The perpetual enticement and blandishment of worldly
success so universal in our time can not move us if we found one theory
and practice upon the central doctrine of moral education. Education,
therefore, in its popular, untrammeled, moral sense, is the greatest
concern of society.
In projecting a general plan of popular education we are beholden to
the prejudices of no man nor class of men. Not even the traditional
prejudices of the great body of teachers should stand in the way of
setting up the noblest ideal of education. Educational thinkers are in
duty bound to free themselves from utilitarian notions and narrowness,
and to adopt the best platform that children by natural birthright can
stand upon. They are called upon to find the best and to apply it to
as many as possible. Let it be remembered that each child has a
complete growth before him. His own possibilities and not the
attainments of his parents and elders are the things to consider.
Shall we seek to avoid responsibility for the moral aim by throwing it
upon the family and the church? But the more we probe into educational
problems the more we shall find the essential unity of all educational
forces.
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