The Somerset herald. [volume] (Somerset, Pa.) 1870-1936, 1892-12-07


ing. The Corinthian boys beek0ned an in
vitstion to the venerable man TO come
70 them. As be advanced slowly and lzbo-
riously down the aisle the Spartan boys
arose intuiiTeiy 70 their feet. while one
from their number stepped out from his
ssei and gave it to the aged man, all OF his
companions standing the while until be was
seated. Then one Of the Corinthian lads
cried oct The Oorinthians know what is
right; the spartans do what is right
Then the teacher wrote on the board this
proverb from higher and better source:
"Thou shalt rise up before the hoary head,
and honor tbs face Of the Old man- Lev l. q
Dr.. White suggested that the direc.ors
aud teachers shouia make an inspection OF
the school buildings and out houses in their
districts. and II they do Ect find anything to
shock their moral sense il indicates a good
moral atmosphere. He also advised listen
ing % the conversation Of scholars while at
l play il order 10 ascertain whether their
thought were pure and healthy. Some one
of the philosophers hss said ''ihe only way
] =
in its place. Our teachers have really new
e. gigea the moral training Of children q Sc
rious thought. Continuing, he said s. The
highest efiicien ' OF the public school IS
tested BY its results in moral character, and
heace its central aim Is sefective moral trsin-
| ing. Il IS vastly more important that the
present generation Of youth in our schools
leave them loving truth, purity, right, and
l honor, than that they leave them good
spoilers or good ariihmeticiazs, Moral train
ing IS to be the leading school question dur
ing the next ten years.
What is needed is the founding Of such
training on As definite pedagogical principles
as intellectual training. The fret step in
this direction Is tosee that effective moral
training involves the training Of the will
the training of the vii to act habi,ually
from high and worthy motives.
There are seven results, caliel school yir-
tues. which are attained in every good
school. They are tIl regularity, t2j punetu-
atty, 49, neatness, a. accuracy. t5) indus
Try, 90 silence, and ID obedience The Sc
curing Of these results may afford a valus-
bic trimming Of the will but this will depend
on the motives by which they are secured.
I, is possible TO secure these results by the
use Of means thAt neither form nor strength
ea character The essential thing Is that
they be attained by an appeal to high and
worthy motives. The school must be made
an apprenticeship in right living.
Il is not enough that the win be trained
in the direction Of these mechanical virtues.
The school must purify the heart and quick
en- the conscience; and, to this end, there
must be rifai Hsoral obstruction as well as
training. This instruction must not only
be incidental and informal, bat it must also
be regular, progressive, and systematic. 1t
must be provided for in the course Of study,
and it must have an assigned place in the
weekly program Of exercises.
ESDs.
Moral instruction should attain at least
four important ends. These ends are:
J. To purify the heart-to awaken love
f1r what is true, beautiful, and good in life.
> To develop clear moral conceptions,
{, clear ideas Of right and duty.
3. To quicken the cOnseienee-to train
the moral sense.
4 To train the VIII to set from worthy
motives-to free it from bondage to low and
selfish desires.
PRINCIPLES.
The above ends cannot be attained with
out instruction. The viii to take the last
end named) canno, be reached and trained
directly.
The following physical facts may be &C
cepted as principles of viii training:
/. Knowiedge aEskens feelings.
. Feelings solicit the viii.
B. The viii determines conduct.
These principles may be thus stated Con-
duct is determined by the viii, the will is
solicited by ths feelings, and the feelings are
oecasioned by knowledge.
These principles show the necessity Of in
struction in the training Of the viii and Sc
curing right conduct The physical order is
kaorlcSge feeling, choice, aetioa.
The same is true in the training Of the
moral sense and in developing moral con-
ceptions. There must be vital instruction.
The practical principles on which effective
moral instruction IS based may be thus stat
ed.
L In childhood the conscience is quick
ened szd the moral sense made acute By pre-
senting to the mind ezsasples Of right aud du-
g Nothing, says John Locke. sinks so
gently and 50 deep into mems minds as ex-
amples. - and this is specially true in child
hood.
2. Moral conceptions are best formed by
exercising childrsn's minds ia Judging Of he
actions Of oflers-eciions presented by anec-
dote or striking narrative, /. e, eOaerstely.
;. Moral conceptions may be deepenee
and made more vivid by their expression in
the beautiful and impressive form Of poetry.
4 Rules Of conduct are best presented to
children in the form Of a,azias
MATERIALS.
The shove principles suggest three kinds
OF materials that may be used in moral in
s;ruetion in elementary schools. They are
l. Ssories aud incidents, adapted to the
awakening Of right feeling.
>. LIerary GeBss, selections Of poetry and
prose, adapted 10 deepen and snno6le the
feelings awakened Songs have also great
value.
3. H.trims. those golden rules Of duty
tha; Iifl sentiment to the plane Of principle.
Il must be added that this instruction
mus, come from the heart and life Of the
teacher. The repeating and dull memoriz-
ing Of stories. gems, and maxims will not
suffice. The teacher must feel truly and
deeply the truth which be teaches. Moral
instruction, says Campayre, must touch
the soul to the quick. and hence more de-
pends On the spirit than the form of moral
/ lesson.
COURSE OF ISsTRCCrION-
| Ire lessons in an elementary course OF
moral instruction should present The Prac-
teal duties Of life. Ethics as a science may
5e wisely left to the higher grades Of school.
What children need is not the philosophy
bai the noble art of right living.