Morris tribune., 1882-08-31
PRACTICAL ETHICS.

time as to how far public education should
be carried and what branches tshould in
clude. The value of knowledge of all kinds
is increasingly appreciated, and the claims
put forth for each new study are SO just,
that one by one, each is admitted into the
curriculum, the daily programme smade
fuller, and the years of school life are eX-
tended to meet the increasing demand.
The demand proceeds too fast, however,
to be successfully met. even by the most
sanguine educators, and it is found that
the time actually available for study is too
short and the youthful powers too limited
to obtain thorough knowledge of many
things. valuable though they may be.
Everyone agrees that the essentials must
come first; but what these essentials are
form the chief ground of variance. 1t is,
however. conceded by all that the first
object of the State, in any educational
scheme, is to prepare for good citizenship.
This, of course, includes many things; but,
among them, nothing can be more inds-
pensable than the knowledge of the prin
ciples of right doing, and their relation to
human happiness, So far, there has been
no systematic effort to make this important
branch regular part of education, either
Tnpublic or private schools. Yet, what
can be of such vital importance through
life as this very knowledge? and what can
so largely determine the character and pros
perity of nation rs the degree to which
citizens govern themselves by these princi
piles? The search for happiness is univer
sal. The selfish seek it for themselves
alone; the generous seek it for others; the
philanthropist seeks it for the world.
Many search for it all their lives in vain.
because they lack a knowledge of the paths
which lead to it. They seek it through
self indulgence and excitement, through
injustice and oppression, through double
dealing and fraud, through dvery conceiv,
able species of wrong-doing and error.
They have, somehow, acquired the idea
opposite directions, and that they are con.
tnually called upon to choose between
them. Now this idea is the root of much
of the wickednCSs and crime that sadden
evil in its results. The great truth that
needs to be taught 10 every child, impress
sed upon every youth, and established in
every mind, is that the basis of all happi-
ness is loyalty in truth and right. There
is no department in life, and no subject of
thought which will not furnish an example
of its correctness. Take the case of bodily
health, which is often pressed home rs Il
duty. Is it not easy 10 show how closely
our happiness depends upon ito weigh
the transient pleasures of excitement or
excess, or careless ease against the lifelong
miseries of sickness, feebleness, pain and
and trite, as q general statement, yet, if it
could be made plain to every hoy and girl
that each infraction of the laws of the body
brought definite penalty of pain or depri-
vation, the rising generation would have a
new lease of life and health. The study of
physiology and hygiene would then be
pursued with eager interest, and the knowl.
edge thus gained would be quickly vFtalize,t
into practical activity. So tire principles
of.right, as applied to mo- ey Erasters, afford
the only hope of extracting from money
that happiness which it rs capable of afford
ing. There is but little vital and practical
belief in this truth. People still object to
the equitable exchange of honest labor for
honest money, and prefer easy and indirect
methods of transferring the money they
crave from others pockets to their own.
The idea that happiness can thus be pro.
cured is the secret cause of speculation,
gambling, fraud, and all kinds of dishonor-
able transactions. If our youth were intel.
igently instructed in these things, and
made to see the real misery which flows
from dishonest gains. If they where
grounded in the principles of truth and
justice, not merely as duties, but as the
only true foundations of business, and the
only road to permanent prosperity, such an
instance of folly and crime as was exhibited
by the Ladies' Deposit Company, Of Boston,
would be impossible. There should be no
sentimental disparagement of money Its
true value should be clearly presented,
and every encouragement given to acquire
it by honorable methods; but il should be
ingrained into the minds of the young that
it is means, not an end, and only as it is
rightly wen and rightly used can it bring
the happiness they desire. Much of life's
1,o,~
mestic relations. And here, too, the truth
needs to be firmly established in every mind
that, to respect the rights of others and to
fulfill our duties towards them, is tho only
condition upon which that happiness will!
flow to US. The continued efforts 10 obtain
what We desire at the expense of others are
sufficient evidence that, as yet, we give only
nominal assent to this truth. Yet it holds
within it the very kernel of social happi.
ness and all domestic joy. What could be
better than to impress il upon the young
mind and illustrate itby familiar examples
These are but a few of the great lessons so
much needed. To say that in virtue alone
IS happiness is to utter truism SO trite that
IL conveys no impressions; but to illustrate
it in detail, to point out how and why it
must be so, to familiarize the thoughts
with the idea, and to show the ways and
means to reduce the theory to practice, and
thus to put life into harmony with the laws
which govern it-this is a task worthy of
all energy and all enthusiasm 1t may be
objected that this is not strictly school