New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1898-10-02
though annoying. is an offence against socia
law, but not a moral crime.

though annoying is an offence against social
law, but not moral crime
ETHICAL DETERMINATIONS.
As their experience widens. they come to
definite conclusions to the ethical relations
between themselves and others. girl heslta'es
to vote for a law which she herself would regard
as tyrannical She is forced, even in expressing
herself. to consider that others have the same
privilege, they can feel just strongly as she
does and therefore II dawns upon her that
feeling" after all is not the main consideration;
there is something better than that and she
asks. "Wll it be JUST" Naturally, therefore.
laws passed in a moment Of enthusiasm or
under the influence of temporary eloquence are
often, in the light Of later experience, recon
sidered modified. and unless embodied in the
constitution, abrogated by consent OF the soN-
erned.
The experiences of lie are reflected in the
school Laws beneficial in themselves often press
hardly upon the individual. and girl has
learned much in realizing that the COCO OF one
must at times be sacrificed for the welfare or
the many Mitigating circumstances cannot
change recognized penalty, and the conviction
that definite actions viii produce definite re-
suits is a valu9b,e one.
Under the earlier government Of the school
the honor system prevailed; under self-govern-
ment girl is called upon to incriminate her
self 1t is the business Of the Executive Com
nittee TO find out derelictions and enforce the
penalties unless, in Iced, the offender IS n mem
Der of the Executive Committee. IN when case
as she would on another. comparison or re-
suits in the character of the girls seems to
justify the change Of system.
Certain difficulties common to girls schools
are essened. notably those arising from false
sentimentality-perhaps the least amenable to
treatment Of all undesirable qualites-the girls
each other in critical positions and form
critical judgments; they share responsibilities
together. and this leads to a feeling of comrade-
ship far removed from sentimental admiration;
mutual admiration spirit cannot live in the
robust atmosphere of mutual responsibility
The possibility Of failure in responsible moments
awakens fellow feeling; every girl knows that
she in her turn may fail She strives to live
not only up to her own convictions but up TO
the ideal she is called upon to support Petty
rivalry Is checked and ambition is purified in
the face OF actual duties. Few girls learn OF
their election to the Executive Committee with
out serious reflection and the fact OF possible
election has no little influence in the slow build
Ing up OF character.
INDIVIDUAL RESPONSIBILITY.
There remains. however. a word to say on
the other side Of the question. The first result
OF independence in a community Of girls is much
the same as in any other community-a GER
tain self-assertveness appears which is not al
together pleasing and which reveals itself in
a somewhat unfemlnre hrusqueness. But this
is soon outved. and the older girls, they
acquire experience, learn that good manners are
the essential expression Of cultivated minds, and
in their turn influence the younger ones. Thus
time passes there is slowly built up higher
school ideal than that of obedience to a prin-
cipal whose law Is absolute; an ideal which in
cludes moral judgments, individual RESPONSE
bty and personal loyalty to principle. involv-
ing a gradual recognition Of noble qualities a
valuation OF others based upon character.