The pioneer express. [volume] (Pembina, Dakota [N.D.]) 1883-1928, 1911-11-24
now able to teach it, and they will not
soon be able to do so. Meanwhile, and

we call the personality of the teacher is
at the root OF all ethical education in |
our schools. The teachers ideals, sin
cerity, poise, self-control. courtesy, voice,
manner, dress, and general attitude to-
ward life are potent forces for character !
building. All these count for more than
anything else in the unconscious or con-
scious making of ideals in child's life.
The office of teacher is one which should !
be invested with a certain sanctity; it re
quires so much, -earnestness of purpose
and self-sacriticing devotion to an un-
usual degree; it demands steadfast ad- |
herence to duty and tactful discrmi-
nation of character; but above all, it
needs the possession of high ideal. OF
what use is the man or woman who |
teaches things he or she does not be-
lieve in; who utters formulas which to
him are meaningless and who grinds
away at lessons which in his heart he re
CARDS as barren of any beneficial results?
If teacher can make his pupils feel
that he believes there is some better
way of going through life than jumping
blindly at every piece of bait laid in the
way, If he can convince them that he is |
deeply interested in their genuine vel
fare and believes it to be something we'll
worth working for, and, above all if he
can prove by his life, his confidence in
the truth of the principles which he
teaches. he will arouse in better natures
an enthusiasm, deep and permanent, for +,
the ideal life presented, and a willing
ness to adopt the means necessary for
it's realization, however laborious or
otherwise forbidding these may be.
When it comes universally to be not
only accepted as an educational theory,
that the aim of education must be char
acter, completeness of righteous living
by the individual, ,-but felt as an educat.
ional necessity, then the public will de-
mand of teachers that pupils shall come
forth from the schools, morally as we'll
as Intellectually stronger. Then too, as
I said before, too much blame should
not be attached to the schools for the
present unsatisfactory state of affairs.
Parents and guardians must begin the
good work at home and cooperate
with the teacher later on. The schools
shosld be expected to extend the work
OF the home in character.building. But
it this all important matter is neglected
in the home then more than ever is it
ttse that the destiaies of country lie
4 its schools. = = =
So. the sooner that parents come to
realize how Ineffective that method Is of
giving way to tho child until he gets
cut into the world where his acts hxve a
public significance and then whipping
him for deeds heretofore permitted, the
sooner will the work of the teacher in
ethics be supplied. The time to estab-
lish in the child respect for authority
Fand disposition teyield to it readily and
contentedly is iast when his expectat.
ions and habits are getting set for then
the task presents comparatively few
difficulties.
It is impossible to develop ethical con.
duct in children by keeping them in the
home and schoolroom, and having them
learn definitions about good behavior.
This seems to many people a simple and
direct method, bat it is too simple, so
much SO that it does not reach down in
to the springs of conduct. The play
ground may be made of the utmost
value in ethical training, indeed, boy
who does not play a great deal with his
fellows cannot develop a broad ethical
character. In association with adults
only, he is not brought into wide range
of vital situations in which he may learn
that the measure that he gives, in that
measure will he receive. = X
In conclusion, let me just repeat what
/ have said before that until every
teacher has the opportunity to get speci
a training in the direct teaching of
ethics he must continue to exercise his
influence in this one dominant purpose
of character building chiefly by what he
is, by the viv'fylng current of his SYM
pathetic influence. To the majority of
school IS wonderful place;
they feel the leadership of the teacher
and here the teacher has her opportun-
ity. She can make the children appreci-
ate 80 vividly that school Is place of
dignity, of power, Of happiness and of
comradeship that they will have the
strongest incentive to work, to keep or
der, to be helpful, loyal and true.
y The subject Of ethical training and its
problems will be frequently discusseu,
no doubt. during the next few Yeas.
Educators will be exercised in their
minds as to whether such training can
be systematically done Of whether it can
be done only incidentally. and among
10 many influences which are known tol
q =