The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1909-02-07

died by the spark OF the flint or the fire
drill, to the electric and steam radia-
tors of our day-these would form in
teresttng historical themes. (See Hess
works. Before starting on the winter
studies in climate. the teacher Is ad-
vised. however, to develop them by
weather stories and Incidents by ques-
tions, and by experiments. We might
show how mans victories over the eff
fects OF climatic changes have enabled
him TO enjoy leisure and TO acquire
learning and the arts Of civilization:
they have. however. made him more
tender and delicate than were his an
cestors. who. Injured to the open air and
far less susceptible to suffer from its
changing conditions, were better able to
resist its present-day ravages. II may
be shown, too, how the delicate man Of
today can Cby more frequent and resu-
lar exercise in the open air, by deeper
breathing OF pure air through the nos
trils, especially at night by means Of
open bedroom windows, and bv ss,bstf-
tuting lighter clothing, etc. regain some
of the immunity TO weather changes
possessed by his ancestors.
Conquest of the Soil.
After winning primitive victories over
the weather by finding a shelter from
the storm or a covering for the body.
there followed Immediately the second
great cOntest-that with the soil and
the rocks Man soon perceived that the
wild fruits ana roots which he ate were
subject, like himself, to destruction by
the cold north wind, the pelting rain
the flood, and the summers heat and
that, by transplanting them in sheltered
places and in better or softer soil. re
could not only insure crop, but also
Improve the quality and the quantity
of his fruits, grains and vegetables. He
likewise discovered uses for the rocks.
not alone in building. but for supply
ing him with weapons and implements.
ana with ores from which he could
hammer out parts Of his tools 10 better
sdvantage than he could chip stones or
clubs into shape for that purpose. Az
ricuiture and mining began. The teach
er who will permit third graders to
transplant and dOmesticate our wild
segos and the golden lilies: fourth
grades, the evening primrose and the
wall flower; fifth grades, the spring
beauty, the fax, the scarlet mailow. the
forget-me-not and blue bells, also tbe
wild rose, Oregon grape, elder and
chokecherry: sixth grade, the rnatchIess
columbine, the wild vfolets, the lark
spurs, sweet peas and purple hedys-
aruns; seventh graders, the various
daisies, asters. Wyethia, Balsanorrhiza-
and other composites, and eighth grad
ers, any OF the foregoing and also other
klnds-will not only create about The
school grounds the prettiest and most
interesting Of school gardens. but viii
nave taught to the child the great les
son Of achievement through victorv
over nature by skill and labor Thjs
accomplishment OF an end by the use
OF domesticstion OF q single wild flow
en- will inspire the pupil with CONF
dence in himself. will do something 10
wards making him self-reliant, VIII
make him believe In himself and In his
own ability to do things. The race has
passed through this period Of subduing
wild plants and Of raising fruits from
those already in use. Let the child 40
likewise chiefly for its result in char
acter-buildiRg.