Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1881-08-24
Morality In Schools.

the Vermont Teachers Association at North
field, President Buckham of Burlington
gave expression TO some thoughts on tn
dependence of mental attainments on mora
conditions. He dwelt upon the response
bility which devolves upon the minister
and the parents to employ their superior ad
vantages to cultivate and develop in Oh,
children the principles and the practice Of
morality. He represented the great gain tina
would thus accrue to the teachers efforts I,
do his own proper work, and the disadvan
tage under which the teacher labors wher
he is compelled TO do his own and tn,
parents and minister's work in training
the intellect of child who has not learned
obedience, or truthfulness, or regard fol
Gods law. He would not relieve the teache,
of responsibility for the moral training Of
the pupil, but thought it the most salts
factory way to regard the home, the church
and the school, as in triple alliance for Sc
curing to the children the best possible ed
ucation. Education consisting in those
agencies which are employed for rousinp
one class of powers and directing them To
the development of another class of powers
the speaker considered those natural agencies
which precede the artificial system called
education. The natural appetite calls men.
tai power into play, especially in climate
where nature is hard and stern. In the de-
sires lies large amount of motive force
which the teacher must turn to accountable
sire of knowledge, esteem, power and excel
lence. Success in primary teaching in our
day is due to the teachers learning better
how to call out and keep in perpetual play
the child's Unborn desire for knowledge,
which, instead of being baked and de-
pressed, as it was by the old methods, is now
skilfully appealed to. Capacity of pride
and shame, love of appreciation and dread of
disgrace, were also appealed to as legiti-
mate motives. The desire for the power
which comes of increased knowledge, enab-
ling the pupil to do otherwise impossible
things, and to do all things more easily and
effectually, should be used to give the mind
additional momentum in the pursuit of
knowledge. The benefits and abuses of this
motive were considered and its proper and
judicious use commended. Competition and
emulation if used Alright beget noble style
of generosity, and conduce TO salutary disci-
pline. The sphere of each of these agencies
was deliberately discussed, and their wise
and proper use urged and justified. In the
affections the speaker found class of mo-
tives at once safer and more difficult to ap-
peal TO. The child's near kindred go to
school with him, inspire him to do his best,
stand ready to applaud and reward his sue.
cess. Such child has the strongest posi-
BILE motive for exertion, but when child
does well, works hard and nobody is pleased
or loves it better for its fidelity, one of the
strongest possible incentives to work is lost
Right here is a most lamentable and culpa-
BILE loss of power.
In the sphere of morality, virtue is force
in education and some of the virtues have
= oBSSihS anu Ddl W ptTlOTHl
in the work, the absence of which brings
and failure. Industry, faithful
ness in study, courage and patience, are
among the virtues that insure success. Fail.
nre in mathematics, in a majority of cases,
is moral rather than an intellectual failure,
a lack of courage and patience, rather than
a lack of intellect. All may not learn math-
ematics with equal ease, but an average pro.
iciency is within reach of every mind of or
binary capacity if only the will has grip
enough to hold the understanding firmly to
It's work. al can't learn mathematics "
means for the ordinary scholar that he is
deficient in that patient continuance in we'll
loing to which eternal life is promised in
5he Scripture. The Importance of the virtue
IF honesty in education was enlarged upon.
The lack of it in the scholar defeats the
teachers best work. Truthfulness is to be
preferred to mere brilliancy in scholars.
The truthful ones will be quite sure to be
hose who will have clear heads, good judg-
nents and frank and open dispositions.
Besides the forces which impel individuals,
he teacher must take note of those which
sffect the whole school. The esprit du corps
nay supplement the deficiencies of motive
oower in the individual. 1t is a common
experience of teachers to find for some OBJ
cure reason that things are going wrong,
essons are not learned, interest flags,
attendance falls off, etc. 1t is quite likely
hat an investigation will show that some
hing-the presence of some bad boys, bad
literature or bad amusement-has demon
'lized the school. The greatest trial of a
eacher's life is in the presence of moral
Malaria like this, for, until the offending in
luence is sought out and removed, teaching
will be lost labor. In addition to all this
he speaker added his firm conviction that
he best intellectual results cannot be
cached in any school of learning without
he influences of religion, and he sustained
lis convictions with force and clearness.
From this statement Of general principles
he speaker concluded that the teachers
work lies largely in this moral region and
hat it becomes him to direct his atten-
ion to it with full sense of responsible
ty for wise and faithful use of its
1t involves the necessity in
he teacher of profound knowledge of
human nature, constant study of the minds
md hearts of pupils, aside from skill and
perfection in the specific arts of the pro-
ession. The teacher must study and know
md deal with his pupils one by one, learn
heir capacities, aud learn to detect differ
'nces of mind and character by very slight
Indications and adapt his instruction accord
ngy. The personal element in teaching
he teachers own moral conditions, char
'cter, enthusiasm, energy, etc.,-are factors
'ssential to success. Sympathy with a pupils
moral deficiencies, liberation of lack of energy
md enthusiasm, were deprecated. A greater
'alamity can hardly befall pupil than to
'e grandmothered by his teacher, to spare
lin the efforts, hardships and heroisms
which virtue exacts of her votaries. The
'upips hating courage, wavering patience,
tagging zeal, and dropping purpose, should
III be inspired with new life by the firm,
'esolute, persistent moral principle of the
eacher.
While laying these heavy burdens upon
he teacher, the speaker relieved him in part
~ holding the parents and religious teach.