The herald., 1897-12-26
MORALS IN THE SCHOOLS.

MORALS IN THE SCHOOLS.
That great progress has been made
during the past two decades in educa-
tional methods in vogue in our public
schools will not be gainsaid. A visit to
any division of the schools of this city
and casual inspection of the curriculum
and methods employed will speedily re-
move any skepticism that may be en-
tertained upon that point. They are in
striking contrast with those which the
average adult recalls in his or her own
experience. But that they are perfect or
beyond easy improvement along rational
lines will not be maintained. even by the
more enlightened instructors or students
who are giving their best thoughts and
energies to popular education.
In reviewing the recent progress
in educational work it is not difficult
to detect gradual departure from
the ancient ideals. growing con-
tempt for the "crammng" process. a
higher appreciation of the benefits of
intellectual expansion. unhampered by
too rigid adherence to text book dogmas.
and more earnest soicitude for the NOR
al we'll being of the child, an essential to
the highest achievement in education SO
often overlooked. There are teachers
and teachers. but il does not follow that
a lirst-grade certificate really entities
person to teach. The possession of learn
ing sufficient to enable person to ans
Wer correctly certain interrogatories
which an examiner may deem an ade-
quate test of fitness is not all that is re-
quired. "A great teacher" impressive
ly remarks a distinguished educator,
must have great character. We all
want a pure, upright woman in charge Of
our children, rather than'a bright Becky
Sharp" The successful and priced
teacher of today and next year is the one
who has the highest appreciation of the
dignity of her mission, the one who is
ever seeking the loftiest ideals. the one
who fully appreciates the responsibility
assumed for the moral as we'll as the in
tellectual we'll being and progress of
those committed by trusting fathers and
confiding mothers to her charge during
the greater portion of their waking
hours, the one who feels that she is ever
regarded by her pupils as 4 model and q
guide and who is thoroughly impressed
with the importance of the influence
of example upon their lives and charac-
ters. The necessity for guarding the
morals in the public schools is esteemed
of greater importance than progress in
the acquisition of learning by no less
distinguished an educator and moralist
than DR.. Edward Everett Hale, who in
a recent address to an educational asso-
citation in New York, made use of these
forceful remarks:
1t is a question of how to preserve the
high moral principle even al the expense
of teaching. The great danger with the
management Of a big machine is al
ways that the work of the machine IS
more thought of than the results. The
working OF the public school is more
thought of than its results in character.
Two hundred and fifty years ago, when
Harvard was founded the nine boys of
the first class nailed on the door one
hundred theses that they would adhere
to. Every one of those theses has
been proved wrong. But what does
that matter? Those nine surly. igno-
rant boys We're turned out nine fine,
Chris tian gentlemen. The college di-
plomas testify first to a mans fitness
to speak in public. second to his ability
to be a professor. They say nothing
of whether he is an honorable gentle
man, or ready TO die for his country
There is only one exception to this
West Point, whore there are TWO stand
ards, one for mathematics and one for
character.
Fortunately a healthy intellectual |
growth is not inconsistent with or an 1
tagonistic to wholesome and vigorous |
development of moral character. They /.
are to be considered as interdependent. |
But the significance Of DR.. Halas sug- |
geston is that if one must be neglected |
or sacrificed it should not be the moral !
side