Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1891-09-12
SCHOOLS AND EDUCATION.

not urge. II IL the most valuable ac-
QUESTION attalnahle; It Is something
that may be possessed without fear OF
thieves to steal, or even rust TO cor
rupt, II systematically obtained and
wisely stored.
The kind Of education should bu that
best adapted to the individual, to the
manner Of life intended, and NO
thorough ~ to develope all the powers
Of the mind rs well ~ the physical
energies Of the person. There are con.
filctlng opinions upon questions that
have tobc considered In connection with
the educational interests Off commu.
nifty, aud TO some minds hafmony
seems only nttainablc by the exclusion
Of what Ia really necessary 10 the de-
vclopmcnt Of man'- moral anu spiritual
nature. This part Of his nature can.
not safely b. neglected, must be- at
some timo and place properly and
thoroughly cultivated for the
safety and the perpeluiiy Of
society. And the question mn.
turally arises, when aud where shall
these principles be- taught that take
hold Of the affections, that regulate the
heart In all It's prompting, aud create
n conscience that Will he an unerring
guide IN IT, judgment Of right aud
wrong Ia the affair of human HE,
aud thereby lay foundation for cor
rect moral action that shall extend IT,
influence aud exercise control over
the obligatory acts OF man and the
ethics ofpDcial life.
The history VI education IN other
countries has Disclosed the fact that u
IL not the numher Of schools alone that
will secure the social safety and pros
perity Of amy people, but that II de.
Iends very much upOn the character
~ the schools. We may say that
knowledge l. power and necessary 10
the development n free institutions,
lut experience has proven that know.
ledge which Il merely mechanical
aud speculative, aud blended with no
moral influences, l. n dangerous power.
This fact compcls me ~ ray that pOpus
lar education, 10 answer IT, purpose,
must be- not only thorough ani puct.
cal, but II mus, be moral or religious.
By practical education I 10 no not
mean only that which may be- en-.
ployed upon machinery, upon the soil
and minerals Of the earth, or other
physical improvements. however i'm.
portaut they may be-. | mean that cd.
ucntion which b,,afs uTon the mAChiu.
cry Of the human mind M being most
truly practical, that which cultivate
the human heart, that which brings
forth the fruits Of intelligence aud vlr.
tue.
This truly practical end Of all educa.
tlon, think, II not sufficiently kept IN
View la the conduct Of our common
schools. our teachers are examined as
10 letter. aud learning Ia the various
brnnchve Of literature, history and
science, TO determine their pualihca.
tion; but why should they not be-
quCstioncd ~ ~ their ability 10 rear up
for society Intelligent and ylrtuous
men mud women, aud are they dlstiuc.
lively Of that clas Themselves? The
teachers Of our youth, when entering
upon the discharge OF their du'
ties, think they must make
good readers aud wrl,crs, good arlth.
meticlans and grammarlans, good
scholars who shall do themselves cred.
Il at au examination. But this should
not he the extent Of their purpose aud
endeavon. II should be 10 make good
members Of society, on whom We can
depend for good parents and children,
good friends Rnd associates, and the
community wiser aud happier In their
associations, AZ the result Ut their zeal.
Gus and effective labor-. They should
seek to cterat upon the youthful mind
that love Of knowledge aud virtue
without which they cannot he happy,
nor useful, nor fitted for the greatest
duties Of life. Both the government
and instruction ~ n school should
lie such M " ~ constantly appeal 10 tho
good sense, the manliuesH, aud solf.re.
spect Of the pupils, aud ~ all those
qualities which viii be demanded In
after life.
Here | will use the language Of an
eminent writer which fully endorse:
A safe aud sound popular education
must be- moral; must be rfiigi1ug must
take hold OF this nobler part OF human
nature, and enlist II In tho cause Of COM
mon welfare. We sny this nohlor part;
for II Is but ore aud the same par,
whether called morality or religioni tho
same principle. with different Objects In
tho ono case having regard 10 society, In
tho same principle of rcctitudc. For al
though II may DO too much 10 say, strict
Is aud theoretically speaking, that there
can he no morality without religion, yet
the practical truth does not fall Tar short
oi that, aud Il II of the last consequence
that mon should feel that they are bound
to the circle " their worldly duties hy
their allegiance 10 Him who made tho
world. There cannot, therefore, Do q
more fatal mistake Ia educating the
youth Of free country, than ~ leave 70.
liglon out ~ the plan; 10 leave tho moul |
culture ~ the mind To the influence Ut
chance, or the inevitable results Of
neglect.
In n free country like ours where the
powers Of government are open |
TO the ambition " every Rspirnnt, |
II Il Of the utmost Importance |
that individual culture aud re-
sponsibility be- OF character 10 |
give stability 10 free Institutions, which |
must ever he under the guidance %
both reason and conscience rs deyol.
oped under "a strictly moral training, |
The experience We have today, In the
exercise Of governmental powers, by |
men who are Nil for the constitution"
but have never thought or word for
c0pscfsHce In their administration,
should teach us where the safeguards
To our institutions must be found.
The object II all Judicious education
IL to develop In the right direction the
principles Of human nature; and N
ono OF them be- the moral principle,
why shall II not he put 10 school, 80 10
speak, IA well AZ reaaOn or mpmOrV |