The Moral Instruction of Children

by Felix Adler

2. The study of history, when properly conducted is of high moral value. History sets before the mind examples of heroism, of self-sacrifice, of love of country, of devotion to principles at the greatest cost. How can such examples fail to inspire, to ennoble, to awaken emulation? The great and good men of the past, the virtuous and the wise, serve as models to the young, and often arouse in them an enthusiastic admiration, a passionate discipleship. In the next place, the study of history may be used to exercise the moral judgment. The characters which history presents are not all good; the characters even of the good are by no means faultless. It is in the power of the teacher to train the moral judgment and to increase the moral insight of his pupils by leading them to enter into the motives, and to weigh the right and wrong of the actions which history reports. He will also find many an occasion to warn against being dazzled by brilliant success to such a degree as to condone the moral turpitude by which it is often bought. The study of history can thus be made the means of enlightening the conscience as well as of awakening generous aspirations—but, let me hasten to add, only in the hands of a teacher who is himself morally mature, and fully imbued with the responsibilities of his task. Lastly, the study of history among advanced pupils may be used to confirm the moral idea of the mission of mankind, and to set it in its true light. The human race, as, from the moral point of view, we are bound to assume, exists on earth in order to attempt the solution of a sublime problem—the problem of the perfect civilization, the just society, the "kingdom of God." But on every page of history there are facts that warn us that progress toward this high ideal is of necessity slow. Whether we review the evolution of religion, or of political institutions, or of industrial society, we are still forced to the same solemn conclusion, that in view of the ultimate goal, "a thousand years are as a day," and that while we may not relax our efforts to attain the ideal, we must be well content in case we are permitted to advance the mighty work even a little. This conviction is calculated to engender in us a new spirit of piety and self-abnegation, which yet is consistent with perfect alacrity in discharging the duty of the hour.

There could be no better result from the study of history among young men and young women than if it should have the effect of impressing on them this new piety, this genuine historic sense, in which the average citizen, especially of democratic communities, is so conspicuously deficient. But this is a digression which I must ask you to pardon.

3. The moral value of the study of literature is as great as it is obvious. Literature is the medium through which all that part of our inner life finds expression which defies scientific formulation. In the text-books of science we possess the net result of the purely intellectual labors of the past; in universal literature we have composite photographs, as it were, of the typical hopes, sentiments, and aspirations of the race. Literature gives a voice to that within us which would otherwise remain dumb, and fixity to that which would otherwise be evanescent. The best literature, and especially the best poetry, is a glass in which we see our best selves reflected. There is a legend which tells of two spirits, the one an angel, the other a demon, that accompany every human being through life, and walk invisibly at his side. The one represents our bad self, the other our better self. The moral service which the best literature renders us is to make the invisible angel visible.

4. I can but cast a cursory glance at some of the remaining branches of instruction.

Manual training has a moral effect upon the pupil, of which I have spoken at some length on another occasion.[4]

Music, apart from its subtler influences, which can not be considered here, has the special function of producing in the pupil a feeling of oneness with others, or of social unity. This is best accomplished through the instrumentality of chorus singing, while particular moral sentiments, like charity, love of home, etc., can be inculcated by means of the texts.

Gymnastic exercises likewise have a moral effect in promoting habits of self-control, prompt obedience at the word of command, etc. Indeed, it is not difficult to show the moral bearings of the ordinary branches of instruction. It would, on the contrary, be difficult to find a single one, which, when rightly viewed, is not surrounded by a moral photosphere.

Science, history, literature, and the other branches lend themselves in various ways to the development of character. But there are certain other opportunities which every school offers, apart from the teaching, and these may be utilized to the same end. The discipline of the school, above all, has an immense effect on the character. If it is of the right kind, a beneficial effect; if not, a most pernicious one.

The mere working of what may be called the school machinery tends to inculcate habits of order, punctuality, and the like. The aggregation of a large number of scholars in the same building and their intercourse with one another under the eye of the teachers, afford frequent opportunities for impressing lessons of kindness, politeness, mutual helpfulness, etc.

The recitations of lessons give occasion not only to suppress prompting, but to eradicate the motives which lead to it, and to impress deeply the duty of honesty.