t
must react upon our own conduct.) The examples are simple and
objective, free from selfish interest on the child's part, so that good
and bad acts are recognized in their true quality. These simple moral
judgments are only a beginning, only a sowing of the seed. But
harvests will not grow and ripen unless seed has been laid in the
ground. It is a long road to travel before these early moral
impressions develop into firm convictions which rule the conduct of an
adult. But education is necessarily a slow process, and it is likely
to be a perverted one unless the foundation is carefully laid in early
years. The fitting way then to cultivate moral judgments, that is, to
start just ideas of right and wrong, of virtues and vices, is by a
regular and systematic presentation of persons illustrating noble and
ignoble acts. A preference for the right and an aversion for the wrong
will be the sure result of careful teaching. Habits of judging will be
formed and strong moral convictions established which may be gradually
brought to influence and control action.

A good share of the influences that are thrown around an ordinary child
need to be counteracted. It can be done to a considerable extent _by
instruction_. Many of the interesting characters of history are better
company for us and for children than our neighbors and contemporaries.
For the purposes of moral example and inspiration we may select as
companions for them the best persons in history, provided we know how
to select for ourselves and others. Their acts are personal,
biographical, and interesting, and appeal at once to children as well
as to their elders. There is no good reason why a much greater number
of our school children should not be brought under the influence of the
best books suited to their age. Here is a source of educational
influence of high quality which is left too much to accident and to the
natural, unaided instinct of children. A few get the benefit but many
more are capable of receiving it. How much better the school choice
and treatment of such books may be than the loose and miscellaneous
reading of children, is discussed in Special Method. A fit
introduction of children to this class of literature should be in the
hands of teachers, and all the later reading of pupils will feel the
salutary effect.

If this is the proper origin and culture of moral ideas, we desire to
know how to utilize it in the common school course. It