Show ETHICAL instruction IN PUBLIC SCHOOLS PAPER READ AT TSE DENVER WOMANS CONGRESS BY BT MRS MES SON DON B r conay OF OGDEN ON OH JUNE how shall vio of ordy order the child and b linw ow shall we do unto him in I 1 n the lie I 1 hands h ds 0 the th men m of today we of atno ba have V e PI placed AC ed the fate of 01 our ir country countr I 1 without a thought save thoe there of loyalty wit without hout ft a doubt us as to the manner in which they will hear bear themselves or the ultimate outcome we vs as a nation hat have L in trusted to them our lives our fortunes and our sacred honor jn in their hands we vie have placed an un full led guidon confident that with well won honors it will cretu return rn to UJ u W what I 1 let now of thome hone d dear ear ones who ora with us still into whose hands in the coming years shall tie bee indru In trusted anted the affairs of state stale whether in pence peace or liar w nr the men and the women ot of the future how shall we order the child and he how W sha shall I 1 I 1 we d do 0 unto him film ho how w when and where moral training ing or instruction shall be given Is certainly avital avital question dut the idea that it shall ahall be relegated to the church tho the sunday school or even the homo home alone Is long lone since an exploded one and educators educator s the world over from the time of pest 0 lozzi to the present day have bare agreed that tor for the development of ct a manhood and d womanhood of 0 which the nation sh shall A al he be proud moral education shall go hand tit in hand with mental discipline arid and physical growth that this threefold three fold education neither begins nor ends with the schoolroom Is a tact fact not rot to be disregard et 1 froebel says saya the development and cultivation of man to attain his destiny to fulfill his hi vocation vacation Is a perpetual uninterruptedly continuous whole rising from one stage to another but that ali it the years spent by the everage average evera avera M a child in file schoolroom comprise he le most period of 0 his life Is equally true it I 1 we concede this to be the coso case we must aggeo that the training which he receives during this time la 14 to 10 be the great factor actor for or good or ill in ills his future life sri sail we ire must regard didactic teaching tear 1 ing 0 of morals as the he least helpful of al all I 1 means available in the development of 0 character first nt t all influences ot of tile the schoolroom schoola corn and outweighing all ail others by one halt t V I 1 4 ff 1 K I 1 an I 1 I 1 k N I 1 I 1 i 1 I 1 V D in wa 1 6 1 1 I i I 1 ai 11 1 alk I A 3 I 1 11 ll er IF 0 akl I 1 k N I 1 1 mrs don dan it coray carey ogden utah comes the teachers R personality next the atlon of 0 school life next rho indirect ethical culture romes comes through literature and last of 0 all ajl employed ernp loyed ml with th varying and doubtful moral instruction I 1 wish now before considering how th schoolroom itself and each study pu aued therein may be a means of 0 moral culture to speak peal ot of v what hat must ever be ba the first and greatest factor actor in all education the teacher how much depends upon her personal character how bow deep is the tin impression pres slon made by her upon the plastic mind of 0 the chud child and hut Is tobe to be of 0 that impression upon the childs nature it Is impossible to estimate the personality ot of the teacher is the chief factor actor ot of moral influence in the school life it II Is the ultimate source of 0 power the central organ which sends out its life elv ing currents through the w anle organ ism thou thon must bo be true Illy thyself self if iron the truth teach thy thy soul must overflow if thou An others boul mould si at reach it t no freds e do tho the Oer overflow flow of heart to vi alvo ve the lips full speech certainly the next important element clement in the childs school life le la Is the school organization every school wit with its attendant environment Is a republic in miniature in which each individual must do his share toward the general good knowing always that the rights ind privileges which lie he enjoys depend largely on the duties which he be in turn fulfills toward others he must feel eel and rid he will feel that no nn man liveth unto himself the discipline of 0 the school the form of government here found must determine to it a very marked degree the kind of 0 citizen which shall be evolved in no case cage can we say that the school Is 14 wholly responsible to or r the childs moral charter character but wo we surely 3 e ly do believe that that government government I 1 in n chich alch and of 0 which the child feels feela himself a part will tend to foster in him a high respect for law arid and iiii furnish ideal training tor for a future citizen cn ot of a noble republic while that in which tear fear or physical superiority are the guve governing powers will in time dwarf self respect and with that re fact tor for law lair tire the routine ot of school life the mere working ot of what t hat may be railed called the school machinery does docs much to foster in bri the pupil habits upon which so 00 much in future life depends habits h a bits of order neatness end and promptness the nas embling together of 0 a large nu number aber of people on terms of 0 equality arid and even friendship li iq in itself an admirable les lea pon fon in true democracy demor racy and gives count leas opportunities for the exercise of oc such buch virtues as kindness unselfishness arid ln in its broad true sense charl charity I 1 have spoken thus at some length in the endeavor to set act forth the ideas of some le leading aLding educators on the question of 0 school organization having especial reference to government and first because of the ethical importance of the subject and then n because it if the clubs throughout our land are to take up tho the study of education and educational conditions condl tlona a knox knowledge ledge of the theories of the best educators on this point Js is dot only desirable but cs sent ial in onder that they may view these things from rom an educators standpoint something must be said bald of the studies themselves vvs and their relative va values 1 in this line for having la in mind balut lut F peato saying it is all very well for them to learn something but the re really 1 11 it Y important thing Is for them to be so something wo we must decide that the astric study I 1 y itself Is in of 0 slight importance unless it AM in the harmonious development of the child the th study of science or as it Is more wisely called nature boudy in all its lt forms form and in all departments from tho elie kindergarten to the university is of especial a value that loe of nature which has bee ever been such ruch a strong strone foundation tor for the th love ot of god comes colnes otten often through a more intimate knowledge ot of her workings or kIngs all it great scientists have bel acu haunted by ft a high ideal of 0 truth st naif a glearn gleam ot oi that J jacal d A he however t faint aint may be made t to shed hd it its light even loco into thi the schoolroom ill history af tory Is ot of great value in the teaching of such inch virtues as herta jain ibm moral goraj courage ind and self vaci sacrifice ha the h e areat mid glorious of 0 nil all time COMO come 1 back c I 1 10 0 vs us in almost ideal form and I 1 serving ervin g as models to the young arouse in them an admiration a 1 passionate onate bisci P lc alp what dora does the nation owe one today to tire the names of its ita be heroes roes I 1 what did they in turn owe to icon the na names nea ot of former great ones once how con such examples tall to inspire to anoble to emulation but it Is preeminently eminently pre hie elie study ot of if literature tora ture to which wo we must turn for t the he best material to be used in tho the cutti cultivation ti of the moral nature and surely it in the broad fields of 0 the lue worlds bet best literature we lne con can 11 land n d much that Is admirably 1 y adopted adapted for this purpose I 1 rel felix I 1 x Adler whose lectures on this subject form perhaps the most valuable Ibo because causo the most practical tit work along this cinc divides the literature adall bl for or this schoolroom into three great groups the airy story preferably I 1 the he old Ck german marche 1 I the lable fable lai fai a judicious selection a only n 1 y a and n d apart from all re religious sir significance stories from the hebrew and greek classics the reason wilier assigns to 10 the fairy airy story the first place Is a purely pedagogical one by so placing them vc ito hole dav a engral and progress progressive ve order first which introduce the moral incidentally Mentally Inc only then those which blob bring bring out the moral distinctly with noth nothing ng to distinct dish act attention iron irom I 1 it t and those 11 aich teach a number of 0 seasons jn in one thus requiring more extended and advanced tho thought U ahe reason for or this arrangement Js Is obvious v nothing in our present day literature see cearns ira to have t ty ken the place 4 ot f the german fairy airy tales they are arc as a new today as alen the race ace r was in its infancy f ancy with it a fadling beauty come to tile the calil of th the L ninette nineteenth nth century as to 10 the child of 0 early times with a sweet street assurance of tile the triumph too seldom poon on in real wo of right 0 ver over I 1 wrong ron g filled with tt ith lie hie beautiful myths of 0 the real childhood of man they appeal especially to children stripped ed 0 of I 1 their heir supers superstitions superstition titio ile and having eliminated bated from the them m those things which condid conditions ons have made immoral today they furnish more efreb t no I 1 because moro more acceptable moral bin thin than any other oilier source embodied in a charming story filled often with the most beautiful descriptions we find some great moral truth which without comment or explanation lodges itself in the mind of 0 the ahe child to remain forever there lt it sias has bren been said d that their hief attraction Is due to their representing the child as living in brotherly fellowship with nature and all creatures ecea turca trees flowers animals wild and tame and oven even the stars are represented ns no the comrades of chil children d they stimulate the he imagination they reflect the unbroken communion 0 of i human lafen life ith life universal and incidentally but all ail tire more douei fully on that accounts account they quicken the moral sentiment let us its avail our freely of the treasures thus placed at our disposal lot let us welcome the fairy story into our primary course of moral instruction that with its gentle ban bands d 3 woven noven of morning mist a and rid mor morning n g glory it may help to load lead our c children alwen into the bright realms of the id ideal c a not so much can be said tor for the table but certaIn certainly lya a judicious selection can I 1 1 he made front from the vast number written n or compiled by aesop those facks chich teach submission to oppression willit which at one time lime in the worlds history was a virtue may nell ft ell be eliminated from the reading of 0 the american child unless it be its as an example of if what nihat not to do but many of chent teach forcibly great moral truths and certainly x nothing more distinctly sell separates vice aiom torn virtue nor portrays more decidedly the triumph of the latter oer the former while it Is doubtless true that in real life we seldom hod the line latib an closely drawn nor tile the rewards so justly meted out is it not well that in our early years vears at we e should think of them as and as distinctly opposed to each other and mole moie important port fint still as aa a just compensation pensa pens atlon tion I 1 i stories selected from the hebrew and green greeb dab classics arica the ever beautiful story of joseph anti his brethren and the return of good tor for evit evil or the delightful take of courage and manliness which illicit homer alomer lias has given elven us may form material for moe extended and advanced lessons in morals morah the fact that this literature appeals to the young so strongly JS guarantee of its practical utility in this line whether it NN hlll ill life the thoughts above an ignoble alfe and point the way to a higher plane or not depends as does docs all this on oil the manner in which it is put before the pupil this outline by no means discourages the use of our own beautiful modern lino dern literature on the contrary there Is much in the th literature of the present day which fits in ns its we may sa say Y vint the first division especially lonciel lows lowa song of hiawatha Is perhaps tine one of the most noticeable examples the fellowship of 0 all living creatures and the brotherhood of all life Is here beautifully set forth and the child must needs feel that that in even bosoms there are longings strivings dr ivings yearnings yearning a for the good in they y comprehend not that the feeble annu and helpless groping blindly in the dArk darkness nebs to touch I 1 e it gods tight light hand in the that it darkness an and d ate are lifted up arid and strengthened the education of the future furuie must be ba based sed on oil character building it roust must center all the elie energies on making a broad tolerant liberal justice loving pure and inherently honest manhood and amt womanhood intellectual training industrial arid and physical dea development elopement elop ment will ne fie in the perfect educational arch but ethical culture must be the foundation stone upon N alch aich an endur ilig can civilization I 1 liza tion is bull built and to those mho would mould further this work let us say as they shall say to EO the citizen of the future be just and fear not let all the ends thou alist at al be thy countr count YS rys thy gods find and truths |