came to redeem the savages; among Englishmen, not Wellington and Nelson, but Howard, John Bright, and Gladstone; among our own people, not our successful multimillionaires, but Washington, Lincoln, Lee, John Eliot, Dr. Lazur, and Dr. Blue. In the field of fiction we should have optimistic stories showing the same spirit. For young children, the Fairy Stories of Grimm are mostly objectionable, because they are immoral, while those of Andersen are excellent. Principal should Prepare Local Course. But, as is evident, this is all indirect instruction. How can we make it direct? Chiefly by discussion with the class. My suggestion is that for the present at least each school principal interested in the subject prepare a course suited to the children of his locality, talk it over with the teachers, select suitable literature to illustrate the virtues that he thinks the children most lack; and if necessary prepare outlines for the grades, simply to be used as guides by the teachers in talking over the stories with the children. The stories in all cases should be such as to rouse a feeling of admiration for the one possessing the virtue, which should be transferred into a love for the virtue itself, the latter by discussion. All such discussion should be free, though carefully guided by the teacher, and under this guidance the thought of the children should be taken back constantly to the underlying principle of all morality, love for others, and a desire to lend a hand on all possible occasions. In this way in the towns and cities a great deal of valuable material would be gathered, and at least the beginnings made, of a course of instruction in morals. Naturally those who were working out such a course would want to confer with others doing the same thing, and the result would be a consensus of opinion and in time a certain degree of harmony in material and method, which would take the moral training of the children in schools out of the haphazard class and make it definite and purposeful, though not fixed and mechanical. Rural Schools. - In the rural schools and the near rural schools, where generally there is little supervision, each teacher will have to do what she can, and here is where a good textbook, if a good textbook is possible, would do the most good. But even the rural schools have a certain amount of supervision in most cases from the county superintendent, who could outline a course affecting rural conditions which the teachers could use. Necessity for Empiricism.-It is true that this is all empirical, but it is only by such empirical work that we can hope to arrive at results at all satisfactory or even permanent. The committee that starts out now to make a course of study for formal instruction in morals can do nothing more than follow precedent, and is very sure to be at the end far away from the lives of the children, but a local course growing out of an appreciation of the needs of the pupils will be vital, and in the hands of a wise teacher very useful, and from many such courses some results may be obtained that will be of general value. Conclusion and Résumé. — In conclusion, it must be apparent to any who have had the patience to read this chapter that it is the author's belief that the main business of the school in regard to the morals of children is to supply them with a good life, consisting of good occupation, engaged in for good motives, and pursued under the stimulation of proper incentives; that the atmosphere must be pure and sweet and inspiring, the teacher "good society" for the children, and the social life of the school coöperative, unselfish, and for the common good; that through this life children may be trained to democracy, which in its last analysis is not a form of government, but is a state of mind. The author further believes that formal instruction, while of secondary importance, is important, but under present conditions it is not possible to say just how it should be given. Religious dogma cannot be used. The catechetical form of instruction long ago ceased to exert much influence. There is little already prepared material for direct instruction available. There are no textbooks that are satisfactory, and it is doubtful if any can be made that will be of general use. The best course for the present seems to be for local centers to provide their own courses, relying much on literature and biography and upon class discussions of the stories and poems, with the hope that out of many such local courses, in time something of more general usefulness may be evolved. INDEX Esthetic nature, appeal of fine Age of choice of industry, 250. Algebra in arithmetic, 121, 140. Alphabetical method of teaching Altruistic schools, 314. Analysis and synthesis of words, of letters in writing, 224. Appreciation of Literature, 64. Arithmetic, 108. and efficiency, 287. limitation of concrete pres- method, concrete presenta- varies with age, 129. methods of instruction, 127, time element in, 127. motor activities in, 242. utilitarian end of, 112, 128. of expression, why teach,229. appeal to æsthetic nature, eyes, 273. plastic and graphic, 266. two aspects of, 262. 199. Baily, L. H., quotations from, Barren subject, grammar a, 57- Bible, the, and conduct, 298. Bryant, W. C., quotations from, Carlyle vs. Freeman, 163. - Character, basis of, 210. 192. Chronology in history, 153, 156. City and country in geography, 192. Clarifying thought, devices for, 74. Colleges, history in, 158. 74. Comprehension of literature geographic, important, 177. order of procedure in, 297. Copying in drawing, 267. with language needed, 80. Country and city in geography, 192. Course of study adaptable, 6. includes body of knowledge IO. not too easy to comprehend, 9. two phases of, 228. for moral instruction, local, 320. Culture element in history, the, 161. | Daily programs, should be made Content in arithmetic, enrich-Definitions in grammar, 89. ment of, 123, 142. Continuation school for indus- difficult, 90. Development epoch theory in Discourse, importance of, con- complete, 74. |