The daily morning journal and courier. [volume] (New Haven, Conn.) 1894-1907, 1895-05-30
CHARITIES CONFERENCE
Continued from First Page.)

Continued from First Page)
| ing no absolute moral character. for
we are accustomed to find the more re-
fined and cultured children are in their
conduct and they more they recognize
their duty to the conventions OF life,
| the less likely they are to become in
volved in wiekedness and absolute sin,
so that living in home that is cleanly
and even attractively furnished, partak-
| ing of their meals in a civilized way.
| they being decently served, and being
required to show correct department
| to one another and to those who are
superior to them or with whom they
may come in contact is all an educa-
| ton in morality, which tends to over
| come the absence Of everything of the
kind with it's evil effect, which has been
their lot before they came to the insti-
tuition.
Fourth-There is necessarily in an in
stttution that is conducted upon modern
lines and according to the present de-
velopment of science, a great deal of
training and drill in seIf-control. The
necessary regulations of the institutions
themselves furnish very large field
for the exercise of this kind of disci-
pine; the strict rules by which children
are taught to be subject rather
than sovereign. and the very many
rules that are rules only of, principle
with the widest latitude of application
that the pupil himself is required to
make, and the military training which
is now so COMMONWEALTH instils natu-
raj dignity Of physical carriage and also
dignity of feeling in the boy, all tend
to make 1t possible for the pupil to con-
troll his own actions, and even in the
face of allurements and temptation to
be able to follow that which he knows
to be the line of duty. Then in addition
to these general methods of discipline,
there is the constant employment, eth
er of some useful, instructive kind of
work, or when not so employed, in the
regular school grades Improving the
mind. This kind of employment differs
entirely from the haphazard kind of
work to which the child has been accus-
toned and being regular and with a
definite object in view and consecutive
in order, makes what may be called
real work, and SO fits the boy or girl
for application in real life. Those who
have been most completely and contin-
uously engaged in useful occupation are
those who have the most perfect con-
troll of themselves and are able to direct |
their actions and their tempers.
Fifth-There Is another line Of instruc- |
ton that is made very prominent in an
institution that conforms to philosophi- |
cal laws in the laying out of its work, |
and that is instruction which teaches |
the pupil that whatever is gained is |
gained by exertion and whatever Is en-
oyed is the result Of ones own labor.
In all kinds of work about an institu-
ion and in it's trade schools there may
be such an apportionment Of labor and
such results for a certain degree of pro-
iciency and a certain amount of appli-
cation as will show to the pupil that the
abor he has done is not lost, but that
lie is reaping a reward, therefore, not |
,nIy of greater proficiency that he is
raining i'm the work, but also in GER
ain perquisites that come to him as
direct result of his success in labor.
This teaches children that there are
hings to be gained by work, and that
york itself gives them those things that
re desired. If a boy who is working in
he shop and in the schools finds that
he time of his discharge, together with
Il the privileges that he enjoys during
is time in the institution, are depend
mt upon the labor that he does, he will
e shown conclusively how much is pos
ible to him by proper application. He
5ill learn that he can gain those things
hitch he desires by personal effort rath-
r than by breaking the law, and so it
ill be possible in certain degree,