Good Manners and Right Conduct

263 Pages·2017·5.9 MB·English

GOO D
MA NN ERS
A N D

RI G H T
CON DUCT

GERTRUDE
E .
MCVENN

PRINCIPA L
OF
T RAINING
DE PA RTM ENT

PHILI PPINE
NORMA L
SCHOOL,
MA NILA

315003
4911 :

D .
c .
HEATH
co . , PU BLISHERS

BOSTON
NEW
Y OR K
CH I CA GO

COPYRI GHT,
1 9 1 8
1 9 1 9 ,

BY D .
C .
HEATH
8:
CO.

TO THE
TEACHER

TH E
sentiment in favor
of a more
systematic training in

morals in our sch ools h as b een growing for
some time .
We

teach ers
can
no longer disregard this fact .
An intelligent

response must b e made to th e demand which this sentiment

h as presented .
Th e plan for definite ,
continuous training

along this line is
a matter
of th e high est importance, inas

much as th e results to b e secured are vital in th e development

of society as w ell as of th e individual .

I n planning such
a
system th e following essentials should

b e b orne in mind :

Th e teacher must b e in th e highest possible degree what

h e wishes h is pupils to b ecome .
I f you wish to teach your

class to b e h elpful , a spirit of eager service must characteriz e

your own actions .
I f you ask,
H ow shall I teach my class

honesty ?

”
th e answer must
always b egin with
First , b e

honest yourself ,

” thus
showing th em by your life what

honesty is .

Th e aim should b e to establish in your pupils th e habits of

thought and of conduct that will make th em helpful members

of
society .
To do this th ey
should b e made
to practice

h elpfulness in th e
school ,
to hav e
a
sense
of responsibility

for th e general good ;
to feel a sense of personal injury wh en

some wrong interrupts
th e
smooth working
of th e
sch ool ,

and
of pride in
th e
successful
carrying
out
of th e various

sch ool
activities wheth er by th e
school
as
a whole , by in

dividuals, or by groups .

iv
TO TH E
TEACHER

Th e
children
sh ould b e
studied
carefully with
a view to

finding out along what line you need to exert your greatest

efforts to b ring about th e desired results .
For example , if a

spirit
of selfishness
seems to
rul e th e
class, then until that

is in a measure broken up , plan your lessons with
a view

toward inculcating habits
of generosity
and h elpfulness by

th e practice of working in groups, th e memb ers of each group
having
a definite
result
of th eir
cooperative labor
to look

forward
to — an
end which requir es
not
one
or
two but

every
one
of th e memb ers
to
accomplish .
This
places a

certain share of th e responsibility for th e result on each one .

I f
one neglects his duty, it may b e pointed
out not
only

that th e result suffers but also that th e work of th e faithful

ones h as been in vain .

Training should b e begun early, and should b e
continued

through all th e grades .
Strive to
encourage righteous im

pulses and discourage unrighteous ones .

Teaching
should b e
chiefly by th e indirect method .
Th e

formal , didactic method should for th e most part b e avoided .

Th e virtues with th eir
consequent
rewards,
th e vices with

th e punishments which naturally follow th em , m
ay b e in

troduced
to
th e children in
an interesting way through

fairy tale , myth , fable , legend,
stories
of h eroes, biography ,

and history, by
no means neglecting incidents in th e daily

life
of th e h ome ,
school ,
and
community .
B ring th e
child

into genuine sympathy with th e incident or
story .
H e will

th en appreciate its importance
as
a moral force
and
th e

lesson will sink into his mind .

Th e principle that abstract notions , such as truth , courage,

and others,
can b e learned only by practice
should b e kept

constantly in mind .
For example, a child may b e given an

instance illustrating truth, h e may b e talked to about th e

TO THE
TEACHER

notion, h e may even b e able to talk
about it in a perfectly

proper w ay ; however, until h e is
actually brought to th e

point wh ere h e must choose between th e true and th e false ,

and voluntarily chooses th e true , h e h as ab solutely no work

ing knowledge of th e notion, truth .
When th e opportunity

of choice presents itself,
see that
conditions
are
such that

th e choice of th e
right is made
easy and that of th e wrong ,

diffi cult .
I f this is done , th e prob abilities are that th e child

will choose truth and so make a start in th e
right direction .

After th e child h as gained some strength of habit in making

th e right choices, gradually less care in arranging conditions
need b e taken .

As
regards
th e time to b e given
to Manners
and Right

Conduct, and its place in th e program of school studies, it is
recommended

( I ) That th e book b e placed in th e hands
of th e pupils

as supplementary reading material ; that one reading period

a week b e allowed for talks on conduct- story material as

signed .
I n these conversations, question and answer should

play a large part .

( 2) That th e picture
studies b e taken in connection with

grammar and composition as a b asis for oral work .

Th e
short dialogues illustrative
of manners may
also b e

taken as oral work in connection with grammar and composi
tion .

(3 ) That
courtesy
b e a
matter
of
everyday
concern,

instruction being given as lapses
occur .

Any general deflection
or marked
rudeness tending
to

bring
criticism upon
th e
school may b e taken
up by
th e

teacher during th e time set aside for opening exercises .

(4) That
th e longer dialogues
b e reserved
for
special

programs .

vi
TO TH E
TEACHER

This series of books is placed in th e hands of th e teachers

in
th e
earnest h ope that
th e material may b e h elpful in

planning for
our
schools
an
effective
system
of training in

Good Mann ers and Right Conduct .

HELPFUL
BOOKS
FOR
THE
TEACHER

Ch aracter Building in S chool

E thics for Children

Conduct as a Fine A rt

E thics for Young People

Th e M aking of Character
M oral Education

Primer of Right and Wrong
Systematic M oral E ducation

Prose E very Child Should Know

H ow to Tell S tories to Children

Stories to Tell to Children

ACKNOWLE DGMENTS

Thanks
are due
to
th e following for permission
to
use

copyrighted material :
Charles Scribner

’
s Sons , for poems

by H enry van Dyke ;
th e
Youth

’
s Companion and Clara

Ingram Judson for

“ I Wish I Were
D . C . H eath
Co.

for

“ Th e Wonders of th e Jungle,

” by Prince Sarath Ghosh

°

th e
estate
of Marion D ouglas
for
Catching
th e Colt

Laird and Lee for

“ Th e Calabrian Boy
and

“ Th e Chimney

Sweep

” from Edmondo de Amicis

’
s The H eart of a B oy; and

th e
B obbs—M errill
Company for

“ Our Kind
of a Man,

by James Whitcomb Riley.

Jane Brownl ee

Ell a Lyman Cabot
N . P. Gilman and E
. P. Jackson

C . C . Everett (Ginn)
John M acCunn

E dward H oward Griggs (H uebsch)
J

. N. Larned (M acmill an)

John King Clark
M ary E
. B urt (Doubleday)

Sara Cone Bry ant (H oughton)
Sara Cone B ryant (Houghton)

CONTENTS

CLEANLINE SS

PAGE

CLEANLI NE SS OF PE RSON, CLOTHI NG, HABI T, AND SURR OUND

INGs

PE RSONAL BE LONGINGS

TOMAS

UNWRI TTE N LE TTE RS
OF RECOMME NDATI ON

THE I NFLUE NCE OF A CLE AN FA CE
Thomas DewittTalmage

TOM,
TH E
CHI MNE Y SWE EP
Charles Kingsley

Picture S tudy

“ THE
SONG OF
THE LARK

OBEDI ENCE

OBEDI ENCE :
I TS IMPORTANCE

THE TALE
OF PE TE R RABBIT
Beatrix Potter

ORDE RS

OBEDI ENCE
Phoebe Cary

CLIMBI NG ALONE
Margaret Gatty

TH E WONDE RS
OF
TH E JUNGLE
Prince S arath Ghosh

LE SSONS
FROM THE LAW
OF
THE JUNGLE

HELPFULNESS

HE LPFULNE SS : AT SCH OOL ;
AT H OME

WHI CH LOVED MOTHE R BE ST?
Joy Allison

AN OPPORTUNI TY LOST

A H OME SONG
H enry van Dyke

Picture Study
THE FIRST STEP

Vl l

CONTENTS

TRUTHFULNE SS

TRUTHFULNE SS :
A H ABI T

A LI TTLE MORO GI RL

’S VICTORY

PEASANT TRUTH
John G. S axe

WASHI NGTON
AND
TH E SORRE L

COLT
H orace E
. S cudder

H ONESTY

H ONE STY

TH E LOST PURSE
A Dialogue

FRANKNE SS

FRA NKLI N

’S LE SSON
ON TH E VA LU E
OF TI ME

B E TRUE
H oratio B onar

TH E PI ED PIPE R
A Dialogue

CATCHI NG THE
COLT
Marion Douglas

Picture S tudy

“ ST. MICHAE L
AND
TH E DRA GON

KI NDNESS
AND
SYMPATHY

WHAT I s
TH E RE AL GOOD ?
John B oyle O

’Reilly

THE NEw PUPI L
.

KI NDNE SS
AND SYMPATH Y

TH E
CALAB RI AN B OY
Edmondo de A micis

A MORTI FYI NG MI STAKE
A nna M . Pratt

THE
CH E E RI NG E FFECT
OF SYMPA THY

B ELGIA N TOTS THANK WI LSON
National Humane Review

I F Y OU HAVE
A FRI E ND WORTH LOVI NG

THE CHIMNEY SWE EP
Edmondo de Amicis

OUR KI ND
OF
A MAN
James Whitcomb Riley

PASS I T ON
H enry Burton

Picture Study
SINGING B oys

KINDNE SS
To ANIMALS
S
. P . C. A
.

OUR DE BT To ANIMALS

FLORE NCE NI GHTI NGALE
Mary H ancock

CONTENTS

THE H ORSE
S
. P . C. A
.

H OT-WE ATH ER RULE S

TH E PRAYE R
OF
A H ORSE

CE SAR I s DE AD
WHY DO YOU LOVE YOUR D OG ?

FAI R PLAY — A Dial ogue

Picture S tudy

“ SH OE I NG
TH E BA Y MARE

RESPE CT AND
REVERENCE

RE SPECT

SOME BODY

’S MOTH E R

TH E
COCONU T SH E LL — A Dialogue

Picture S tudy

“ MADONNA
OF
TH E ARB OR

COURAGE
AND
SELF
CONTROL

WI NNI NG

TH E D OASYOULI KE S
Charles Kingsley

A LI TTLE DUTCH H E RO

“ WH EN
TH E
CAT

’S
AWAY
TH E

MICE WI LL PLAY
A Dia

logue
E
. P . Jackson

SANDY
AND PIPPA

B ONNYB OY
H
. H
. Boyesen

Picture Study
H OLY NI GHT

WORK

WORK : THE I MPORTANCE
B EI NG AB LE
To WORK

ADVICE
To GI RLS
John Ruskin

TH E B URI ED TRE ASURE

TRU E BLUE
A Dialogue

I WI SH I WE RE
Clara I ngram Judson

TH E QUAI LS
Jataka Legend

THE JACK-O

’

-LANTERN
Jacob A bbott

CONTENTS

PLAY

PLAY : H ow
To PLAY WE LL

VALUE
OF PLAY
Charles E . H ughes

Picture S tudy
PLANTI NG POTATOE S

”

LOYALTY TO DUTY

LOYA LTY
TO DUTY
GE ORGE E
.

WA RI NG
Albert Shaw

WA RI NG A ND H I S
WHI TE WI NGS
AT WORK

PLE DGE S
NE I GH B OR MI NE

AMERI CA
S
. F
. Smith

MANNERS

MA NNE RS : TH E I R VA LUE AND ME ANI NG

TH E
GENTLE
FOLKS
OF CORN
Katherine B
. Owen

CONDUCT
A T SCH OOL

B ORR OWI NG

SCH OOL PROPERTY
M E E TI NG A QUE STI ON Y OU CANNOT ANSWE R

Dialogues

PA SSI NG
I N FRONT
OF
A PE RSON — Dialogues

MANNE R
OF
RE FUSI NG
OR
ACCEPTI NG
ANYTH ING

OF F ERE D

MANNE R
OF ASKI NG A
FAVOR

RE TURNI NG
To
TH E
OWNE R
AN ARTI CLE DROPPE D

Dial ogues

COND UCT A T H OME

GRE E TI NGS
Dialogues

RECE I VI NG A VI SI TOR
Dialogues

MARKE TI NG
F OR
TH E H OME — A Dialogue

MANNERS
AT THE TABLE

CONTENTS

CONDUCT TOWARD STRANGE RS

GRE E TI NG A STRANGE R — Dialogues

RE SPE CT — FOR LADI E S , E LDE RS ,
AND SUPE RI ORS

ME E TI NG
A
LADY
OR
E LDE RL Y
PE RSON — Dialogues

PRE SE NTI NG A ND RECE I VI NG A GI FT — Dialogues

CONSID E RATI ON
F OR OTH E RS

A SPE CI AL LE SSON
F OR GI RL S

A SPE CI AL LE SSON
F OR B OYS

A GE NTLEMA N
M argaret S angster

SCH OOL HABI Ts — A CRE E D
F OR WORKE RS

I NDE!

Four things a man must learn to do

I f h e would make h is record true

To think without confusion clearly ;

To love his fellow men sincerely ;

To act from honest motives purely ;

To trust in God and H eaven securely.

H ENRY
VAN DYKE .

CLE A N LI N E S S

“ They that wish
to be clean,
clean they will be.