can only be
done by an extensive use of historical and literary materials in all
grades with the _conscious purpose_ of shaping moral ideas and
character. That the school has such influence at its disposal can not
be reasonably denied by any one who believes that the family or the
church can affect the moral character of their children. It may be
objected that the school thus takes up the proper work of the home,
when it ought to be occupied with other things. Would that the homes
were all good! But even if they were the teacher could not fold his
arms over a responsibility removed. As soon as a boy enters school, if
not sooner, he begins, in some sense, to outgrow the home. New
influences and interests find a lodgment in his affections.
Companions, the wider range of his acquaintances, studies, and
ambitions, share now with the home. John Locke objected radically to
English public schools on this account. But even if we desired, we
could not resort to private tutors as Locke did. The child is growing
and changing. Who shall organize unity out of this maze of thoughts,
interests, and influences, casting out the useless and bad, combining
and strengthening the good? The more service the home renders the
better. The child's range of thought and ambition is expanding. Who
has the best survey of the field? In many cases at least, the teacher,
especially where parents lack the culture and the children need a
guide. Who spends six hours a day directing these currents of thought
and interest? We are not disposed to underestimate the magnitude of
the task here laid upon the teacher. The rights and duties of the home
are not put in question. Indeed the spirit of this kind of teaching is
best illustrated in a good home. A teacher who has a father's anxiety
in the real welfare of children will not forget his duty in watching
their moral growth. The moral atmosphere of a good home will remain
the ideal for the school. In fact, Herbart's plan of education
originated not in a school-room, but in an excellent home in
Switzerland, where he spent three years in the private instruction of
three boys. The conscientious zeal with which he devoted himself to
the moral and mental growth of these children is a model for teachers.
The shaping of three characters was, according to his view, entrusted
to him. The common notion of intellectual growth and strength which
rules in such cases was at once subordinated to _charac