Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1848-05-25
G0MGottonn1.
From the Christian MESSENGER
Moral Culture.

4uVluA
REV. L. ]. SCoTT DEAR SIR: Besides a
proper system TO deyelope the intellectual powers
to be pursued in our common schools, previously
spoken of, we need some method to bring out
the moral powers, that they may keep pace with
the intellectual. This may in part be done, by
introducing proper text books. But the most
effective means, will be to make direct appeals
to the moral sentiments Of the pupil, and by in
shutting system Of practical training Oppor-
tunities for teaching in this manner, occur al
most daily, Perhaps scholar gets angry with
his fellow schoolmate. the teacher should show
his pupil, the folly and danger of anger; he
should appeal to the better feelings of his heart.
Perhaps one is addicted to the use of profane
language; the irrevNrent and debasng character
of such habit, should be presented clearly,
forcibly, and kindly, TO the pupil; and by ex-
ample as well as precept, he should be taught to
respect, and rerne, the name and commandments
Of his God.
Perhaps loose speeches, and language calcu-
lated TO corrnpt the hearts Of the scholars, may
be used by some; or vices strongly licentlous in
their tendency, may even infect the school; all
of which the teacher should look after, and guard
against the very appearance of evil.
The loss of reputation, public confidence NOR
al purity and an approving conscience, should
be set before the errlng on the one hand and
on the other, the misery and wretchedness to
which such course will inevitably lead. Last
y, direct them TO the paths of virtue for happi-
ness, and to the achievement Of noble deeds, to
win fame ana honor, forgetting not to make them
understand that vice always has its punishment
Perhaps envy, or malicious teasing and per-
picking disposition, may show itself among some
of the scholars; they single out member of the
school, for instance, and perplex and torment
him BY calling bad names, and in every way
which their ingenuity can invent This ought
never to be permitted among scholars. They
should be taught to respect each others feelings
persons, and property. And instead of aiming to
destroy the happiness of one of their number,
they should be taught to seek, and promote it,
To CRAFTY the base feelings, by making others
miserable, is one of the most depravcd disposit-
tons that ever soils the character Of man. Some
times completely selfish dispositions will manifest
themselves among scholars. One pupil shows
a disposition to cheat and deiraud his school
mate, End evinces no regard for his right no re-
gard for the common principles of HONOR or
sense of moral obligation. Such characters
should be made to feel and kaow that others have
rights, and that good men recognize such pin
ciples as equity and justice.
no hot fish to
base and unworthy principle Of action. That to
be lost to a seuse of right, equity, justice, and
honor is an evil fraught with the saddest of con-
sequences, incompatible with usefulness and hap
pness, Very likely some will be addicted to
fasehood the moral influence which this vice
has upon the mind is to be fully sci before them,
together with the ruin of their reputation, inhu-
ence, credit, and all confidential relations, and
trusts in society. Teach them that truth and
honesty are requisites to success in life. If the
teacher permits snch habits as these to be formed
| at school, he fails TO earn the character of good
intellectual knowledge his pupils may acquire
| If knowledge is sure to be used to obtain means
to crafty the misguided appetites Of man, it is
better that the mlnd should not possess it, If
the propensities command the energies and re-
sources Of the intellect, instead of the moral pow
ers, then we only educate man Tor a wholesale
business of rascali:y, and to be scourge instead
of blessing to the world The amount of re-
sPonsbity which deyolves upon teacher in
this point of view few in any just degree appre-
fiate The purity and wholesomeness of our
moral atmosphere, would soon be very different
if the moral training of our children was diff
erent. Prisons, penitentiaries, and jails, would
never be needed, if the moral powers reached a
sufficient point Of Development and culture.
EDICUS.