The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1895-08-12
THE pepAeoeuEs AT ASPEN PARK

Tie EESAuV0VHS ~ FaSE LIN f@NN
ASPEN PARK, Utah, Aug. 8, 1886
The teachers are still enjoying the
beautiful scenery of this newly christ
ened place
Superintendent Wootton of the Wa
satch county schools delivered a lee
ture today on the subject of Moral
Culture" The remarks were well re-
ceived by the audience, being appro-
pirate and exceedingly practical.
The following statements are sug-
gestive of the order followed:
There is no training like that of
character. 1t lasts when all else has
faded away.
That is truly moral which tends to
promote permanent happiness, the OPP
posite is immoral.
There are many pleasures that are
not moral, but they cannot be perma-
nent.
What is good for the individual is
good for the race.
Pupils should be led to development
of self-control, and an appreciation of
the beautiful.
The object of creation is human hap
piness. True happiness comes only
from obedience to law.
Truth should always give joy. He
who makes truth disagreeable COM
mits treason against virtue.
There should be a desire for truth
and virtue ever moving and active.
Morals are developed by activity,
not by sympathy. They should be
taught in all stages, in all branches.
The teacher should be a living ex-
ample, worthy of imitation, ever fur
nishing conditions for more rapid, eff
fective growth.
Commissioner T. B. Lewis, to the
pleasure of all, arrived here shortly
after noon today. At 2:30 he began
what proved to be a very valuable
lecture for the teachers. 1t was lis
tened to with marked attention and
unanimous approval was shown. The
speaker was pleased to meet with the
teachers. He was no advocate of hob
bies, but believed he had one in the
public schools.
They were. nearest his heart for the
safety of state and national life de-
ponds upon them from the kindergar-
ten to the advanced grades.
Teachers should guard well their re-
spective working stages in the school
Much depends on the success of the
primary school. 1t should be well
taught.
Prococity is nothing more than mere
reflections.
1t is a great mistake to attempt to
develop manhood or womanhood when
boyhood or. girlhood should be devel-
oped.
Children should be well developed;
children, manhood and womanhood
must follow in their time.
Speaking of the teacher the speaker
said: There is no vocation wherein
persons may dwarf more easily than
in teaching.
Teachers must be progressive. Every
opportunity for Improvement should be
seized.
Institute work should be engaged in
by the teacher. whether he knows lit
tie or much. No true teacher can af-
ford to miss these gatherings.
knowledge or past attendance does
not excuse present absence
any time it means refrigeration for the
any time is means refrigeration for the
It is like rowing against the
then allowing drift back
down stream.
Teachers not interested should be
encouraged to discontinue teaching.
Teaching power is that which is
needed.
There is no greater labor than teach
ing.
The teacher must do honor to his
calling
The brief synopsis above given must
necessarily fail of doing justice 20 the
able lecture given.
Institute work will close this even
ing, after another lecture by our
worthy commissioner.
Professor Stewart of the University
of Utah lectured before the teachers
here assembled last night and again
TODAY. In substance he said:
The great question for us to con-
slider is from whence have we come
and whittier are we going. The hu-
man soul is the center of the universe.
To thoroughly understand the child
the teacher must know the universe
and the effect of environments on the
mind.
The only way to understand our
complete life is to first know prini-
tive life We interpret the present by
the past. Evolution is the great sci
entific theory of the present. The
study of evolution is the study of Gre
alton. Creation is change, nothing
more. That teacher does the most for
the child who places him in posi-
ton to commence with nature. This
includes moral developm ent-moral-
ity that comes from within. Forms
are necessary in teaching, but we
should never live in forms; the real
thought is the essential. The symbol
should only perform its function, but
it must do that. The great question
is how is the child to learn forms for
most effectual thought and express
ion Thought and expression consti-
tute the mental circuit. There is no
thought which is not expressed, either
definitely or indefinitely. Self-control
Is the power to direct nervous energy
discharges, hence the power to control
thought ana expression. All nervous
energy should be discharged along
definite lines for effectiveness. Edu-
cation should extend human capabil-
ity to receive energy. The great Gre
ator talks to us by means of energy
acting through objects upon conscious
ness.
The speaker then proceeded to give
4 suggestive course of study. divided
INTO thought and expression studies as
follows:
Thought studies: Geography, sci
snce, literature and number.
Expression studies: Gesture, speech
painting and drawing.
Each of these studies was dwelt up
on by the speaker briefly, many vel
liable truths being given concerai,ly
their place. nature and method of
etc.
To the regret of all hearers the
speaker was obliged to stop before he