The central Presbyterian. [volume] (Richmond, Va.) 1856-1908, 1892-08-10
Moral Culture in Education.

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w. r. Atkinson, of Columbia, S. c.
There are two characteristics of
our age which make it to be a glori-
Gus one, which rebuke pessimists
and encourage those who are hope
full of the future of our country.
One is the prominence of Bible
reading or Bible study. The Bible
is more read now, and its influence
over thought and conduct greater
than ever before. The other is the
unprecedented popular interest in
education. The science of pedago-
GIGS is becoming of more impor-
lance every year. Normal colleges,
training schools and teachers in
stitutes are multiplying. Educa-
tional publications flood the land.
Another fact, typical of our age,
is that educational methods, how
ever hoary with age or venerable
with tradition, must be subjected
to the same tests as those of other
sciences. Tradition or bigotry now
wears no invulnerable armour, and
can build no impregnable fortress.
The question is simpl and uncom-
promisingly asked: Does this or
that method accomplish the desired
results, or the ends aimed at, better
than another? We demand the
probation that gives an experience
of the worth of a thing.
This convention which / have the
honor to address is also typical, or
an expression of the spirit of our
age. This is the age of conventions
because it is the age of organized
force. Our convention represents
the combined power of the educa-
tors of our section. The teachers
of our public and private schools,
when united as we are by a consen-
sus of opinion as to the end of our
calling, constitute one of "the
estates of the realm" 1t should be
the most powerful one and we can
make it so by fulfilling our mission
as educators.
Our mission is to accomplish the
end of education in respect to those
we teach; this end is their moral
culture.
Your attention is invited to this
subject, not because it is thought to
be neglected among us, but rather
as matter of congratulation that
we so generally recognize the truth
of this proposition, and mutually to
encourage one another to make the
moral culture of our pupils more
and more the end of our labors.
President Andrews, of Brown
University, thus writes in a recent
paper: The first constituent of a
sound education is character. All
rejecting persons are coming to feel
that unless schooling makes pupils
morally better, stronger in outward
conduct, it is unworthy the name,
" Specially universal and specially
vicious is the heresy that education
is mental only"
This intimation of President An
drews that moral culture is not al
ways recognized or made to be the
end of education, is another reason
why we should at this time give to
our proposition an emphatic ap-
proval.
The Legislatures of some States
have required their teachers to
make the moral culture of their
pulpits the chief end of their
education. In Maine teachers are
required by law " to use their best
endeavors to impress on the minds
of children and youth under their
care the principles of morality and
justice, and a sacred regard for
truth love of country, humanity,
and a universal benevolence So
briefly, industry and frugality;
chastity, moderation and temper
ance; and all other virtues which
are the ornaments Of human So
Getty"
In Massachusetts, it is made by
law the duty of the president, pro-
fessors and tutors of the University
y Cambridge, and of several col
IS, of all preceptors and teachers
academies, and of all other in
ructors of youth, to exert their
)e5t endeavors to impress on the
minds of children and youth COM
! nitted to their care and instruction,
the principles of piety and justice
and a sacred regard for truth; love
of their country; humanity and
universal benevolence sobriety, in
dustry and frugality; chastity,
moderation and temperance and
those virtues which are the orna-
ment of human society and the