The evening times. [volume] (Grand Forks, N.D.) 1906-1914, 1913-06-07
MORAL EDUCATION, A SUBJECT THAT
IS GIVEN DEEP CONSIDERATION

the ideas that r to be communicat.
ed develop in the pupils mind as n
phase of his W reaction to a con-
crete social situation.
Must Awaken the Teacher.
The immediate problem is to
awaken the teacher to the conscious
ness of the responsibility and oppor-
tunity for the moral development of
the child. Genetic psychology and
child study are within easy reach.
Chas. e. Pugh, IN. E. A. report, 1911,
p. 426) The problem Of moral educa-
ton is to graft social forms and
tendencies. The greatest fallacy has
been the attempt to use adult stand
ards and customs as q means of moral
development
But how may the teachers utilize
the means at her disposal? The in
fiuence of the physical environment
should be considered. If this is bad
he result is immoral and not moral
training. Clean floors and walls, the
right kind of pictures leave their i'm
pressions for life.
The course of study may be SO ar
ranged as to minister effectively to
moral education and training, "Ignor-
ance.' says DR.. Edw Devine. 'is the
greatest cause of misery" The first
lesson in morals among this type
would be to make. them appreciate the
value Of cleanliness. Physical educa-
ton and medical inspection will aid
in eliminating weaknesses. Without
strong and well developed, clean
bodies We cannot have clean, accur.
ate and moral thinking and acting.
Bad cooking" says DR.. Lecky, "is
responsible for much of the drunken.
ness of the world"
Vocational training will do much
toward the growth of better stand
ards. A course in civics in which
applications are made to problems Of
AMI: History. especially biography,
and literature are subjects very we'll
adapted.
The social life of the school offers
great opportunities. The individual
learns to cooperate. The various
athletic activities are social, and then
there is in the school the discipline
OF routine work. If the school is well
organized and disciplined, If lessons
are carefully learned, if recitations
rae properly conducted. then the
school becomes a syeritable nursery In
the training for the elemental virtues,
Teacher Most Important.
But more important than these lie
the character and personality of the
teacher. 1t is the teacher who makes
the vital connection between the
things studied and. the lives Of the
children. 1t is the teacher who can
relate the supposedly dry and unin-
teresting lesson in mathematics with
activities outside the school which are
directly social. and further, so con-
duct the class work that even such n
lesson forms the greatest moral train
Ing that could be wished. On the
other hand. the poor and careless
teacher may make the best adapted
lesson for the importation Of morals,
Of uninteresting drudgery. II tho
right kind of teachers are procured
1t matters not whether formal moral
or religious instruction IL or Is not
given. The consensus Of world wide
opinion is that 1t matters not 30 much
as to what Is taught as to how 1t il
taught. Personality" says Bishop
Tucsock. zig after all the only per-
nianent thing In education" and when
this is remembered 1t Is MOI dinscuit
70 decide where the emphass in moral
education and training should be
pIdCeO. ~ 35 -