the better tendencies of the child's nature are repelled instead of invited, in so far will instruction lack the ethical element. And herein lies the great responsibility of the teacher for his own education, methods, and personal influence.
What are the schools doing for moral training? We believe they are doing much that is satisfactory and encouraging. The public schools have at their command the various ethical forces. They form right habits by every-day requirements of the school-*room; they provide the personal influence of teachers whose good character is the first passport to their position; they employ the lessons of history and literature, and in distinct ways impart principles of right conduct; they inspire courage to overcome difficulties; they direct the better impulses of children toward discovery in the great world of truth, and, by the very exercise of power required in the process of education, prepare them for life.
