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dispositions in seasons of more than ordinary trial and danger . The one has too great confidence in human
power to pursue a course of virtuous action without the assistance of early association—the other makes association all in all . One is founded on too lofty , the other on too low , an estimate of human nature .
It is not possible for any individual , in reviewing * his own actions , to ascertain how much of the morality which governs them Is derived from pure regard to principle , and how much is mere matter of habit ; but it is a subject of great practical interest to any engaged in the work of education , because there can be no doubt that perfection of character must consist both
in what we may call accidental and independent goodness , in the union of £ ood habits , formed for us in early life , with sound principle * We cannot look round even a narrow circle without seeing occasion to lament the weakness of the highest principles when opposed to long-formed bad habits . We also see but too
much of the instability of many amiable characters in times of particular trial and temptation . All this makes us feel the value of-enlarged-Views of parental duty , and the vast importance of correcting every latent bias which may mislead in so great a matter .
Parents who bestow the greater part of tlieir care in forming the tempers of their children are worthy of much admiration . They only err when , in so doing , they cultivate
dispositton exclusively , when they neglect all reasonings , considerations addressed to the consciences , and strive to curry their point by getting over occasions of offence altogether ; by keeping their children always self-< - ' « mplacent ; by establishing a close connexion between mutual kindnesses and present happiness ; when , in fact , J » e y undermine the only true foundation of virtue , and substitute the
de-, » re of happiness in its place . There w no doubt that when this plan is sen"oiy pursued , a great deal of habitual Ki ndness and good-humour , and many amiable qualities , are the result . A una o * freedom , also , from anxiety , d Promptness of judgment , generally S ° perty of disengaged and happy P « s , may be expected to uniW
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from such an education , and these qualities will find their reward in the affection bf all who . come within the reach of their influence . But if education is a preparation for life in all
its varieties , this is not complete education . Good tempers and pleasant habits smooth the way , but they will not give the requisite strength in seasons of difficulty , and they leave us with no certain standard of action .
—God in his mercy has made happiness even in this life generally the attendant of goodness : to be good is , in most cases , to be immediately , in all ultimately , happy . Let this delightful truth be shewn forth as fully as possible : nevertheless it is not upon this that our obligation to obey is
founded ; and as to do His will ought to be our first aim , and that will cannot be always shewn , though it may be believed , coincident with our happiness , happiness 13 and ought to be the secondary consideration . I am quite aware that here we are touching on disputed ground , and that there
are . some whose ideas of the quantity of immediate' happiness , strictly deducible -from a ' virtuous course , might somewhat differ from my own- Should not this very difference have the effect of making us cautious how we build
oiir whole system upon an opinion or a feeling which every individual is compelled to decide according to what he has observed of life ? May it not with confidence be affirmed , that the system which allows no room for
cavil , which pronounces the simple word , " obey , " and leaves us to the exercise of pious trust and cheerful resignation , is the only one of universal application ? But to return : the error opposed to that above adverted to , is also a
very serious one . There are parents , possessed of high religious principles , anxious , above all things , to make their children conscientious , religions and moral , like themselves , who pay but slight attention to the formation of temper and social habits . Of what
is radically estimable they think much , but they are neglectful of the amiable and agreeable , or perhaps they think children will grow up to be amiable and agreeable for conscience * sake , and thus they trust all the engaging parts of the human character to the tardy , laborious operation of after-principle .
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Further Thoughts on Christian Education . 453
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Aug. 2, 1826, page 453, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2551/page/9/
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