feel true pity for
a father who did, and strove to do, so much for his children, who
would have so valued their affection, yet who must have been
constantly feeling that fear of him was drying it up at its source.
This was no longer the case later in life, and with his younger
children. They loved him tenderly: and if I cannot say so much of
myself, I was always loyally devoted to him. As regards my own
education, I hesitate to pronounce whether I was more a loser or
gainer by his severity. It was not such as to prevent me from having a
happy childhood. And I do not believe that boys can be induced to
apply themselves with vigour, and--what is so much more
difficult--perseverance, to dry and irksome studies, by the sole force
of persuasion and soft words. Much must be done, and much must be
learnt, by children, for which rigid discipline, and known liability
to punishment, are indispensable as means. It is, no doubt, a very
laudable effort, in modern teaching, to render as much as possible of
what the young are required to learn, easy and interesting to them.
But when this principle is pushed to the length of not requiring them
to learn anything _but_ what has been made easy and interesting, one
of the chief objects of education is sacrificed. I rejoice in the
decline of the old brutal and tyrannical system of teaching, which,
however, did succeed in enforcing habits of application; but the new,
as it seems to me, is training up a race of men who will be incapable
of doing anything which is disagreeable to them. I do not, then,
believe that fear, as an element in education, can be dispensed with;
but I am sure that it ought no