Moral Education Essay Example for Free

Moral Education EssayMoral education can be given disclose by parents at home, than by schoolmasters and professors in schools and colleges. Parents have numberless opportunities of channelize their children by precept and example, opportunities denied to the pick uper. Who generally meets his pupils in large classes, and seldom has the means of becoming intimately acquainted with their several characters and the faults, other than intellect faults, to which each of them is particularly prone. The first show of importance to notice with regard to virtuous instruction is that, in the words of the proverb, example is better than precept. This is too often forgotten by parents, especially in the plate of young children. Many parents are emphatic in incul-cating truthfulness, but, on very slight occasion value it advisable to escape the importunity or curiosity of children by deception, if not by actual falsehood. They fondly hope that the deceit will incline unnoticed bu t children are keener observers than they are generally supposed(a) to be, and very quick to detect any discrepancy between preaching and practice on the part of their elders.It is and then imperative that parents in all cases should themselves act up to the moral precepts that they inculcate upon their children. Another important point in the home training of children is careful selection of associates of their own age who will not teach them bad habits. For the same reason, especially in rich houses, great care must be interpreted that the servants do not exert an evil influence on their moral character. Bad servants teach a child to be deceitful and disobedient by secretly helping him to enjoy forbidden pleasures, which of agate line they warn him he must on no account mention to his parents. They may also repay a child rude and overbearing by servile submission to his caprices and bad temper. If we now pass from home to school life, we see that the first great disadvantage t hat the school-master labours under is that it is very difficult for him to authorize the affections of his pupils.A father can generally appeal to filial love as an inducement towards obeying the moral rules he prescribes. But 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 idleness 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 little leisure 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 more tack together than is obtaine d 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 consecrated precincts of the school chapel. The Indian teacher has no such opportunity of using his eloquence in guiding the members of his school towards moral enthusiasm. Yet he can do much by the power of own(prenominal) example, and by creating in the minds of his pupils admiration for the great English writers, who in prose or verse give materialisation to the highest moral thoughts. In addition to this, all intellectual education is in proportion to its success a powerful deterrent from vice, as it enables us to see more clearly the evil effects that keep from disobedience to moral rules.