The star. (Cincinnati [Ohio]) 1874-1875, 1875-05-05

report from the Special Committee OF
Moral Instruction. 1t has been ISSUED
in neat pamphlet of fifteen pages
which Is before us.
Mr.. Dill treats the subject ably, makes
many striking hits, and freely indulges
in genteel ridicule of the loose notions
that too generally obtain among teach
ers on this subject. He enjoys the ad
vantage of seeking to bring the princi
pals Of the schools into obedience to the
rule of law that requires them to pre-.
scribe for their subordinates "course
of moral instruction" for their pupils.
We gather from the tone of the report
and from other sources, that very few Of
the principals consider the subject Of
sufficient Importance to justify much
attention to it. The question is to be
discussed in future meetings of the AS
sociation, and a lively time is anticipa-
ted. We hope that any outsider who
may desire to participate in the debate
will be accorded the privilege. We shall
endeavor to make our contribution to
the cause previous to the next meeting.
To-day we limit ourselves to a few
touches of MIR. Dilps quality in handling
the moral "situation."
After three pages Of preliminaries he
grapples his theme by quoting from Mr..
Goss, the President of the School Board,
the observation that education is value
less without comprising intellectual,
moral and physical instruction. He
then shows that while every possible
provision has been made for intellectual
and physical instruction, nothing at all
Is done toward moral education. There
is no Moral Department in the schools.
What answer could be made to any one
who should inquire about Moral Instruc.
tion? We quote:
What language would describe the
situation if those old pagans, Socrates,
Plato, Aristotle, Cicero, and Seneca,
should materialize, walk into one Of our
large schools and request the Principal
to show them through the Moral Depart
naent, explain it's theory, illustrate it's
rules, justify its ,maxims, and present
them with copy of his "prescribed
Course of Moral Instruction. We can
easily imagine such visit, and the
quick departure of those old worthless
we can see them halting moment, while
Socrates, with bit of crayon, writes ON
the outside of the Principals door, 'psr
cents, PER CENTS, PER CENTSW
Mr.. Dill is frequently very sarcastic in
referring to the "per cent" ambition
that prevails in all the schools, for which
he seems to cherish very generous con-
tempt.
In speaking of those who think that
intellectual exercises develop the moral
nature, he says:
This theory is practically observed
in the schools; and from morning till
night, Principals and teachers force the
per cent. drills, supposing that Arithme-
tic promotes Amfability; that Botany
begets Beneuolence; that Chemistry cher
ishes Chastity, Cdador and CheeJulness;: !:
that Drawing develops Duty, and that
Object Lessons teach Truth, Justice. Hon.
State, and all other public and private
American people; but it is an entice-
ment, snare, a wicked fraud ON Philos-
ophy, and it must be destroyed.
Another sect of philosophers who take
position on this subject are called In
cidentalists. These deny the efficacy of
Moral Instruction except when given
in the presence of immorality-that is,
incidentally, as bad occurrences chance
to happen. Though these persons admit
the Importance of moral instruction in
public, yet in the schools, "like the great
man Micawber, they wait for something
immoral to turn up" We quote again:
We protest on other grounds: first,
IncidentQlism atfirms that moral ideas
are incommunicable directly; second,
that good and evil are co-eXistents; and,
third, that good impressions can only
arise from bad ones. Consequently, right
can only be learned through a1r01,g; and
Uirtue only appreciated and enjoyed by
studying the ugliness of vice! In this the.
ory, it is plain that the Incidental Moral
lists have mistaken effect Tor cause, and
worse yet, mistaken the execution of moral
law for that Instruction which underlies s
VIC IdWs 1hS Audl SohSAuoAOu VI SuCu
fallacious reasoning would put theBoard
of Education under constant necessity,
to keep the schools supplied with bad
boys and naughty girls-pupils who,
from day to day, s'Should do EVIL that
GOOD may comeW
A third class OF Moralists are called
E1halationtsts. According to their the.
ory pupils are to be impressed with the
mysterious presence, stately acalk, majes
tic attitudes and sanctitied demeQnor oil
the teacher.
He walks through halls and rooms, Sc.
renely conscious that culture and spiritu
ality are erhaling, and that teachers and
pupils are being e'lthussd, experiencing
In their souls wondrous Transformations
by the influx Of his moraI-perhaps diuint
grace. He does not mention Moral In.
struction, he eIhales; pupils are to look
upon him, Wonder how he became 30 good
be like him. They are privileged to enjoy
the grandeur of his presence, imbibe his
moral eIhatatiOnS, and 20 out into the
world saturated s1ith moral forces, thor.
oughly furnished unto every good work
The lady assist tant is prim, cold, busi-
ness-like, grammatical and arlthmetical;
never mentions Moral Instruction; she
believes in silent influences, not words,
nor maxims, nor stories, nor Rotations,
nothing of this. She converts pupils
from all sorts of badness, and prepares
them for atter-usefulness, happiness and