The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1884-02-07
REPORT ON MORAL EDUCATION
MADE AT THE EXECUTIVE SESSION OF THE
WISCONSIN TEACHERS ASSOCIATION
MADISON, DEC. u, 1888.

The Advisory Committee, to whom
was referred the subject of moral educa-
ton in the schools, respectfully submit
the following report:
1t cannot be too often repeated that
the object of the public schools is to fit
the young for intelligent citizenship
They are maintained not to make mechan-
les or lawyers, but to help in forming
useful members of civilized community.
eve must educate our masters" said
Mr.. Lowe, in the British parliament, as
he contemplated the steady growth of
popular power in England; and the wise
statesmen of other European countries,
recognizing the irresistible tendency
toward popular sovereignty. have felt
that the safety of all that is most valuable
in civilized communities depends upon
the proper education of the young
Foremost among the duties of the schools,
therefore, is that of intoxicating in the
minds of their pupils those moral princi
pies upon which social order and good
government rest. There is a secular
morality which is not opposed to religi.
Gus morality, but is reinforced and
strengthened by religious motives when
these can be called in to its aid. This
morality is The result of human expert
ence, is recognized by all civilized peo-
pies, is taught by the philosophers of
all nations, and is sanctioned by all en-
lightened creeds. 1t is the foundation
of social order, and approves itself to all
right minded men. This morality can
and must be taught apart from religion,
but not in hostility to any of its forms.
1t must be taught because the very causes
which justify the maintenance of public
schools at all make such teaching neces-
sary.
At the same time it would be mistake
to limit the phrase, "moral education"
to this inculcation of precepts. It is
broader and more vital than this. 1t
means formation of character; and this,
so far as the school has to do with it, is
the result of complex forces, of which
precept is only one. The problem pro-
posed, therefore, in the subject submit
ted to your committee. is, "Can anything
be done to help in rendering more gen
orally systematic and effective the work
of the schools in the formation of char
acter %
Your committee are of opinion that
something viii be done towards this by
the distinct and general recognition of
the fact that the formation of right char
acter is one of the principal aims of the
school. Good government in school is
often spoken of by those interested in
education as if it were an end in itself !;
aud yet there are schools which are gov
erned to death; out of which all life,
naturalness, spontaneity and enthusiasm
are crushed by government, called good
because it secures machine like order.
In other schools the intellectual train
ing so absorbs the attention that man
agement is looked upon as purely Incl
dental to this, means to render possible
the teaching of many children together,
and not as in itself an important factor
in the formation of character. Discipline
is looked upon as if its chief end were to
bring refractory elements into conformity
with general routine, instead of to touch
the spring of life in the child, to give
the supremacy in him to the better ele-
ments of his nature, and thus to help him
to grow into noble character. When the
thought of forming character can be sub
stituted IN place Of these imperfect views
IN the minds of school officers, a great
step will have been taken towards max
ing moral education in the schools more
effective.
Further, it seems desirable that an at
tempt should be made to put into concise
and simple form the essential elements
OF right moral training in the schools, so
that 1t may serve as a guide and help to
those who are to engage in the work of
teaching. Such scheme must be gen
eral In character, aiming to point out
the principal elements of right moral
training as they are exemplitied in the
practice of the most successful teachers,
and leaving the details to the tact and
skill of the individual. Such a scheme
is herewith presented for your consider
alton and amendment, with the recon
mendatIon that, after it shall have receiv-
ed your revisal and approval, it be print
ed in the future editions of the pamphlet
on the course of study for district schools.
The scheme submitted recognizes three
principal elements of moral training
The formation of right habits, the incul
cation OF right principles, and the devel-
opment of moral judgment 1t is believ-
ed that the distinct recognition of these
ends, and systematic efforts to realize
them, will be more likely to be fruitful
OF good results than the plan of trusting
to vague impulses, and desire 90 main
tain good government. The work of the
teacher is in like manner presented as
three fold; he must keep about his pupils
right conditions for healthfuI moral de-
velopment; he must show good manage
iA1~As, anu hC LuuSt give EltS5 III luSlTuctlOn
IN such a way as to develop moral
thoughtfulness. Management is safer
term to use than government. for it sets
forth more clearly the right relation of
the teacher to his school. They might
be used INTERCHANGEABLE; bat, by usage,
government emphasizes rather the ele-
ment of external restraint and force,
which is indeed Indispensable, but sub
ordinate; while management brings clear
" to view the thought that the teacher
must enlist on his side, in the interest of
progress and uprightness, both the motive
forces i'll the child's nature, and the
social forces in the midst of which he
lives. The children of a free country
must be educated for freedom; and this
education for freedom consists in bring
ing them as early and as constantly as
possible under the influence of such
motives as ought to control their lives.
and by making them to proper degree
amenable to that force of nublic oninion