Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1910-08-13

consciousness. Hitherto in Religion
class work we have laid so much stress
ON doing that IL is quite possible we
! may Fave lost sight to some extent
| CO.. this matter OF getting ideas and OF
| clarifying those ideas. TO get right
] idCas clear right ideas, h necessary
! before We can express those properly
! In our conduct. Ideas become clear,
| are assimilated In the mind, by dwell
| ing upon them. by thinking about
! them. This ~ how ideas come TO
| dominate our lives | have known of
! cases where horror Of sabbath
| breaking has resulted from "a simple,
| persistent reitera.ion by parents and
! teachers thg' IL is wrong to desecrate
/ this daN. Most Important. however, Is
the application Of the idea In the life
| Of the Individual child--of opening a
way by which that practise shall be
| hNcd In a habit | like the beautiful
thought OF the old Modes and Persians
that everyone ls a soldier lighting for
OTmaZd. which took In their case. the
concrete form OF industriously cultiVat-
ing the soil 20 az to produce whole
some plants and to pull up the un-
wholesome ana Of killing snakes toads.
and lizards. as creations and mani
fCstatious Of tho dark spirit Too often
We leave our ideas In the air-Wc are
soldiers all right hut We do not urge
enough the necessity Of fighting In the
Horoastrian sense.
AVENUES TO UNDERSTANDING
Now. TO recur to the means Of in
culcating ideas-and here | come TO
my subject proper-we are to make
use OF as many avenues as possible In
order TO give clear IDEAS to the chill
dTen in the Religion class. one avenue
IS the ear. We speak to the child, IL
hears and understands. Not always.
however, and so We have recourse to
hf lob at 10
the understanding. other things re-
naming the same, an idea which has
come to us through both tho eye
and the ear WA make a deeper i'm
preston on the mind than an idea that
comes to us through only one Of these
means And so the general board has
decided that pictures are to be used
next year in the Religion class. when
over they are really serviceable and
obtainable. Not every lesson will be IL
Illustrated by n picture, Nor Is II the
intention 10 make pictures the main
thing in the Religion class. They Will
be used whenever they can be used to
advantage. and they will not be used
when they serve no particular end. II
"a picture in other words will really
help TO give or TO impress clear right
ideas in the class, It will be used;
when It does not help. IT will not be
employed II Is to be taken for grant
ed, Of course. that only good pictures
viii be recommended for use.
Such pictures as may be suggested
may be used in one OF these three
forms: Either they may appear in the
form OF q chart which can be set before
the class; or they may be large cards.
like the Perry pictures, which can be
kept In a portfolio and taken out when
needed; or they may be published In
the lesson book. II has not yet been
decided which OF these forms will be
used.
THE USE OF PICTURES.
So far as concerns an argument for
the use OF pictures in the Religion
class, / might easily rest my case on
the broad statement that since they
have been increasingly employed in
work from the beginning
to our own moving picture day, the
principle of the thing must be bed
rocked in some fundamental human |
need Thut pictures have been so used |
n mere glance at the history OF the |
subject will show. School readers from |
the first have employed pictures. Text |
books I'm history at one time did not
have Illustrations but you cannot now
pick up one that does not abound In /
them. Works on science, even psy- /
and Greek and Latin gram
mars. make use of cuts. Not only IN /
school books Is II true, but popular /
literature. such as the modern novel 4
the magazine. and the newspaper, 10
profuselv illustrated, The invention of /
the moving picture is now being turned !