Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1901-01-26
HOW TO BE GOOD.
A School to Teach Practical Ethics.

9 nd value. however, is yet compare
tive!y unknown. The kind of school
that makes ethics n fundamental part
n the training of children is new in
tie history of education, but already
shows that ethical teaching serves its
lest purpose with young people.
The original school, founded on
basis OF ethics and intended to aid in
the solution of social problems by
decided reformation in the system of
education, began as a free kindergar-
ten in New York city twenty-five
years ago. In its development as the
Workingmen's School the social and
ethical aim remained paramount. while
a system of manual training intro
duced in view of it's special industrial
uses. became an example for many
sc hools IN our own and other counties.
Lastly came the Transformation of the
Institution into the Ethical Culture
Schools, owing to the demand for this
course of education-widened to COM
plete preparation for colleges-on be-
half of those fortunate boys and girls
whose parents would gladly pay for
their tuition. Thus in its own devel-
Opment the school illustrates the idea
OF progress of evolution. on which ii is
based. 1t now occupies two buildings,
combining n kindergarten, normal
department. q high school in Fifty
Eighth street the work in all depart
ments being concerned to an ethical
| IDEAL and appearing in a delightful
unity. The curriculum represents
carefully selected groups of studies,
| from the fairy stories in the clemen-
| tary school to the regular series
electives for advanced students in an
cient and modern languages, the nat
ural sciences. music history. art.
psychology, literature and literary in
| depreciation.
| From the beginning to end the in
| Struction in these schools is character
lied by teaching Of ethics that is in
terw0ven even with the kindergarten
plays. So it is in the very high order
Of literature teaching by the principal
| of the high school, while the pupils of
Mr.. Percival Chubb have in him an ex-
ample of impressive personality as
well as an ideal instructor.
| BESIDES being important factors in
the selection Of literary and historical
material and in the method Of pre-
| Senting the same to classes. ethical
! principles afford subjects for special
| instruction, although the curriculum
specifies no distinct course in ethics.
II is n mistake to imagine that the
| pupil of today receives this high teach
| ing seated on a hard wooden bench in
the midst of a very dreary environ
| ment. The times are changed and the
| ways prepared for noble thinking are
| changed with them. Little children
| assemble in room showing the ele-
g2nce of a parlor, with its frescOeS and
SildingS, its mirrors candelabra and
| hangingS, and its works of art, to talk
over with DIR. Elliott the story. it may
he. of Cain and Abel. from which to
discover the evil Of INDUCING an envi-
Gus and violent disposition. Through
j the discussion in which those boys and
! girls of an elementary class become in
1 tereSted they get the facts of the case
/ exact. and thus acquire historical
knowledge of definite value in addition
to what is imbibed in an ethical sense.
1t seems likely that history is better
remembered from this manner of pre-
sentfng incidents from the pages to the
children, who as everyone knows. are
keenly alive on moral questions.
Ire facility of thought and express
T. sion on such subjects that is gained by
II pupils under this system is admirably
II illustrated in a class instructed by DR..
|, Adler himself, to whom the plan of
the work of this school is due. both as
Il to its noted origin and its progressive
H Development Once a week he dis
cusses some question of ethics with a
II class of comparatively advanced high
school pupils. The subject of self
II respect, for instance, may be conSid-
L cred, for which, so he tells his hearers,
n the most perfect charity should be
L shown. 1t is brought out by question
i ing that ones Self-reSpect may be
wounded in a variety of ways. all of
L which should be avoided. In correct
/ ing a fault we should not let it seem
|, as if we regard this as part of a tissue
II OF evil forming the character of the
II person criticised; indicate instead that
Il good qualities are recognized. The
\ pupils are led easily to note the differ
1 ence between Self-eSteem and vanity.
1t is one thing, they are aware, to be
vain. conceited and proud, and quite
L another to have proper self-esteem.
! The latter Is confidence that you VIII
be able to accomplish good things, an
i indication that you can do better. An
observation-disclosures of what has been
done is vanity. With this, one may
fail of being truly honest. mans
- honesty is never complete. 1t is not
4 limited to the principle that prevents
him FROM taking money that is not his
bv right, but he must be honest in
| thought and speech must be perfectly
sincere The exercise of vanity is in
reference to external thingS-"our good
looks" for instance-While pride re
lates more 10 what is within us, our in
telIectual ability. Pride is Il looking
back with satisfaction combined with
II hone for the future. These young peo-
;5ss are made to comprehend that if
; we hart the feeling of self-esteem we
are uDctiaritable: the use of nicknames
based On personal defects is grosS-the
very depth or ynlgarity. The name
given a boy wh6m Or" Adley knew
L when he went to school was "Nosey.
because he had a nose like tyrah",
and other names We're recalled by this
ethical teacher and the cl;'ss, such as
/, sIe applied to the hnnchb ick or the
bow with red hair, and th"t wound
self-esteem. The effect Of the mex
name is opt to be lasting, a 10 some