Lessons on morals; arranged for grammar schools, high schools, and academies

Front matter

Chap. Copyright No..

Shelf_ J2Sl

UNITED STATES OF AMERICA.

Introduction

It is sometimes urged that with the innate impulse to duty and the intuitive idea of obligation, the "unconscious" ethical influences of the schools afford all the moral training that pupils should receive.

If perfect conditions existed, this theory might hold, but in many schools there is not that ideal excellence necessary to make such influences impressive, and it is doubtful if in any school there are not found children who lack the innate impulse and are thus impervious to this kind of moral training.

It is also claimed that the conduct of pupils furnishes abundant opportunities for concrete instruction in duty, and that it should be used for this purpose.

While it may be possible for a discreet and skillful teacher to turn the experiences of school to good account, the personal element* involved oftentimes induces harm that overbalances any good accomplished. Moreover, such instruction is haphazard and irregular. Effective moral training does not differ

IV LESSONS ON MORALS

from the intellectual in that it involves a rational and intelligible order of instruction.

An eminent teacher of ethics says: "The determining of what is one's duty in varying circumstances calls for knowledge, and the fuller one's knowledge, the clearer will be the way of duty. Ignorance is not the mother of virtues."

When children are mature enough to comprehend the more obvious principles of right and wrong as applied to conduct, moral instruction of a somewhat didactic or positive character should have a definite place in the weekly programme of a school. Such instruction should not be given by preaching or exhortation, nor by tedious harangues on duty, but by clear-cut, common-sense conversations and discussions until it becomes clear to the minds of the pupils that moral subjects have a place in a system of knowledge, and that putting this knowledge into practice is essential to happiness in life.

It is said that moral instruction in the school is repugnant to the young. This is not in accordance with the observation of the writer nor with the testimony of hosts of teachers whose opinions have been sought. On the contrary lessons on morals usually excite the lively interest of the pupils, but when they do not, possibly the fault lies with the teacher's methods and manners.

The object of the lessons contained in this volume

INTRODUCTION V

for the use of this manual. The material has been presented as informally as possible and it is hoped that each teacher who uses the book will make her presentation of the lessons still less formal. Only one caution is urged : there should be neither too much commendation for concrete illustrations of politeness nor too much condemnation for their omission. Familiarize pupils with the formulae of good manners — find a basis in kindness and unselfishness if possible — and have them memorize maxims and verses and listen to illustrative stories pertaining thereto. Moderately insist upon having example follow precept so far as it can be done in the environment of school, and then, even if these efforts seem unavailing in the present, they will, according to the testimony of hundreds of pupils, bear fruit in the future. Accept a courtesy from a pupil as a matter of course, and if praise is given, let it usually be to the class as a whole rather than to an individual. The worst possible outcome of this study would be too much self-consciousness or priggishness.

The Author.

It has been well said that a text-book on Morals should be a collective work to which many minds have contributed. In accordance with this idea, in the preparation of these lessons quotations have been freely introduced whenever anything has been found suited to the purpose. Proverbs, familiar sayings and anecdotes have also been used for their effectiveness in fixing moral truths in the minds of the young.

Thanks are due to Rev. Dr. T. T. Munger for courtesy in allowing the use of passages from On the Threshold and Character Through Inspiration, also to President William De Witt Hyde for the very material aid received from Practical Ethics, and to Messrs. Henry Holt & Co., publishers of the book.