ss Caroline G. Greeley, a m of them members of the B e invitation of citizens of the large a company of gende Vol. VII, No. 4.] REV. J. P. COWLES, EDITOR of MORAL AND RELIGIOUS IN THE question before us is not so much we shall educate the conscience. How immortals, committed to our charge, the and morality? The Laws of the State and the Bible more authoritatively still, In what manner shall we do it to purpos A good government in school is the fir sable means of moral instruction. The nearer any school government co government, the stronger is its tenden child's conscience and heart. No amo saying, Why do ye so?-can compens not making scholars behave properly who makes his scholars happy in doing Our school government must be con principles of righteousness. Our scho that our discipline has respect to mo punishment for an act that has not a obliterate moral distinctions in the m the pattern of our Father in heaven, w patience and forbearance where there i there is not, moral obliquity. On the not reward intuitive quickness and the i and, genius. Not only should the schol doing, but, when by care and vigilance should have the satisfaction of knowin 7 full force, there must be much instruction. t recitations have an important influence on the moral The teacher who allows the scholar to guess at answers indefinite and uncertain replies, is doing moral mishe scholar should know that whereof he affirms. He taught and made to say, "I do not know," when he now, and "I do not recollect," when he does not recolt him guess more or less every week for twelve years life, or even for six, and he will more or less for the s days be of those who tell their conjectures for truth. s will be too strong to be easily overcome by principle. ⇒ will not know good from evil, and will think he is telluth when he is uttering falsehood, just as pupils allowed nd mumble, often, never suspect but that they are good Veracity is of the first consequence. Let us make rs feel that it should be brought to the recitation. He eives general and scientific truths clearly, and states rately, will be likely to be truthful in practice. Sir Bacon, though he sullied his great name by taking his predecessors had done before him, yet, unlike his ors, as we have been told, could not withhold a just when the case came into court for decision. He who the bribe and lost his case, of course informed against e. And then Sir Francis, with the same love of truth had carried into science, owned that his servants had esents from his accusers. Sir Francis never guessed ic truth. Be it known assuredly, that many busythe present generation, whose words are like the wind, ssers when they were tenants of a school-room fifteen y years ago. Ge scholars should learn, recite, and understand the ten ments. Seven of them (all except the two first and are an important part of the basis of all good school -They belong to the common and unwritten law of bles, and the rest are mostly household thousands, heaven, neighbor, servant, &c. It would not be a difficult readir beginning to put words together, and, some of our Primary Readers. The mere act of remembering and has nothing of a moral nature in it, mo repeating the names of the books in t the rivers, bays, and capes on the Atl States. The memory is improved by moral sense is strengthened by exercis jects. Still it is a help to the moral well learned. Those who suppose th cause their scholars belong to the Sab to examine them on the commandment probation. Com De much instruction. portant influence on the m the scholar to guess at answe in replies, is doing moral m that whereof he affirms. B ny, "I do not know," when llect," when he does not re week for twelve year ss every nd he will more or less for the tell their conjectures for tra e easily overcome by principle m evil, and will think he is t alsehood, just as pupils alle r suspect but that they are g t consequence. Let us mak brought to the recitation. H ntific truths clearly, and states be truthful in practice. ed his great name by taking one before him, yet, unlike h told, could not withhold a j o court for decision. He se, of course informed agains is, with the same love of tra 2, owned that his servants 3. Sir Francis never guesse assuredly, that many vhose words are like the wind nants of a school-room fifteen bus ecite, and understand the t The Bible abounds in life-like comme Should it not be more read in our schoo in Geography. We give them a few which their lot is cast, to be filled u tours as they may find opportunity. of history, dry, yea very dry, to be flesh, and with skin, and to be vivif reading and lectures. We point ther the tree of knowledge, and advance the ascent, leaving them to climb far time and disposition. Should we not d writings, and for the moral natures of Our scholars should be led to learn t Law as propounded by our Saviour in love the Lord thy God with all thy he with all thy mind; and thou shalt love together with the Golden Rule, "As do to you, do ye also to them likewis stand and apply these precepts earlie Dose." method "Now I lay me down to sleep, I pray the Lord my soul to take.' uincy Adams, it is said, never grew so old or so indes to retire to rest without repeating this simple nursr. It seems worse than heathenish for one in a Christo lay his head on a prayerless pillow. But if we e our children commit their souls to God when they eir bodies to sleep, we must eke out their scanty vowith a suitable form of words. imitable story of the good Samaritan can hardly be ently read. What intelligent child, after reading it, unable to answer the captious inquiry, " Who is my The priest and the Levite are often paralleled in well as in common life, and good Samaritans, though still occasional visitants among both children and stace i put as bes To this must be have it. give "La Mr. En ral law should be illustrated from every-day incidents. of the pupils, for instance, should be brought to look stion, What is it to steal? Let the teacher discuss young auditors such questions as the following: Is it o borrow without leave, say a book, or a pencil, or a hoop? Is it stealing to take from another what it may he does not need, say the apples on his ground, the his garden, or the plums on his trees? Is it right to and berrying on others' grounds without leave from ? What habit is that scholar forming, who guesses at and gives it for the right one? What commandment eak who wastes his time, or he who reads the answer pretends to recite, or he who forgets to return a book, gets angry and uses bad language? What commandthat scholar break, who hopes another will miss, so e who n to sleep, 1, never grew so old or so inde- rood Samaritan can hardly be ated from every-day incidents e, or he who reads the answer ing Justice, and tell you they go with us, who go to learn letters, tell pose." Cyrus furnishes an example method of instruction. "My mother, me judge over others, as being very justice myself. But yet, I had some determining right in one judgment th this. A bigger boy, who had a little who had a larger, put on the little boy and put on himself the coat that was t fore," says Cyrus, "passing judgmen was best that each should keep the On this my teacher thrashed me, and constituted judge of what fitted best, but when I was to judge whose the must be inquired whether he that too have it, or whether he who made it on sess it. He bade me take notice, ther to give his opinion with the law." on. 66 Lay it on; bleed him well, he is Mr. Envious in the ears of the assesso "O, good enough for him, he has rest of us are worth now," says that he hears that his richer neighbor has ning debtor. "This wont break him living, and I intend to get it," says the beaver to his comrades. "My creditor the bankrupt who pays forty cents o a broader smirk of conceit, and looks do than ever on his humble acquaintanc patient industry and owe no man any men, altogether too abundant in our ci to school with Cyrus. They have honesty is honorable, and dishonesty a is as mean and base to the man who e him who wears a felon's jacket. |