As one writer 1 has well said:

"The student pushing steadily toward his goal in spite of poverty and grinding labor; the teacher who, though unappreciated and poorly paid, yet performs every duty with conscientious thoroughness; the man who stands firm in the face of temptation; the person whom heredity or circumstance has handicapped, but who, nevertheless, courageously fights his battle; the countless men and women everywhere whose names are not known to fame, but who stand in the hard places, bearing the heat and the toil with brave, unflinching hearts, - these are the ones who are developing a moral fiber and strength of will which will stand in the day of stress."

QUESTIONS AND SUGGESTIONS

1. The public frequently condemns the schools because they do not give definite moral instruction. Is such criticism heeded by the leading educators? Are they less concerned with moral character than the public is? Can you show that the means usually proposed by the public would rest upon an inadequate psychological basis, and therefore would fail to bring desired results?

2. "It is futile to assume that knowledge of right constitutes a guarantee of doing right." Discuss this state

ment.

3. Explain the James-Lange theory of emotions. Illustrate. Show its bearing upon schoolroom discipline. 4. Lowell writes:

"Who gives himself with his alms feeds three,
Himself, his hungering neighbor, and me."

Show the psychological sense in which one does feed himself by such giving. Show the values for moral education of school children in having them take part in 1 Betts, The Mind and Its Education, p. 242.

the campaigns for Red Cross funds and other activities made necessary by the War.

5. Why does the average child of ten or twelve years like manual training or cooking (if a girl) so much better than formal grammar? Which of the two subjects does more for his moral education at that time? Why?

6. Show the part played by the instinct of imitation in character-building. From the standpoint of this instinct, what is the great problem of the school in educating children to be moral?

7. How can the group or gang impulse be utilized in training children in the moral life? Read Jacob Riis, How the Other Half Lives; Forbush, The Boy Problem; Swift, "The Spirit of the Gang, an Educational Asset," in Youth and the Race.

8. Discuss the advantages for moral training in the socialized school, with a socialized curriculum and socialized recitations, as compared with the results obtained in the older type of school. What mental powers are stimulated by the first named? By the latter? Can moral training be given successfully apart from social situations? Justify your answer.

9. Analyze the phrase force of character. What elements do you find in it? Discuss the character that merely lacks specific vices.

10. Show the psychological truth or bearing of each of the following quotations:

a. "All are architects of Fate."

b. "The fault, dear Brutus, is not in our stars, But in ourselves, that we are underlings."

c. "My strength is as the strength of ten,

Because heart is pure.

my

d. "Which way I turn is hell. Myself am hell." e. "Lives of great men all remind us

We can make our lives sublime."

f. "If ye know these things, happy are ye if ye do them."

REFERENCES FOR FURTHER READING

ANGELL, JAMES R.: Psychology: especially chapter XXI, Relation of Volition to Interest, Effort, and Will; and

chapter XXII, Character and the Will. Henry Holt & Co. COLVIN and BAGLEY: Human Behavior. Macmillan Co. DEWEY, JOHN: Moral Principles in Education. Riverside Educational Monographs. Houghton Mifflin Co.

HALLECK, REUBEN POST: Psychology and Psychic Culture: especially chapters XI-XIII, inclusive. American Book Co. JAMES, WILLIAM: Talks to Teachers and Students: especially chapter IV, Education and Behavior; chapter VII, What the Native Reactions Are; chapter VIII, The Laws of Habit; and chapter xv, The Will. Henry Holt & Co.

JAMES, WILLIAM: Psychology: especially chapters XXIV-XXVI, inclusive. Henry Holt & Co.

JUDD, C. H.: Psychology: especially chapter VII, Experience and Expression; and chapter VIII, Instinct and Habit. Scribner's.

KIRKPATRICK, EDWIN A.: Fundamentals of Child Study. (Primarily a discussion of Instincts.) Macmillan Co.

ROWE, STUART H.: Habit Formation and the Science of Teaching. Longmans, Green & Co.

CHAPTER IV

MORAL TRAINING THROUGH THE EXAMPLE AND PERSONALITY OF THE TEACHER

Conscious vs. unconscious tuition. Teachers are regularly employed to teach some particular subject or group of subjects, but their greatest value to the school is seldom determined by what they teach. However great their scholarship, this is not likely to be the quality that makes the most lasting impression upon their pupils. Children remember teachers for what they are and not for what they teach. Any one who appears before boys and girls day after day in the classroom will teach more by example than by precept. He will irradiate a farther reaching unconscious influence than any conscious instruction can have.

In a masterly address that has become an educational classic in its printed form, Bishop Huntington, years ago, taught the pedagogical world the importance of a teacher's unconscious tuition in molding the character of children. "Today's simple dealing with a raw or refractory pupil," he says, "takes its insensible coloring from the moral climate you have all along been breathing, . Celestial opportunities avail us nothing unless we have ourselves been educated up to their level. If an angel come to

converse with us on the mountain top, he must find our tent already pitched in that upper air. . There is a touching plea in the loyal ardor with which the young are ready to look to their guides.

In children there is a natural instinct and passion for impersonating all ideal excellence in some superior being, and for living in intense devotion to a heroic presence. It is the privilege of every teacher to occupy that place, to ascend that lawful throne of homage and of love, if he will. If his pupils love him, he stands for their ideal of a heroic nature. Their romantic fancy invests him with unreal graces. Long after his lessons are forgotten, he remains, in memory, a teaching power. It is his own forfeit if, by a sluggish, spiritless brain, mean manners, or a small and selfish heart, he alienates that confidence and disappoints that generous hope."

The best thing a school or college does. - Another writer,1 briefly discussing the function of the teacher, says: "The greatest thing a teacher ever brings to a child is not subject-matter, but the uplift which comes from heart contact with a great personality. This should be the first prerequisite in determining the acceptability of a teacher." The same writer refers to a study once made by President Charles F. Thwing, of the responses of fifty representative men to questions involving" the best thing college does for a man." The general tenor of most of the replies is expressed in the statement that "the best thing which the American college has done for its graduates is in giving a training which is itself largely derived from personal relationship." This

1 Search, An Ideal School.