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Show EDUCATORS OF THIS CITY IN THE PULPIT "Education for 1'sefulnes?' was dis CUSSed fM the Congregational Church laal night before an attentive audience bj four of Oldens prominent edttCftl ors. Superintendent i M Mills spoke on "Work;" Principal l H Adams of i he Central Junior High spoke Oil 'Play. ' s Kinu-bur' , pr iti ipal of 1 he North Junior I tigfa lei tured on "Saving," and Henry Peterson, prin Clpal ol the Ogden HlRh school told the part "Study plays in education. Mr. Mills wag the first speaker and he introduced his sublet t outlining a few important effects of work upon the child Quoting John "I odd who snld. "Sot it down as a fact to Sfhit b there are no exceptions that we must labor for all that we h;n e, and thnt nothing la worth pocpeRsdne or offering offer-ing to others which costs us nothing," he said- "There are too many people who pay little attention to how their cini dren are spending thvir leisure time and far too many make no provision that there shall not be too much leisure lei-sure time. Carlyle says; 'Tlir modern majesty consist- m vork; what a mnn can do Is his great ornament, and he always consults his dignity by doing it Again Ruskln says, 'The law of I nature is that a certain iiiantlt of work is necessary to produce a -er I tain quantity of good of any kind 1 whatever If you want knowledge. ou must toll for it If food, you mus' toil for It. and if pleasure you must toil for It.1 Home Is the Place "My experience with young people ins taught ine that the one, whether boy or girl, who is taught to work in the home is the on with a foundation founda-tion for life We hae observed scores of boys and girls who have worked their way through school, snrafilniff enduring man privations in food, clothing and serial pleasure. Yet they are the ones who come through their work triumphantly and take responsible places in community I life It sometimes seems strange how much a person can endure without wearing out. but a stranger thing bi how s0on oung people who have not been taught to work wear out when a small task is put upon them Physl cal work promotes the circulation of the blood, opens the pores of the skin, gives tone to the respiratory organs, helps the functions of digestion strengthens the muscles adds suppleness supple-ness to the jointF. enlivens the sersep. enickens the ncres. regulates the passions pas-sions and tends to build up the constitution con-stitution Mental and moral work clears the understanding, empowers the will, keens the perception, awakens awak-ens the conscience, informs the judgment judg-ment enlargens the memory, rectifies the affections In one word, the tendency ten-dency of work is to promote and sus tain the mental and physical organi zation in an uninterrupted at ttofl il health until it shall be broken up and dissolved In death Man is kept in life by work, and dies because he will or cannot work." I knew a young Bulgarian about 20 years of age who came to the (Jnirerslty of Chicago knowing very few words of English I was the first man who met him at the university and introduced him Ik-was Ik-was without money and among strangers stran-gers He had a fine body and a good mind. He entered the university and four years later graduated. The strange thing was that I was then-again then-again to receive his brother when he came under similar circumstances, having been urged by his graduate brother to do so. He had been several sev-eral weeks among strangers There was only one man in America that he knew His delight was complete when he found that I knew his brother. He has since graduated from the same Institution and both aro able men When the latter finished, after working his way through he had $300 in the bank He had also beeu a prominent player on the football field Work, plav, saving and srudv gave him his education and made him successful. Carlyle says, 'The latest j-'ospel In this world is, "Know th Self!" Long enough has this poor self" ot thine tormented thee Thou wilt never get to "know'" Think it not thy business this of knowing thyself; thy-self; thou art an unknowable Individ ual ; know what thou canst work nt, rorll at like B Hercules, that will be '.he better plan ' How a Man Works Henry Giles savs "Man must work; that Is certain as the sun But he may work grudgingly, or he may . work gratefully; he may work as a j man, or be may work as a machine ! There is no work so rude that he may not exalt it; no work so ini-' ini-' passive thnt he may not breathe a soul into it. no work so dull thai he may not enliven It After Epamma-nondaa Epamma-nondaa had conquered Thehes. political politi-cal conspirators, envious of his ability, abil-ity, trumped up charges against him. I and he was condemned to sweep the j streets of the city ho had saved. 1 Someone was telling hirn one day I that It was a shame that he should t be forced to do such low. dirty work. t and he said In replv "If the ioh i lends no dignity to me I will lend dignity to the Job.'' Add It was so Forever after, be-' be-' cause he had to put down the broom and again take up the sword in his people's defense: rich men retiring I from business delighted to sweep Uie streets. Any kind of work Is respectable and dignity of work ought to be taught to the boys and girls of our commu- nity The schools can teach the hon-orableness hon-orableness of It. but In some way boys and girlR should be provided with the actual practice making beds, washing dishes, chopping wood, n liking cow s, caring for chicken s and n hundred other kinds of work could be done with financial pro'it and much greater profit In character building The kind of work one does Is unimportant It Is the force the mass of character miud. heart or soul that a man can put into any work that Is the most important factor fac-tor in that work One who has learned learn-ed to do hiB work well spends very little lime talking about It. He attends at-tends BtHctly to business. Here I must quote Ruskin again, where he i says "The moment a man cau really I do hla work ho becomes speechless about It. All words are Idle to him Does a bird need to theorize about building bit uost or boast of it when built? All good work Is eentln!l I done that way, without hesitation, j without difficulty. without boasting." boast-ing." B-tter Than an Auto A boy will make a better man of himself if he has a pick and shovel ! as his companions than if he has an automobile He might just as well learn to take responsibility and handle han-dle it well while young, he will be mui b more able to give good account of himself later on In life. Habits of great importance are formed during the ' teens" and if those habit ire habits of frugality and Industry the henefits later can hardly be meas-, meas-, ured. While the automobile is a I rerj ! great convenience in this day and Lfl jot immeasurable service, tt has come I so quickly that we have already adjusted ad-justed ourselves to cope with It The I young person who accompanies It is ordinarily frivolous and Irresponsible through Kick of proper training In n sponslbllity, which work alone can give. Recently a wealthy man in Chicago, who hod never thought of the importance im-portance of giving his son work, vast astonished one day to find that son In jail with a $25 fine, or 50 dayfi j in prison When he saw the situation 'ettet his hoy hid been in jail abo'.U half the time, he wrote him a letter. let-ter. "My Dear Son You have been ai rested for insulting a young gin I the stree' while out with your auio-i auio-i mobile ou have now been In prls-1 prls-1 on about half of your time. You were fined ?25 or 50 days In prison, in other words, the state allows yon 50 cents a da for your labor. You now 1 o earned SI 3 I will allow you t ti fame for this work as the state allows al-lows you. 50 cents a day This is' the first money jrou have ever earned in your life I inclose a check for I $13, winch Is m payment in full for th( work you have done, which is enough to pnv the rest of your fine 'and leave a dollar with which you can 1 start a new life What you have done i has been forgiven; whether it can I be forgotten will depend on yourself Come to see me when you get out. and if it is jour desire I will give I vou some honest work to do f OUR ING KATHER ' Work, Play and Study. If I hait mv wav I would lei work, pla . saving and study go together A belter people will be made through it If a bov works while he attends school he will get more knowledge out of his schooling, to say nothin; of the actual training in character that he gets, and then he w-IU e much better fitted to use the knowledge knowl-edge that he gets A bov who works and knows the value of a dollar '.a not so apt to squander what his father fa-ther leaves him. while he who is untrained un-trained in work is unable to properly proper-ly spend or save money that may be bequeathed to him It would be much better for a bo to be well trained in work and have no hook learning than to have a college education and no know how lo use it. The bes' way to learn how to use an education educa-tion Is to use it while it is being acquired ac-quired What father would put his boy through a course in swimming, in school, so that he knows the book from beginning to end and can pass an excellent examination in It and lot urge the boy lo put into practice, step by step, what he has learned? I If he does not get the practice he ! surely cannot get It after he has all I theory, without going through the struggle for existence after he gets I Into the water It would be au un-! un-! fcrtunnte thing for him if he lias ! an inflated Idea that he is a swimmer because he has the book learning. He would be in greater clanger of drowning drown-ing than If he had some doubts So in all our summarization of educational educa-tional fitness we must assume that an educated man is one who con do things not necessarlh one who hac been through college There are many well educated men who have never seen a college, nor even a high sc hool This thought is summerlcd by Plch-te Plch-te "Not alone to know but to act according to thy knowledge Is 'hy : destination, proclaims the voice of thy i inmost soul Not for indolent contemplation con-templation and study of thyself, nor for brooding over emotions of piety nor for action was existence given ibee; thy actions and thy actions aloue determine tby worth" Education to Save. Prof. P S. Kingsbury said The '. aluo of any line of investment Is commonly taken to depend upon the returns lo the Investor. It matters not In what line the investment hi made. The returns of the total value of the original Investment plus a sat Isfactory increase is necessary that the investor be encouraged into view ing his procedure as a success The safe investor takes time to determine that his venture 1b fairly safe before he makea his move It is longhead ! edness. not the gambler's chance, that makes any business plan safe Think a moment What you can get and save are the thines thai govern voir every line of action Whether . you are a merchant a railroad man a lawyer law-yer a doctor a farmer or a church worker, you are after results. Aa a merchant you expect adequate returns else you will be forced to close up your place of business As a farmer you are after crops and good markets As a lawyer vou are after fees In all lines the uani" applies The stand are of maintenance ib a standard that demands adequate returns for the Investment In-vestment 1 am not discussing the leihlcs of this viewpoint At present 1 am accepting It that I may present j t he matter of education and see if this rigid rule of survival of the fittest, can apply here and to determine i w hether It too can be considered a safe business venture in the line of usefulness In mining and saving Time Should Not Be Wasted In the first place it will be well to mention that the mere saving of money mon-ey g too constricted an Interpretation Interpreta-tion of the word "eave " It is an Im-poitant Im-poitant Item, but inadequate to bring out lhe fall meaning. Life Is 6hort enough at best and everything thai lengthens It or makes it easier and more successful is a tremendous val ue Time and energy are entirely too valuable to be Illy wasted Anything tht overcomes ibis waste Is wort!, thorough Investigation Education k money lXiea it save -save the Individual from worihlessness. sun htm from becoming a menace to society so-ciety In truth. doeB It save in the end the whole society of whirh the individual is a part? These are the questions that are the important ones for society Is the basis of all actiou The whole question of saving depends de-pends upon system. No business, no profession I caro not what it la can bo successful with this quality lacking. I am dealing with tbe rein tionship between education in the public school system and Its effect on Creating the habits that make svs-tematlzation svs-tematlzation and saving possible to 'the great masses of people The saving sav-ing of society as a whole. Lasting Impresiloni. The school system takes children at the age when Impressions are lasting last-ing If keeps them through this per od of adolescence during which hah lis are formed that govern the en tire action Ii directs them to Ideal.-i of purity and usefulness. And an id'e man is a dangerous product of socie-t socie-t For a large per cent of the year the child is kept In a dally routine by teacher, a routine of study and p ,y. a routine that brings It Into direct nnd equal contact with other children and unconsciously there are ! being formed the habits of a systematic system-atic life where there will be no waste Mime nor energv There i9 being form-ad form-ad a knowledge of the relationship i between the Individual arid society That process la kepi up for eight years and followed and emphasised by the parent develops a child that la the superior of sny child of equal age whose schooling has been wanting or Intermittent, because it has overcome the careless thai comes with ignor SnCe. Follow this Up with a high school course anJ where possible university un-iversity training nnd you have developed devel-oped a bov and girl, who. theoretical-Iv theoretical-Iv Is 100 per cen( efficient. School I training develops the fundamental hubits and causes Hie mind to move connected!) nnd truly, and prepare I the way for 100 pi cent actual eff-i eff-i i i cj Mere booh learning tends tt- i ward lopsidedness it must be fol lowed up by application. Here the responsibility of the parent begins See to it that the lov or girl outside of school hours Is kept at useful tasks that call for initiative keep them I busy Encourage individuality and then see if education pavs The puli lie st hools are meeting the problem of the development of practicalness squarely Today your schools are doing do-ing a6 much as you will let them do to teach the things that are fllrectlj useful to life conditions. Easily Wasted Aaoets. Energy and time are things most easy to waste and ai the same time they are the most valuable of possessions pos-sessions their loss is irreparable Wasted energ-v means a gnarled ugh existence with a loss of the greatest jo of livinc If tueans shortened life. V IBted time means time lost that could be put to almost innumerable advantageous pursuits In the material mater-ial sense it means loss of money Something done m an hour that with wisdom could have been done in had an hour, something that worries and takes the energv out of one because he does not know how to go at the labor thee-" are the things that deaden dead-en lives and make waste and loss Education Ed-ucation by its teaching tbe mind to work Quickly, clearly and systematic ally puts the individual in a position where waste is unnecessary ignorance ignor-ance means waste education, saving Education teachea how to find the place where waste comes and ellm inates that waste It saves in time, strength and money. On the same basis as a profitable business it re turns a very adequate Increase to thell Investor to parents n producing clean. Intelligent, forceful children, capable of taking ihelr place in business life with certain success. It pays the highest dividends of any business under un-der God s sun It makes big men and beautiful women. It , never mean and little and uncertain In Its re turns. It is high time for society as a I whole to property grasp the" undeniable undenia-ble and unalterable truth that the whole foundation of social advance nient and business welfare rests on a proper education of the young. 1 am not taking the standpoint of an idealist, nor, on the other hand, from that of a materialist I am tell ing the straight truth from the standpoint stand-point of B man of common sense. Men arc governed in their action by ideal3. either good or bad. Education makes good ideals only valuable aa guides It makea them thinkers, leaders. It adds to the culture of the races. It Is the foundation of social progress In other words. It saves men and society, socie-ty, and because of that saving It Is the biggest and most profitable invest men! that a man can make for his children |