Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1905-07-12
THE EDUCATORS
CONTINUED from Page One.)


believe in having a course of study in
ethics for each grade? While 81 per
cent. believe in the direct teaching of
ethics, only q per cent. would have a
course of study in the subject. Thirteen
per cent. are uncertain, and 60 per cent.
would have none.
On the other hand, many cities have
a course Of study in ethics. Among these
are st. Louis. New York, Philadelphia.
Topeka, Bay City. Cincinnati Toledo.
Anderson, Ind. and Ansonia, Conn. Of
course there are many L do not know
about.
Another question was: What precise
phase or phases of ethics should be es-
pecially emphasized in each one of
the grades through the high school?
Twelve per cent. submitted subject
matter for each grade. Forty-nine per
cent. offered suggestions for partial
course; SO per cent. had nothing to
present whatsoever. I made a compos-
lite photograph of all courses presented
and the result was mere catalogue
Of all the virtues for each grade with
a slight tendency away from the duties
i'm the home toward the larger rela-
llOIlS W tLC otoIS e'hA t'OSAStS Go tiiN
grades advanced.
Some years ago as superintendent of
a city school system of eight grades, l
outlined course of study in ethics. 1t
ran as follows:
Grade One-1. Love. obedience and
kindness to parents, teachers, broth
ers. sisters. playmates and to all pets.
2. Unselfishness shown in games, the
use Of playthngs and the like. g. Good
manners shown in play, in eating, ir
drinking, in all of the small things of
every day.
Grade Two-1. Truthfulness in every
relat ton; value of genuineness every
where. 2. Cleanliness in person and
dress. s. Love for the beautiful in
home and school. 4. The kindly tone OF
voice; pleasing manners. 5. Kindness
toward all animals. (Read "Blach
Beauty" to class.)
Grade Three. CheerfulnesS as E
valuable possession. 2. Respectful
treatment of strangers. old people, for
eigners and all unfortunates. 3. The
value Of good habits over evil ones
Dangers to growing organisms from
| tobacco and the like: the sad loss tG
children growing out of profane ant
vulgar thoughts. ]. The American
spirit of true thoughts. 4. The Ameri-
can spirit Of true equality.
Grade Four-1. Self-respect and wha
| 1t depends upon. .. The meaning o
rights and privileges between chill
dren; between children and adults. 9
The value of greater welfares ovel
| lesser. 4. Polite behavior in company
on the street. at school, at home, a
| the table. S. Conduct as letter o.
| recommendation. 6. The value of i'll
| formation and ACCURACY.
| Grade Five.-1. Industry, its neces
sity, benefits and rewards. .. Prompt
ness and regularity in little things. 3
Economy and it's relation to getting oil
in the world. 4. Justice, as illustrated
| in the home, the school, the play
ground, in other social relations.
| Mercy and its relation to justice.
| Self-control as source of power.
| Grade Ski. Ambition and the he
cessity. rewards and dignity of labor
IL. FaithfulnesS and willingness il
work as valuable assets. 8. The logica
necessity of reverence: its relation t.
the aged, those in authority. to God
4. Affection and sympathy as cornel
| stones in the foundations of character
Grade Seven-1. Culture as a neces
sary element in a successful life.
| Veracity as an ethical aim. 3. Respec
| for the state, the dignity of law. Tat
thing, the rights of property. reputa
| ton. Benevolence. Patriotism. 4. Th'
ideal moral life as the performance o
! all duties including the duty to stud,
duty. The duty of the strong to the
weak. Temperance. responsibility. pur
pose, concentration.
Grade Eight. Character as an ulti
mate aim. 2. Truth the great "Gleam.'
5. The ethics of example. A. Respect fol
| society and the social purpose. True
manhood and womanhood. The idea
| family. Refinement. Enthusiasm
| Courage. S. The value of education.
Another question was. What stud!
portance in the public school curricu.
| lum than Ethics? Forty-seven pc
cent answered none. Twenty-three pei
| cent. ignored the question:: SO per cent
varicusly place history, literature
classics. civics, nature study, and 9th
or studies that give Essential informa-
ton" above Ethics. Two say that "a
| study of almost anything would be
better A few insist that Ethics can
not be separated from the other
branches.
In answer to the question. Should
pupils have Il text book IN Ethics? the
replies were largely against.
l also asked. what text books have
you found helpful for teachers? Adler.
Moral instruction of Children. Shear
er's Morals and Manners. Hyde's Prac-
teal Ethics, Dole's The Young Citizen.
Thaycr's. Marden's. Everetts and
Smiles books. Paulsons A System of
Ethics. Mackenzie's Manual of Ethics,
T. X. Beecher's. In time with the Stars.
the Bible, Hopkins The Law of Love,
the Gill System of Moral and Civic
Training, Forbush's The Boy Problem,
Sidgwick's The Methods of Ethics,
Girigs' Moral Education, Du Bois' Ma
tural Way in Moral Training. Open
heim's Mental Development, MacCunn's
Making of Character, Whites School
Management, the McNunry Books.
Cowd,y's Moral Lessons. Cows, Go1p's,
Dewey's Stories for Home and School,
Winslow's Moral Philosophy, Weyland,
Taylor and Page, Fairchild, the
French Manual in use throughout