Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1896-02-04

ror all this there is a remedy
and ifyou study these incentives
carefully you viii! find that the
last six have correlates in relig-
lous motives or incentives.
White arranges each natural in
centive with Its religious CORE
late as follows:
"A desire for Gods approval
(2)A desire for appreciation.
A desire for the power of an
endless life-(3)A desire for &C.
tivity and honor.
A desire to know God and His
will-(4)A desire for knowledge.
The hope of d blessed immor-
tality-(5) The hope of future
good.
The desire to honor one S Crea
tor-(6)A sense Of honor.
"A sense of obligation to do
Gods wiIl-(0 A sense of duty.
The history of all nations of all
ages has shown that religious in
centlves have been the mightiest
OF historic forces in the national
and the individual lives Of ma
lions and people. Furthermore
no moral code, which is but a
bundle ofincentives to form char
acter, ever had great effect on
individuals or nations or secured
their free obedience which did
not receive it's authority from re-
igion This is true in pagan as
we'll as Christian lands. The
much praised code of Confucius
mad as one of it's great incentives
the reward of eternal life. and
moreover as the name of Confu
Gus became more divine the
greater effect his code had on the
people Of China. When the
Greeks and Romans forsoolz
their religion and began to
follow the moral codes or Dhilos-
ophy OF man originated by man
whose highest authority was man
they began to fall morally and
their national life was weakened.
The great Prof. Huxly and
other philosophers and scientists
declare that religious feelings
are the ''essential basis of moral
conduct.
incentives not only help form
the character but also is instru-
mental in giving to mankind the
the right sense Of moral obliga.
ton. The first training child
receives in obedience is under
the will and influence of the pa
rents. After a while he is placed
in school and the training there
received together with that Of the
home is what is going to give him
the necessary qualifications Of &
citizen, the right idea of obedi
ence to the Institutions of his
country and to the will of his ere
ator, also the right sense of tho
obligations which he owes his fel
]oWmen.
| Many people have said that il
religious incentives were used il
schools it would bring religion
into schools which might lead t
scctarian religion in the schools
There are two extreme views
in regard to the relation Of reli
gion to the school One ex
tremist holds that all sugges
tons of religion should be KEEP
out Of school and the other side
contends that religious instruc
ton should be brought down to {
fundame entail basis, using the cat
echism and Bible as text books
Without discussing the merits OF
faults of either extremist there
can be practical medium found
Ii teachers cannot use the Bible
in school, they can use literature
of a sacred nature, prose or poet
ry and sacred songs to take its
place, but there is one thing thai
law cannot prohibit and that is
fearless and god-fearing teachers
who can by word anC
deed instill in the thoughts Of pu
pills such religious motives an6
incentives which shall ever bt
an increasing force in shaping
their action in the fulfillment O:
their lives mission, revealing tt
them the necessity of obedience
to Gods will.
In closing let it be said, use artifca
incentives, if it is possible, as a means
Of lifting the pnpil to the plane of ma
tural incentives. Then if natural in
| centives will have the desired effect