The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1897-10-29
INSTRUCTION IN MORALITY.

trained to be better citizens than their faith
ers and mothers are? II not, what our
national prospects?
INSTRUCTION IN MORALITY.
But patriotism is only one of the moral du-
ties. We have also the opportunity of CO.
operating with the schools to secure more
teaching in regard to all moral obligations.
Every one agrees that while our schools
must be absolutely from all that savors OF
sectarfanism or denominationaism, yet that
practical morality, which is not religion and
yet which is essential for social and business
life and integrity of character should be
taught even more than the three Rs 1t is
taught in some degree through the noble
character Of teachers, by the discipline. of
the school room, by literature and by public
opinion within and without the schools.
Yet Supt. Sabin's words come with f0rra:
'The intellectual has a preference over the
moral in many of our schools. Mathematics,
science, literature, whatever induces brilliant
intellectual results, are crowded to the front,
while the growth of those finer qualities of
the heart, which make up such types of
manhood and Momanhood as we hope for in
the coming American citizen, is left far in
the background. All the signs OF the times
indicate the need of more pointed and more
moral instruction, in our schools. !"
The great problem which now offers Itself
to our federation of women's clubs is how
to unite all moral forces. Roman Catholics.
Professionals, teachers, superintendent, school
boards mothers sisters and brothers in one
grand movement to secure for the millions
in the public schools definite and regular in
struction in morals and so secure higher
moral character With this instruction must
be Joined such an emphasis upon morality
and such training of the will that the large
percentage Of immoral conduct which is due
to moral obtuseness-a failure to distinguish
clearly between right and wrong-and that
which is due to weakness of will may be
eliminated from life.
This systematic teaching of morals in our
schools does not neeessitate agreement upon
the basis of moral responsibility NJ wise
teacher need discuss with his pupils the ulti-
mate grounds of moral obligation HIS 1uty
is simply to make the pupils see what is
right and induce in them his own loving and
obedient attitude toward the right.
Is it not the business of the public schools
to teach that great mass of moral truth
upon which all good men are agreed? Can 1t
not be taught so regularly, Systematically
and scientifically that there shall be no ia
natical exaltat.on of one virtue over others.
or of morals as all enemy instead of a friend
of natural human instincts and desires?
METHODS OF TEACHING MORALS.
Methods to teach it will not be difficult to
find. Teachers may adopt Felix Adlers plan.
In this in the primary course instruction in
the morals appropriate to the child's age is
given by means of fables, stories and myths
to create in children those habits which
are essential to the safeguarding and unfold
ing of their moral life.
In the grammar grades, by means of con-
duty of acquiring knowledge, the duties which
relate to the physical life, the flial duties,
fraternal duties etc.
The use of proverbs and speeches in the
advanced courses gives still profounder ap-
plication of moral truth there.
Or teachers might use an outline like tnat
proposed by pr Hyer b In ms poo6
a method of applying the truth recently ut
tered by Archbishop Ireland, when he said,
in substance, that all denominat!onal bodies
agree that the ten commandments are
summary of morals, and should be taught to
Parents and good citizens desire this teach
ing; teachers are eager to give 1t, II time and
method are prescribed
First, how shall we all cooperate to Sc
cure this instruction? Secure 1t locally,
through individual clubs? Or ask the state
educational officers to formulate a plan and
introduce it? Or secure it by law, as is done
in California or South Carolina, and as tenn
perance instruction has been secured? Or by
any or all of these methods combined? We
must evidently still go on with our principle
of Information before reformation Any
of these methods is better than indifference.
Is not more due socially from club women
to the teachers in our public schools for their
very works sake? The public school teach
ers in our towns and cities are often very
lonely Many of them have said that they
meet socially from years beginning to
its end no one but fellow teachers and the
women of their boarding places Few hos
FATALITIES are extended to them as individuals:
Those who are fitted to be the associates OF
the children of household are htted by
that fact to share in the social life Of the
for it, who so adapted to give her social OPP
portunities as lofty souled club women?
The women of Minnesota share equally with
the men the responsibility for the character
and the work of school boards. We cannot
now shirk the responsibility without culpabil-
ity.
Our dependable club women doubtless all
exercise their duty of franchise on school
matters Ought we to seek to place able wom-
en- on all Of our school boards? Some, through
their genius for details, their uprightness and
their more ample leisure, are now doing good
work there.
Ought we to go farther and ask for one or
two women on the board of regents of our
state university? Mrs. Flower, a regent of
the Illinois State university, says that it is
a necessity that some one who understands
the young womens wants as women, which
few men can do, should be able to stand
for those interests in the counsels of the
trustees She says: "Only a woman can
fully realize how and when the influences to
differentiate the education Of the girls in a CO.
educational institution can best be brought
to bear The influences for the development
of womanliness should be acting in connec-
ton with the opportunities offered for mental
and physical growth. !"
Coordination with all the forces If Cur
public and private school system for highest
ends must be our aim.
We cannot ignore the kindergarten and
lower grade work of our schools. Eighty
per cent of the children of the United States
attend school only four years. Only six out