Keowee courier. [volume] (Pickens Court House, S.C.) 1849-current, 1889-11-07

s0,ption of the mind that digests
the multiplicity before it. This de-
pends directly upon silence. The
distraction Of the mind consequent
upon garrulity, or the occupation of
any of the senses exclusively, pre-
vents reflection. Silence allows the
rcposc of the senses, and the awak-
cning of insi ght and reflection.
(D Ii2ohtSaness is the fourth
virtue in the ascending scale. I'wth
is the basis of the duties Of man
toward others. Truth makes free,
says the Old rrovte<1. No positive
relation with our fellowmcn is posi-
bic except through truth. Untruth
is the essence of discord. Earnest
ness and sincerity, honesty and
reliability are the virtues that rest
directly on truthfulness. The virtue
of truthfulness is developed in
two-fold way in the school-room.
First, by the continual discipline of
the recitation; the pupil IS required
to be accurate and comprehensive in
his statements he is taught that
suppression of essential particulars
makes his statement false; he is held
strictly accountable to know what
he says, 4. g., to have n clear conccp-
ton of what is involved in the
words he uses. Very much Of the
untruth and consequent distrust
among nlcn arise III the first instance
from lack of clear insight into what
was implied by the words used. 1t
is ouly one step from a lie committed
by mistake to a lie on purpose; for
to suffer the penalty for a supposed
vice is temptation to enjoy its sup
posed selfish advantages. Careful at
tcntion to the implications of ones
statements is the first step in the
calculation Of truth; and this can
scarcely find better discipline than
III the property conducted recitation.
The second mode Of securing truth
fulncss is the direct application Of
discipline to the behavior of the
pupil. Any lack of truthfulncss in
the pupil reveals itself at once in
his struggles TO conceal his mis,lc-
meanors. 1t is an object Of constant
care OH the part OF the teacher to
suppress lying and dishonesty in
whatever forms they may man.iest
themselves. The admonition of the
teacher, the disgrace felt at exposure
in presence of the class, arc most
powerful caustics to remove this
moral disorder.
, (5) Justice follows next to truth
fulncss, and finds partly its prcsup-
position in the latter. Justice can
be taught only in a community. In
Il wcll-ordcred community it grows
spontaneously. A system of meas
} urcs established, by which conformity
: to rule and right is rewarded by
recognition, and all branchcs of dis
ciplinc met by prompt exposure, ap-
pcals constantly to the sense of ius-
: ticc, and develops its normal cxcr-
else. A danger lies, however, in
) certain baneful practices sometimes
adopted by educators. On the sup
position that the child cannot see the
Legitimate and healthy results of do
ing his duty, he is offered special
reward for it. This goes far to sap
: the foundation of all morality. The
feeling of responsibility is the essence
, Of virtue, and an cxtrancous reward
held up us the end sought tends to
destroy what little internal sclf-dc-
) termination the pupil may possess,
The distinction between the inclina-
| ton (thc "I want") of the child, and
his true ideal nature Expressed in
"I ought" should be continually
} kept before the child, not confused
: by conccaling the duty under some
shape of immediate sclt-intcrcst.
i (G) The highest virtue in our list
-hnI,,ess or love of mankind
like the sense of justice, requires a
, community for its culturc--a COM
; munity which, like the school, brings
together all classes and conditions,
5 and sub iccts them to the same trials
] and the same standard Of success.
The feeling Of Justice ioStcrcd by n
constant opportunity to see through
the advcntitous wrappings of social
rank and condition, and observe the
| real substance of the character, pro
parcS tk basis for Kindness. The
discrepancy bct~ Ell good intent
| and deserts, which arouscs childish
sympathy most readily, is the first
5 incitcmcnt. Justice proclaims that
; seeming and good intent are not suf-