The Montgomery advertiser., 1905-09-03
Conducted By nlartba Young

, give him has indeed seemed to hasten | to an alarming degree the drift pack into barbarisn, It is the old Eden story of the eating of the Tree or Knowledge before the individual or ! race has learned the lessons. Of ooedi- ence to a higher will and law or con trol of his or its own complex being. Dr. Griggs at once announces his plat form that character Is not purely neg atiye" an avoidance of evil, but an active doing and living toward good every day. The present moment should be full and satisfying, yet in harmony with the best for all the mo- ments that follow" "One of the best tests of the worth of the moment Is that it prepares rationally for what
 follows; while one of the best ways
 of measuring the preparation is to es-
 timate the growth, joy and worth of the
 present life." This Is no religion of
 rest. This care of each moment Is ut-
 most responsibility, yet at last product
 i've of strength of control that makes
 daily tasks themselves restful." The
 chapters upon The Unity of Human
 Life" and 'The Uniqueness of Each
 Personality" cali attention to the two
 great failures of education, the very
 usual failure of grinding out all schol-
 ars through one mill and mould, mak-
 ing a machine-made creature, with no
 originality for work, no uniqueness of
 charm, no potency of personality. It
 ed against by our public school officials.
 with exact grades, plans. books,
 hours, courses. The:S will soon
 be no space left in which teacher may work with any of his or her own powers of personality.
 Teachers are all moulded one way. scholars are poured into one form. It hn int Ntxaa Of this now so threatening error, Dr. Griggs writes: Therefore, we must seek especially to reverence the per- sonality of each child and to foster its natural growth. It is necessary to base the individual on the great moral prin- ciples common to all men. and to in. tegrate him with humanity by leading him through its generic experiences; but with this unity in our aim. we an independent person, free and intel ligent in self-control and is thus equipped for the art of living
 This book is discussion of the whole problem of moral education; it's aim in relation to our society and all the means through which that aim can be attained. The book thus gives a com plete philosophy of education, focussing upon its centre, the cultivation of sound anu CLSSbANC CAdA dClSl. At lHG SdIlC time it contains definite application of all the principles developed to the prac- tical work of parents and teachers. It is, therefore, of value alike to those who are interested in the larger prob lem of education in relation to life and to those who are engaged, In home and school, In the task of helping children to grow into sane. balanced and help full men and women.
 ha he. 1R wisest thinking on moral education hitherto and. as well. guide readers to the best modern studies of childhood The full, annotated biography adds to the practical working value of the book for students. glance at the table of contents will convince of the thorough ness of the work: The Child World, the Unity of Human Life, the Growth Pro cess of Human Life, the Relation of Moral Culture to Better Aspects of Edu- cation. the Type of Character Moral Education Should Foster, Types of Ac- tivity, Moral Education Through Play, Moral Education Through Work. These two chapters, every word of which a teacher or parent, or student of sociol- ogy would do well to grave deep on memory. The Moral Influence of En- vironment, Moral Influence of the Social Principles of Government in Home and School, the Nature and Function of Correct Discipline, the Ad- of Corrective Discipline, Personal Influence of Parent and Teach CT In the Government of Children. Nor al Training by Example Direct Ethical Ethical Value of Mythol- ogy and Folklore, the Value of Lltera- ture for Ethical Instruction and 1nspi- ration, Instruction in the Intimate Problems of Human Life. Relations of Moral to Religions Education