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The Pamphlet Collection of Sir Robert Stout: Volume 53
Educators Classified
Educators Classified.
Therefore it follows that the first educator, of the subject-being, must be the only one available for the embryotic state. The next should be the person who is pre-eminently the most suited for the infantile stage of life. Then, he or she most fitted to develop and instruct more advanced childhood and youth. And finally, the most able teacher for the continuous culture of adult life.
| (1.) | Until birth, of course the mother. |
| (2.) | Until infancy be passed, the mother; or, in exceptional circumstances, the other parent, or a near relative. |
| (3.) | For advanced childhood and youth, a parent, or delegate employed by a parent or by the State. And |
| (4.) | For adult life, the subject person; himself or herself. |
Now, as this article does not purport to be a treatise on embryology or self-culture—because it is written more particularly for the purposes of defining the respective duties, after birth of the subject-being, of the parent and the State, and thereby indicating their errors during that period, as prevalent with us.—I do not propose to discuss in detail now either to what a wonderful extent the fŒtus may be educated; or consider education during the periods of life beyond early manhood and womanhood. Although by such omissions I waive comment on one at least (i.e., the ante-natal) of the most important educational epochs of existence.
So that it must suffice now only to endeavour to define the duties with regard to education.
| (1.) | Of the parent or guardian from birth, and |
| (2.) | Of the State. |
Let us, therefore, first direct our attention to the duties of the parent—i.e., the person who by his own action in originating the child by the process of conception is charged with the onus of the complete education of such child.