Chap

Chap. XXVIII. discusses Moral Relations. Good and Evil are nothing but
Pleasure and Pain, and what causes them. Moral Good or Evil is the
conformity or unconformity of our voluntary actions to some Law,
entailing upon us good or evil by the will and power of the Law-giver,
to which good and evil we apply the names Reward and Punishment.

DECISION UNDER EFFORT

DECISION UNDER EFFORT.--The highest type of decision is that in which
effort is the determining factor. The pressure of external circumstances
and inward impulse is not enough to overcome a calm and determined _I
will_. Two possible lines of action may lie open before us. Every
current of our being leads toward the one; in addition, inclination,
friends, honors, all beckon in the same direction. From the other course
our very nature shrinks; duty alone bids us take this line, and promises
no rewards except the approval of conscience. Here is the crucial point
in human experience; the supreme test of the individual; the last
measure of man"s independence and power. Winning at this point man has
exercised his highest prerogative--that of independent choice; failing
here, he reverts toward the lower forms and is a creature of
circumstance, no longer the master of his own destiny, but blown about
by the winds of chance. And it behooves us to win in this battle. We may
lose in a contest or a game and yet not fail, because we have done our
best; if we fail in the conflict of motives we have planted a seed of
weakness from which we shall at last harvest defeat.

The disturbances of health due to weak feet are manifold, just as are

those due to eye-strain
The disturbances of health due to weak feet are manifold, just as are
those due to eye-strain. Pain in the feet, legs and back, often mistaken
for rheumatism, and improperly treated with drugs and liniment, chronic
general fatigue and nervous depression are often due to this rather
common affection.

It is apparent that the make-up of an individual is the result of a very

complex combination of traits
It is apparent that the make-up of an individual is the result of a very
complex combination of traits. For this reason, the makeup is not likely
to fall heir to all 'bad' traits, any more than it is to all 'good'
traits. Even the feeble-minded, who have fallen heir to such an
intensely undesirable trait--or rather, to the lack of intensely
desirable traits--in many instances have simultaneously inherited many
desirable traits, such as kindness, gentleness and generosity, often
lacking in those possessed of scholarly capacities. Many women of the
border-line type of feeble-mindedness, where mental incapacity often
passes for innocence, possess the qualities of charm felt in children,
and are consequently quickly selected in marriage. If a mentally able
man possess as an ideal of womanhood other traits than mental capacity,
no amount of schooling for his child can make up for the difference
between the mental capacity of the offspring of such a mating, and the
offspring of a mating with an able-minded woman. Although the trait of
able-mindedness is dominant, so that the mating of an able and a feeble
mind will result in fairly able-minded offspring, who may even be above
the average, mentally, such offspring carry in their own germ plasm the
defect derived from their feeble-minded parent, which defect may then be
passed on to future generations through the germ plasm from which their
children get their inheritance. A mother"s hereditary influence on the
child is just as important a factor as the father"s, generally speaking.
Where feeble-mindedness exists on a family line, care should be
exercised by the able-minded members of that line not to mate with
another line possessing cases of feeble-mindedness, lest the offspring
then fall heir to feeble-mindedness, which can skip a generation. An
appreciation of what is feeble-minded, and a realization of its
inheritability can not help but modify a man or a woman"s admiration
for the traits or lack of traits which it embraces.

Kissinger, who after several years" service in the army became

disabled, is receiving a pension from the government; Moran, I
hope, is still well and in the employ of the Isthmian Canal
Commission, justly enjoying the friendship and confidence of
his superior officers
Kissinger, who after several years" service in the army became
disabled, is receiving a pension from the government; Moran, I
hope, is still well and in the employ of the Isthmian Canal
Commission, justly enjoying the friendship and confidence of
his superior officers. The names of Kissinger and Moran should
figure upon the roll of honor of the U. S. Army.

Such is the state of our schools that we are obliged to accept as pupils

those who are not qualified, in a literary point of view, for the post
of teachers
Such is the state of our schools that we are obliged to accept as pupils
those who are not qualified, in a literary point of view, for the post
of teachers. By sending better teachers into the public schools, you
will effectually aid in the removal of this difficulty. The Normal
School is, then, no substitute for the high school, academy, or college.
Nor do we ask for any sympathy or aid which properly belongs to those
institutions. He is no friend of education, in its proper signification,
who patronizes some one institution, and neglects all others. We have no
seminaries of learning which can be considered useless, and he only is a
true friend who aids and encourages any and all as he has opportunity.
What is popularly known as learning is to be acquired in the common
school, high school, academy and college, as heretofore. The Normal
School does not profess to give instruction in reading and arithmetic,
but to teach the art of teaching reading and arithmetic. So of all the
elementary branches. But, as the art of teaching a subject cannot be
acquired without at the same time acquiring a better knowledge of the
subject itself, the pupil will always leave the Normal School better
grounded than ever before in the elements and principles of learning. It
is not, however, to be expected that complete success will be realized
here more than elsewhere; yet it is well to elevate the standard of
admission, from time to time, so that a larger part of the exercises may
be devoted to the main purpose of the institution. The struggle should
be perpetual and in the right direction. First, elevate your common
schools so that the education there may be a sufficient basis for a
course of training here. If the Normal School and the public schools
shall each and all do their duty, candidates for admission will be so
well qualified in the branches required, that the art of teaching will
be the only art taught here. When this is the case, the time of
attendance will be diminished, and a much larger number of persons may
be annually qualified for the station of teachers.

(A) Duties to _Self_

(A) Duties to _Self_. These have regard to the one _private_ Aim or End
that a man can make a duty of, viz., his own _Perfection_; for his own
_Happiness_, being provided for by a natural propensity or inclination,
is to himself no duty. They are (a) _perfect_ (negative or restrictive)
as directed to mere Self-Conservation; (b) _imperfect_ (positive or
extensive) as directed to the Advancement or Perfecting of one"s being.
The _perfect_ are concerned about Self (a), as an _Animal_ creature,
and then are directed against--(1) _Self-destruction_, (2) _Sexual
Excess_, (3) _Intemperance in Eating and Drinking_; (B) as a _Moral_
creature, and then are directed against--(1) _Lying_, (2) _Avarice_,
(3) _Servility_. The _imperfect_ have reference to (a) _physical_, (B)
_moral_ advancement or perfection (subjectively. _Purity_ or
_Holiness_).