• Abstract and Figures
• Public Full-text

MANUAL of MOR and HUMANE EDUCATION 'Inteflect makes a man f feeling makes him BY FLORA HELM KRAUSE GIFT OF THE PERRY PICTURES BOSTON EDITION SOUL'S AWAKENING Manual OF Moral and Humane Education June to September Inclusive BY FLORA HELM KRAUSE OP THE CHICAGO ANTI-CRUELTY SOCIETY ' ' The highest education focusses the ' ' soul upon the largest loves. PRESENTED BY STATE HUMANE ASSOCIATION OF CALIFORNIA. ATKINSON, MENTZER & COMPANY Boston New York Chicago Atlanta Dallas ow. COPYRIGHT, 1910, BY FLORA HELM KRAUSE . - : !" ' THE NOBLE HUMANITARIANS, EDWIN DOWNER HELM, M. D., AND HARRIET VAIL HELM, MY FATHER AND MOTHER, AND TO MY CO-WORKER IN THIS AND OTHER HUMANE WORK, HUGO KRAUSE, MY HUSBAND; 347159 TABLE OF CONTENTS CHAPTER PAGE I. VALUE OF HUMANE EDUCATION .... 7 (Essay receiving William G. Sprague Memorial Prize from the American Humane Association, in 1908.) II. WHY HUMANE EDUCATION SHOULD BE PART OF THE PUBLIC SCHOOL CURRICULUM . .16 (Read at the thirty-third annual meeting of the American Humane Association, October 5, 1909.) III. PRESENTATION OF HUMANE EDUCATION IN ELE- MENTARY SCHOOLS 22 IV. GRADED COURSE OF STUDY FOR HUMANE EDUCATION IN ELEMENTARY SCHOOLS .... 29 September Labor ..... 31 October Harvest Fruit Fall Birds Fall Mi- gration ....... 54 November The Home Thanksgiving Perse- cution . .... 74 December Happiness Charity Altruism . 89 January Relation of Cold to Animal Life Hibernation 104 February Patriotism Good Citizenship . 121 March Rejuvenation of Life Growth . 135 April Shade Trees Spring Birds Spring Mi- gration ....... 149 May Health and the Joy of Living Values in the Animal World 168 June Relation of Heat to Animal Life Va- cation Time and Rest .... 184 V. A CLASSIFIED LIST OF THE MORE COMMON BIRDS 196 VI. GRADED LIST OF TOPICS FOR WRITTEN WORK IN HUMANE EDUCATION ..... 207 VII. HUMANE EDUCATION IN THE HIGH SCHOOLS 211 TABLE OF CONTENTS CHAPTER PAGE VIII. SUGGESTIVE TOPICS FOR HUMANE EDUCATION IN THE HIGH SCHOOLS ..... 213 IX. COLLATERAL READING AND AIDS TO TEACHER AND PUPIL IN HUMANE EDUCATION . 216 X. A BRIEF SURVEY OF THE ANTI-CRUELTY MOVEMENT 244 XI. A BRIEF REVIEW OF CHILD-SAVING WORK . 262 XII. BLANK FORM FOR MAKING COMPLAINT TO THE LOCAL ANTI-CRUELTY SOCIETY . 26G XIII. WAYS OF PROMOTING HUMANE EDUCATION OUTSIDE OF THE SCHOOLS . 268 XIV. FIRST SUPPLEMENT EXPLANATORY NOTES TO MONTHLY OUTLINES IN THE GRADED COURSE OF STUDY ........ 272 (To precede study of Chapter IV Graded Course of Study.) XV. SECOND SUPPLEMENT ADDITIONAL LITERATURE BY GRADES ........ 284 (To supplement Chapter IV Graded Course of Study.) XVI. THIRD SUPPLEMENT LATER BOOKS AND STORIES . 346 (To supplement Chapter IX Collateral Reading and Aids.) VALUE OF HUMANE EDUCATION Essay receiving William G. Sprague Memorial Prize from the American Humane Association, in 1908. Huxley says the ego is the center of the universe. This psychological -assumption explains much in the problematical study of the history of man. Man begins life on a very simple basis as to his social environment. As an infant, not even his mother is at first rec- ognized as a social factor in the self-absorbing processes of a tentative hold on life; but, as his nature unfolds, the extreme egoism of his early infancy gradually -expands along radiating lines in all directions until we find the circumference bounding, in gradations, mother, family, home life, playmates, neighborhood, school life, munic- ipality, his country, the world, the universe, un- til, in the highest form of human development, his egoism has expanded into an altruism broad in scope and elevated in character. Thinkers recognize that the individual man is an epitomized form of the race of man, the stages of growth through infancy, youth, and maturity corresponding to the stages that racial man passes through from the primitive man of savagery to the highest type of civilization and progress. And, in studying the race of man, we find this 7 8 MORAL AND HUMANE EDUCATION same psychological principle pervading his growth, the egoism dominating first in order of existence and expanding by degrees as the evolu- tion of his species continues till the highest forms of humanity evidence the greatest outlook, the widest interests, and the most comprehending re- lationship with the universe. And, as man develops in his race-growth along the stages from primitiveness to enlightenment, civilization, and progress, and we find this dif- ferentiating process coming between broader and broader stages, it is fair to infer that in time evo- lution will eliminate the process entirely. The savage differentiated himself from all the survival of himself, the instinct of self-pres- ervation, dominating his every action. Then later this egoism expanded to his tribe or clan, and it was war to extermination between tribe and tribe, clan and clan. Then the social instinct grew to include the country and we find war- fare extended to nation against nation. Then the next form it took was race distinction the white race must exterminate the red race ; the white race must enslave the black race. The history of any nation shows that the great- est barrier to its progress has been the idea of man's differentiating himself from his neighbor. This idea is a survival of the primitive instinct, the dominance of the ego. Man is unconsciously swayed by the survival of this instinctive impulse. In history, as the instinct has passed down the r m | O ? 7} f (/> | m s 73 VALUE OF HUMANE EDUCATION 9 ages by tradition and heredity, we find it taking various forms in the different nations. The pyramids are everlasting monuments to the Egyptian's cold and cruel regard of his slaves' toil and martyrdom. The Greek's enslavement system is a proof that even his remarkable flight to empyrean heights of art and poesy, beauty and intellect, did not escape the racial, traditionary taint. Plato's logic, Socrates' morality, Sappho's songs, nor the orator- ical eloquence of Demosthenes, the histrionic art of Sophocles, and the marble tracery of Phidias cannot blind us to the fact that the Greek beat, sold, and killed his neighbor when it was only a slave. The Eoman's persecution of Christian by crucifix, flame, and wild beast evidenced that his love of law, his powers of mechanics, his achieve- ments in culture, were not expansive enough to make him extend his understanding sympathy to only a Christian. The Age of Chivalry left milestones in the prog- ress of the Golden Kule march in the shape of deeds of of daring rescue ; acts noble restitution, mercy, and justice; protection of the weak, de- fenseless, and persecuted. And yet the egoism had not yet been vanquished. Men had grown to love each other, until the other happened to be- only a Jew; and then, alas! love was changed to prejudice, hate, bitterness, and persecution. Prior to the French Revolution the burden- 10 MORAL AND HUMANE EDUCATION bearing, soil-tilling, plow-drawing, pond-thrash- ing, back-bending, the serving, waiting, labor- ing, bowing, the scoffs, sneers, blows, kicks, the humility, enslavement, degradation, allotted the commoner were rationally and comfortably explained by the aristocrat on the principle of the differentiation of the two classes. The noble- man could not conceive a common basis of polit- ical economy practicable for himself and only a peasant. The burning of Catholics, the massacring of Protestants, the persecution of Puritans, the exil- ing of Quakers, the stoning of witches, were all outward expressions of the mental process of self- differentiation and self-exclusion. Acts, ably rec- ognized and acknowledged as outrages, were " proper and in order to one "outside the faith. In Christian, republic, modern America, bond- age was justifiable on the basis of the difference- between the white race and the black race. To barter flesh and blood, to separate parent and child, to refuse education, were practices made legitimate by state, church, and public opinion as long as the victim was only a black man. By degrees of progress the advanced nations, or the advanced individuals of the advanced na- tions, have established their standard outside the circumscribing limitations of race, nation, creed, and class. What, then, still perpetuates the differentiating instinct, egoism versus altruism? VALUE OF HUMANE EDUCATION 11 The answer is found in the prevailing indiffer- ence to cruelties practiced on sentient beings as long as they are only dumb animals. Here are some of the forms this indifference assumes : The cruelties of commercial greed and avarice, such as killing the animal parent and leaving the young to die of starvation and exposure: "Ten thousand baby seals die annually of starvation because their mothers are killed in the breeding " season. David Starr Jordan, in Mafka and Kotik. Depriving the parent of its young, and leaving the parent to be consumed with the agony of grief over its loss: "When a mother loses her child, her heart a like the of a wild gives cry cry beast ; when a wild beast loses its young it gives a cry like that of a human mother." Victor Hugo, in '93. The horrors of the Western plains during the snow season, "The darkest stain on American civilization:" "The slow agony of millions of livestock which all winter long fight unaided for life on the Western cattle ranges. Countless num- bers are weeks in dying. There literally are millions of cattle on the great ranges of the West, from Texas to Montana, which are on the extreme verge of starvation. They will con- tinue to starve slowly until spring. This happens every year." Dr. William 0. Stillman, President American Humane Association. 12 MORAL AND HUMANE EDUCATION Crowding cattle when transporting them in such a way that they cannot lie down, and keeping them thus for thirty-six hours without food, with- out rest, without water.

Load more

  392

Copy Link