The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1877-05-17
MORAL INSTRUCTION.


physical development of the days Of
chlvalry, we turn to the religions
Of later times, and her
mlts, anchorites, prayers, penance, and
pilgrimages are the order of the day.
This wore itself out, and then began
the development of the intellectual
faculties to the total neglect Of the
physical and moral. This has, as far
as physical training is concerned, been
corrected. The idea so prevalent in
eastern Institutions fifty years ago, that
students could study best on empty
stomachs has been exploded; beefsteak
has taken the place of''Wooden cookies, >
ventilation, light &c, are receiving
their share Of attention, and intellectu-
al giants with frames ruined by over
study and improper and insufficient
food will soon be a thing of the past.
But the same improvement has not
been made in the other and more impor-
tant part, viz, morals. In QUIZ efforts
to make our schools purely non-secta-
rian we prohibit the reading Of the
Scriptures, and also all religious teach
ing. On account OF the different
elements composing our society, this is
as it should be. But it does not mean
that moral instruction should be
omitted.
"You are turning out a race Of learn,
ed pagans" said q clergyman to me the
other Gay; "the intellect is being devel-
0ped at the expense Of everything else. .
Many teachers leave themselves liable
to this charge. They seem to think
that all that is required Of them is to
teach what is found in the books, leay-
ing everything else to the parents or
ministers. They seem to think also
that their actions have no influence in
forming child's character. A greater
mistake was never made. A child that
attends school regularly is under the
teachers care longer than under the
care Of it's parents. This at an dye too,
when impressions are made that make
or mar it's whole future life.
1t will not do to trust to a child's
instinct of right and wrong, for all
these years, because he can not resist
the power Of moral influence. Now q
teacher is the grand center Of this
influence, and. his life should be the
test. This is not question Of direct
instruction, but Of character because a
child will initiate unconsciously. How
necessary is it then that the teacher
should be one whose life is pure; one
to whom q child may look up, and
follow, and initiate. One who dare
Danish at once and forever all profani-
ty,. obscenity, lying, and the like from
the school; who will guard, correct,
repr0ve and approve without regard to
any body's particular bias. One who
will make men rather than prodigjeS,
citizens rather them scholars.
Too many teachers neglect this;
sWayed by the wealth or social stand
ing Of some patrons, they allow their
children to indulge in language and
actions which they would not allow in
others. "Those who have not whis-
pered may go out to play noW,' said
teacher in my hearing the other day.
Among others who rose to go, was a
little boy whom I had seen whispering
several times, Johnny, haven't you
Whispered?" said the teacher. mo
ma'am," said Johnny. The teacher
3a1e20 that that boy lied, yet he was
allowed to go to play, and nothing more
said.
Atanother school I heard a boy using
horrible oaths. The teacher redeemed
when she saw that / heard it, but
nothing was done because forsooth his
father is the "big man" of the district
and allows his children to swear at
home, and wont allow teacher to pun
ish them for swearing at school.
That, and all such boys should be
expelled from school, for they are
curse to any community. Society can
exist without knowledge but not with
out morality. Prof. Carpenter says,
every child is born a king and his
works are his monument" 70 a great
extent it lies with his teachers to say
what his works shall be, and whether
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