The Daily bulletin. [volume] (Honolulu [Hawaii]) 1882-1895, 1884-12-30

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of holding the scholars responsible
for any misconduct on their way to
or from school, and they generally
went home quietly.
Mr.. Scott regarded moral conduct
as ahead of everything. Unless they
gave children ideas of right their
mission would be an entire failure.
He should have liked if Mr.. Oleson
had given the proper method of ar
irving at the object in view. 1t was
not simply telling children that it
was wrong TO do this or that, but
making them understand what was
right and why it was right. In an
instance of his experience, he had
taken the opportunity of child
stealing another's pencil to instruct
the scholars in the principles of
honesty. Give the children basis
for doing right, and not read them
goody-goody story. Produce right
feeling in the boy, because it was
our feelings that prompted our ac-
tions. The teacher must show him
self to be in earnest to have proper
influence with the pupils.
Mr.. Macintosh would not have
taken such n roundabout course with
the boy who stole the pencil. lie
would have conveyed to him sense
of the wrongfulness of his act in
five Hawaiian or four English words,
"Thou shalt not steal" BY getting
the book of books into the schools
they would effect more for morality
than in any other way. He drilled
every boy thoroughly in the Sermon
on the Mount, and used Old Testa-
ment stories in the same way. And
if they all had his results they would
not be very unhappy over them.
He had the pleasure of seeing esti-
mable citizens in every quarter of
the city, made in his factory-to use
the figure of a former speaker.
Mr.. Merritt said he thought Mr..
Macintosh touched the core of the
matter in pointing out Gods word
as the basis of moral instruction.
A Scotch divine had said that
the morals of Scotland had de-
clined from the day when the
Book of Proverbs was removed from
the list of textbooks in that coun-
try's schools. The only ethics Of
any value the world had were those
based upon the Bible. AS regarded
a manual of morals, he should be
afraid of any other book he had
ever seen. The foundation of moral
teaching lay in the character of the
teacher. No teacher can teach mo-
rails with any effect unless moral
himself. There was more good to
be derived from the use of examples
Of well-doing than of those of i'll
doing. He had been glad to take
Mrs. Bishops life as text for his
children, at the time of that lady's
death. 1t seemed well to him to
hold up to children such characters
as that Of the late VIM. Z. Dodge,
of New York, and even of men in
Honolulu, rs examples of what right
principles and well-doing would ac-
complish. He took care that the
children had no occasion to accuse
himself of underhandedness or du-
plicity.
Mrs. Hebbard said she must tell
her pupils TO do right because God
wanted them to do so. 1t was
necessary for every man and woman
in these Islands to live a Christian
life before they could get Hawaiian
children to do right.
Mr.. Olsen believed there should
be textbook to define the mean
ings of such words as arson, perjury,
etc., in order to teach children the
enormity of the crimes thus denomi-
mated.
Mr.. Scott said he should be at
great difficulty to point out examples
of success in Honolulu, to hold up
to children's imitation. Should it
be the millionaire, who made his
fifteen percent in usury; the man
whose main principle is to buy
nhaon on6 coll 1aar or IN tha MON