The Monitor. [volume] (Woodstown, N.J.) 1884-1892, 1890-10-10
TEEE DEVELOPMENT OF CHARAC.
TER IN OUR SCHOOLS.

element in the individual, and individuals
compose the State, it is plain that the sal
walton of the State depends upon the indi-
viduai possession of the essential (~saving)
attributes truth, honor, justice, fidelity,
integrity, purity. Whoever loses these is
lost indeed. According then as its people
have or nave not these is the State saved
or lost.
The situation as openly acknowledged
forces upon us the conviction that we the
character, and that the State is thereby
endangered. Conduct is simply character
working out into appearance, and even
plain common sense might teach the folly
of dealing with results when causes are
within reach.
Horace Mann speaks in this connection
of an ''arboIist working on STOPPING and
distorted trees, striving with tackle and
guy ropes to undouble their convolutions
and to straighten textures in trunks, whose
fires curled as they grew, = = = when,
could he have guided and trained them
when they were saplings, he could nave
shaped them into beauty" Let the State
apply this practical wisdom. The means
are at her command. She owns the public
schools, let her run these institutions in
her own interests. Let her develop the es-
%sentials of character in their pupils, so that
as citizens these shall be her salvation.
AS to systems and text books there are
better methods, let us hope, of reaching
the heart of a child; and no one supposes
that seetarian religion should be intro
duced, or any teaching in this line except
what can be done on common ground. 1t
is but fair that instruction IN the various
religious beliefs should be given only by
their respective churches, and with means
furnished by church revenues. But there
is a united belief in the fundamental
principles, such as honesty, integrity, love
justice, and the incubation of these could
excite no opposition, neither would it
bring up that theme of contention, Bible
reading in schools.
The success of Fenelon in training the
49,
young Duke of Burgundy is matter of his
tory. '.But what incessant vigilance, ;
says the historian, what art. what indus
try, what skill, what variety in the means
adopted, and what delicacy of observation
must have concurrcd to produce such ex-
traordinary alteration in the character of a
child, a prince, and an heir to the throne
= \ 4 whose unhappy traits of character
were = = r more dangerous by being found
In combination with very considerate
powers of intellect" Chief among the
''means adopted were ''Fables. Dialogues
and Narratives, written with a special
view to these unhappy traits
Thus we see that Fenelon reached his
pupil chiefly through the heart and the
imagination. This working ground, so
effectively made use of by novelists in their
efforts at progress and reform. gets as yet
too small recognition in our systems of ed
u~cation. 1t is a pity that attempts at
reaching character in its formative period
should be made through the unwilling in
ttliCSty ny p1NbOpto, SOiAihalOSs IGctIlC-
tions, reproof, when the more effective way
is right at hand.
Let a teacher relate to her young class a
story illustrating truth, self-saerifice.
honor, fidelity, courage, heroism, and
their cheeks will flush, their eyes moisten,
and the whole class will be touched as by
an electric thrill. With this thrill the
heart is reached and a purpose accom-
plished. We might repeat to a class the
Golden Rule, the Ten Commandments, and
| any number of maxims every day in the
| week. and their lessons De not half so
surely conveyed as by a few simple stories.
Character influences character. Keeping
this in view make children familiar with
the lives of noble men and Feed
them with nobleness. Accustom them to
a higher moral atmosphere, and they will
never breathe freely in any other.
The influence of our schools is largely
for good. Their value is i~ncalculable. If
In the direction we are now considering
there is room for improvement, it is not
our part W NCElONASSC ltfOtHs VI W VIII
draw cur children, but to insist on the i'm
provement. Few will deny its need. 1t
is true tina the importance of exerting a
high moral influence is impressed upon the
| graduates of our normal schools. But let
us ask these, as teachers, do you consider
| the development of character equally with
carrying our the study programme as the
work you were hired to do? Did the Ques-
tons of the examining committee show
that they so considered it?
Were you instructed In special ways of
accomplishing this work? Do not some of
YOUR methods of securing order and good
scholarship tend to foster pIopensities in
the pupil which we condemn in the eiti-
zens Do you think of the possible effect
upon character of yoar sometimes m-con-
sidered words and acts, caused maybe by
sudden stress of circumstances, your
(perhaps) iii temper, injustice, petulsnce,
ridiculce
While recognizing the character work
already being accomplished in our schools
BY means of the enthusiasm and devoted
ness of teachers, let us ask ourselves, are