I believe lessons like the one recorded are unusual. The points which seem to deserve emphasis are—the freedom and sincerity of the pupils, their entire lack of antagonism to such discussion, their clear perception of the facts in the case and of the relations of cause and effect, their acknowledgment of their duty and their resolve to do it. "While there was reference to the conduct of Ward and Frank, the discussion mainly related to their own duties and responsibilities.
Being acquainted with the average youth of the age of these pupils, I saw that the conversation I had heard was the latest of many. The freedom, the seriousness, the consideration for others, and the final decision to help, indicated that this class had passed beyond the primary grade in morals.
Another thing was impressive: These pupils were helped to a correct emotion regarding duty, but the matter did not end in emotion; they were immediately and purposely so circumstanced as to have continual opportunity to decide in accord with their ideals of right or to decide against it. Further, it was evidently Mr. Norton's plan to show the pupil his own good purpose whenever he seriously failed to execute it, and to inspire him again with hope and decision.
Is not this class in the practice department of the Oswego Normal School getting moral training, not simply moral instruction? Might we not indulge in cheering visions of the citizens our schools might rear were all our children getting similar training? Give us a century of such work in our schools, and such an article as that on Education and Crime, in the Monthly. would be a curiosity
