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Show VOLUME 4-- 111. SALT LAKE CITY, UTAH, MAY Training, TT HAS been said -- The school is tin place of all others 1, repet it ion of deeds, and bad habits are cured only bv repeated resist-ance- s to bad influences and imIf a teacher can get a pulses. pupil to feel the right or wrong of anything; if he can make virtue fun ft and vice lnt!hvf if he can arouse a nuhlr desire and make inert a swufitf one; in fine, if he can produce a state of mind to which proper behavior natural, instructive, he does some good. incaleulate the Lrivat industrial, social ami civic virtues of holiest v. chastity, truthfulness, justice, for the social order: Hut I do not think that anv amount of moral instruction, as all the moral s uatio-of this effect. can Iti safe-guard- a 1 n life." such, produce One way in which the school may be influenced for good is bv Education is not merely the intellectual training which is the opening exercises. Have a denominated education bv well selected lesson. Put as the unthinking mass; hut it is the much thought on this as on anv riLflit development ami growth of other exercise. If there be oc.all there is in the human being. casion for any particular subject; Man is a trinity in unity, and as, if there be a case of King, any system which ignores this swearing, or anv misconduct, let truth is established on false found- the lesson be chosen with referation and must fail. The three ence to the case in point ; at all parts of man's nature must he har- times let some portion be selected nun-monl- y -- moniously developed into the unit which is the measure of si at lire of a perfect man. Morality is not a (juality of the head, hut of the heart. A person niay understand that one tiling is right or that another is wronir, hut if he does not feel it he will not choose the good unless it suits his convenience or pleases his I lis acts then do not iancy. from sence of riht ami spring justice nnd cMjuity, hut from a selfish motive; hence, even though he do the thing which in it.s0f 00(l :MHl from which life lcons may be taken by the hearers. Moral exercises give tone to all other work of the da v. Thev will, if properly conducted by a proper person, instill a feeling of respect for the school as an institution, and thus develop a feel-inof respect for all institutions that are good and right, and this feeling will comprehend the great institution of our government in all its branches, thus strengthening the patriotic sentiment. One of tlse mot effective ways n right, it loses its virtue andis nol of giving moral 1csmi:s is through a moral act. the medium of well selected Character i ; formed, not of in- stories. In proof of this, witstruction, hut by use. A teacher ness the moral resolution procannot lecture a child into good duced even in adult minds by iii:iuiicm-and morals. Habits, such deathless stories as "Uncle good or bad, are formed by a Tom's Cabin," "Dread," and NUMBER 1892, 15 others of the same kind, which appeal not only to human understanding but to human sympathies. Stories may be told or read in the opening exercises of the school, and while the pupils enjoy them as stories, impressions will be made on their minds and hearts which shall be in them a power for good, and enduring as life. Any unusual occurrence which arrests the attention of the pupils and acts on their feelings may be used as the means of making on their minds an impression foi good. Many of the stories in the readers, facts in other lessons, especially history, afford excellent opportunities for moral instruction. A person's environment has a good deal to do with his make-up- . We cannot deny that the child d and from a happy, beautiful home is more likely to be good than one whose home surroundings are less happy. Therefore I believe that the schoolroom should be niadecheer-fu- l and home like; that mottoes and good pictures should be upon the walls, let every spare inch of blackboard contain some noble, uplifting thought, some memory gem; for these influences, each and all, will tell on character. I believe that the cultivation of the of the taste for the beautiful in nature, in art and in thought, will cultivate a taste and desire for the real good in life, so close is the relation between beauty and goodness. Well has Hen Jonson said "How near to good is what well-ordere- i lair: (7b In: ( ;iitinin l.) s Our School closes on June luth. |
