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When a school makes educating for character a central goal it can no longer tolerate elements in its midst that undercut the effort. Bad students, children who won’t get with the program, have to be removed. The rotten apple syndrome is a real thing, and bad company will undo a child like a virus.
The faculty, too, should be committed to the effort, and if they’re not, they should look for work elsewhere.
A strong physical education and competitive sports program is important. The real test of character comes when the chips are down, and then the choice between right and wrong often hinges on physical courage. A sports program teaches that better than anything else a school can teach.
Again, courage can exist without character, but character cannot exist without courage. A man without courage is a coward, and cowardice is the antithesis of character.
Lastly, virtue should be imbedded in the humanities curriculum. Art or literature that doesn’t reinforce decency and morality (and a lot of it doesn’t) has no place near children. The same goes for approaches to the social sciences that tear down institutions and ideas that promote traditional values.
Children that (sic) are told repeatedly that their nation and way of life are no good will see little reason to subscribe to the virtues it embraces.
Educating for character is a hard job. It requires that schools be more than'they’ve gotten used to being. Yet it is the only dimension of our work that is really worthwhile.
If I thought that the end-all and be-all of my career was to get kids through their college boards, well I’d rather drive a truck.
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