While these powers are in their earlier, so to speak
embryonic, stages of development, they can be fostered and increased
or retarded. They are still plastic. Very early in a child's life
acquisitiveness shows itself; he begins to say "I," and "mine," and
desires things to be his "very own." And this can be fostered so
that the child will grow up a "covetous machine." Or he may be
taught to share with others.
Not so much later, while the child is still in the lower grades of
his school life, comes the period of moral development. If, during
this period, these powers are fostered and cultivated, they may, and
probably will, be dominant throughout his life. And herein lies the
dignity and glory of the unappreciated, underpaid, and overworked
teachers of our "lower" schools, that they have the opportunity to
cultivate these moral powers of the child during these most critical
years of his life. Repression or neglect here works life-long and
irreparable harm. The young man goes out into the world. Here
"practical" men continually instruct him by precept upon precept,
line upon line, that he cannot afford to be generous until he has
acquired wealth; that he must first win success for himself, and
that he can then help others. And, unless his character is like
pasture-grown oak, he follows and improves upon their teachings.
Pages:
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270