America Through the Spectacles of an Oriental Diplomat [19]
by the state authorities, are secular. Religion is not taught. Neither the Bible nor any other religious work is used in the schoolroom. The presidents, professors, and tutors may be strict churchmen, or very religious people, but, as a rule, they are not permitted to inculcate their religious views on the students. The minds of the young are most susceptible, and if no moral principles are impressed upon them at school or college they are apt to go astray. It should be remembered that men of education without moral principles are like a ship without an anchor. Ignorant and illiterate people infringe the law because they do not know any better, and their acts of depredation are clumsy and can be easily found out, but when men of education commit crimes these are so skilfully planned and executed that it is difficult for the police to unravel and detect them. It has been known that frauds and forgeries perpetrated by such unscrupulous persons were so cleverly designed that they bore the evidence of superior education, and almost of genius. The more a man is educated the more is it necessary, for the welfare of the state, to instruct him how to make a proper use of his talents: Education is like a double-edged sword. It may be turned to dangerous usages if it is not properly handled.
As there is no established church in the United States, and in view of the numberless different sects, it is not advisable to permit any particular phase of religion to be taught. But why not consent to allow the cardinal principles of morality to be taught in every school? The following may serve as examples:
(1) Honesty is the best policy. (2) Honor thy father and thy mother. (3) Universal brotherhood. (4) Love of mankind. (5) Charity to all. (6) Purity in thought and action. (7) Pure food makes a pure body. (8) Happiness consists of health and a pure conscience. (9) Live and let live. (10) Respect a man for his virtues, not for his money or position. (11) `Fiat justitia, ruat coelum' (Let justice be done, though the Heavens should fall). (12) Bear no malice against anyone. (13) Be equitable and just to all men. (14) Liberty and freedom but not license. (15) Do not unto others what ye would not that others should do unto you.
I have jotted down the above just as they occurred to me while writing. They can easily be amplified, and be made the basis of an ethical instruction in all the schools. In any case, every nation should aim at the highest standard of morals.
Co-education in the United States is not so unpopular as in some other countries, and it is increasing in favor. In all the primary schools, and in most of the high schools, boys and girls study in the same class-room, and girls are admitted as students even in some colleges and universities. This principle of admitting the fair sex to equal educational privileges is slowly but surely being recognized everywhere. In some universities the authorities have gone half-way; lectures are given to the girl students in separate rooms, or separate buildings, or halls, are provided for the girl students. With regard to the teaching staff, in the primary schools nearly all the teachers are women, and in the high schools their number is at least half, if not more. In some of the universities there are lady professors or tutors. It goes without saying that girls have the natural talent for learning everything that boys can learn. The objections raised by the opponents of co-education seem to rest chiefly upon the danger of the intellectual or physical overstrain of girls during adolescence, and upon the unequal rate of development of boys and girls during the secondary school period. It is further alleged that in mixed schools the curriculum is so prescribed that the girls' course of study is more or less adapted to that of the boys, with the result that it cannot have the artistic and domestic character which is suitable for the majority of girls; but why should not the curriculum be arranged in such a way as to suit both sexes?
As there is no established church in the United States, and in view of the numberless different sects, it is not advisable to permit any particular phase of religion to be taught. But why not consent to allow the cardinal principles of morality to be taught in every school? The following may serve as examples:
(1) Honesty is the best policy. (2) Honor thy father and thy mother. (3) Universal brotherhood. (4) Love of mankind. (5) Charity to all. (6) Purity in thought and action. (7) Pure food makes a pure body. (8) Happiness consists of health and a pure conscience. (9) Live and let live. (10) Respect a man for his virtues, not for his money or position. (11) `Fiat justitia, ruat coelum' (Let justice be done, though the Heavens should fall). (12) Bear no malice against anyone. (13) Be equitable and just to all men. (14) Liberty and freedom but not license. (15) Do not unto others what ye would not that others should do unto you.
I have jotted down the above just as they occurred to me while writing. They can easily be amplified, and be made the basis of an ethical instruction in all the schools. In any case, every nation should aim at the highest standard of morals.
Co-education in the United States is not so unpopular as in some other countries, and it is increasing in favor. In all the primary schools, and in most of the high schools, boys and girls study in the same class-room, and girls are admitted as students even in some colleges and universities. This principle of admitting the fair sex to equal educational privileges is slowly but surely being recognized everywhere. In some universities the authorities have gone half-way; lectures are given to the girl students in separate rooms, or separate buildings, or halls, are provided for the girl students. With regard to the teaching staff, in the primary schools nearly all the teachers are women, and in the high schools their number is at least half, if not more. In some of the universities there are lady professors or tutors. It goes without saying that girls have the natural talent for learning everything that boys can learn. The objections raised by the opponents of co-education seem to rest chiefly upon the danger of the intellectual or physical overstrain of girls during adolescence, and upon the unequal rate of development of boys and girls during the secondary school period. It is further alleged that in mixed schools the curriculum is so prescribed that the girls' course of study is more or less adapted to that of the boys, with the result that it cannot have the artistic and domestic character which is suitable for the majority of girls; but why should not the curriculum be arranged in such a way as to suit both sexes?