The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1902-10-12
SCHOOL WORK OF
ETHICAL CULTURE
Origin and Necessity of the
Movement.
ITS MORAL TEACHING
Co-onnrati0n of All the
ITS MORAL TEACHING
Cooperation of All the
Branches of Education.

The Ethical Culture School, which has
grown TO its present encouraging dimen-
sions, began with the esta blishment Of a
free kindergarten, the first of its kind in
the city Of New York, in 1885, and upon
this as a foundation the institution has
gradually been built UP. Devoted to the
new and improved methods in education
that were slowly being evolved at the
time, it took its place from the start as a
pioneer school, and as an attempt by pos
tive demonstration to supplant the cut
and-dried methods of the public schools,
which were then the stronghOlds Of rou-
tine and memorizing.
The need was felt Of an experimental
school, of place where new pedagogical
ideas might be tested and adapted 10 the
requirements OF the children; where the
positive utility Of the ideas might be
demonstrated or their claims refUted. The
public school is too large 100 much nee
essarily d part of a system, and not sufi-
GENTLY elastic TO allow Of much expert
menting The need Of an experimental
school or schools is obvious, therefore,
and the workingman school was design
ed to fulfill this function
The teaching Of Froebel, that learning
b. creating is the birthright of the child,
having proved its benehcent utility in the
kindergarten, it was deemed desirable TO
continue similar method in the upper
grades and thus a system of work in
struction for children was evolved. which,
under the name Of manual training, has
gradually achieved q remarkable popular
ity, and has in various forms been adopt
ed as q part Of the curriculum by the pro-
gressive schools of the entire country.
Making manual training an integral part
OF the school course. for the sake Of the
general educational advantages to be
gained thereby, has been sanctioned by
leading pedagogical experts throughout
the world and has been directly in the
line Of educational reforms in Germany,
France and Sweden. The school we are
describing was the first TO introduce man
ual training into the primary and gram
mar grades. simultaneously with the in
PRODUCTION Of manual training came the
use Of object teaching, the utilizing Of the
child's interest in the natural life around
it. in the shape Of science lessons, now
universally accepted as part of the
school work; and also the teaching of ele-
cling. and color work. not, indeed, to ed
ucate artists. but to cultivate the artistic
sense latent in most children and to train
the powers of observation and reproduc-
ton.
In addition 10 its priority in introducing
the new methods and branches of in
struction, the school owes its distinctive
place in the educational world to the at
the problem of unsectarian moral teach
ing. It seeks TO answer in a practical
way the question which isagitating par
ents and pedagogues-to what end do we
educate? We are confronted at the pres
ent day by the fact of great improve
ments in methods and an equally conspic-
uous lack Of purpose. The machinery of
teaching is excellent. and the product
turned out is in some respects remarka-
bic, but the underlying purpose is vague
and unsatisfactory. What is the object
of all this education? What grasp on life
and its aims are we giving these young
people?
The system Of moral instruction in the
Ethical Culture School has been slow
growth Some authorities are opposed
utterly TO the attempt TO give such in
struction in schools It is regarded by
them as useless or flusory. while to others
# appears as a very panacea for the cor
rection Of all the undesirable qualities of
the growing generation. The view taken
in the school we are considering is. that
while moral instruction has an important
function to perform it can by no means
be expected TO carry alone the whole
function of moral training. Moral in
struction has its distinct place but It is
only a single factor among others. and it
would be a mistake to rely exclusively
upon the method of intellectual enIghten-
ment. ascribing an exaggerated influence
20 one factor alone.
Among the other factors that are recog-
nized as Indispensable is, first of all the
influence of environment II must be adj
nlitted by those anxious for moral growth
that the environment of majority Of
school children. especially in large cities.
IS distinctly antagonistic to moral aims.
The home is often too poor and bare and
its opportunities too limited to foster the
chmds ideals; or. on the other hand. it is
too wealthy and overburdens the child
with luxurious desires and useless OF
harmful social conventions. Life in the
large centers is rushing torrent. with
which the Young are too early brought
into contact; excitement and overstimula-
tion often lead 20 vicious habits. while
luxurious indulgence tends 10 deteFiorate
the standards of living.
To serve as q counterpoise to these ten
denotes. TO make morally protected en-
vironment for the child. should be the
first aim Of the School and to insure this
the cooperation Of all the teachers il
needed The chief features OF such
morally protected environment have been
found 10 include the following cardinal
points: Love of honest and thorough
work. personal simplicity. a desire to give
personal service 70 the poor and suffering
The second important factor in moral
training consists OF the cooperation of all
the branches of learning in the school To-
wards developing a central. guiding NOR
al conception OF the pupil This central
conception = thar of human evolution
The School is "a school dedicated 20 the
fGea of evolution. not in q narrow meta
physical sense. bat in q broad human.
moral sense All the departments OF sci
ence. history. literature. art. and econom-
les are required 30 c0nspire together.
Thus, in teaching physics. not only the
laws and facts OF the science are TO be
studied. but lis development from the
time of the Greeks is 70 be traced ~ least
in outline In manual training again.
while the immediate end is 70 train the
hand and through that the mental power.
the course IS SO arranged as 10 interest
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