The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1902-06-08
BY THE sTATE-OR WITHOUT 1T.

Eagle which contains opinions that are
entitled TO attention both for their impor-
tance and the intelligent source from which
they come. The Eagle declares, rightly.
that conscience is the faculty which dis
tinguishes between right and wrong after
the individual has been taught the differ
ence- Conscience speaks to the will and
not To the understanding. Upon such
promises the Eagle asks. How are the
youth In the society in which We live to be
taught what is right and what is wrong?
Who is teaching them or who. in point of
fact. is teaching these things? This is a
very important inquiry when We consider
that right and wrong in the affairs of con-
duct are not matters of instruction, but
must be learned as one learns to read
acquires skill with the hand
Looking over society the Eagle is forced
to the conclusion that neither the public
school. the church nor the parent is teach
ing, in effective manner, what is right
and wrong in conduct. Years ago, be-
fore the country became populous. popu-
lation made up of so many elements,
the family taught the lessons of right and
wrong. but that teaching is rather of the
past yet we are taking for granted moral
intelligence which does not exist. 1t is de-
clared that "our whole machinery of edu-
cation. from the kindergarten to the uni
versity, is perilously weak on this point"
1t is declared that I'VE have multitudes of
youths and grown men and women who
have no intelligent sense Of what is right or
wrong" The Eagle confirms that declara-
ton by reference to the exhibition of moral
| density of the Burns girl, whose case at
tracted so much attention because of the
murder of her lover and because of the
character of all connected with the young
man who was the victim, his parents as
we'll as the girl herself and the people who
associated with the parties implicated, to
whom the Eagle alludes as gangs of we'll
dressed and well-fed youths who are naked
and are not ashamed of it," Their moral
faculties are as undeveloped as though they
did not exist. This leads the Eagle to de-
clare that there is no efficient machinery
TO instruct them and their like in righteous
ness; their parents have abdicated their
position as teachers of everything. Teach
ing as a parental function has practically
disappeared because people ere paid for
| doing that"
Who will say that the Brooklyn news
paper is not stating great deal Of truth?
What intelligent man or woman will deny
the correctness of its statement that the
whole system of instruction in public
schools lis morally a negation," and the
trouble with theory of education is
that it takes for granted that people are
taught right and wrong without being in
structed? 1--WE are foolishly surprised"
says the Eagle. when we find a gang of
toughs assaulting harmless passengers
upon a trolley line stoning a passing
carriage. when we see a whole populace
unmoved to any extremity by corruption
in civic administration" There should be
no surprise. Those who do such things do
not know any better. They have never
been taught ethics. Nor is it in the large
| cities only that this ignorance of the teach
! ings OF right and wrong appears. Last
week some man who must have been con-
nected officially with the public school sys-
tenn betrayed the confidence reposed in him
and violated his oath of Office by disposing
| OF teachers examination papers. trans
action has just come to light in neigh
boring county in which Intelligent men,
supposed TO have been reared under re-
| ligious influences, were swindled out of
considerable money by betting upon foot
| race upon the assurance that the Splinter
| IA defr aud
others. which he did not do. All of these
people were well educated in the public
school. and some of them have always been
close to the influence of the church yet
they seem to have no moral sense, or II
they have it does not affect the will. So,
bordering on the subject one is moved to
accept the opinion of the Brooklyn editor
that q primal mistake has been made in
/ assuming that people are born with a power
to determine between right and wrong and,
assuming that such is the case. we have
proceeded upon u theory of public instruc-
ton which ignores it in the sense that
would make it effective. 1t may be
shocking heresy, but, whether it is or not.
there is reason to believe that knowledge
o. IlSIN anu WIOuS LuiDan COnQQcl ana
| in the affairs of life must be taught and
! not intrusted 20 4 monitor that has no in
| teliigence, or, 20 use the words of the
| Eagle, that righteousness which is essen
tai to a peoples very existence does not
| come by nature any more than reading or
! writing does.
Those who are interested in public edu-
cation have made great progress in many
directions, but have they not. for fear that
they may eucroach upon the religious. or
rather the noarelgious, views OF some peo-
| pie neglected 10 teach the elementary les
SONS OF right and wrong so essential TO
character? In the fear that dogma may be
taught, has the public school. which must
now be looked 10 for instruction which
should be given in the home and by the
church. done its full duty in teaching prac-
teal ethics, which lies at the foundation of
all other teaching: The question which the
| Eagle raises. and which will come to thou
sands. Is: Shall the school OF the State
teach the difference between right and
wrong? Passing beyond the question raised
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