The Republican. [volume] (Oakland, Md.) 1877-current, 1906-04-05

heart of the child as a basis on
which to proceed with schoolroOm
instruction, and that there IS a
general lack among us, of the home
training necessary to establish
such principles, making it neces-
sary for the teacher to do work
properly belonging to the home,
let us proceed to ask How shall
the teacher go about imparting
this moral instruction in the school
room?
First of all perhaps, the teacher
should bear in mind that It is most
difficult, if not quite impossible, to
teach morals by coersive measures.
As rule punishment is not a cor
rective for immoral conduct in a
pupil. Whipping the liar or the
thief will more likely plant venge-
fulness in the offenders breast,
than correct the evils discovered.
A plan of some sort, to set before
the offenders mind the hideous-
ness of his offense, will be a better
corrective than beating. Moral
ity cannot be whipped into a child.
May we not as well accept it as
thing impossible to deal success
fully with the individual, in mat
tiers of immortality in the school?
What would be morally wrong in
one, would be morally wrong in
any one or all Of the pupils. The
vicavious principle should perhaps
be put in operation here. Make
the child feel, if possible, that TIE
immoral act is not merely 4 per
sonal defect or stain, but that the
result or fruit of his act brings hurt
and shame to the entire school.
Anger in the teachers heart is
quite out of place. The moral de
feet in the child is like a wound
in the flesh-it cannot be cut out
it can not be burned out: it must
| be healed Kindness not only
may, but will accomplish more in
this work, than harshness.
Moral teaching brings into play
the best that is in the teacher.
Arithmetic can be taught by rule,
and the rule is in the teachers
head; but moral precepts come
from the heart. Woe to the way
ward Chitd with an immoral teach
er! Certainly mental force and
intellectual attainmenta are absolute
requisites i'll a common school
teacher; but any school manage
ment that overlooks moral fitness
in calling a teacher, makes a fatal
mistake. And the morally quail
fed teacher will have constantly
i'll mind that his task is in the line
Of moral training, to produce
being capable of self-governing,
not one always to be governed by
others. What we want the COM
mon school to turn out, is self
governing free man. A high grade
of morality is the only safe rule of
life for a free man. The higher
moral sense must have a strong
and steady mastery over the lower
instincts, or impulses. In all pos
sible ways this moral sense must
be awakened in the child; by the
teacher, when neglected by the
parent, there is found the teach
ers greatest embarrassment; here is
certainly his gravest responsibility.
Lessons must be by him taught,
often so abruptly as to make a
rough path for him, where he
might have gone smoothly if home
training had not been neglected.
Let every Garrett county teacher
be anxious to excel in his calling
but let him or her make it a spe-
cial aim to excel as a teacher of
morals in the school room. Teach
by love so far as possible. When
you punish, let it be for the good
of the whole school, rather than to
bring pain to the single offender.
When in need of Boilers, Engines,
Saw Mills or Threshing outfits, apply
/ 20