The Russellville Democrat., 1890-09-11

VIC must fear tod. UT We tulnk OJ Wolfe, tho young soldier on the heights ofQuebec, spent and wound- ed after hard fight, aroused by the cry: aThey run.n aWho runf'' sThe French" "Then I die happy" Asl we realize these scenes we know this world .s q better world for us to live in because such deeds have been done in it. for we see all the more clearly what human duty and true greatness are, and we are helped by such examples to form nobler ideal Of the possibilities of our own lives. Nor are we confined to the lessons of history. There are many examples of how high character and how re- iigious principles shape she charac- ter of others. The ordinary history of school affords many opportuni ties for affective moral teaching.
 Cases of misconduct which if dealt with camly, seriously, and by reference to true and high stand ard Of duty, have very great effect upon the tone and feeling of the school. We can direct attention from time to tune to principles Of conduct which have been illustrated or violated within the knowledge of our pupils. If rare, they will be all the more impressive.
 It IS not by these lessons alone. Much more good is done by seeing that the surroundings are right and by giving scope for the exercise of boyish virtues.
 The teacher will ask himself, are the arrangements of my school cal culated to promote truthfulness, manliness, tue sense of honor, the feeling of moral obligation2 Are the relations of my pupil to me such as to encourage him to treat me with confidence? Do they furnish him occasions of being helpful to others2 Does he take advantage of such oc- casions? Is he being trained in my school not merely to obey under pressure of authority, but to use freedom aright when he is law un- to himself? Is the virtue of cour- age taught not as an abstract lesson, but silently in the discipline and habits Of the school2 Nearly all the
 faults the boy should avoid come
 from a want of boldness to say NO
 when temptations come and to make & resolute effort to do what IS known to be right. The means of moral training are not so limited as most teachers suppose. Our reading books are full Of matter from which moral lessons may be drawn. The minds Of the pupils, especially the youngest, should be stored with those memory gems which have be- come classic in our language, and
 which carry with them an open nor al lesson. Keep before the minds and their eyes such small bits of poetry as have come down from the past, approved by the ages, and
 which cultivate knowledge Of God, of conscience, of right and wrong, of honesty, industry, purity of life, and good will to all. The golden rule should be put into such lang uage as appeals to childhood and the acts of children These selections we'll fixed in the childs mind may be of more practicle value to him in life as a citizen and a man than g whole years study of theology at an approved seminary would be in later life.
 Lessons upon right doing and the approval of conscience for right do ing are found in abundance and are always in place, but lessons upon wrong doing are only to be used af. ter the necessity is apparent. The remedy for evil wili need to be pre- sented only after the evil has been found. The material for such les
 lesons can be found in abundance by the earnest teacher. They cannot we'll be formulated and printed in graded lessens Tn text book. They must be concrete and not abstract. Their principles must go out into action in the childs life. Right do ing must become habit. 1t is said that our characters are the sum Of our habits. The practice of right doing is the end of moral teaching. Few subjects connected with the schools are so generally misunder- stood by the people as the matter of Moral Instruction. The cry of our Catholic brethren that the schools are goddess is repeated by many who fail to distinguish between religion and theology, a godly life, and sub scription to a creed. "Pure religion and undefiled before God and the Father is this: To visit the father less and widows in their affliction, and to keep himself unspotted from the world" This but paraphrases the words of the divine Teacher: "Thou shalt love the Lord thy God with all thy heart, and thy neighbor as thy self" Benevolence toward others, and are unspotted, clean, ho ly character like God, these are the two cardinal rules to be observed by | all in this life. These two great principles must be unfolded and ill., | ustrated in great variety of ways for application to child life. This is done, and can be done more effectu- ally in the schools than anywhere else in our American life. The pull pit comes in contact with the people an hour or two in the week. The Sunday school touches the children for single hour. But the school, though it's teacher, It's recitstions, it's general exercises, it's habits of order, industry, regularity, punctual. ity, system, decorum, mutual rights, obedience to authority, and daily lessons for work, exerts a brofonnd and lasting influence in forming, antnn and IauaInnf,. la.