This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1911 edition. Excerpt: ...may be solved so far as adults are concerned, we are satisfied that children of school age are entitled to 'happy, healthful lives in so far as it is possible to achieve this result. The work done to secure better physical conditions, both in school and at home, is probably as significant for the ...
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This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1911 edition. Excerpt: ...may be solved so far as adults are concerned, we are satisfied that children of school age are entitled to 'happy, healthful lives in so far as it is possible to achieve this result. The work done to secure better physical conditions, both in school and at home, is probably as significant for the morality of children as is any instruction that is given; and such care for the physical welfare of children is the condition without which we have no right to expect them to grow morally strong. While all are agreed as to the necessity for moral training in our schools, there is a difference of opinion concerning the method to be used. One school advocates direct moral instruction by means of fairy tales, history, and other stories, and by moral precepts. The advocates of this form of instruction believe that they can in this way make children understand clearly what is right, and because of the emotional reaction produced by tale or story the children will not only know the right, but will also want to do right. Those who believe in indirect instruction find in the regular work of the school, in the teaching of all subjects, as well as in the control of the children in school, the best opportunity for moral instruction. With regard to the direct method, it seems to the writer that it is assumed that " to know right is to do right." So far as the emotion aroused by a story of bravery, or honesty, or temperance is concerned, the chances are that it will have entirely evaporated before any occasion for action is found. And right here is one very great danger in this sort of instruction. To have the emotions aroused without any outlet in the corresponding action may result in developing individuals who are entirely satisfied with the emotion. They...
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