Show STRONG PLEA FOR MORAL I TRAINING IN PUBLIC SCHOOLS h hS ii K p t t WI r nA I inn In tf h hII S II put It In l our TJ TI 1 In r 1 Ih til o olI lI I I L lIMo 91 u vb I Ia IkUI II III I h conduCt tI ua II c Ii ft III Ii If lb Ih II ot of la a id Jr C Ih ot of ti tIt doing but bul butt bult t I Is In hi IO 1011 i iI I 11 I I r f and will III toward 1 II i I g f that Ihal r dill tI It IL I Is t IM out outI i ir I r In In barmon with 1 Iii WIt WI of lit lId and conduct It II t II 4 whole ton tonI II I 11 nf t I Ih r n III Ia not un unI 1 L tut hilI ro lr and ad dl I Iu I end ie de deI I Is that I i HIli power por without power of h I I And ot of life w 1 Religion Rellon and 11 1 I V i th Ih our to truth i J I A t I II a III the recognition t i Hw f man and andI I 11 II nit If to that t lIi gIu may also allO be sa aa sath th recognition of to flod ud and 1 I III I II will immorality tend lends to toI I I ot of one onea 1 awakening The Ind to 10 unify the if II of nC God Ond And thON thoa who are re reI I I ite hr la law h have ac a Iu rui a apton of nod with no In Int t f I 1 I 1114 to man Kant KantI 11 I t morality III Ia de ded III nile teril b and nd not depend cr V i the recognition and living I lIt while I the I that living Morality la lad I Id d hamter III Ic Rut But how t I L tic bt attained It WU was 1 f nt I h I cllon ft A Yr year ago 0 by A aj j 1 0 that you ou could not notI I 1 T T To teach it t would ii I Is this thin thing mor or etherial that It eludes If yoU would It ana anaI na naz z I just 1 He the of an ii 11 un II its death Infancy CY I hear I V VI Ill rn on Ra aner his hla mother 1 i h ln him the Immorality ot of LI 11 life liCe and then Ihen holding up to toj j way 0 mother you I w v tilt the faint glimmer lImmer U morality that wu warn f my Or after the Juvenile 11 hIS hs ft a uplifting talk lalk t th Ih he turns turn end and andy aay y hll hav di tro d th the at t ray O 1 T Tn an sanIty e The moral law i as t I Ihl as l any other mental n a ot of fruitful incubation tl t teaching of the Ibe social octal I bawl oI 01 SE O 0 CRIME cann CRIMEr 1 r urs ur Hf or of the age ace Is the lack ot of ota a aa a 1 il and ot of this l 1 nd all se a result we e have I Tl ii It ot of Intellect President nI 1 ith nil tb learning of the flu t nth nIh the youth are grow in Hall deplores deplore the f t I La I th Ih nation I eliminating the I Of nt a 11 morality rM end th the II of from its Ita II rc the Id idea on 13 iO that secular learning would J L 50 she th the Bible 11 I front from hr her heri i k and lind baa her of f ff r f t III lh the ul truth But Dut ButU U 11 1 hr her effort rime crim baa harn In with i q and bound and nd h educators now say y that d Of not correct evils vII t ht 11 suit and hu harn reaped th lh ii results The Increase ot of crime tt J barn n r I rr ent nt since the f 1 L t h Die claims claim that 1 not behind Eng n I in youthful criminals Ii In recent four foura a 1 fat fast a as the population Prof ProfI I tio on that crime of I he have d while the ther th r and cunning such uch a II forgery sad frauds fraud of 1 K have hae greatly multiplied See Iid redO crt rabel Id It itA A LINO I the lyt In the 1 1 bureau hureau ot of education In bj of crime 55 that It Itt Iti t i w v rrt years Ine Inco l religious train trainO O from our hool crini has ha Increased ap api i 1 45 per cent Oft of thou con h td of f lutefy were under children ham bu greatly In InI I the proportion of crime from l 1 t I I 1 I Is much hIgher than at a aI ay ayo I aK aKi i o 0 Ir cent nt ot of all criminal be 1 criminal Ute lit before UV they 1 17 yu or of a Th uda judee of ef II court In Denver Dener avers aversO vet li M O per cent or of the hay boys of that I II II are that f a 11 aa c a ra lion ot Of boys bor LC have L b ii jell Jail In 1 before boys boy wet acre to In In Iii Chicago Ii Tb r lr under 1 U Ur I r age That means one on J ji to hf of her ber In Int I It t III t 9 y aM ig K the Ien h a al l 1 their public At OA oare J hgan to 10 In 1 t there hN s on InC crimi 1 o 0 oL L H 44 r f Ih hi n u UlI e 11 to 10 1147 1141 I In lIe oe to In OIt to In 17 In oIls n to n 0 th Ih 1111 In II t 1 ere 1146 In uN th then erp rt 14 W An of nf ver 1401 p per r cOt cent have hav In he me in way until no now on one In n e cry ety cryl II l deaths Ia eIther murder or and for tor tile tha sad d want lUIt of mo me tit Juvenile are ft crow crown n every hoe of In our as MORAL MOUL What We want nt to tn r In th a tr put thit In cUP A negatIve wI III IC I ot et ott t n producing ren A nea live moral lOde code I is easily Rany aside ald by bv positive vice IeN Nn net tv cn can cope cop with pIO Evil e m through an evil impel or nr an outward stimulus or nr both In order to have a child lid bet betti t tI Against them It will be to stimulate B a toni or impulse nd a love Jove for the rt rl tt o 0 other othera The II of should begin early In lit life b by merely I telling a child how to act without tha aule or the why and see ION that It i on onUI UI It th the habit of Rut But later In life parents end should study to ah show the why h of th the moral It I Is better to h a moral than to tn hv have merely merly correi t The desire for It la Ii the criterion We dont pC pe II th tive morAlity In buys buy who up ue tobacco liquor etc tc Tt Then t may be bert 1 rt negative half felt but lit Ice Fint some years ara ag said Id that when h he found a young mn man usIng h ho knOw knew that hI he hAd hed entered the oilIer of that young mans mAn pine Moral d I ii aid ald aided ed by bodily training and culture tn In sound And moral growth It w was found by of 01 MI that of all tit the Juvenile offender none had been to any trade end d those who wn were a trade In the never nver to those thole through mm crime AT DONT Ito III order to make mak a pro proficIent clent In grammar or arithmetic w we nt teach the principles un each science lelce but we drill re n review view and drill again n hAve the ate tu dent measure com compute ut verity verify and nd had hIm In Into the practical problems ot of life and this I continued for years yra before we feel that the learner I In inthe th the ot of but we weare e eare are into Inlo believing that thata ft a t fe moral will develop 1 a astro morel It Ithe ho he b bomea lne so eo It will be In of our harmless I know of no positive or physical h attainments without careful tuly and labor seeking all the time lime to toI toy I y t tUn feeling for tor ud and a desire to pur the work A true education itt I greater moral lit will be attained through a similar course Therefore a 11 posItive moral education I is a sentil In our schools a the cut ent arithmetic cia clasS Itow many are n there thre hEre who have hae approached tile the teachings of morality with the same iet and hopeful brilliancy that thy began sad ancI continued the teaching of reading os 01 nature study and nd it If tile the child In attaining the right act ct or ut trances made some error the teacher did with laughing trance tell him that lie he could and would do better next neat time thus thua awaken wakening In by a alove alove love for tor a power ower to do the right thing or turn from contamination Our moral teaching generally oscillates Into a nagging coldin offended air It not an Ill III hown temper because of the child Thul Thu discouraging him Temptation I alluring In Ita It many forms torm so 0 is II idleness but when we wish th the child to turn from Idle n nasa to we e tr try to hold up progress as more enticing and Joyful titan than wretched Idleness Then wh why not hold up the Joys to ot of morality till they are re tar far m more thrill thrillIng In Ing than the temptation of f sinful pI pIu plea u ness This form torm ot of teaching continued through th the with ever broaden broadening In ing and nd moralIty until evel every phase ot of the moral life hu ha been successfully Into the do doIn Iq In and feeling habit PATIENCE WiLl WIN IN Morality has ba been taught too often onen I through the cold stern hand of must mut until mora morality lit associated with the all and uninviting It If children were lire forced Into education tion with the same am and nd reprimands If not punishment at Mell asch and every error education in 10 most ot otI mInd would become a barren and as a I unInviting u as w Ichabod I school to the Dutch urchins urchin ot of Sleepy Hollow Hollo It If we could understand and I feel that morality I Is just Juet u as teachable as an any other And that Immoral acts acta should hould be considered a weakness the same me aa a an to correctly solve a problem and If we e could un undertake the teaching of the Immoral child with u a great a pUN and j patience and urance of hI triumph as aa we tore lire that he will learn an to love lov lovI I and correctly compute lb the most moist cult me th then and not till Ibm can cen we hope to make much progress In moral ral training To pt get the greatest good nod out of arithmetic and tio iii have It within one so eo he be will Ita have havea a great al love Itle for it II he mut glee II Its In life Ufe labors So SoI I With morality It If you would awaken a love for morality you will of a at t need to Inet instill rou a love for It ItI I through coning Ina Its Ita application In the I practical affair of lIfe lite To Tn at imp to inspire a love for lor morality In Ie Its INn sense II a brooder bront sense n able broad eo ot of lIfe In ell In the hereafter would be toll toIl Men n must mut see the cun of thIng and the be benefit If h hk he k them pert part of nf his hla II Ilk One Im dam I have ll our teachings a the they an er entirely wanting or th they a too an top stop short borl ot of Ond lod wIth e veat I of e front from It is LI 11 virtue a saving lemont In It To teach tt e principle lea of with the au author Ibur e is Ie cx a fully faulty Mora Morality III y m front from fromI I tied and 1 tn in tah It and the Litle lite I ii When t lea ideals of a do not nol produce re for which those Ideals Ideal were farmed I a wrong MoralIty 0 do with self elt fled and nd man y yet t so I hs bu It been taught that I Ih youth goes thrall through school the laws Iwa of 01 III itis lit life while lall be it I Is unfeeling for tur forI I 1 man till 54 of hod Cu you OU think of more than and yet tt We say I is tile end of 01 lUG a fut tu rIhl with ability and ad var varI to I II live II Ot we Id charity honesty llano ness 10 love aU 11 nUn It ity Teach I to I boe smears noem Just Io In h hIt all It crean and self It directIon till llie e Sow low beautifully to It t ii vi vine source II and n In with 1111 the olIvine dIvine order of US lb UI hes I h that to 10 thick a thing Ion long th they will ad act it II tIt lid tol t to PO Iia r In aon stop Ih theoti T to a r f fIta tot Ita tIto 1 good 04 of nf a os rr for Ir 14 OI I N II W A y MalI Morall I y I ti h I I q Is I I h j 1 jI 11 I 1 I Illo u ll I S In and out an sad In order to teach moT meT allt we must mUlli t ooh the psychology of lr the lb Inner life and the thoo on or of th tb thou ou outer Mark u I 11 It I Int p nt net drIving i t he an awakening M i lead leadIng Ing out We iv ml must t crest a love for moral truth No far oUt our em II has not nol lifted u us for tor rime crIme In Inc Increases c creases In direct t ratio to du I cation It I is so paradoxical Okal one can an I barely r sUppress a laugh h of per 1 It I I liba the M child chUda dream of bold boldI a I hand full ot of cn candy ti tas n nearer awake W lb ss he he lle seems to havo W we havu hav dreamed that education t morality bl bitt th Mat nearer we 0 awaken front this dream m U tl 1 less Ily we seem m t to hate KOWING KNOWING AND 01 DOING He education doe does no not m mean he heart education To know Ii not Y II wIth lh doln doug A young student onO onre Alt said to m me I you Americans Ifo If you t I Iness nee ness what It I Is right end ad blat J of I It b he will 1 follow tollow I it But t an American th the truth hi his reply I is Well Well what of It We a a nation II need m more sincerity of Intellect and to obtain It there must ome come a an education of the heart r Tt The emotions ma must b be awakened Mt me lo love to for truth ii t the moving fe force that makes great characters Without m 11 It you ha have none Kant I the philosopher paid d The contemplation ot of the stellar wot without and the moral law Iw within nIt fill m me with un unspeakable 1 awe We Ita ha It become 10 fra era of pleasurable el selves lallo Personal love above good nod I is th the great danger end and thi thi prevaIls vali I cannot not how morality cn can taught without 1 th the love to for tl the rights ot of oer others a as well 1 B as th the love we fo too othol others I am not m my brothers kep keeper h has ki th the moral AbI Abeli In I a myriad The um sum t l ot of th the mor moral law ian ta IS Love thy fool with lh all thy might and strength and th the othor la lIha unto I it I is U thy neighbor as thyself This divin divine om corn through aUt loving tol toil of f Ih the teacher and of nf the parent If tho the hol add religion llon t tit tt it course there thre I Is nothing t to prevent the teacher flom from elc into relIgion INNER EXPANSION Te There la Is a knowing ed tad a doln doing mora mor morat t Too m many a are content with tM the knowing A ernie n f of duty I Is t tha tl feel I lug to do and nd It ton tend to create Nt a nn o of obligation Obligation says K ol is Ia a an plon D need to complete te ideas b t Imp our I by them Into action The broader and brer more ore beautiful the life tb the more one Ivea lives for alt self Till Thi I is manifest In toe thIef the the insulting ad and child Nearly all ln teal characters tare care lIttle other tb than fr for lU alf and ao su wholly holy nl of the h moral law I recall two to 1 that came le under ander my observation Oll one 10 fe years a ago and the other but lost summer I 1 sal 11 in the death or r wih with a 5 convIct who h was a hunK hung a month later tr for murder I traced wIth him hi his lite lit from elU chili hod hood I It warn u ont one ot of pleasure regardless tl ot of mural moral la law or O of human welfare T The other ce came ude under my mT observation last u as I sat t thre ad and a halt half hOI hour In a murderers cel cell wih with a ba beardless 1 bo boy of nf 1 17 sara ot of ota a ago HI tie ha had killed a girl ot of 1 ii to 10 hIde hi his Hf H to me th thu I only interest oPIa to him himlie 1 lie hat load been bh both o of fathera cun counsel and mot mothers he tears J Even In plannIng the df deed and all ts execution he heId Id saId that no thought ot of lh the girls 1 any agony or her welfare ef appealed to Im him In tk least 1 That nl and 10 Love l for ohr othera we wu wantIng 11 WHERE LE T Who o I to b blame me r for such uch a ate Stat 1 llva have we am parents end and teachers been n wit wIth nUn negative conditions Or have they when hen m moral Injunctions we were needed aven given tm them In 10 a tm form ot of reprimands or moral av advice In a cm corn tone of voll voice lve liar we not thought I it our dut duty to 10 ruke rather than teh teach 1 Suppose ol we taught reading In thi that w way we e would mot most I de destroy the lve love tOt for I II T loo often UI the moral teach teaching h hI I ing In til the home or Ibl I is elb either ot of ofa a negative from or I Is tr Wt wanting Ten Then In such uch cU case We when evil vU itself the young youn dl dock I to I it II moths to the lamplIght At this we ar are hor hord d But why o consternation e t T We W should know by tIde tNt that nn la Is only strong tl In lines line of careful training Ne Neg morality I of little value In the wold world of worth I It I en n I is 11 lyIng M died In lb the mountain aide Id TO TEACH CH But how shall haU morality be taught Instincts mUt must b be given 1 a cha chato chance to erl themselves and e eIt It Harmful must mut b be InhIbited through lk lack of stint al nIna t through h |