The times. [volume] (Richmond, Va.) 1890-1903, 1897-05-06

K
and in the galleries, and the scene was an
| inspiring one.
| As Commissioner Harris entered the
hall with Superintendent Massey, he was
| received with round OF applause. which
| was renewed when Superintendent Mas
| sey introduced him TO the conference and
| audience.
Commissioner Harris made an apology
| for his hoarseness, and. after expressing
| the pleasure he had In being honored BY
addressing a Virginia audience, he pro-
ceede TO read his essay on school Disci-
| pine and Morals"
The paper proved TO be a carefully
prepared scholarly, and interesting docu-
ment, and the close attention given TO II.
with the hearty APPLAUSE at its end. show
ed the approval OF the listeners TO the
distinguished speaker.
He alluded TO the Importance OF school
discipline as an important factor in the
moral instruction OF scholars. Elemen-
| tary schools, for instance, could not be
expected to give attention TO lessons In
moral philosophy. so It was recommend
ed to have a sort Of catechIsm, or some
sort Of religious instruction or Bible read
ing alone, to take the place of the study
| Of moral philosophy.
MORAL INSTRUCTION.
The speaker said that moral philosophy
| belongs TO the intellectual education, as
well as the moral side OF instruction. for
moral instruction forms moral habits,
| and consequently leads to correct habits
| of thinking. SO II children in the pri-
| mary schools are taught moral theories,
their practices and habits will most likely
/ be OF a moral nature.
Moral instruction belongs TO discipline,
| the Commissioner thought. and he Illus
trated very clearly his ideas as 10 the
gradual formation Of ideas Of discipline
| in the minds OF young children.
The child learns the value Of forming
| groups OF which IL IS a member. and
learns not 10 interfere with the studies
Of other children, but t6 reinforce their
acts with his. and not TO embarrass
them in any way.
Order Is learned by the young scholar
order, which IS Heavens first law. The
| future member OF society learns the four
cardinal rules OF regularity, punctualiiy
! silence and industry.
Some one calls character 4 completed
rounded will. and will. in the neral
| action, directs and controls self. SELF
| control is tho essence OF what Is moral
| The first principle of regularity Is that
| make his Rotations regularly. tie
must vanquish his personal likes and dis
| likes and do his tasks. thus learning the
lessons OF self sacrifice and will train
ing.
Theorizing is mental education, rot
| a moral one The scholar learns the
importance OF punctuaity. at the fes-
sions OF his school. and the attendance
on his clnsses at the p-oper times. lie
learns obedience and finds that he Is
part of an organic whole and that with
out punc,ualty there can be no move
ment of the whole.
That which is necessary for concerted
action. and unity OF effort. Is punctuality
and obedience.
Unity Of effort and its value IS 10 he
learned by the scholar and he also learns
from his fellow-pupil as well 40 the
teacher. Every scholar is one-sided in
the beginning OF study.
VALUE or BOOKS
| Education brings out all sides OF the
pupil as some fail on one study where
| another succeeds. The skilfui teacher
can accomplish more in a class than
with a single scholar. There is the same
| necessity i'm civilization as in the case
| OF mills. shops. mechanics. engineers
| and frcmcn. and others all working as
a large class to a certain end and aim.
Regularity and punctuaiiiy may be
| called negative virtues and science pos
| tive virtue. Silence is virtue the
scholar learns He must not whisper
even for he destroys and interfcres with
! his neighbors source Of information. he
sides the neglecting Of his own lessons,
In doing so.
The FIRST instinct of a child is TO utter
its Thoughts about everything carelcssly.
without thought and with education this
passcs away. and tie value of thought is
learned.
Industry of schools is essentially the
study Of books and the printed page Is
the chief means OF information for schol-
ars. who learn by mastering text books.
| BY oral instruction he depends on the
4 teacher.
| By books. the scholar reads and re-
] fleets at his leisure and TO him the past
| come down 10 the present. and all coun-
| tries and places are brought near TO him.
The speaker mentioned two kinds OF
| attention: first the collective kind and
| second. the individual kind OF attention.
| By the process called rccitations In
| America and lessons I'm England. the pu-
| piis learn positive ard negative truths,
| anG gets also an insight into human ma
| turc.
| The tcacnor watches the maturity OF
| the observers and thinkers ard gamers
| Of seif-knowlcdgc and the requirement
! Of critical alertnsss.' as he called II.
And the tc1chcrs should watch the
unfolding - the new thoughts and ac-
| quitting ~ new IDEAS H. thought re-
| citation Of the lesson was The best thing
| 10 develop these.
While one class rccltes. let the other
prepare it, lesson for recitation. Each
| class should be absorbed in its work. and
| should shut ont from each mind what
ever does not concern the duty then In
| hand
With the practice Of the four virtues
named the scholar gains strength every
day. Obedience TO teacher in school
work is OF most and greytest imp0it-
| ancc.
The great necessity u cleanliness and
ncatness and the training Of the scholars
IN them WAS f0rcibly Impressed By the
commissioner and be Wss equally on
| phatic IN his condemnation Of vulgarity
profanity and obsceniiy.
The 1acicufs called Temperance. fOy;i-
tudc. prudence and Justice the four eur
dinal virtues and self culture consists
| On their practice even az this day
lie enlarged on tho beauty Of courtesy,
or pOliteness to others and spoke OF the
definition ~ courtesy By Aristotle. the
| Greek Philosopher .as being IT, seeing
On others Of the ideal Of humanity, aud
| treating IL a. such.
Courtesy aeeds the teachers car fui
attention.
JUSTICE AND HONESTY.