"It is worth while too to warn the teacher that undue severity in correcting faults is liable at times to discourage a boy's mind from effort"

Quintilian, a prominent Roman educator, brings attention to the delicate balance educators must strike when correcting their students' mistakes. Overzealous or harsh criticism, he notes, does not necessarily result in improvement. Rather, excessive severity has the counterproductive effect of undermining a student's confidence and curtailing their enthusiasm for learning. Young learners, in particular, are sensitive to negative feedback. When their errors are met with disproportionate reprimand or harshness, they may develop anxiety, self-doubt, or even a reluctance to engage fully with their studies out of fear of further censure.

The educational process, as Quintilian understood, is not merely a transfer of knowledge; it is also the cultivation of the student’s character and motivation. Gentle correction, encouragement, and a constructive approach help to foster resilience and a willingness to try again after failure. If correction is handled with empathy and patience, students are more likely to perceive mistakes as opportunities for growth rather than confirmations of inadequacy. The primary aim, then, is to provide guidance that enables students to recognize and learn from their errors without crushing their initiative.

Teachers must be aware of each student’s individual temperament and stage of development. Some pupils may benefit from more direct criticism, while others may need encouragement to avoid discouragement. By maintaining a nurturing and supportive environment, educators can ensure that their students remain engaged, curious, and willing to take intellectual risks, qualities essential for genuine learning and long-term intellectual development.

Ultimately, Quintilian advocates for a teaching philosophy grounded in understanding and respect for the learner’s dignity. By tempering corrective feedback with kindness and restraint, teachers help to cultivate not only knowledge but also the inner strength necessary for lifelong learning.