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

| SO|VtOH Vi lHc Hllhu lIlaI ulScSlS
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
rcpose of the senses, and the awak-
ening of insight and reflection.
CD Ir"tht"lmess is the fourth
virtue in the ascending scale. IruM
is the basis Of the duties of man
toward others. Truth makes free,
says tic olu provGrJ. 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 a
two-fold way in the sohool-room.
First, by the continual discipline of
the recitation the pupil is required
20 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, /. G., to have clear concep-
ton of what is involved in Che
words he uses. Very much of the
untruth and consequent distrust
among lncn arise III the first instance
from lack of clear insight into what
was implied by the words used. 1t
is ouly one step from lie committed
by mistake to lie on purpose; for
to suffer tho penalty for supposed
vice is a 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
in the properly 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 misdc-
mcanors. 1t is an object Of constant
care on the part OF the teacher to
suppress lying and dishonesty in
whatever forms they may m:t"Hcst
themselves. The admonition of the
teacher, the disgrace felt at exposure
in presence of the class, are most
powerful caustics to remove this
moral disorder.
(5) J"stice follows next to truth
fumess, and finds partly its prcsup-
position in the latter. Justice can
be taught only in a community. In
a wcll-ordered community it grows
spontaneously. A system of meas
urcs established, by which conformity
to rule and right is rewarded by
recognition, and all branches of dis
cipline met by prompt exposure, ap-
pcals constantly to the sense of JUS
tice, and develops its normal cxcr-
else. a danger lies, however, in
certain bancful 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 as the end sought tends to
destroy what little internal scIf-dc-
termination the pupil may possess.
The distinction between the inclina-
ton Cine II vanity Of the child, and
his true ideal nature Expressed in
81 ought,") should be continually
} kept before the child, not confused
, by conccaling the duty under some
shape of immediate scf-intcrcst.
(G) The highest virtue in our list
-hn(lncSs or love Of mankind
like the sense of Justice, requires a
community for its culturc--a com
mlnity which, like the school, brings
together all classes and conditions,
and sub them to the same trials
and the same standard of success.
The feeling of Justice ioStcrcd by a
constant opportunity to see through
the adventurous wrappinGs Of social
rank and condition, and observe the
real substance of the character, pre-
parcs the basis for Kindness. The
discrepancy between good intent
and deserts, which arouScs childish
sympathy most readily, is the first
! inc!tcmcnt. Justice proclaims that
seeming and GOOD intent are not suf