EDUCATION A Monthly Magazine, DEVOTED TO THE SCIENCE, ART, PHILOSOPHY AND FRANK H. KASSON, EDITOR. VOLUME XVI. BOSTON 50 BROMFIELD STREET 1896. Bible History in the Graded Schools. Miss H. W. Poor. .College and University, What they should do for the Graduate of the High School. Pres. James H. Baker. .. 457 Concentration as Applied to the Mother Tongue. Emily A. Daniell. Conception as a Mental Act. John Ogden, LL.D. Correlation, The Center for. Prof. Wilbur S. Jackman. Correlations, Use of in Memory Training. Cunninghame Moffet. Ethical Tendencies of Science Study. Prof. J. A. Shott. Freedom of the Will, is Education Possible without? Wm. T. Harris, LL.D. French, Do Americans need to Speak it? Alfred Hennequin, Ph.D. . National Educational Association. National University, Do we need One? Necessity of Five Co-ordinate Groups. Wm. T. Harris, LL.D. Need of Competent Plant Doctors. John W. Harshberger. Need of a Distinctive American Education. New Education, The. Supt. C. B. Gilbert. New Hampshire College of Agriculture. 64, 128, 192, 256, 320, 384, 448, 512, 576, 648 Philosophic Method of Isaac Newton. Lewis R. Harley, Ph.D. Plea for Individuality. F. A. Comstock. Popular Science in the Public School. Elizabeth V. Brown. Professional Training, the Ideal in. Mrs. Daniel Fulcomer. Psychology for Normal Schools. Prof. M. V. O'Shea.. Psychological Methods in Language Teaching. Religious Instruction in State Universities. Rhetoric for Science. Samuel W. Balch. San Sisto Madonna. Poem. Elizabeth Porter Gould. Some Friends of Mine in Books. Helen Lee Cary. Song of Hiawatha,-A Study. Prof. Franklin B. Sawvel. Spiritual Evolution, in what does it consist? Wm. T. Harris, LL.D. The Will and Education. President Charles De Garmo. EDUCATION, DEVOTED TO THE SCIENCE, ART, PHILOSOPHY AND VOL. XVI. LITERATURE OF EDUCATION. SEPTEMBER, 1895. MORAL EDUCATION. LEWIS V. PRICE, BROCKTON. MAN has moral faculties. No. I. AN has moral faculties. Moral education develops and disciplines them. Therefore, man should be morally educated. No system of education is complete, rational, scientific, and we might add, economical, at does not provide for this training. The man himself is the first concerned in his moral education. Without it, he is less than a full-orbed man. He is not in possession of all his powers, nor any of his powers at their best. Moral education not only adds to a man's resources the sum of the powers of his moral faculties, but adds to the capabilities of both body and intellect. The body is preserved from the vices that destroy its health; the intellect is exalted and maintained in a state of vigor and equilibrium. Moral education thus increases man's productive ability in two ways: - First, it enables him to do better work; secondly, other things being equal, it secures him a longer time in which to work. In the next place, the interests of the family demand the moral education of those who make the home. Immorality destroys the family. It leads to hasty, ill-advised, we might say, unnatural marriages. Constitutional antagonisms exclude thrift and happiness, bar out mutual respect and confidence, not to mention conjugal love; hence, strife, vice, separation, misery. Our courts are overworked by those seeking divorce. The decay of morality or the neglect of moral education, has always been followed by a like decay of the family. This is the lesson of history. The downfall of all the states of which we have record, began in the |