Wichita daily eagle. [volume] (Wichita, Kan.) 1884-1886, 1884-12-07
MORALS THEPUeLICS SCHOOLS

come intelligent, vrtuous, law-abiding citi-
zcns and prepared for any post of trust and
responsibility within her gift. 1t was sup
posed until within few years that parents
would gladly avail themselves Of the ample
facilities thus afforded them for the cduca-
ton of their children. But such shameful
indifferences has been manifested in some
states to these educational privileges, that
| compulsory laws have been enacted oblig-
ing parents to send their children to schou,
certain number Of months j.. the year.
The danger to the commonwealth from the
ignorance of its citizens, justites this as
sumption of control over the children, as
well as the enormous OUTLAWS for schools,
colleges and universities.
The constitution very wisely includes
"moral" as well rs intellectual and scientific
training. The trainers Of this organic law
we're well aware that any amount of merely
intellectual deve lopment, any acquisition
of knowledge however great, would not avail
to make good citizens, without correspond
ing cultivation Of the moral nature.
Webster's definitions Of ''moral" are, rea-
ting to duty or obligation,-pertaining to
those intentions and actions of which right
and wrong, virtue and vice are predicated-
relating to the practice, manners or conduct
Of men as social beings in relation to each
other as respects right and wrong-con-
formed to law and right in exterior deport-
nent'
The duties and obligations 10 each other,
to society and to the state ought to form a
very important part of the training Of the
young in the public schools. They should
be taught to be virtuous, just, courteous,
rcyerential to those in authority, pcaceable,
law-abiding, doing always to others ms they
would that others should do TO them. The
state has as much right TO teach morals as to
teach geography, grammar or anything else.
And If we look to the end sought TO be at
tanned by the state in providing for public
education, to-wit, the production of good
true, virtuous citizens, then the moral teach
ing assumes an importance which far trans
cends that of intellectual or scientific cul-
ture. 10 be good citizen does not de-
mand great development of intellect or high
scientific attachments, but honesty and in
tegrity, pure heart and clean hands are es-
sential.
The constitution then makes it obligatory
on the legislature to encourage the promo
ton of 'moral' improvement in all the in
sttutions of learning, from the district school
10 the university. The absolute necessity of
n higher grade of morality is apparent in all
departments Of business and Of politics.
Never, it seems to the writer, has there been
ness and honesty of dealing in business cir
cles, So much chicancry and corruption in
politics, so little regard to justice and right
in our couits-in word, such n general
breaking up Of the very foundations of NOR
atty and virtue as exists at the present time.
If the next generation be no improvement
on the present, God help us, for We shall
not be able to help ourselves.
Every method that can be employed
should be brought into requisition to instill
into the minds of the young love for the
formation Of the best type Of men and wom
en-. The moral instruction that children
receive at home, should be supplemented by
daily lessons in school on their duties as So
cial beings in respect TO right and wrong. |
There must be line upon line, precept upon |
here little and there little. with |
no cessation and no faltering. Moral in
should receive n high measure of |
attention at the high schools, colleges and |
from which will come the flu
,ure statesmen who will shape and control |
The deStinies of our country.
The question arises, are we complying |
with the fundamental law of the state? DO |
our children receive from the teachers in our |
public schools that moral training needful to |
ct them for the responsible duties of citizen
ship? 10 those in authority--the school |
boards and the uperintendents-se to it |
hat teachers are as faithful in giving in
;tructions in morality as in reading and |
ipellings Another question suggests itself
here. do those who employ teachers satisfy
themselves that they are not only strictly
moral in their lives but capable of teaching
,ure morality? While an examination of
eacher's morals cannot be conducted in the
anne manner rs his examination in geo
:raphy. yet the examiners can learn some
hing of the teachers fitness in this direction
before he is employed, and few visits to
he school under his charge. viii show
whether or not he is capable of instructing
MS pupils in regard TO their duties and OBJ
isalions to their fellow beings and 10 the
tate
The tendency ofthe times seems to be more
o ignore all moral teaching in our public
ehoel. Some even asserting that every
hing outside Of the text books employed
hould he rigidly excluded. This is certain
Y no; carrying out the provision Of the
And the mere strictly the
moral improvement Of the children is disre-
rrdedl IN our schools. the further of are we
rom accomplishing tie highest object in
ended By our whole system of public in
;ruction. Pure, true, virtaous and upright /,
nen and women will be the exceptions rath-
r than the rule among the graduates of all
ur educational ins titutians, unless their
moral improvement" receives much lar :,
er share of attention than has heretofore
cen given It. a. l. l.
Mis- lydia T. Rushby, of New York. died :
, New Haven. Conn. Tuesday. after drink