The Canton advocate. [volume] (Canton, D.T. [S.D.]) 1877-1897, 1888-01-26

lie Is 10 De prepared hllu cqulPpc'
for life in a world inhabited by beings
!, like himself. He must become mem
, Der human society. 1emust in the or
dinary course of life mingle, by way OF
social and business relations, with his
fellow beings. He must make a jour
ney through a world filled with perils
from all manner of evils, but at the
same time replete with the true, the
beautiful and the good. He must
move in the midst of circumstances
which he himself has had great influ-
ence in determining. He must either
become master or q tool. He must
become either positive factor in his
social circle, unconsciouly, by creating
and directing, or he must become 4
wreck, unconsciously, driven about by
any wind of doctrine and practice
These realities, and infinitely many 9TH
erS, may be conceived as awaiting the
child in his coming years. There are
matters, also, which depend. in their
outcome, upon the individuals moral
frame of mind.
Well may then the conscientious
teacher cast an anxious glance into the
realms of truth and reality to discover
what influences will best prepare this
embryonic manhood and WomanhoOd
for 4 morally true and successful life.
What, then, must be done to insure the
growing being against moral failure ?
The question resolves itself into the
problem of character building. The
child will, in the process Of growth, es-
tablish, under the influence of circum-
stances, a certain disposition of mind
and heart and cultivate a multitude Of
Of habits. All these are collectively
called character.
What does the word moral signify
and what is its relation to the question
Of character building? When taken in
its accepted philosophical sense, the
word designates that quality Of an ac
ton which determines it's harmony or
cisharmony with the existing order OF
things. l do not speak here Of the
morality Of revealed religion, but Of
that which is inherent in nature.
These two sources, indeed, do not fur
nish two scperate and conflicting sys-
tens Of morality; but revelation, while
it confirms natural religion, adds duties
and privileges peculiar to itself,
These, though appreciating them in all
their sweetness and beauty, I include
not at present. Morals, as the word is
given IN our subject, has closer bear
ing upon the practical side of life.
Morality is the fundamental principle
out Of which morals spring. The ETY.
mology of the word shows clearly how
closely the Roman mind associated the
idea Of morals with practical life.
With these and similar thoughts, the
earnest teacher turns his eyes upon the
child entrusted to his professional care.
He becomes inspired with the thought
and desires to inspire the child in turn,
of moral prccept and example exercised
in such a way as to insure in the child
the establishment of noble character,
He means aharaoter full Of internal
and external harmony. lie means q
peace-loring disposition, which shrinks
back from warfare with the forces of
nature; a mind determined to obey the
laws of truth. He means person able
by an inflexible will to practice in daily
life the principles which he recognizes
to be true. lie means power to Gscng,
nice the value and beauty OF practical
solfdenial, self CONTROL humility, pa
tience, endurance, charity, honesty, and
many others. \ multitude of circum-
stances in life will meet the child, where
the power to stay by such virtues is
called into requisition. Surrounded ON
| all sides by evils that irritate and
temptations that draw, he always needs
the power to combine in peaceful rela,
tioEs the virtue af charity and that Of
frmiess. These examples Will serve to
show that the conditions Of our exist
ing scheme Of life demand careful NOR
al training from earliest childhood.
But the question Of adaptation Of
ways and means to the desired end re-
mains. How shall we proceed to reach
this aim? This question is broad, and,
to be in degree satisfactorily answer
ed, would require more space and
} timo than are at present allotted to me.
But may be permitted to present a
thought based upon the universally adj
mitted power of example. Let the
teacher turn his attention not only, nor
even primarily, to the child but to him
self. Let him carefully study the
workings OF his own moral nature. He
will thereby recognize for himself the
We! reality OF moral law. He will gain
an insight into the connection between
) moral seeds and moral harvests. He
} will be able to note better and more un-
derstandingly the phenomena observ-
able in those entrusted to his care. Let
him, also, devote much time to gaining
an insight into those ethics which fall
more specially within his own pro.
fessional sphere. His efforts in this dl-
rection will be more than fully reward
ed by the consequent quickenlng OF
thought and the redoubled love of hia
work. But this is not all, III order to
have a beneficial influence upon the
I child, he must let his knowledge of
| morals find distinct expression in his
daily life. He must let it be seen that
, he himself is in earnest No Other
, means will affect the child SO power
fully.
, A further consideration Of the sub.
l ject from this point Of view would lead
us into the more special philosophy and
, practice of good manners. But fol
t the present this must suffice. 1t will
I be clearly seen, however, from what has
. been said specifically on the subject OF
morals, that it consptutes the true bas.
{ Is OF manners, and that, in order to
> have correct view of the latter, it il
necessary first to comprehend the true
E character and relations Of the former
, It is not to be understood, however
! that good manners are absolutely in
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