The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1875-07-22


they ever went to eighboring tavern, it
was at proper time, in gentlemaply way,
and with the knowledge of their professors.
Moral power and public opinion proved suf
fcient without reward or punishment.
There was no competition for honors, nor
medals. nor exhibitions, nor explosions
"All this says Mr.. Owen, sounds, I dare
say, strangely utopian and extravagant.
1t comes before me now, by the light OF
LIES teaching. and by comparison with the
realities of after years, more Ike dream OF
fancy seen under the glamour of optimism
than anything soheI, actual, AMI really to
be met with in this prosaic world. It avatls
nothing to tell me that such things cannot
be. for at Hofwyl they were. I describe a
state of society which I saw, and part Of
which was
i In that school the scions of European alis-
Itocracy and the humblest charity scholars
associated together, and no one could know
: the difference.
Fellenberg's career is now matter OF his
tory and as history repeats itself, often
with improvements, we find that what he
i demonstrated with children of the respecta-
bls classes, Mr.. Howe and his worthy associ-
ates in Ohio have demonstrated with the
graduates Of the police court and jail. These
examp es prove that moral education guided
by common sense, even with no scientific
and philosophic comprehension of the sub
lject, is com} etent to lift the vicious into
morality and to elevate the moral to lofti-
er life.
i Sill more do claim for m oral education
philosophically understood add practiced.
I do believe it is competent to remove al
the evils of society, and put az end forever
to pauperism and crime, as we'll as to war
and political corruption.
Let US now proceed to the scientific study
Of moral education, the cardinal principle
! of which has never been developed, so far as
| know, by any author, or fully embodied
in the sy stem of any institution, although
it has been very considerably used. That
! cardinal principle is indicated by the fact
that each department of our nature has a
different channel OF approach, different
2 mode Of manifestation, and different meth
cd of culture. The intellect has its channel
! through the eye and its instrument in the
hand. All impre ssons on the eye give intel
$ ligence, and primarily arouse only thought.
). never feeling or action. When feeling or
action is reused, it Is only by complex
] association Of ideas, never the primary effect
t Of the perception. The intellectual nature
e of man is infinitely delicate, rapid and sub
tie, and therefore corresponds with the sub
tllity of light, which has 10000, o00, 000.0 OO
r fluctuations per second. BIT the emotional
nature is far slower and less delicate, and is
. therefore adapted to the slower and grosser
d undulations of the air. This is the ultimate
q physical reason for the fact that every i'm
! preston on the ear is primarily address ed
o TO feeling rather than intelligence. The
9 sense OF hearing is closely akin TO that OIL
feeling, and both belong TO the anterior
s part of the middle lobe of the brain, which
is the emotional lobe, as the front is the
: intellectual lobe. Thus the anatomy of tie
: brain shows that the sense Ct hearing is the
7 true emotional sense
: Hence in reading the printed page we
! merely acquire ideas and cultivate the intel
ect at the expense of all the other powers
but in listening to the voice of the speaker
our feelings also are reused and our force
: OF character kept in vital condition The
J. voice ola friend expresses his character
: conveys his feelings, and rouses our feelings
n iTesstibly. Eloquence lies in the tones
Of the voice, and has little to do with the
Y words. The sermons with which Whiteield
: moved the masses so powerfully are of little
n interest liz print. If therefore we would
!. excite pure intellect we must address The
: eye by books and objects ; but If we would
cultivate the emotions, we NUS address the
:, car. A system of education which does not
! address the ear may cultivate the intellect
but it produces az abnormal development
leaving the character to degenerate, and
aking away our manhood. The larger por-
ton Of intellectual education has heretofore
heen Of this character, and has actually
in. paired the manhood and the social quail.
: ties of the student
This partial cultivation is abnormal and
: facilitating, for the strength of intellect de-
: ponds much upon the strength of the feelings
that act with it. Without firmness. energy
: hope, and faith, the intellect becomes feeble
: and apguid. Emotional culture Is therefore
: necessary even 10 the proper development
: of the intellect for the activity of the whole
: brain is necessary to the normal activity OF
each portion.
y The fundamental rule of moral education
: therefore Is that it sheuld be oral or vocal.
! The pupil should be habitually under the
!, influence of the voice OF one of higher moral
s nature than his own. Oral instruction is
D therefore indispensable to moral develop
n ment. while il Is hu tar the most eHect nal