HUMANE EDUCATION.

White Ribbon, Volume 26, Issue 305, 18 November 1920, Page 3

HUMANE EDUCATION.

“Whenever mention is made of hu mam* work, the first thought of multi tildes of people is that only the animals are concerned. They fail to see that beyond this, infinitely beyond it is, tin reaction upon human character of thh whole vast movement that is seeking tc deepen and broaden in the heart of mail the spirit of justice, of mercy, of kind ness. Whatever has been done by all the human societies of the world for the protection ol animal life, immeasurahl> more has been done by these societes to licnefit humanity, to enlarge its vision, to quicken its sympathies, to en noble its spirit. I venture to say that nothing so vital to the development of our thildren’s characters, to their ultimate well-being as future citizens of their country, is ever brought before them as tin* appeal of the teacher in the field of humane education.” This appeal to the teacher is to one whose power and responsibility are greater than that of any other. In the hands of teacher, as nowhere else, lies the future of our common country.” Francis H. Rowley. Teachers can accomplish much by in eluding in the regulni school exercises leading on humane topics and by telling stories which win arouse thought and quicken the conscience to realise the duty of justice «tnd kindness toward all God’s creatures. To tlx the law of kindness and mercy in the hearts of hoys and girls is to work at the foundation, and the good effects will follow, in the school, in the home and in the community.” Stories or simple little every day incidents showing the power of kindness always hold the attention and arouse interest in the pupil’s mind. “The underlying principle in connection with this work (of humane education) is not that we are trying to prevent, simply, the suffering of animals, but the moral degradation of the person who causes the suffering.”—Humane Education Press Bureau, Box 111, Copley Square, Boston, Mass.