Entered according to Act of Congress, in the year 1873, by


In the Office of the Librarian of Congress, at Washington, D. C. APR 6

1911 Bas .674


The author of this work believes that the subjects of good morals and gentle manners are unequaled in importance by any that can be imparted in the public schools, either for intellectual discipline or practical utility.

He believes that the true happiness and real usefulness of each individual, and of every community, depend largely upon the application of the principles of virtuous living.

He believes fully in the wisdom of the proverb, that we shall Train up a child in the way he should go; and, when he is old, he will not depart from it.

He believes that moral and social training do not result from hearing little moral stories, or from reading goodish little books.

He believes that training implies discipline, and that while little books and stories afford amusement and entertainment, they alone are not sufficient to educate children in the duties of morality and politeness.

He believes in teaching by parables, especially when accompanied by such direct and practical applications of truth as are exhibited in the “ Proverbs” and the “ Sermon on the Mount."

He believes that moral lessons, which are taught in anticipation of temptation, are more profitable than those which follow the commission of crime; that a boy just convicted of stealing is not in the best frame of mind to receive his first lessons upon honesty.

He believes that moral instruction should be given as regularly, systematically, and practically as instruction in any other department of science, and that its postponement to the latter part of the college course is unwise and unphilosophical.

He believes that all schools should be places of true refinement and elegant culture, and that when they are not, they must be nurseries of vulgarity.


He believes that much of the vandalism exhibited in many of the higher institutions is due to the lack of good moral culture in the lower ones.

He believes in Sunday Schools, but doubts whether the teaching of one hour, of one day in seven, if ever so valuable, can counteract the evil influences of the remaining six days of the week.

He believes, religiously, in the fundamental principles of our American system of government, as the best adapted to the American people, and that the permanence of this system depends upon the intelligence and virtue of the citizens.

He believes that, Righteousness exalteth a nation; but sin is a reproach to any people; and that a nation's sins are but the aggregate reproaches of the individuals who compose it.

He believes that the principles of our government must be taught constantly and thoroughly to promote true patriotism.

He believes that the self-control necessary for the good citizen must be based upon the principles and practice of a good school; for a school is but a state in miniature.

He believes that the gentleman and lady must be distinguished by good manners, and that good manners are the outgrowth of good morals.

He believes that educators generally appreciate the necessity of regular instruction in morals and manners as an important auxiliary in the government and discipline of the schools; but he is not aware of any systematic text book on moral and social law which is adapted to the use of grammar and intermediate schools, and of families. Therefore he has prepared this manual. If it meet with the acceptance which the importance of the subject demands, he will feel that he has not written in vain.


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