Maxims on Education

Bronson Alcott’s Journals have yielded numerous points of wisdom for posterity to ponder, and perhaps nowhere is this more aptly demonstrated than in 1826-7, when M^r. Alcott penned his “General Maxims” for teachers. Noted as a philosopher, reformer and lecturer, M^r. Alcott’s earliest and most lasting contributions arc to be found in the field of education. M^r. Alcott was among the first to assign a great measure of respect and dignity to this profession, and he attempted many practices which today would be considered quite commonplace, but in his time were deemed deranged and dangerous.

The fifty-eight maxims are gentle cautions and words of counsel to teachers as to their role in and influence upon the young minds under their care. Although some of the maxims scan to be religious in tone, most are simple and to the point, and all convey M^r. Alcott’s love for and devotion to children, and affirm his strong belief in their ability to think for themselves taken in context, and interpreted for the needs of the modem world, these maxims remain honorable ideas and ideals all teachers can still uphold.

General Maxims: By which to regulate the instructor’s practice in instruction

To teach, with a sense of accountableness to the profession
To teach, with reference to eternity
To teach, as an agent of the Great Instructor
To teach, depending on the Divine Blessings for success
To teach, as the former of Character, and the promoter of the collective happiness of Man
To teach, to subserve the great cause of philanthropy and benevolence
To teach, distinct from all sinister, sectarian and oppressive principles
To teach, with charitable feelings toward all rational and animal beings
To teach, distinct from prejudice, from veneration of antiquity and from excess of novelty
To teach, to improve the science of instruction and of mind
To teach, duty appreciating the importance of the profession
To teach, awed by the clamours of ignorance, yet governed by the dictates of wisdom
To teach, nothing from subservience to custom
To teach, with unremitted solicitude and faithfulness
To teach, appreciating the value of the beings to whom instruction is given
To teach, regarding the matter as well as the manner of instruction
To teach, that alone, which is useful
To teach, in imitation of the Saviour
To teach, by exact uniform example
To teach, in the inductive method
To teach, gradually and understandingly, by the shortest steps, from the more easy and known, to the more difficult and unknown
To teach, by the exercise of reason
To teach, illustrating by sensible and tangible objects
To teach, by clear and copious explanation
To teach, by a strict adherence to system 26. To teach, by simple and plain unambiguous language
To teach, by short and perfectly obtained lessons
To teach, by encouragement 29. To teach, but one thing at the same time
To teach, but one thing at the same time
To teach, interestingly
To teach, principly a knowledge of things, not of words — of ideas, not names
To teach, by consulting in the arrangement of lessons, that proportion of variety which is adapted to the genius and habits of the young mind
To teach, by keeping curiosity awake
To teach, nothing that pupils can teach themselves
To teach, as much as possible by analysis
To teach, by exciting a laudable ambition for excellence, guarding against its opposite
To teach, endeavouring to make pupils feel their importance by the hope which mankind placed in their conduct
To teach, endeavouring to preserve the understanding from implicit belief, and to secure the habit of independence of thought and of feeling
To teach, endeavouring to invigorate and bring into exercise all the intellectual, moral and physical powers
To teach, attempting to associate with literature the idea and perception of pleasure
To teach, attempting to induce the laudable ambition of progressive improvement
To teach, by consulting the feelings of scholars 43. To teach, with animation and interest
To teach, by furnishing constant, useful, and as much as possible, pleasing employment
To teach, treating pupils with uniform familiarity, and patience, and with the greatest kindness, tenderness and respect
To teach, by cultivating the collective happiness of the school
To teach, by consulting the collective happiness of the school
To teach, by persuasion, not by coercion
To teach, by comparison and contrast
To teach, by allusion to familiar objects and occurrences
To teach, without indolence and discouragement
To teach, pupils to teach themselves
To teach, by intermingling Questions with instruction
To teach, with relation to the practical business of Life
To teach, endeavouring to fix things in the understanding rather than words in the memory
To teach without bringing pupils in comparison with one another, or touching the spring of personal emulation
To teach, with reference to habit
To teach, with Independence

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Acknowledgements

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