Whittier. The "Pied Piper" was told instead of being read.

some

This year we have planned to add the Cary Sisters to those studied last year. Perhaps one wonders whether we have not taught our children much that they do not comprehend. Indeed we have, and our conscience gives us not the slightest trouble on that account.

We have taken pains to explain difficult words or to substitute easier ones for them, but after all, some of the most beautiful thoughts are not thoroughly understood. We are not teaching for a day, but for time, yea, for eternity, and we feel sure the pupils will in future years be glad that in youth, when it was so easy to remember, their minds were stored with beautiful senti

ments and elegant expressions. If we taught only that which is fully comprehended the amount of instruction would be meager.

If after reading our plan any one is skeptical, I hope she will do the plan and her pupils the justice to make the experiment, and we assure her that her doubts will rapidly vanish and she will be delighted that she was enabled to give so much pleasure to so many children and cheer and brighten so many homes.

"He who loves not good books before the age of thirty, will hardly learn to love them after."

"Good books are to the young mind what the warming sun and refreshing rain of spring are to the seeds which have lain dormant during the frosts of winter."

Ashland, Ky., Nov. 11, 1893.

PART 1.

Moral education is the art of inclining the free will towards the good. Anon.

The knowledge of what is good does not suffice; there must be joined to this the love of what is good. Compayre.

The ideal is to make of the child a moral being who carries within. himself his own rule of conduct, who governs himself by his own will, and who knows no other rule than the

law of right, and who has no will except for the good.--Compayre.

To put the book in the place of the wine-cup, to replace sensation by idea, or if not by idea, at least by sentiment, is the fundamental problem of popular education. Condorcet.

The end of education ought to be to asscciate and unite desire and will, to bring into accord pleasure and duty. Compayre.

To train pupils to work; to work

It is generally conceded that the highest efficiency of the public school is tested by its results in moral character, and hence that its highest duty is effective moral training.-E. E. White.

One of the first, if not the highest aim of education should be to lead a child to think and reflect, to govern and control himself. Until this is learned, but little that is valuable is accomplished. The primary truth should be persistently taught in every school, that self-reliance and self-control form the only substantial basis of a noble character, and that it is upon the energy of will, developed and invigorated by careful training, and wisely directed, that success in life mainly depends.Supt. D. Leach.

The divine method of moral instruction in a common school is that a cultivated and consecrated man or woman should rise upon it at nine o'clock in the morning, and lead it through light and shadow, breeze and calm, tempest and tranquillity, to the end. All special methods flow out of him, as the hours of the

of the sun

day mark the course through the vault of heaven.— Mayo.

Our aim in school is an ethical aim, and all we do is of true value only in so far as it contributes to this, the final cause of all our teaching. Laurie.

Education must lay stress on the truth that nothing in the world has any absolute value except will guided by the right.-Rosenkranz.

The child is sent to school to gain a kind of discipline which is impossible in a family. The moral basis of a family is affection. The moral basis of a school is justice Fitch.

It should be the duty of all teachers to instruct their pupils during their whole school course in their duties toward their family, their country, their fellows, themselves, and God.-M. Janet.

Love for the parent or teacher provides the strongest safeguard against wrong-doing. -Sully.

The public school teacher should realize that the will requires training as well as the intellect, and every true teacher will find the days full of opportunities for training the children up into ways of fair dealing and right living-into habits of virtue that will cling to them all their lives. Supt. H. M. James.

The education of the will is the essential part of moral education.Compayre.

A teacher who neglects moral instruction fails essentially in one of

the chief duties of his profession.Anon.

The purpose of moral education is not to add to a pupil's knowledge

but to affect his will.--Anon.

It is of less importance to have the child reason as a philosopher on the nature of his actions, than to prepare him to fulfill as an upright man all the obligations of life.Compayre.

We can impose on the child only an exterior morality while waiting for the reason and the will to become, in his mature soul, the solid principles of an interior morality, freely desired and realized.--Compayre.

The difficulties of moral teaching in every way exceed the difficulties of intellectual teaching.-Bain.

The belief that good behavior is to be forthwith produced by lessons. learnt out of school-books is a superstition. Spencer.

Moral principles are few, simple, clear, and are perceived by men

universally. Appeal to these,

awaken them, use them, and make men moral beings.-Duryea.

We must not be content with borrowed morality, founded on maxims learned out of books.-Compayre.

The first condition of a system of moral rules is the imposition of general commands or rules for acting. The exercise of authority in prohibiting isolated actions is not discipline.-Sully.

Give self-control, and you give the essence of all well-doing in mind, body and estate. Morality, learning, thought, business, success, the

master of himself can master these. -Buxton.

Intellectual education is surely the best preparation for moral education. Compayre.

In a well organized intelligence, all whose faculties have received the education appropriate to their destination, the moral qualities of the character germinate spontaneously. -Compayre.

The more we enlighten the intelligence the more we develop the moral consciousness.-Compayre.

It is possible to exercise the intellect in dealing with the formal distinctions of morality without calling the moral faculty into full activity. -Sully.

The enlightenment of the intelligence is essential to the growth of a clear and finely discriminative moral sense.--Sully.

The formation of habits is of the utmost importance, not in educating the intelligence alone, but its value. with regard to the moral actions, is even greater still.-Radestock.

The child should be accustomed to obey without a murmur, that the adult may not use up his best strength in a thoughtless strife against circumstances and his own self.-Radestock.

It is only through the acquired habit of obeying others, that the

There is no kind of sermon so effective as the example of a great man.-Blackie.

Some of the best souls in this world have acquired their moral superiority less by an effort of their will than by a natural imitation of the good people who surround them.-Compayre.

Of all the ways whereby children are to be instructed and their manners formed, the plainest, easiest and most efficacious, is to set before their eyes the examples of those things you would have them do or avoid.-Locke.

The child will be ready to imitate the beautiful and noble examples of his ancestors, when a faithful narrative has nourished his imagination with them.- Compayre.

The child is above all else an imitator, and the great secret of moral education is to know how to take advantage of this instinct. Compayre.

The child wishes to rise superior to himself, and this is why he will

For the moral training of the young there is one qualification in the teacher which is absolutely indispensable-goodness.-Quick.

It is necessary to be moral all through or you cannot teach morals. Mrs. Livermore.

A man may succeed without a correct knowledge of arithmetic or grammar, but without morality all else will fail.--Supt. W. M. House.

The finest historical narratives

are cold, compared with the real and present example of a virtuous. life. Compayre.

It is by loving virtuous men set before him for examples, and by loving a divine model of every virtue, that the child will come to loving good himself. - Compayre.

In order that the pupil may be penetrated with that respect for the moral law which is a complete education in itself, the first thing necessary is that by his character, his conduct and his his language, the teacher himself should be the most persuasive of examples.- Compayre.

The clear definition of an ideal is the most potent factor in moral training.-W. H. Payne.

Moral principles are not inculcated in the school-room by set lectures, but they can be taught in connection with every exercise. Nothing can accomplish so much in this

direction as the upright example of a true and earnest teacher.-Collins.

The teacher who recites precepts and speaks of duty without conviction and emotion, does much worse than lose his effort; he is guilty of a fault. Compayre.

For girls and boys above twelve, we may as a rule pronounce that moral lecturing, except in actual discipline, is misplaced.-Bain.

The teacher should teach the pupils to do, not what she wills because she wills it, but what is right because it is right.-C. W. Bardeen.

Rewards and punishments should be sparingly used, and only as a temporary means of fixing good habits.-Sully.

In order to produce a certain external appearance of good conduct, fear and punishment will succeed;

but the inward sentiment cannot be gained in the same way.-Bain.

The purpose of discipline is to build up character, not to keep order to make good teaching possible. -Balliet.

If the teacher has the consummation of tact that makes the pupils to any degree in love with the work so as to make them submit with cheerful and willing minds to all the needful restraints, and to render them on the whole well disposed to himself and to each other, he is a moral instructor of a high order, whether he means it or not. -Bain.

Whoever is able to maintain the

order and discipline necessary to merely intellectual or knowledge teaching, will leave upon the minds of his pupils genuine moral impressions without even proposing that as an end.--Bain.

Make the child sensitive to public opinion. Teach him to blush and to feel shame for every act which incurs general reproach.-Compayre.

The moral educator must take pains to control and guide the public opinion of the school.-Sully.

Vital moral training cannot end with emotion or desires; it must issue in right action.-E. E. White.

Educate toward a knowledge of truth, a love of the beautiful, a habit of doing good, because only through these forms can the selfactivity continue to develop progressively in this universe.-- Harris.

By the very fact that he has been accustomed to practice a virtue, the child will acquire the feeling which ordinarily accompanies and inspires that virtue.Compayre.

God's sequence for our moral growth is feeling, thought, decision, and action. The first three steps without the fourth are useless. Every time a boy takes the first two steps without proceeding further, he strengthens the habit of neglect of duty.-Hughes.

Concrete instances of right-doing or wrong-doing, happening in the school-room itself, or just outside, afford the best starting point for