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

moral EuuCattON as commonly unuOi-
stood is not very brilliant or Interest,"
ing theme. The phrase has grand
meaning if we reason it out, bat words
do not pass current by their normal
meaning. All words and phrases are
liable to degenerate in use. Villain and
miscreant were originally and normally
terms of very respectable meaning, but
they degenerated until they signifed
scoundrcls. Metaphysics was normally
word Of lofty import, implying the
highest sphere OF knowledge, but it las
so degen Grated under the influence OF
Plato, Aristotle, Kant, Hegel, ETC., that
to-day it implies mere empty and worth
less speculation.
So moral education, which normally
means the elevation of man tothe loftiest
condition that he is capable OF occupy
ing,signifes in most mems minds me rely
depressing the extravs5ant vices and an
imality OF youth, and giving them re-
spectacle knowledge of the moral code.
But this is not moral education any
more than police court is temple of
religion. It is merely piece of neces-
sary self defence against animality.
The science of moral education is not yet
systematically developed, and the art of
moral education has yet to be organized
and pat III practice in our public schools.
| It is a very remarkable fact that now,
near the end of the nineteenth century,
there is 10 recognized system Of moral
education, and no science il vogue de-
velopiDg its true principles do rot
mean that there has been no moral
J teaching, no moral Influences in schools,
or nc moral res ults, Dut simply that there
has been no scientific system, no adj
equate comprehension of the moral pow
er. nothing bnt the instructive move
! ments Of common sense without 81
scientific plan.
The idea that the moral nature is just
as educible as the intellectual nature, and
that it is just as practicable to make a
good man as wise and enlightened one,
| is not vet entertained or acted on IN
literary institutions. The idea is,practi-
cally speaking, so new that it may even
be necessary to prove that [ am not
visionary or utopian in presenting it,
and claiming for education more than
its friends have ever yet demanded,
more than any college, excepting perhaps
Follenberg's, has ever yet demonstrated
to be possible, and more than any
philosopher has shown by reason to be
within the bounds of probability.
The value, the power, anG the practi-
cabllity of moral education have not
been known, because all men have given
their attention to intellectual education,
| fully believing in intellectual develop
ment by educational institutions, which
would give their pupils intellectual
superiority; but not believing, not even
hoping that such institutions would raise
their pupils into moral superiority over
/ the rest of mankind. But that is what
do believe and claim Cor moral educa-
ton. If that claim be just, it is one that
should arrest the attention Of the whole
civilized world, fer it is the most cheer
ing and hopeful announcement that has
ever fallen on the ears of the philan-
thropist, while it is the most revolution
airy suggestion that has ever been
addressed to the practical teacher,
You will agree with me that it IL not
a debatable question whether a mans
moral or intellectual life is of the great
est value, for happiness is as high above
intelligence as the heavens above the
earth; nor is it at all debatabIe whether
it were better for our country to be
filed with shrewd and intelligent
scoundrels or with good but ignorant
men. Ignorance is trivial matter In
comparison to crime, and intellectual
shrewdness is no compensation for the
less of virtue and happiness.
claim, therefore, that moral edusa-
ton, in its highest sense, is lncompara-
bly, more, Important than intellectual
education; and as our educational systems
have heretofore been not moral but
intellectual, they are but left-nanded
affairs, and have yet to acquire their
strong right arm. It is. almost inapossi-