The Moral Instruction of Children by Felix Adler (inspiring books for teens TXT) đź“–
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There is one word more I have to say in closing. Twenty-five years ago, as the recent memories of Gettysburg recall to us, we fought to keep this people a united nation. Then was State arrayed against State. To-day class is beginning to be arrayed against class. The danger is not yet imminent, but it is sufficiently great to give us thought. The chief source of the danger, I think, lies in this, that the two classes of society have become so widely separated by difference of interests and pursuits that they no longer fully understand one another, and misunderstanding is the fruitful source of hatred and dissension. This must not continue. The manual laborer must have time and opportunity for intellectual improvement. The intellectual classes, on the other hand, must learn manual labor; and this they can best do in early youth, in the school, before the differentiation of pursuits has yet begun. Our common schools are rightly so named. The justification of their support by the State is not, I think, as is sometimes argued, that the State should give a sufficient education to each voter to enable him at least to read the ballot which he deposits. This is but a poor equipment for citizenship at best. The justification for the existence of our common schools lies rather in the bond of common feeling which they create between the different classes of society. And it is this bond of common feeling woven in childhood that has kept and must keep us a united people. Let manual training, therefore, be introduced into the common schools; let the son of the rich man learn, side by side with the son of the poor man, to labor with his hands; let him thus practically learn to respect labor; let him learn to understand what the dignity of manual labor really means, and the two classes of society, united at the root, will never thereafter entirely grow asunder.
A short time ago I spent an afternoon with a poet whose fame is familiar to all. There was present in the company a gentleman of large means, who, in the course of conversation, descanted upon the merits of the protective system, and spoke in glowing terms of the growth of the industries of his State and of the immense wealth which is being accumulated in its large cities. The aged poet turned to him, and said: "That is all very well. I like your industries and your factories and your wealth; but, tell me, do they turn out men down your way?" That is the question which we are bound to consider. Is this civilization of ours turning out men—manly men and womanly women? Now, it is a cheering and encouraging thought that technical labor, which is the source of our material aggrandizement, may also become, when employed in the education of the young, the means of enlarging their manhood, quickening their intellect, and strengthening their character.
THE END.
[23] An address delivered before the National Conference of Charities and Correction, at Buffalo, July, 1888.
D. APPLETON & CO.'S PUBLICATIONS.MISCELLANEOUS WORKS OF HERBERT SPENCER.
EDUCATION: Intellectual, Moral, and Physical. 12mo. Paper, 50 cents; cloth, $1.25.
Contents: What Knowledge is of most Worth?—Intellectual Education.—Moral Education.—Physical Education.
SOCIAL STATICS. By Herbert Spencer. New and revised edition, including "The Man versus the State," a series of essays on political tendencies heretofore published separately. 12mo. 420 pages. Cloth, $2.00.
Having been much annoyed by the persistent quotation from the old edition of "Social Statics," in the face of repeated warnings, of views which he had abandoned, and by the misquotation of others which he still holds, Mr. Spencer some ten years ago stopped the sale of the book in England and prohibited its translation. But the rapid spread of communistic theories gave new life to these misrepresentations; hence Mr. Spencer decided to delay no longer a statement of his mature opinions on the rights of individuals and the duty of the state.
Contents: Happiness as an Immediate Aim.—Unguided Expediency.—The Moral-Sense Doctrine.—What is Morality?—The Evanescence [? Diminution] of Evil.—Greatest Happiness must be sought indirectly.—Derivation of a First Principle.—Secondary Derivation of a First Principle.—First Principle.—Application of this First Principle.—The Right of Property.—Socialism.—The Right of Property in Ideas.—The Rights of Women.—The Rights of Children.—Political Rights.—The Constitution of the State.—The Duty of the State.—The Limit of State-Duty.—The Regulation of Commerce.—Religious Establishments.—Poor-Laws.—National Education.—Government Colonization.—Sanitary Supervision.—Currency Postal Arrangements, etc.—General Considerations.—The New Toryism.—The Coming Slavery.—The Sins of Legislators.—The Great Political Superstition.
THE STUDY OF SOCIOLOGY. The fifth volume in the International Scientific Series. 12mo. Cloth, $1.50.
Contents: Our Need of it—Is there a Social Science?—Nature of the Social Science.—Difficulties of the Social Science.—Objective Difficulties.—Subjective Difficulties, Intellectual.—Subjective Difficulties, Emotional.—The Educational Bias—The Bias of Patriotism.—The Class-Bias.—The Political Bias.—The Theological Bias.—Discipline.—Preparation in Biology.—Preparation in Psychology.—Conclusion.
New York: D. APPLETON & CO., 1, 3, & 5 Bond Street.
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