Alma record. (Alma, Mich.) 1878-1928, 1899-05-26
VIC. 7. U. COLUMN.
Answers TO False Notions.

flIsl, lem ptThH'c II HloiaI' h'' u
scientific question:; therefore II taught
at all in the schools it should be from
the moral standpoint only, because the
strengthening of the moral nature is
the best preventive To intemperance.
Second, if you teach the pupil the
evil character and effects of alcohol
and tobacco, The law OF perversity in his
nature will make him want TO try
those things for himself.
Third. as long a. the fathers smoke
and drink, il is pot only of no use 10
teach the children not to do the SAM,
but sucl: teaching is dSrcSpeclful to
parents.
In answer to the first objection that
temperance is moral not scientific
question, let US inquire.
First, is IL not true that moral
question is one that considers what is
right or wrong in action on the part
Oh ucluR. tdpd Dlc Oh 'hOlNcs
Second, are there not certain facts
which are the reasons for an action or
course of action, being right or wrong.
Third, if those facts, the reasons for
the right or wrong, are duly arranged
in the case of each obligation, do they
not form the science OF that special
obligation; Webster says that science
is knowledge duly arranged.
Fourth, can person be taught the
principles OF morality in any case, or
TO choose the right lntelligently, with
out being taught the facts which show
why one course or set of acts is right
and another wrong Are not these
facts the science of the case;
TO illustrate: Moral obligations may
be classified under three general heads.
First, duties to our maker.
Second, duties to our fellow-men.
Third, duties to ourselves.
The facts giving the reasons for our
duties to our Creator are set forth in
the science of Theology. Those in the
case of our to our fellow-men are classed
as the science of Sociology. The facts
that prove our moral obligations to
ourselves in the case of alcoholic drinks
and other narcotics, are very properly
termed the science of Temperance.
Here, rs IN the case Of other duties. no
person can fully comprehend the eX-
tent or scope OF that obligation without
knowing the facts. The answer 10 the
question, "What is the nature and effects
of these substances gives the facts
in this case, on which the whole tenn
perance question rests.
There is no such thing as moral
question without basis of fact which
is the science of the question.
These are not the days Of dogmatic
morality. Modern morality teaches the
reasons for the right. shows why, and
thus strengthens the moral nature.
The oliector says, strengthen the
will to resist temptation" How do
we strengthen the will The will is
the faculty in US that acts on choice,
and our choice are more or less in
luenced 10y our knowledge or lgnor-
ance of the facts in The case
How would you strengthen the will
of boy against the temptation to row
across the Niagara river a little above
the falls; by telling him he must not. it
would be wrong, or by explaining to
his reason the perils that iahere in that
fatal current? How would strengthen
boys will against incompetence;
would try to give him intelligent rea-
sons on which his will should act.
Just as | would teach him the char
acter of the Niagara rapids would
teach him the nature of the alcoholic
rapids, that lead to worse more
helpless plunge into utter darkness.
While would never exaggerate, |
would search for the truth on this topic
rs for hid treasures, and then teach it
abating not one jot or little. leaving
the consequences with him who SAID,
81 am the truth.
lie has so made the human mind
shat it Is moved by truth that warns as
well as promises.
Before appetite is formed, | would
teach the boy the dangerous and decep-
tive character of alcoholic drinks and
other narcotics, especially the proven
fact that a little alcohol in any liquor
has the power to create an imperious
uncomfortable, and destructive appetite
for mora and fhprpforo its usa in my