In cursory research, which may not qualify as entirely reliable, I was informed that schools no longer teach Morals as a subject. Perhaps this is because an overwhelming majority adheres to the noble faith of Islam, making a separate subject seem unnecessary. Morals, anyway, are presumed to be ingrained by the family or the moulvi who teaches the Holy Book.

During my school years, we had at least 90 minutes of dedicated lessons on morals every week. We were tested through dialogue and quizzes, while our teachers supplemented the family values reflected in our behaviour. They were never hesitant to correct us where required.

Our teachers, Rev. Brothers and Sisters (nuns), encouraged discussions on morals derived from fables and parables, particularly Aesop’s Fables. The teacher would narrate a story and invite discussion on its lesson. Each story carried a distinct moral. From one such tale, we learnt that our deeds, noble or ignoble, invite corresponding consequences.

My father narrated to me, and I in turn narrated to my children, who passed it on to theirs, the story of the Woodcutter and the Axe. Its moral concerned truth and greed. In this friendly manner, fundamental values were imparted with the purpose of making them part and parcel of one's character.

Morality comprises the principles, values and ethical dictates that shape........

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