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different parts of literature , which it is their respective province to teach , th ^ peculiar objects of their attention and pursuit ; gentlemen , whose attainments have secured to them a considerable share of
reputation and fame , and promise to add a lasting glory to their names ; gentlemen , whose abilities and acquirements have been held in high estimation , und entitled
them to be called up to the chairs they fill , by those who must be supposed to be better acquainted with their merits than your opportunities or discernment can be
allowed to render you : gentlemen coming under such reconi ( nendations , have . a strong and indisputable claim * tp your high respect . You ought to look up to them with a veneration similar to what you
feel , similar to what you pay to the frames of the sages of Greece and Rome , to an Aristotle , a Socrates , a Plato , or Cicero . You c « u > scarcely carry ypur respect top high , provided you endeavour
Jo ; preserve the , independence of your mind on any human authority . Their ej ^ ims tq ,. yqur re * spe ^ t are strengthened by the advanced years to which they have attained , and by the superiority of the posts which th $ y fi | J .,
P n £ vqry gT 9 u ^> reverence to tutors ) js the first academical d uty . It ranks next ia obligation to filial reverence ; and w ^ ll certainly be paid hy every fnpdestv ingenuous * mc [ viftupiis mind r . TTfee tutor in ? deqcj is to tye considered as invest *
ed with a kind of parental authority : he is in . the place qf a parent and acts by a / ppivver delegated to him by tkc parent . The regard ? which you p ^ y tQ f Ju uj , ajre < l $ Bti-* ft 9 ; W ? f jffWRf ^ a * * gltttftowte . to the parent who lj $ s transferred his ^ w » au tj ^ ty tohjm . - , ¦• . •< ¦
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Consider your tutors in this light ; the principle of filial virtue will be strengthened inyour breast ; their opinions will weigh with you , and your attendance on their instructions will be pleasant and improving . It is certain that a low
idea of the character , literary furniture and talents of a tutor , will have an unhappy effect upon the mind , and be a bar to improvement under him . It ought therefore , never to be taken up , but on the most indisputable evidence , nor to be entertained but
on the fullest conviction . Nay , if any unfavourable or unamiable peculiarities of temper , or deficiencies in any particular branch of knowledge should give occasion for it , it is wise , as well as candid , to call in every consideration , which can be drawn from other
parts of his character , or from his attainments in other branches of his knowledge to counteract the depreciating estimate which some particular circumstances may pro * duce . For by these means his
authority will preserve some hold on the mind , which is of the utmost importance to the student himself , to secure his obedience to discipline and his attention to study .
Let sentiments of respect for a tutor be cherished ; it will have a happy afid useful influence on the mind of the academic . He will be disposed from the expectation of advantage , as well as from a sepsO of propriety and duty , to
attend lecturer with regularity and . cqnstandy * ; This is a point of gq § a $ importance , not only on account !! : ? of tbe ? i / improvement , vvt ^ ich , may be derived from a sin * gle lecture , and which by absence would t > # lost ; but to form a habit of regular assiduity , which
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Letters to a Studen t *—Letter II * 317
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), May 2, 1812, page 317, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct1748/page/37/
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