Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1897-05-06

him here. he SAID.
There is no topic related to education
in the schools that excites so general as
cussion as that OF moral education Anu
vet there is no topic concerning whlcn ,n'
suggestions made are more ldie ana un.
profitable. II is generally assumed tna'
moral instruction Is moral philosophy
Now. the elementary schools DO NOT at
tempt with success philosophical instruc-
ton of any kind and. in the nature OIL
the case. cannot give SUCCESSFUL lessons III
moral philosophy. on this account II has
been supposed that there is no moral IN
struction In the elementary schools 10
correct this suggestions are made on
every hand for the preparation OF some
catechism which should form an introduc-
ton TO moral philosophy. or more often.
N is suggested that religious instruction
should be introduced for this purpose. rer-
hans Bible reading alone, without note OF
comment. il proposed as the best means
of meeting the want that Is felt.
WHAT Is THE DIFFERENCE?
1.-The important question that meets us
at this point is what is the difference be-
tween intellectual education ana morai
" speaking. should secure the for
nation OF correct moral haDlts.
The nature OF morality Is explain
ed in moral philosophy. A correet
habit OF thinking correct view OF tno
world is important enough for moral edu,
cation but II does not amount to moral
education. but is only one side OF IL: one
side perhaps leads 10 the other. Possibly a
correct habit of thinking regarding me
moral Will lead gradually towards the
practice OF the moral. And certainly
practice of the moral will lead towards a
correct thinking as regards the moral.
ACTS ACCORDING TO FORMS.
"The first thing the child learns when
he comes TO school is 20 act according 10
certain forms-certain forms that are ne
cessary in order TO make possible the IN
structibn of the school in classes or
groups. The school is Il social whoie.
The pupil must learn 10 act in such way
as not to interfere with the studies or
his fellows He must act so as TO rem
force the action of the other pupils, ana
not embarrass it. This concerted action,
into which the pupil is trained, may De
called the rhythm of the school.
RULES OF SCHOOL DISCIPLINE.
"There are four cardinal rules that re-
late directly 10 the school discipline. The
child must be regular and punctual silent
and Industrious. Let US discuss the neces-
sity of these rules in the school and see
the immense importance which school dis
cipline has for the formation or charac-
ter"
DIR. Harris then discussed I'm detail the
necessity and efficacy Of each of these
rules. and said that regularity and pune
tuality were most essential in all things,
and should be grounded in the child in the
school-room.
SILENCE AND INDUSTRY.
But" said DR.. Harris. regularity and
punctuality are not the only school-room
virtues. Silence and industry also come
I'm. Regularity and punctuality are in a
certain sense negative virtues. silence
also BELONGS to this class. while industry
belongs TO the positive virtues. silence de-
ponds up inhibition-upOn the inhibitory
- x.stll not n
its self-activity: 10 guide its own utter
ance. and TO limit that utterance 20 the
chosen province prescribed for 1t. 1t IS
especially a virtue that makes posslple
the combination OF the individual with the
social whole The pupil that whispers or
in any way attracts the attention of his
fellows does something not only 10 make
his own school time of no account, put
he also does much TO destroy the time ana
profit of his fellow-pupis and the teacher'
.
Continuing. DR.. Harris said: THE
fourth. virtue that has been named -
industry. Industry may be or various
kinds. but the industry OF the school Is
essentially study Of the book. me pupli
is to add to his own feeble and undevel-
oned movers of thought and observation
these faculties as exhibited in the strong
est of his race. The printed page IS me
chief means by which he adds 10 MS
own observation and reflection what mas
men specially gifted in these things. me
pupil shall learn by mastering his text
book how to master all books-how 10
use that greatest of all instruments or
culture, the library
EFFECT UPON THE MORALS.
DR.. Harris made here a strong argument
against narrowness of ideas, and PLEADED
for a broad conception Of things, Droad
study and broad views, and then APP
piled the cardinal rules referred TO the
morals. Said he: -,
"Having enumerated these forr cardi-
nal duties i'm the school-room-regula
silence, and industry-let US
now note their higher significance. reach-
ing beyond the school-room into the build
ing of character for life. Inc genera
form of all school-work is that of obedi-
ence The will Of the pupil comes INTO
relation with the will Of the teacher, ana
yields to it's sway. The will OF the pupil
inhibits its own hayward impulses, sup
presses them, and supplants them by a
higher rational will. In the act of obedi-
ence to a high will, the pupil becomes
conscious of responsibility. ResponslDlll-
ty implies a sense of freedom. The child
becomes conscious Of its ability 10 accept
or refuse--to obey or to disobey. II be
comes conscious OF its power to originate
actions and to give a new form 10 the
chain OF causation i'm which ii finds itselr.
The great fact in the school-room Is that
the pupil Is held responsible at each and
every moment for all that he does
After going further into this matter,
DR.. Harris said
These considerations relate to what
have called the semi-mechanical duties.
they furnish so important
a training TO the will. They constitute an
elementary training in morals, without
which il is exceedingly difficult 10 Dulld
anv superstructure OF moral character
whatever. Moral education in the school,
therefore must begin in merely mechanl-
cal obedience and develop gradually out
of this stage towards that 'ot individual
responsibility. The higher order OF moral
duties falls into two classes-those that
relate to the individual himself and those
that relate TO his fellows:
"(a) Duties TO self. These are, frst,
physical and concern cleanliness, neat
ness i'm person and clothing, temperance
and moderation in the gratihcation OF the
animal appetites and passions.
Duties TO self include, second, that
of self-culture This duty belongs espe-
cially TO the school. All OF its lessons
TO the pupils self-culture.
I'm Duties TO others. Duties 70 self
rest on the consciousness OF higher ma
ture I'm the individual, and OF the neces-
sity of bringing out ana reiLZlng TINS
higher nature. Duties 10 othe1s tecos-
niZe this higher ideal nature as something
general, and hence as also the true inward
self of our fellOw-men.
There are three classes of duties to-
ward others
I'D Courtesy, lDCiuilliS All MS VI bcT
likeness. good breeding. urbanity. decorum
modesty, respect for public opinion, libe-
rallty, magnanimty. etc. etc.
"(2) Justice. This is recognized as the
chief I'm the family Of secular virtues. 1t
has several forms or species. as for ex-
ample (a) honesty, the fair dealing with
others. respect for their rights of person
and property and reputation; Oh truth
telling or honesty in speech-honesty it.
self being truth-acting. such names as IN
tyh "
press further distinctions that belong to
this staunch virtue.
"G) Respect for law, as the only means
of protecting the>nnocent ana Furnishing
The guilty. is the complement OF justice
II looks upon the ideal as realized not in
an Individual man, but in an institution
i'm the person of an execu-
tive officer, who is supported with legis-