Moral Education Essay

Moral education underside be given better by p atomic number 18nts at plateful, than by schoolmasters and professors in schools and colleges. Parents have numberless opportunities of guiding their children by precept and interpreter, opportunities denied to the teacher. Who gener solelyy meets his pupils in plumping classes, and seldom has the means of becoming intimately acquainted with their several coalacters and the faults, other than intellectual faults, to which each of them is particularly prone. The first point of brilliance to notice with regard to moral instruction is that, in the words of the proverb, example is better than precept. This is too often forgotten by parents, especially in the case of young children. M each parents are emphatic in incul-cating truthfulness, but, on genuinely slight occasion think it advisable to escape the goading or curiosity of children by deception, if not by actual falsehood. They lovingly hope that the deceit will pass unnoticed bu t children are keener observers than they are generally supposed to be, and very quick to detect any discrepancy between preaching and practice on the part of their elders.It is therefore supreme that parents in all cases should themselves act up to the moral precepts that they inculcate upon their children. another(prenominal) important point in the home training of children is careful option of associates of their own age who will not teach them bad habits. For the same(p) author, especially in rich houses, great care must be taken that the servants do not exert an malign influence on their moral character. Bad servants teach a child to be profitless and disobedient by secretly helping him to enjoy forbidden pleasures, which of product line they warn him he must on no account evoke to his parents. They may also render a child rude and authoritative by servile submission to his caprices and bad temper. If we now pass from home to school life, we see that the first great dis advantage that the school-master labours under is that it is very difficult for him to gain the affections of his pupils.A father can generally salute to filial love as an inducement towards obeying the moral rules he prescribes. solely a school-master appears to boys in the position of a task-master, and is too often without reason regarded by them as their natural enemy, particularly by those whom he has to punish for idling or other faults, that is, by the very boys who stand most in need of moral instruction. Even when a school-master has got over this hostile feeling, he finds that the large amount of daily teaching expected from him leaves him precise vacant to give his pupils friendly advice in the intervals between lessons. It has been proposed in India that formal lessons in morality should be given in schools and colleges. But it is to be feared that lessons so delivered from the school-masters desk or the professors chair would produce little to a greater extent effec t than is obtained by the writing of moral sentences in copy-books.In the great public schools of England the masters have opportunities of delivering moral lessons under more favourable conditions, when they preach the weekly sermon on Sunday in the sacred precincts of the school chapel. The Indian teacher has no such luck of using his eloquence in guiding the members of his school towards moral enthusiasm. soon enough he can do much by the power of in-person example, and by creating in the minds of his pupils admiration for the great English writers, who in prose or verse give expression to the highest moral thoughts. In addition to this, all intellectual education is in proportion to its success a fibrous deterrent from vice, as it enables us to see more clearly the evil effects that follow from disobedience to moral rules.