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Show the 3 will need to use the artificial stimulus of marks and honors. While the systems of rewards commonly used in the schools have immoral tendencies, the systems of punishment are scarcely less disastrous. We still place a Spartan premium upon successful achievement. We need to give serious attention to these matters, and they cannot be disposed of in the cloister. They must be studied by the individual teacher in her own school. Punishment is, in fact, largely a function of the character of the teacher. Obedience should be taught by practice, rather than by precept. Rules and commands should be enforceable or else not discoverable. The morality of the school should be one of habit rather ,than one of reason. The school must train the imagination, the condition of all active morality, and of living religion. The best means thus far discovered for the primary grades, is the use of imaginative stories. For the youngest children, nothing is so good as fairy stories. These may be followed by selected fables, myths, and stories of the ancient heroes, gradually merging into truth and historic characters. Besides training in the chief instrument of active morality, there may be good opportunity for instilling the germs of moral principles themselves. For this reason the stories should be wholesome, and while the child is intensely interested, it will acquire the ideals so helpful to a moral life. There is no need to the moral lesson in the story. Be sure the lesson is there, and. trust the child to absorb it; not for examination, but for its its souls sake. over-emphasi- ze stories and sentimen- Goody-good- y tal slops are the best means of destroying the childs moral sense, along with all other sense. The reward should not follow too closely on the good deed. It should not always take an objective form, and gradually the review. conscience, a higher goods of a clear o happiness and mind, tranquil others should take the place of coo o ies, wealth, and honor; of slaves, jewels, and of princes. The qualities we have praised in should be the aim of our the teacher moral instruction in the schoolroom. Few, if any, lessons ful inasmuch as it produces a distorted notion of Gods personality. Why we should be good is a hard question to answer in the understanding of a child. My present contention is that the why should not be magnified. The public schools are already react- and the ing on the Sunday-schoolFirst, honesty. monstrosity of turning our children and should be assigned on this topic, over to other children for their religshould school yet every lesson of the ious and moral training is becoming be should be full of it. The virtue apparent. My purpose has been, not in every visible in the teachers eyes, to solve them for you, that will rethere of tasks pupils, act, and in the your whole lifetime of exertion, quire as should be as little opportunity posbut to bring them to your attention no sible for cheating, and opportunity in connection with the movement Occamethods. for gain by dishonest Extracts from tne for child study. on sepsional short talks may be given annual address before the Nebraska more genarate virtues, showing the State Society for the Study of Children, an of uperal and higher advantages published in the Northwestern Mo?ithly a if is it but questionable right life, for February. teacher is wise in attempting to found moral practices upon the advantages and (ffutfdeit. Insanity It may well be that a man who accruing to the saint. I would not discuss the foundations of morality or could not be called insane, but of religion with children. Seldom is merely, say, an ordinary member of it advisable to give a concrete reason the criminal classes, with strong pasfor being absolutely honest. Teach sions and feeble intellect, would, in it, live it, but do not preach even that the presence of an opportunity long honesty is the best policy, unless expected and hoped for, the conseyou have a set of idiots for pupils. quences of which his thoughts had Intelligent children will immediately frequently rehearsed, be really for the ' best on their own moment incapable of restraining his measure this standard, instead of your standard. hand. We should hang him, neverBy so doing, they will soon see that theless, without the slightest scruple; the maxim is not true (as they interand we should waste no compassion l. It pret it). Honesty is the best policy upon the absence of for the philosopher and for eternity, is, in fact, impossible to frame a defini but for the everyday man, in his tion of irresponsibility based upon without ineveryday life, and for his everyday the absence of business, honesty maybe advantagecluding all sorts of crimes which are ously tempered with prudence, at present punished by the law. For discretion and foresight. But years back there has been a sort of let not the ceacher attempt to explain feud between the lawyers and the this fact. She must insist upon absoalienists on the subject, so that even lute honesty. She should not teach the text books speak of legal insanity that it pays to be honest. You must and medical insanity as distinct. To be honest whether it pays or not. take extreme cases, jurists have conThere is no other course but honesty. tended that no degree of insanity And so of the other virtues whose should be exempt from punishment value is universally recognized. 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