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Latter-day Saints Garments

APPROVID POIREW PATTERN

Praoald Parcel Post to «ny *+rt of United f tatea, Mo extra ea eaeh
garment to Canada or Mexico.

Theee Approved Toaiplo Garmcati aro knitted and made right horo In our
owa Utal *<etorjr, to jronr apeclal order aad meaaurementa. Lowest prteea
ea market, fmfl rour order to «• now aad eajr rou saw It In tho "Im-
provement Era.

LOOK FOl THR APPROVHD LABEL, I* EVERT GARMENT
No.

11 Light weight eottoa $3.30

20 Light weight eottoa bleached 2.00

•0 Medium weight eottoa 3.T0

33 Medium weight eottoa bleached 3.T5

90 Heavy weight cotton S.30

34 Heavy weight cotton bleached •.TO

50 Extra 'white double, blenched mere COO

10 Medium weight wool mixture n.OO

10 Heavy weight wool 0.00

18 Extra heavr wool T.OO

Sliu from 33 to 44 burnt, aad 83 to 04 length, na desired. Longer than
64 In, or over 44 In. burnt, each alae 20e extra. Garraenta with double baeka
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Mcaaure buat around body under arm) length, from center oa top of
ahoulder down to lnalde of eaklo. Ordere for loaa than two garmaata not
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0*f Ivenea Mgaaa, taN Lake OrO*. Vmmb Pkoae Er. 01 •

WHEN WRITING TO ADVERTISERS, PLEASE MENTION THE IMPROVEMENT ERA

Progress of Education in Utah, Since 1913

(From Reports by the State Superintendent of Schools and
the Russell Sage Foundation)

Utah school teachers, of whom there were 777 male and
2,670 female, in 1919, or a total of 3,447, number, for 1920,
3,640, with even a larger proportion of female teachers. In
1913, there were altogether 2,637 teachers. School buildings in
which schools are held number 687.

The valuation of school property, in 1918, was $12,865,450,
divided as follows: Buildings, $11,935,838; equipment, $697,-
924; books and supplies, $231,688; and the value of school
property in 1919 was $13,900,000. It was estimated at $8,-
000,000 in 1913.

Children numbered 128,846, in 1919, — 64,707 boys, and 64,-
139 girls — of whom 110,193 received instruction in the schools;
as against 111,331 children of school age in 1913, of whom 95,-
000 received instruction in the schools.

The amount expended for the support of elementary and
secondary schools in 1919 was $5,800,000 as against $4,000,000
in 1913.

The increase in enrollment in high schools, in the United
States is one hundred times as great as in 1870, having increased
from 19,000 then to 2,000,000, now. Since 1913 the high school
enrollment in Utah has increased from 6,000 to 14,000.

The standard of qualification of teachers is a high school
education and one year college study. This was lowered dur-
ing the war, but is rapidly being raised again.

Utah has made the greatest gain in education in the past 30
years, according to a recent report of Dr. Leonard P. Ayres,
director of the Department of Education of the Russell Sage
Foundation, and, (among the 48 states and the District of
Columbia) stands 8th in line, Montana being first with 75.8,
standing; then California 71.2, Arizona 66.2, New Jersey 65.9,
District of Columbia 64.3, Washington 63.7, Iowa 61.09, Utah
61.4; then 14th, Colorado 59.2; Nevada 16th, 59; Idaho 18th,
58.6; Wyoming 25th, 56.7; South Carolina, last, 29.4.

MARY JANE DILWORTH HAMMOND

Who was the pioneer school teacher of Utah, taught a school in the "Old
Fort" as early as October, 1847, only three months after the arrival
of the Pioneers. She taught in a small round tent on the west side
of the south extension of the old stockade, using logs for seats, and a
small camp table for a desk. See page 787.

IMPROVEMENT ERA

Vol. XXIII JULY, 1920 No. 9

The Relation of the Juvenile Court to the
Educational System of the State

By Hugo B. Anderson, A. B., J. D., Judge of the Juvenile Court, Third

Judicial District

The close relation of the Juvenile Court to the educational
system of the State was clearly stated by Justice J. E. Frick of
the Supreme Court of the State of Utah in his masterful de-
cision in the case of Mill vs. Brown, 31 Utah Reports 473,
thirteen years ago, as follows:

"Such laws [Juvenile Court laws] are most salutary and are in no
sense criminal and not intended as a punishment, but are calculated to
save the child from becoming a criminal. The whole and only object of
such laws is to provide the child with an environment such as will save
him to the state and society as a useful and law-abiding citizen, and to
give him the educational requirements necessary to attain that end"

The far reaching educational program provided for the
State by the legislature of 1919 has given new meaning to the
words of Judge Frick and has made advisable a comprehensive
and intelligent analysis of the court organization and functions
with a view to the possible readjustment of the work of the
court and the school system.

Under the common law, and under the statutes before the
passage of the Juvenile Court Law, in 1905, a child under seven
years of age was conclusively presumed incapable of criminal
intent; between 7 and 14 years of age he was presumed in-
capable of criminal intent but the contrary might be shown;
between 14 and 21 years he was presumed capable of criminal
intent but might be shown to be incapable. Since criminal in-
tent is a necessary part of every crime, a child was either found
guilty under the above rules and punished as any other crim-
inal or was released outright as an acquitted prisoner. There

766 IMPROVEMENT ERA

was no middle ground. Within the last hundred years children
have been hanged in England for petit larcenies and the author
only recently heard of a case in one of our own states where a
young boy held in a prison cell with other criminals was not
only allowed but compelled to witness the execution of a con-
victed murderer.

The juvenile courts arose as a protest against the view that
a delinquent child should either be punished as a criminal
or turned loose to become a criminal. The founders of the
system contended that there was a middle ground, the ground
of constructive and special education between the schools and
the jails for those with criminal tendencies. It is assumed un-
der such a theory that child welfare is a community responsi-
bility; that the responsibility rests first of all on the home, the
school, the church and private welfare agencies; but that the
state as guardian of all its children should safeguard the fail-
ures of those institutions and provide for them the training
necessary to make of them good citizens, if that is possible.

The problem is clearly one of special education, and if the
present school laws had been in operation when the juvenile
courts were established in our state, without doubt it would
have occurred to the framers of the law that a great many
of the tasks imposed on the Juvenile Courts were properly
problems of educational administration. But at that period
the law provided for compulsory education through the eighth
grade only. Sixty per cent of juvenile offenders brought into
the courts are between the ages of 14 and 18 years. Conse-
quently it was necessary for the state to create a new educational
system apart from the school system to provide special training
for youthful offenders. That system took the form of the
Juvenile Court with its probation department, county detention
homes, and the state industrial school.

The Juvenile Court system provided for by the Utah law
is one of the finest in the United States. Utah is one of the
very few states, if not the only state in the Union which has a
state-wide system of special courts for hearing juvenile cases;
the law providing for such a special and independent court in
each of the seven judicial districts of the state. Each juvenile
court judge has jurisdiction over three or more counties. The
judge is therefore a sort of circuit judge hearing cases where
necessity demands, and every portion of the state, rural as well
as urban, could have the advantage of a specially trained judge
with the appointment of only seven for the entire state. The
necessity for some such system is being keenly felt by social
workers throughout the Union, as in most states where juvenile
court work is being done the rural communities are entirely neg-
lected even where intensive work is being done in the large

RELATION OF JUVENILE COURT TO EDUCATIONAL SYSTEM 767

centers of population. (See report of Children s Bureau, U.
S. Dept., of Labor Courts in the United States Hearing Chil-
dren's Cases. Dependent, Defective and Delinquent Classes
Series No. 8, Bureau Publication No. 65.) This uniform distri-
bution of effort and money over the state, while of decided
advantage to the smaller community which could not otherwise
support a children's court, necessarily means less money and
consequently less intensive work in the large cities than would
be the case if the local community merely provided its own
court. Nevertheless the wisdom of the state policy of equalizing
the educational opportunities for all children of the state can-
not be questioned in this particular, any more than in the
general educational program.

Another striking advantage of the Utah Juvenile Court sys-
tem is the provision for a state commission for supervising,
co-ordinating and unifying the work of the several courts. The
State Juvenile Court Commission is composed of the Attor-
ney General, representing the legal side of the system, the State
Superintendent of Public Instruction, representing the educa-
tional functions of the system, and the governor. All judges
and chief probation officers are appointed by the commission
and every court is required to make monthly and annual reports
to the commission through its secretary. No other state in the
Union can boast of so adequately balanced a plan for state
control; in fact, with but a few exceptions, no other states have
any system of state control. The only criticism which can be
properly made of the plan is that it is more closely connected
with politics than a combined educational and judicial system
should be. This difficulty might be overcome by provision for
the members of the commission to hold over for a year or more
after expiration of their term of political office. It has been
suggested as a solution that the judges and probation officers
be appointed by the State Board of Education. Such a plan
may be advisable as far as the probation officers are concerned,
and might solve the problem of a co-ordination of the probation
department of the courts with the attendance department of the
schools. But in the opinion of the writer, to allow the public
schools, which now have a broader control over children in Utah
than in any other state in the Union, to appoint the judicial
officer who hears the complaints of truant officers, schr^
nurses, and vocational supervisors, would not only destroy the
splendid balance between the law and the schools which now
obtains in the appointive body but would throw the entire
educational program of the state open to distrust and condem-
nation as an intellectual autocracy. The court which adjudicates
a disputed right between the schools and the parent should not
be appointed by one of the parties to the dispute.

768 IMPROVEMENT ERA

Many people apparently assumed that, when our excellent
Juvenile Court law was made effective, it would prove
a "cure all" for the problem of juvenile delinquency, and some,
being disappointed in its efficacy as a "cure all," now openly
advocate a repeal or fundamental alteration of it. A careful
analysis of the complaints often made against the Juvenile
Courts should convince the open minded that the difficulty is
not with the law or the fundamental ideas on which it is based,
but rather with the manner in which it has, or perhaps the
manner in which it has not, been administered. The grave
mistakes which have doubtless been made should be carefully
considered, as only through an understanding of them can we
hope for future improvement. They are of two classes: first,
those mistakes arising from an inadequately trained court per-
sonnel, and secondly, those mistakes arising from a failure to
distinguish between the administrative and the judicial func-
tions of the court and a consequent tendency to do judicial acts
in an administrative manner, or administrative acts in a judicial
manner.

Every child who comes before the juvenile court repre-
sents a failure of one or more of the normal educational insti-
tutions, the home, the school and the church. The child is
brought to the court on the assumption that the State through
the court in co-operation with other agencies can accomplish
that for the child which the other agencies have failed to ac-
complish. If that is to be more than an assumption obviously
the court worker must better understand the social and indi-
vidual problem involved than the parent, school teacher or
religious adviser. The delinquency of childhood and youth
may be the reaction of a normal child to a disordered home,
school, church or community, or it may be the reaction of a dis-
ordered child to a normal institution. It is the problem of the
probation officer and the judge to diagnose the individual case,
and after determining the probable causative factors of the
delinquency, attempt to do or have done for the child the con-
structive work necessary to bring the child or his social life
back as near to normal as possible. The court officers must
therefore know what constitutes normal family, school and
community life, and they must have sufficient knowledge of
physiology, psychology and psychiatry so that physical, mental
or psychopathic abnormalities which may cause the delinquency
will not be passed over unnoticed. In addition to these qualifi-
cations the judge, at least, must, to use the words of Judge Frick
in the case cited above, be "learned in the law and versed in
the rules of procedure, to the end that the beneficent purposes
of the law may be made effective and individual rights re-
spected." Juvenile Court work is the most technical branch of

RELATION OF JUVENILE COURT TO EDUCATIONAL SYSTEM 769

our educational system, and workers should be trained for it
and given pay commensurate with their training and the im-
portance of their work. When our Juvenile Courts are provided
with such a personnel a large proportion of the harsh criticism
directed against them will be obviated.

One of the great problems of child welfare in most states
of the Union is the harmonious co-ordination of the work of
various child welfare agencies, and the co-operation of the
.agencies with the Juvenile Courts. The number of child-caring
agencies in Utah is decidedly limited. In fact outside the home,
school and church the Juvenile Court is the only child-caring
agency doing general work throughout the State. As a conse-
quence of this condition the Juvenile Court has assumed, or had
thrust upon it, a great body of administrative work which in
most states is done by other agencies. Thus, in addition to the
1,487 juvenile cases and 284 adult cases handled by the court,
over which the writer presides, in 1919, and the supervising of
some 600 juveniles on probation, the court placed 25 children
for adoption, secured 90 positions of employment for boys and
girls, and made a total of about 170 examinations, including
physical, mental and psychiatric, and treatment given in some
136 cases. The court collected $2,258.50 in fines from adults
for contributing to the delinquency of minors and collected
$12,352.15 from negligent fathers for the support of their chil-
dren. It is readily seen that a large part of this work is in
no sense judicial. It is in its nature purely administrative. In
fact 75 per cent of all the cases handled should have been
handled, in the opinion of the writer, purely as administrative
tasks. The problem in Utah is not, then, one of co-ordinating
the work of many child-caring agencies but of following one of
two courses open to us: first, to make of the juvenile court
with its probation department a great state-wide administrative
as well as judicial scheme for child welfare; or, secondly,
as rapidly as possible to transfer the administrative functions to
other administrative agencies, making possible needed improve-
ment of the judicial functions of the Court. To the writer
it seems that the latter is the more promising course and that
the public school system is the agency which is best adapted to
and which under its program must necessarily assume an increas-
ing part of the administrative work now done through the
probation department of the Court.

The new school law in effect gives the Public School
system jurisdiction over all children up to the age of eighteen
years, the same age to which the juvenile court has jurisdiction;
whether the child is enrolled in the regular, part-time, or vo-
cational schools he is under the supervision of the school sys-
tem every day of the year. Child employment is subject to

770 IMPROVEMENT ERA

permit by the school system; provision is made for physical
and mental examination of every child; even the physical wel-
fare of children of pre-school age, including the education of
parents in matters pertaining to child welfare, is provided for.
In other words the school is in a position to know practically
everything about the child which the probation officer must
learn in order to diagnose and treat a case of delinquency.
Furthermore, all school teachers are required under the law
to take a course in health education; their work in psychology
and sociology has given them the basis on which with little
additional training in social service they could comply with the
technical requirements indicated above as necessary qualifica-
tions for a probation officer. The attendance officers of the
Salt Lake City and County public schools have for some time
been doing this work and materially decreasing the work of
the probation department of the court. If the school system
should undertake to supervise all children placed on probation
by the juvenile court there would be not to exceed one pro-
bationer for each school teacher; whereas, there is a hundred
or more for each probation officer. The resulting increase
in efficiency and prevention of delinquency can scarcely be
doubted.

The great pedagogical problem of Utah's educators is to
make provision for determining the capacity of every child and
providing for him the sort of school and the kind of training
to meet his needs. It is perhaps a safe estimate that not more
than fifty per cent of children can successfully complete the
work of the senior high school as its curriculum has hereto-
fore been constituted. To attempt to compel all children up
to eighteen years of age to attend school means either that the
state will provide a system of education as broad as the needs
of every child, or else that the state will force into delinquency
those whose needs are not met by the school system. If the
former course is not followed then the Utah educational pro-
gram will prove top heavy and tumble.

Once the school system succeeds in doing that which it
now seems necessary that it undertake to do, to provide schools
to suit the needs and capacities of every child up to eighteen
years of age, the problem of the relation of the juvenile court
and the schools is practically solved. To accomplish that means
first of all that the school system must know the mental capacity
of the children under its jurisdiction. For this purpose clinics
for studying the child are necessary. Clinical study pending
hearing is the purpose of detention homes under the juvenile
court system, and these could readily be made clinics under
the control of the public schools. Knowing the likes, dislikes
and mental capacity of the child the Boards of Education

RELATION OF JUVENILE COURT TO EDUCATIONAL SYSTEM 771

can then, as an administrative act, place the child in the school
which fits his needs. The school now, as administrative acts,
transfers a child from one school to another, from regular to
part time or vocational school, from regular class to a class for
backward students. There is no reason, so long as the parents
are willing, why the Boards of Education should not in like
manner transfer a child from the regular school to a parental
school, a school for the feebleminded, a school for psychopaths,
or to the Industrial School. Why a parent must bring a child
into court, have the child declared delinquent and himself de-
clared unfit to have the custody of the child, in order to secure
for the child the kind of training which the child needs is dif-
ficult to understand. The psychological effect on the child of
a court finding that parent is unfit, often forever makes im-
possible the very object for which the proceeding is insti-
tuted, the training of the child and the rehabilitation of the
home. In other words, as long as there is no disputed right
there is no ground for judicial proceedings or court action.
Clinical investigation, probation and transfer from school to
school are administrative functions which should properly be
handled by the school system rather than by the juvenile
court. The educators of the state are already realizing that
their obligation to supplement the work of the home in train-
ing the child extends over the vacation period as well as the
school year. It is but logical for them to take the next step and
realize that to properly train the child offender they must
be ready when necessity demands to supplement the work of
the home during twenty-four hours of the day and not during
school hours only. It has been estimated that from fifty to
seventy-five per cent of delinquency. is preventable in the school
system. Once the school principal and teacher grasp the con-
ception that to prevent that delinquency is as much their job
as teaching reading, writing and arithmetic, the juvenile court
will be relieved of the administrative work which is clog-
ging its calendar, overworking its officers and driving the court
into the grievous error of doing work really judicial in an
administrative way and mere administrative work in a semi-
judicial way. Relieved of that administrative work the court
will be able more carefully and effectively to perform the ju-
dicial functions necessary in the work of child welfare.

The judicial work of the juvenile court consists in giving
state authority to the work of the administrative agencies en-
gaged in child welfare by furnishing in any proper case the
legal compulsion made necessary in a disputed case in order
that they may accomplish their purpose; in hearing criminal
cases involving the contributing to the delinquency, dependency
or neglect of juveniles, and in changing, in the interest of the

772 IMPROVEMENT ERA

State and the child, the custody or guardianship of children
whose parents have refused or neglected to fulfil the parental
responsibilities on which their right of guardianship depends.
Wherever there is a dispute between parties claiming right of
control over or interest in the child, there is a case for juvenile
court adjudication. The refusal of a parent to send a child
to school; the refusal of a parent to give a child medical at-
tention on orders of the school nurse; the opposition of a par-
ent to a child's being sent to the Industrial School as recom-
mended by the school authorities; the alleged sale by a mer-
chant of tobacco to a minor; the alleged practice of a dance hall
or moving picture house in selling admission to minors unac-
companied by parents after nine o'clock at night; the alleged
act of an adult in encouraging or aiding child immorality;
the alleged change of custody or guardianship of a child with-
out state sanction, by gift, barter, sale or abandonment of child
on a doorstep; the alleged unfitness of a parent to have custody
of a child by reason of the parents' immorality, vice, abuse or
neglect of child, threatening the child's health or morals; all
these and many others are cases properly requiring judicial
findings and the interposition of the juvenile court to settle
the conflicting claims. The juvenile court in this field is like
a safety device quickly applied in the interest of the State and
the child, to any point of breakdown in the child-caring sys-
tem.

With a proper appreciation of the mistakes which have
been made in the administration of our Juvenile Court law and
an equal appreciation of the value of the work which has been
done and the inestimable power for good in our Juvenile Court
law properly co-ordinated and administered with the match-
less school law of Utah, we may confidently anticipate the day
of Utah's leadership of the states of the Union in child wel-
fare work. We have an enviable opportunity and the socia
workers of the country are watching with interest the develop-
ment of our unique situation. The course of that development
should, and in the opinion of the writer will, lie in the direction
of a co-ordination, along the lines suggested, of the proba-
tion department of the court with the school system, the at-
tendance or truant officers being the point of contact; a conse-
quent enormous reduction in the administrative work of the
court and a corresponding increase in the efficiency and dignity
of the judicial function of the court, an ultimate enlargement
of the judicial functions of the court to include all cases of di-
vorce, separate maintenance, bastardy, non-support and adop-
tion, as well as the cases now handled; a small problem de-
partment for adults as well as juveniles, consisting of experts
in social diagnosis, with power to make social, medical, psy-

RELATION OF JUVENILE COURT TO EDUCATIONAL SYSTEM 773

chological and pathological examinations and with the neces-
sary clinical facilities for such examinations.

The court will then be a family rather than a juvenile court,
and will have power to handle the family as the social unit,
rather than attempting to treat it piecemeal. Instead of hear-
ing the husband who has assaulted his wife, in the police court ;
the same wife suing for divorce on grounds of cruelty in the
district court; the children of the two for delinquency arising
from parental neglect in the juvenile court; and finally a
threefold attempt on the part of the wife to compel the payment
of alimony through orders to show cause in the district court,
criminal proceedings for neglect of wife through the county at-
torney's office, and proceedings for contributing to the neglect
of juveniles in the juvenile court, — we will realize that it is
the family as a whole which needs attention, that the entire
situation can and should be handled by one court with powers
of probation, after thorough investigation and report to the
court by experts in social diagnosis. The financial saving to the
state, the prevention of unnecessary breaking up of homes, the
prevention of delinquency, crime, and human misery which
would result, make this an end devoutly to be desired and a
purpose toward the accomplishment of which the educational
forces of the state should lend their influence and their efforts.

Beecher, Grady, and Upshaw on Flowers and Homes

Henry Ward Beecher used to say that if he were traveling through a
strange country and were looking for a place to stay all night he would
keep on going until he found a house with flowers in the yard, for he
knew that refinement and love must reign in the home where beautiful
flowers smiled outside.

Henry Grady declared in his great speech at the University of Virginia :
"Teach a man that his sovereignty lies beneath his hat; link him to a
spot of earth, and his loyalty will save the Republic when the drum tap
is futile and the barracks are forever deserted."

And I love to think of the happy home of the plain, everyday citizen,
the home that is his haven of rest and love and hope, surrounded by flowers
of beauty and fragrance, all the more beautiful to him because of the deft
and delicate touch of the noble little woman who is the wife of his bosom
and the mother of his children — I love to think of him, I say, loyal de-
fender of the flag that lifts its protecting folds above that happy home,
coming home at nightfall and finding his wife standing with their laugh-
ing children amid the flowers that bloom about their home like the very
smile of God, ready to give him the kiss of welcome that drives away
"the cares that infest the day," and making him feel that for such a home
he is ready to work and to live, and if need be to die.— Hon. Wm. D
Upshaw.

GILA ACADEMY, THATCHER, ARIZONA

The Latter-day Saints and Education

By Adam S. Bennion, A. M., Superintendent of Church Schools

With Latter-day Saints, education is a vitally religious con-
sideration. To them this world is a great training school out of
which man is graduated into an eternity of progress and de-
velopment. To them "The glory of God is intelligence," and
they declare in the teachings of their sacred scriptures, the
Doctrine and Covenants:

It is impossible for a man to be saved in ignorance;

Whatever principles of intelligence we attain unto in this life, it will
rise with us in the resurrection;

And if a person gains more knowledge and intelligence in this life
through his diligence and obedience than another, he will have so much
the advantage in the world to come.

Man, a son of God, achieves his divinity through enlight-
ened experience — an experience in which education is a foun-
dation principle.

The story of education among the Latter-day Saints is virtu-
ally an epitome of their whole history. Within the year fol-
lowing the organization of the Church, a committee was chosen
to select and publish books for use in schools of the Church.
The Church was organized April 6, 1830, and during 1832 and
1833 operated its own school, "An Elders' School." Schools
were maintained during 1833, '34 and '35 both in Kirtland.

LATTER-DAY SAINTS AND EDUCATION 775

Ohio, arid in Jackson county, Missouri.

In 1840, after the Latter-day Saints had moved on to Nau-
voo they projected the University of the city of Nauvoo, but
the drivings of persecution prevented its becoming a permanent
center of education.

The first winter did not pass after that wonderful exodus
had brought the Saints into the valley of the Great Salt Lake
before a school had been opened, and Utahns are proud of the
fact that as early as 1850 the legislature of the territory incor-
porated the University of Deseret which has since developed
into the present University of Utah. Institutions of learning
have played a mighty part in the building of Utah.

Latter-day Saints believe in and sustain public schools.
They were responsible for the public schools of Utah. But they
are responsible also for a system of Church schools, which are
the subject of this article. As already pointed out, Latter-day
Saints believe in and devote themselves to an enlightened and
comprehensive study of the gospel of Jesus Christ. They be-
lieve in pursuing all wholesome study. They give proper place
to the classics, to science, to vocational and practical courses,
to ethics and philosophy. But they are concerned above all
other things with a proper study of religion.

They believe most heartily, with the Psalmist, "Thy word
is a lamp unto my feet, and a light unto my path."

In the public schools there was not, nor could there be,
any place for religious instruction. In view of this fact, and
because the Latter-day Saints had tramped across a continent
for the sake of a full enjoyment of their religion, they naturally
sought a plan whereby they might have their children in
schools where a distinctive religious tone, and substantial re-
ligious teachings, might be enjoyed. The method followed in
eettling and developing Utah made such a plan easy. Having
named Salt Lake City the center and headquarters of the Church
in Utah, Brigham Young had the wisdom to reach out and build
up the surrounding territory. His plan was unique. He called
some of the strongest families that had come out west to go into
favorable sections of the territory and there establish settle-
ments, veritable New England towns. The pioneers of these
new centers made the sacrifice willingly, but asked that, having
gone out into the "wilderness," they might be given assistance
in providing for their children those educational advantages
which they would have enjoyed had they been brought up in
Salt Lake City. The result was a system of Church schools.
At first these were largely elmentary, but as students were
trained, academies, or schools of secondary grade, were estab-
lished to serve a number of the groups of smaller communities
wherein the seminaries were operated.

776

IMPROVEMENT F,RA

As the Church grew, however, it was easily seen that a
system of private schools from the grades up through college
would involve an expenditure well beyond a private organiza-
tion. Then, too, others than Latter-day Saints were moving into
Utah. The public school gradually took the place of the semi-
nary, until today the institutions operated by the Church are
all of secondary or college grade except the ones maintained in
Mexico, Canada, and in the islands.

The Church at present appropriates approximately three
quarters of a million dollars annually for the maintenance of
its twenty-one schools. They are found all the way from Canada
to Mexico, with a thriving one in the Hawaiian Islands. There is
one in Canada, one in Wyoming, four in Idaho, one in Colorado,
three in Arizona, one in Mexico, one in Hawaii, and ten in Utah.
They have an enrollment of 8,200 students and employ 371
teachers. The following chart indicates their size and distri-
bution :

School

Location

J=

P,3_

in

«J o

n

3

•S T

3

tra

«°°

«<*

W

is

•32

B.| Y. University, Provo, Utah

B. Y. College, Logan, Utah I

Big Horn Academy, Cowley, Wyo

Cassia Stake Academy, Oakley, Idaho

Emery Stake Academy, Castle Dale, Utah

Fielding Academy, Paris, Idaho

Gila Academy, Thatcher, Ariz

Knight Academy, Raymond, Alta, Canada

L. D. S. University, Salt Lake City, Utah

Murdock Academy, Beaver, Utah

Millard Stake Academy, Hinckley, Utah

Oneida Stake Academy, Preston, Utah

Ricks Normal College, Rexburg, Idaho

San Luis Stake Academy, Manassa, Colorado
Snowflake Stake Academy, Snowflake, Arizona

Dixie Normal College, St. George, Utah

St. Johns Academy, St. Johns, Arizona

Uintah Academy, Vernal, Utah :...

Weber Normal College, Ogden, Utah

Juarez Academy, Juarez, Mexico

Snow Normal College, Ephraim, Utah

1875
1877
1909
1888
1890
1884
1888
1909
1887
1897
1890
1888
1888
1906
1888
1910
1888
1888
1888
1887
1888

1,175
957
100
126
130
201
210
115
2,145

89
202
290
535

97
104
364

94
150
903

65
340

65

36

8

6

6

11

8

8

66

7

10

14

25

10

6

28

5

7

25

6

15

128

109
19

28
13

6
245
13
17
IS
30

5
14
18

8
12
66

6
33

16,042

8,142

750

500

1,500

2,425

1,570

500

6,100

3,652

674

1,800

3,800

550

800

2,000

720

957

2,600

1,700

These schools are dedicated to the principle that no mere
teaching of ethics or morals, or philosophy, offers a complete
basis for the proper development of human character. They
exist to teach that a knowledge of the gospel of Jesus Christ
and an appreciation of man's relationship and obligation to God
are essential to the living of a complete Christian life. They
aim to teach such principles and in such a manner that students

778 IMPROVEMENT ERA

enjoy in their school life an atmosphere of real applied Christi-
anity. They teach the word of the Lord in the hope that that
word will enter into and direct the lives of those thus taught.

Naturally, certain standards are held to, that are more or
less unique among Latter-day Saint schools.

In the first place, teachers are employed whose training
includes both academic and religious instruction. No teacher
is employed who uses tobaco or liquor, and practically none of
them indulge in tea, coffee, or any other stimulant. The
Church selects its teachers upon the basis that the best way to
teach religion is to live it. The ideal of a clean life is the de-
sideratum in the choice of every teacher in the system.

Then, too, teachers are sought whose spiritual glow
will enkindle religious enthusiasm on the part of those in-
structed. Mere "letter" theology seldom becomes a vital force
in the formation of character.

And, as with the teacher, so with the student. Of course
Latter-day Saint boys and girls are adolescently human in our
schools, but they are stimulated to aspire to all the ideals named
above. Church schools believe that it is quite as essential that
a young man shall face twenty free from the injurious effects
of tobacco and stimulants, and armed with virtue, as it is that
he should have mastered algebra, Latin, or the sciences. In
brief, students are taught the gospel of Jesus Christ that it may
actually direct their lives. To have succeeded, therefore, in a
Church school is to have practiced in conformity to the ideals
and standards of the Church.

In addition to this religious work, with its course of study,
its devotionals, its prayer and other associated practices, the
Church schools, of course, offer the regular academic and in-
dustrial courses found in the public school curriculum. As
a matter of fact, aside from its religious work and tone, the
Church school is to all intents and purposes a public school.
Its democracy, its patriotism, its community service are
thoroughly public. The Stars and Stripes waves as appropri-
ately, and is hailed with as much fervor, over a school main-
tained by the Church of Jesus Ghrist of Latter-day Saints as
over the best public school in the land.

Since the academies have been established throughout the
Church, public high schools have sprung up in every county in
the state. The Church has no desire whatsoever to operate a
system of schools in opposition to those under state control.
It is interesting to know that in Utah, outside of the larger
cities, the forty-two public high schools of the state are the pro-
duct of the last quarter of a century. The Church appreciates
the work they are doing and is anxious only to supplement that
work for its own children by the religious training which it be-

".-wkt

780 IMPROVEMENT ERA

lieves so essential to a complete life. And so, the academies
that it now operates, it operates not in a spirit of rivalry, but
having operated them in comunities not served by public high
schools, it continues to do so to the relief of the treasury of the
state and to the very great satisfaction of the people served by
them.

Wherever the public high school is established, it is sus-
tained by the Latter-day Saints, and within the last ten years a
unique method of co-operation has been hit upon that helps
to solve the problem of supplementing the public school cur-
riculum with religious training. The Seminary, not the graded
Church school referred. to earlier in this paper, but an insti-
tution built to supplement regular high school work with theo-
logical instruction, gives promise of wonderful results. The
Seminary is a small building erected as near as possible to the
public high school to which the students may go when not en-
gaged in classes at the high school for their religious training.
Regular courses in Bible Study, Book of Mormon, and Church
History and Doctrine are offered and pursued, as are the sub-
jects offered in high school. Men with college degrees conduct
the work and the courses in the Bible count regularly toward
high school graduation. To date nineteen Seminaries with an
enrollment of three thousand students are in operation. The
basis for the work done, of course, is scripture study, but plans
are now being evolved which will make the instruction function
more fully and adequately in Church service and in the achieve-
ment of certain ideals in the matter of personal habits of life.

The Church of Jesus Christ of Latter-day Saints is char-
acteristically a teaching institution. Its priesthood quorums,
its auxiliary organizations, including the Relief Society, the Sun-
day, school, the Young Men's and Young Ladies' Mutual Im-
provement Associations, the Primary and the Religion Classes,
call for an army of trained leaders. There are more than 20,-
000 teachers in the Sunday schools of the Church alone; and
so, recently the need of doing normal training work has forced
itself forward for consideration.

To meet this need, six of the Church schools are now giving
Normal College courses. Five of them are offering two years of
college work while the sixth is also offering four-year courses
leading to degrees.

To discuss the work of the Church schools and seminaries
is not by any means to cover the educational activity of the
Church. As already pointed out, the priesthood quorums and
the six auxiliary associations meet regularly for the discus-
sion of sociological, literary and religious questions. Each as-
sociation, except for the summer vacation taken by four of
them, meets once every week to carry on its distinctive work.

LATTER-DAY SAINTS AND EDUCATION

781

iMBM^^u,

■Ma

^P

TF^

^**

K^*-^"-'

ADAM S. BENNION, A. M., SUPERINTENDENT OF CHURCH SCHOOLS

The priesthood quorums, of course, follow a regular course in
the study of the gospel of Jesus Christ.

The Sunday school, an organization of more than 200,000,
meets each Sunday with its 20,000 teachers in seven major de-
partments, the children receiving instruction concerning the
word of the Lord.

The Relief Society, with a membership of 51,170, though
its primary function is charity and relief work, carries on its
course of gospel lessons. This society also devotes its energies
to a study of geneagolical work, for the Church of Jesus Christ
of Latter-day Saints, teaches the gospel not only to the living

782 IMPROVEMENT ERA

but carries on a vicarious work for the dead who have never
enjoyed it.

The Young Men's and Young Ladies' associations, with a
membership of aproximately 100,000 are concerned largely wi
the social welfare of the young people of the Church but at
their weekly meetings they also feature scholastic and re-
ligious activity and study.

The Primary, with a membership of 75,020, emphasizes
handicraft, thrift, recreation and other practical and sociological
features along with its theological instruction.

The Religion Class, with a membership of 45,130, correlates
its work more closely with the public grade school work and
aims to have boys and girls participate in doing those things
and learning those lessons that are part of man's everyday
religious activities.

One of the greatest educational forces in the Church is the
system of missionary work carried on. Practically every young
man among the Latter-day Saints, and many young women con-
secrate two years of their lives to missionary service. Having
volunteered to accept the call of the President of the Church,
these young. people pay their own expenses into the missionary
field and either support themselves while there or are supported
by their families. The Church aims to keep out about two
thousand missionaries regularly, and sends them to practically
every nation in the world — at least to every nation where
proselyting may be carried on.

The missionary experience not only brings a wonderful
development to the young man or woman who enjoys it, but
it brings back to the Church the enlightenment of the world.
The door is thereby opened to a cosmopolitanism that is rare
indeed. The spirit of sacrifice, study, and service, of a mission
makes for an educational force one of the most potent in the
development of the Church.

Record of a Typical High School in Utah

In 10 years, there were 248 graduates.

One hundred and seventy attended college, 71 of whom (mostly women)
became successful teachers. Others entered professional, technical or in-
dustrial pursuits. No failures among them.

Fifty-six back to the soil, are now intelligent agriculturists.

Twenty-two women married soon after leaving school and are success-
ful homemakers.

None of the graduates ever appeared before the juvenile court. None
have been sent to jail.

No high school graduate was ever sent to the reform school in Utah.
— Utah's Educational Program.

The Church Schools as Architects of
Education

By Frank R. Arnold

In the Church schools of Utah lies almost exclusively the
one opportunity of the state to educate leaders. The public
high schools are devoting themselves mainly to pleasing their
constituents. And they think they please them best if they
take their children and train them in some gainful occupation.
The immediate dollar values of education are what must ever
be kept before the mind of the parent. Hence we have auto-
mobiles, woodwork, iron work, commerce and agriculture for
the boys; sewing and cooking for the girls; and with this as
much English as the pupil may be persuaded to take and as
much history, science, and language as he feels inclined to
pursue. This is the usual drift of high school education, not
only in Utah but in surrounding states. It has many excellent
features. It neglects no one. The children of every taxpayer
can read English and work with their hands, and so a high
school education does not require any special mental aptitude
and is within the reach of all. The child is perfectly free to
follow his own devices in the educational world. If he doesn't
like French, he can always drop it; and if algebra is too hard,
there is always something easy, for which it may be exchanged.
And yet the system sins in leaving too much to the incompetent,
immature judgment of the high school student, in allowing him
to start many things and abandon them if he doesn't like them,
in giving him too narrow view of the world of knowledge,
and in giving too little opportunity to the exceptional child,
the child who is better endowed mentally than his mates and
who is to be one of the leaders of tomorrow.

In the divine scheme of things, some men have received
one talent and some, ten. This means that we are not all born
with equal mental ability and that you have to have two types
of schools. Formerly, these were represented by the classical
high school and the technical. But more and more the word
classical is becoming odious, and even the word technical has
become so incomprehensible to the masses that both words are
disappearing from the language of our voters, while the manual
training high school is a term that everyone can understand.

784 IMPROVEMENT ERA

It is in the education of the men of ten talents that lies the
opportunity of the Church high schools. They must recognize
the men of tomorrow, who are to be leaders. These are easy to
select. The Church must send a trumpet call to them in this
fashion:

"Come to us. We will give you an exceptionally good ed-
ucation. We recognize that the finest products of history, re-
ligion, or education are a blend of many obscure and remote
influences. And so we shall ask you to study many subjects of
which you may not see the immediate use. We may even expect
you to study Latin as a basis of the accurate vocabulary which
we shall expect of you later; mathematics as a foundation for
the technical calculations you may be called upon to do. We
may expect you to study history as a training for political
life and not as a collection of romantic stories. We expect you
to read widely and think deeply and write as creatively as may
be expected from your age. We want to have you ready to
compete with students of high school age in any part of the
world, whether they are fitting for college work at Oxford,
Harvard, or Paris. We think that the Church owes you this
education, for we know that the state, at present, can educate
only the masses, is subservient to the masses, and we do not
think the masses want or need this type of education. In re-
turn, we expect you to submit to the discipline of education.
We are going to tell you what is best for you to study and we are
going to give you the best teachers. We are going to employ
experts whose opinion you and your parents must respect.
These experts are meant to lead you, not to cater to the whims
and caprices of you and your parents. When you build a house
you employ an architect, and you don't pay him to listen to
your advice but to supply you with valuable, expert knowl-
edge. In much the same way the Church into which you were
born is going to be the architect of your education. It is going
to be an honor to be educated in a Church high school. We are
wisely cutting down the number so that we may employ the
best teachers and do the best work. The Church, throughout
all the coming ages, will need leaders. God has given you the
brains, to be some sort of a leader, either as teacher, lawyer,
or community director; education must develop these divinely
bestowed brains and we offer you something different and bet-
ter than the city or county high school. It is for you to prove
that you are worthy of the attention you are to receive from
the greatest teacher in the world, your Church."

Is there need in the state of something better than the usual
high school? Three years ago a graduate of a county high
school in southern Utah was asked what he had studied, and
it came out that he had had no science, except camp cooking

CHURCH SCHOOLS ARCHITECTS OF EDUCATION 785

and botany; no languages and no geometry. One wonders
what he had been doing during his four years of study. And
yet he was naturally an uncommonly bright fellow and longed
to study everything. In one of the large towns of Utah a prom-
inent lawyer recently was talking about the education of his
two boys in the first year in high school. "I want those boys,"
said he, "to get good mental discipline, to learn how to study
under inspiring teachers, and to fit themselves for college work
at Harvard. I knew they couldn't get this at the home high
school. There they pay more attention to growing beets than
to mathematics. As if a boy in our valley couldn't grow beets
without being taught at school! I hated to send the boys away
from home, and so I took them to the Church high school
and picked out their courses and teachers myself. But even
then I didn't get what I wanted. I wish the Church would
show us how to run the model high school for exceptionally
good students. The Church, in connection with its normal
schools, has given us the best grade schools we have ever had
because they picked their pupils. Why not go a step further
and give us the best high school?"

And then, why not another step! To emphasize further
the all-important fact that man shall not live by bread alone,
and that life is not made up entirely of gasoline engines and
sugar beets, the state needs one or two of the small cultural
colleges such as have become the intellectual background of
New England and Ohio. The State will never give us a Dart-
mouth College, nor a Williams, but the Church could. It would
take only a few strong teachers to transform the Brigham Young
College in Logan and the Dixie Normal in St. George into
literary and scientific colleges, the equal of any in the east.
Our state universities, all through the west, are too crowded
and too worldly to have a distinctly cultural atmosphere and
our agricultural colleges are developing the trade school side
more rapidly than the college element, so we need the small
college to preserve the precious heritage of knowledge which
may not have dollars and cents written all over it but which,
nevertheless, supplies valuable elements in the development of
the finest minds. The life of the small group of choice spirits
has ever been superior to that of what Shakespeare calls the
"fool multitude." And there is still another step that the Church
in Utah alone can take. The Brigham Young University should
become one of the famous Church universities of the world,
renowned for its school of theology, its courses in comparative
religions, its training school for missionaries and other Church
workers, as well as being distinguished by the usual scholarly
work of a great university. In the course of centuries it should
be to the Church of Latter-day Saints what Louvain is to

786 IMPROVEMENT EH \

the Roman Catholics of the world today, and what the Sorbonne
was in the Middle Ages. Side by side, in friendly competition
with the state schools, the Church schools should do their work,
seeking ever to be in the lead in the search for truth and in
the training of leaders. The state must ever care for the mass,
but the Church must go further and develop the exceptional in-
dividual, the man in whom slumbers the energy which is to
kindle thousands.

Logan, Utah

Victory

God gave us victory!
We bless the day.
But what is victory?
Brothers, pause and pray
That this which in our lap is flung
May be no albatross around us hung.

God gave us victory!

But do we lust
To prostitute, debauch,
Trailing in the dust
This high reward, ennobling power?
Aye, tremble lest we smirch the luminous hour.

God gave us victory,

And victory knows
Nothing of greed or hate,
Murderous strife or blows:
In her fair train, Justice and Right
Have barred the gates 'gainst Selfishness and Might.

God gave us victory!
Ours is the trust,

And unto all mankind,

Brothers, be ye just.
Let naught of self intrude or mar;
Our mercy and our help, come, shower afar.

God gave us victory!

He armed the right,
That gray and murky gloom,
Dappling into light,
Should flood with glory all the earth
And to a new-found brotherhood give birth.

God gave us victory!
With duty plain,
Let not our petty strifes
Make sacrifices vain;
But open wide the doors to Hope and Peace,
A haven where earth's weary find surcease.

Lloyd Woodruff.

In Memory of Utah's First School Teacher

By Philip L. Orth

Prompted by a desire, that "Service" should be rewarded in
a durable manner, Mr. Philip L. Orth and his wife (Sarah
Schow Orth) proposed that a Bronze Tablet be erected to the
memory of Mrs. Mary Jane Dilworth Hammond. Miss Mary
J. Dilworth arrived in Salt Lake Valley with the second com-
pany of Pioneers, in September, 1847. And in the following
October, she assembled the few children that were with the
Pioneers and held school, teaching in a tent. This was the
first effort in teaching that is recorded in the Territory of Utah,
and was the first stone in the foundation of the present magnifi-
cent school system of which Utah is proud.

Miss Dilworth married Elder Francis A. Hammond, and
after performing a mission with her husband to the Sandwich
Islands, they settled in Huntsville, in 1865, where Elder Ham-
mond was later ordained bishop. She was an active worker,
both religiously and in civic affairs in the young ward, holding
the office of president of the Relief Society, being the first
sister to hold that office in the ward. She died in Huntsville, in
1877, and her body was the first interred in the present cemetery.

The proposition for a monument was presented to Elder
David 0. McKay, of the Council of the Twelve, who heartily
endorsed it, and used his good offices in its promotion. To
take charge of the erection of the monument, Bishop Joseph L.
Petersen selected as a committee to find a suitable rock, Philip
L. Orth, Peter H. Olsen, Jr., and Arthur Grow; and as a com-
mittee to prepare the design and inscription, Prest. Thomas E.
McKay, Architect S. T. Whitaker, Mrs. Amelia Grow, Philip L.
Orth, and Peter M. Jensen. The committee found a rock on
the mountain side near the mouth of South Fork canyon, and
its condition and dimensions, are as nature designed, unhewn
by human hands. It is of sedimentary sandstone formation
(probably converted by metamorphic action into a quartzite),
eight feet nine inches long, two feet eight inches wide, with an
average thickness of ten inches. In contemplating the monu-
ment it is wonderful what a beautiful rock it is — the pink color
— the smoth surface — the dark vein running through it — and
withall without a blemish, check or seam. It is a slab that will
endure for ages. It is placed on the school campus in a con-
crete base, 41 inches by 62 inches, and 3 feet deep, and is

788

IMPROVEMENT ERA

over seven feet above the surface of the lawn. It stands as a
token for service. The monument was unveiled at the home-
coming celebration, held in Huntsville some three years ago;
the late Elder Fletcher B. Hammond, then her oldest living son,
was present at the ceremony.

The cut of the monument and the inscription follow:

In Honor

of

The First School Teacher in Utah

Mrs. Mary Jane Dilworth Hammond

Taught First School in Salt Lake City

October, 1847

Came to Huntsville with her husband

Bishop Francis A. Hammond

1865

Where she resided until her death

1877

Utah's First Free School

was established at Huntsville.

Huntsville, Utah

Recent Development in the Utah School

System

By E. J. Norton, Assistant State Superintendent of Schools

The School Situation in 1913

When the National Education Association came to Utah, in
1913, the school system of the state was noted for many splen-
did accomplishments. Under the able and distinguished lead-
ership of Superintendent A. C. Nelson, Utah had worked out
a most fortunate solution of its rural school problem in the
county unit system of organization, as well as in the provision
for rural high school districts outside of consolidated county
districts. On the county unit plan, seven of the most populous
counties had consolidated, and some high school districts were
formed in other counties, paving the way for consolidation. The
principle of the state's responsibility in education was already
established, and a substantial state tax for the support of the
common schools was in operation. A state high school system
was well worked out, supported in part from a special state
tax, and supervised by a high school inspector. The maintenance
of the university and the agricultural college was made more
secure by the setting aside of a definite proportion of the gen-
eral state tax for the current expenses of these institutions.
Cities of the first and the second class from the beginning of
statehood had constituted independent school districts, and had
served as a pattern after which county districts were being or-
ganized. The progress made in education in the state since
1913 is but a consistent building upon foundations already laid
at that time. This can safely be said without in any way
undervaluing the remarkable achievements of recent years.

The County Unit Plan and its Advantages

The first great movement after 1913 was the making of the
county unit plan mandatory in all the counties. The change was
made by the legislature of 1915. This plan of organization is
one of the distinctive features of the Utah system. It is essen-
tially a consolidation of administration, although the actual
consolidation of schools is a natural result where districts are
so situated as to make consolidation practicable. Each county
district is organized much like a modern city school district
under the control of a district board of education. There are

790 IMPROVEMENT ERA

now thirty-five county school districts in the state. Twenty-four
of these are coextensive with the counties and are known by
the san^e names. Four counties are divided into two county
districts each, and one county has three such districts.

One of the most important powers of the district board of
education is to appoint a superintendent of schools. The of-
fice of superintendent, therefore, is practically removed from
the influence of party politics, and the way is made clear for
the selection of experts as superintendents. While the duties
of the superintendent are not defined by law, this officer as the
plan works out is the executive of the board. In most cases
the district boards have adopted by-laws governing their pro-
cedure and giving superintendents responsibilities and powers
in keeping with the principles of modern school administra-
tion.

Consolidation makes for economy, efficiency, and a richer
community life. Local school taxes are equal throughout the
district. School opportunities, therefore, do not depend upon
the relative wealth of individual communities. Material savings
are made in purchasing and distributing supplies. Useless
purchases are avoided, better prices are obtained, and schools
are more fully supplied with things actually needed. In most
districts the salaries and expenses of the five board members
amount to considerably less than what was formerly paid to
school trustees, and the districts can provide themselves with
more adequate and efficient supervision and still realize an
immediate net saving in administration expense.

Many consolidated grade schools have been established in
rural districts, displacing small mixed schools. In the same
way rural high schools have been established. It is difficult
to conceive of any other means than consolidation that would
unite communities on a plan sufficiently comprehensive and
permanent to insure really successful rural high schools. School
terms are of uniform length throughout each district. The
better supervision has resulted in a better adaptation of courses
of study to local needs. Children and parents are more in-
terested in school work. A larger number of children continue
throughout the year, resulting in more promotions and less re-
tentions in all grades. In other words, the school is made to
reach a larger number of people, and is a potent force in break-
ing down narrow sectionalism, and encouraging larger citizen-
ship.

The Utah School Program as Established in 1919

Great interest throughout the country is being shown in
Utah's program for extending public education. This program
is comprised in the school laws passed by the state legislature

RECENT DEVELOPMENT IN SCHOOL SYSTEM 791

in 1919. The laws of most importance pertain to health educa-
tion, compulsory attendance, part-time schools, Americanization,
year-round supervision, and a proposed constitutional amend-
ment permitting a larger state school fund.

The law establishes in the state department a division of
health education. It authorizes the appointment of a state di-
rector, who has general supervisory control of health education
in the state. Local boards have power to provide for health
education, not only of school children but of parents and of
children of pre-school age. In order that standards may be ex-
acted, a state appropriation is made with which to subsidize
the work. A special supplement to the Utah course of study
on health education has been issued. Teachers are instructed
how to inspect their pupils and detect beginning symptoms
of acute health disorders, as well as indications of physical de-
fects and under-nourishment. Remarkable progress in health
education has already been made. Reports show that during
the present year most of the school children of the state have
had physical examinations, the majority of them medical ex-
aminations, and many have had professional treatment for re-
mediable defects.

The new state law on compulsory attendance requires that
children attend school up to the age of 18, unless they are le-
gally excused to enter employment or for other specific causes.
These other causes are: (1) that they had already completed
a high school course; (2) that they are taught at home the
required number of hours; (3) that they are not in a physical
or mental condition to attend school; and (4) that no school is
maintained within two and one-half miles of their place of resi-
dence and free transportation is not provided. Those who
are excused to enter employment are required by law to at-
tend a part-time school for at least 144 hours each year, provid-
ing such a school is maintained for them. This far-reaching
law gives local boards of education the authority to require
that all young people of school age in a district be either in
school or properly employed out of school. While the law has
resulted in the establishment of part-time schools in practically
all of the large centers and short dull season courses in many
of the rural districts, the principal effect has been to increase
the attendance in regular high schools. The high school en-
rollment for the year just closed is about forty per cent above
the preceding year.

Americanization of Foreigners

For the Americanization of foreigners the 1919 laws au-
thorize the state board of education to appoint a director of
Americanization and require that all alien persons in the state

792 IMPROVEMENT ERA

between the ages of sixteen and forty-five years who cannot
speak, read, and write English with the ability expected in
fifth gra^e pupils, must attend Americanization classes at least
two hundred hours during each school year. In these classes
instruction is given in English, in the fundamental principles
of the Constitution of the United States, in American history,
and in such other subjects bearing upon Americanization as
may be determined. This law has been the means of bringing
vividly before the people of the state the Americanization prob-
lem and has stimulated the work of Americanization to a
marked degree.

Year-round Supervision

A special feature of the Utah laws is specific authorization
for year-round supervision. The state board for vocational
education and local boards of education are given authority
to organize for supervising the activities of school children
throughout the year, with special attention during the summer
months to community life. Under this authorization a number
of local boards have already employed supervisors for the
summer months to encourage and advise young people in their
home and community activities. In this work special effort
is made to co-operate with Boy Scout and Camp Fire Girl
leaders and with all other organizations promoting wholesome
community life among young people.

The Question of Funds

With this unusual school program upon the statutes, Utah
gives promise of great educational progress, if the necessary
funds can be provided. While special state subsidy is available
for most of these new lines of work, the amount is inadequate
and the system of financial support is not yet on
the right basis. For a number of years Utah has been working
along a definite policy to form larger local taxing units and a
larger state fund in order to equalize the burden of school
taxes and thus give all children in the state a more nearly
equal opportunity. Much progress to this end has been made
in the rural school consolidation already explained, but still
there is great inequality in the per capita assessed valuation
in the various county districts. In order to improve this con-
dition, it is necessary to have a larger state tax and a resulting
larger per capita distribution of state funds among the dis-
tricts. This can not be done at present, because of a consti-
tutional limitation to the state school tax. The 1919 legislalure,
therefore, proposed an amendment to the constitution, which
will permit a state tax high enough to give from the state school
fund to the local districts twenty-five dollars for each person of

RECENT DEVELOPMENT IN SCHOOL SYSTEM 793

school age. This amount, the legislature thought, would ap-
proximate what is required to pay the salaries of teachers and
would thus enable the state to take over practically the respon-
sibility of furnishing teachers in the schools, leaving local
districts to provide buildings and ordinary maintenance. The
amendment will be voted upon in the general election in No-
vember, 1920. Sentiment at present seems favorable to its
adoption. Such, a result is necessary for the complete realiza-
tion of what the Utah program contemplates.

The Call of the Mountains

Good bye to the world with its wearisome dreams,
I long for the mountains, the canyons, and streams,
The dew of the morning the pine-scented air;
The calm, mystic woodland, at evening so fair.
The bright, laughing stream, as it bubbles along;
The call of the wood-bird, the lark's cheery song;
The flowers on the hillside that gleam in the light;
The awe stirring pall of the bold mountain height.
The fresh-scented fern, neath the green aspen tree;
The call of the squirrel, the hum of the bee;
The cataract's song, as it tumbles and roars;
The joy of the world in the great out-of-doors.
I long to be scaling the high mountain peak;
To roam through the woodland, to drink from the creek;
To rest on the pine's furry needles at night;
And bask in the sheen of the calm morning light.
So, good bye to the world, with its wearisome ways;
I'm off for the hills for a few happy days;
With nature commune in the mountain retreat;
And revel awhile with her music so sweet.
Provo, Utah Samuel Biddulph

Evening Prayer

O Lord, most merciful, Father of my soul,

I cry to thee;
At eventide, secluded and alone,

I bow the knee.
I've greatly sinned and wandered far afield,

Pray give me rest;
As night comes on I yearn to lay my head

Upon thy breast.
Through this dark night on thee I shall repose,

And to thee cling,
As wanderer finds amid the gath'ring gloom

A mother's wing.
Condone, O Lord, my tardy thought of thee —

I plead for grace!
- Help me to live by faith; and, dying, see
, Thy blessed face.

Raymond, Alta, Canada Charles F. Steele

The High Schools of Utah

By Mosiah Hall, B. S., Ph. M., State High School Inspector

Utah believes in education. She believes in it so strongly
that she is attempting to provide a high school education for
every boy and girl in the state.

Utah's Faith in Education

Utah considers that education is the best investment that
can be made; that nothing else promotes so greatly, the hap-
piness of her people and at the same time yields such high
dividends on the money invested. She is convinced that a free
people must be an educated people; that progress rests upon
intelligence and good will; that ignorance is the chief cause of
poverty and misery, and the real source of danger to free gov-
ernment.

Utah has demonstrated her belief in education through pro-
viding an admirable system of support for her schools, and in the
adoption of the most approved methods of organization and
control.

Support of Schools

Ample support and thorough-going organization are the
chief elements upon which success is based in any school
system. Utah has set herself the task of providing, through
state aid, approximately one-half the revenue required for ele-
mentary and secondary education. A constitutional amend-
ment is to be voted on next November which provides that a
state fund equal to $25 per capita of the school population from
6 to 18 years of age shall be provided by the state. In addition
to this, a state tax for the aid of high schools yields about $15
per capita for each student in attendance in high school. Be-
fore any high school can share in the distribution of the high
school fund, it must meet certain standards set up by the
state board of education. Among these are (1) a school year
of thirty-six weeks including holidays, (2) a satisfactory course
of study, (3) ample equipment for the courses offered, and (4)
a professionally trained corps of teachers. A state high school
inspector is charged with the responsibility of seeing that these
provisions are carried out.

THE HIGH SCHOOLS OF UTAH 795

Organization and Control

Utah has probably the most thoroughly organized system
of schools among the states of the Union. All of her schools
are embraced within 40 school units, 5 city systems, and 35
rural districts which coincide in general with the county
boundaries. Over each rural district is a board of five members
elected by the people and empowered by law to administer the
schools of its respective district. Under this most efficient
system, the schools have made marvelous progress. Most of
the one and two-roomed schools have been abandoned and
modern, graded schools taken their places. Within each dis-
trict unit, school taxes are equalized, transportation of pupils to
convenient centers is provided, high school centers established,
and every other reasonable effort made to provide equal school
advantages for all children within the district.

Recent School Legislation

The state legislature of 1919 enacted into a law a far-reach-
ing program of education. Among the measures passed was
a provision for part-time compulsory attendance up to 18
years of age, and one providing for all-year-round supervision
of health, civic and vocational activities.

Growth of High Schools

Under consolidation, and stimulated by these admirable
laws, the growth of high schools has been remarkable. During
the past half-dozen years, attendance has increased 100 per cent,
and school buildings and equipment have been taxed beyond
their capacity to care for the enlarged enrollment. The part-
time compulsory attendance law is responsible for an added en-
rollment of approximately 40 per cent during the present year
and bids fair to become a full-time compulsory law. More
than 14,000 students are enrolled in the state high schools this
year and about one-third as many in the private schools of
secondary grade. Statistics are not yet available, but it is
probable that not more than from 5 to 8 per cent of the boys
and girls in the state between 14 and 18 years of age have not
been enrolled sometime during the year, either in full-time or
part-time schools. Indeed, there are six or eight districts in
which the enrollment of the total school population has reached
above 98 per cent. It may be impossible for all the other
districts to reach the high standard attained by the few, but
it is the fixed determination of the school officials of the state
to approximate as nearly as may be, this splendid record.

Utah, the Pioneer State

By Eunice Wattis Bowman

Oh Utah! Proud State on the old Wasatch crest,

Of all your fair sisters, your name we love best.

You cradled us close in your rugged old arms,

No State in the Union for us has such charms.

Your snow-covered peaks, and the tang of your brine,

Round the hearts of your children your memories twine.

Your fresh, bracing air, and your skies, blue and clear,

Give strength for life's battles, Dear old Pioneer!

What wonderful change has come since the age
When valley and hill grew purple-green sage;
To East and to West you extended your hands
And gathered your children from far away lands;
Now, your God-fearing sons in prosperity dwell,
In homes whose foundation their Fathers laid well,
Your fertile, green fields, then so thirsty and drear,
Give wealth in abundance, Strong old Pioneer!

Our sturdy forefathers, with courage and zest,
Bridged over the gap 'twixt the East and the West.
They saw the sun set on your grand, old Salt Lake,
And vowed that a home in your valleys they'd make;
Then harnessed your rivers with infinite pains,
And caused your cool waters to flow o'er your plains.
Those clear, trickling streams, on your desert so drear,
They made a new era, Brave old Pioneer!

The snow which in winter your canyons doth fill
In summer gives water, your acres to till.
To save and control it, those Pilgrims did vow,
And victory was won by the sweat of their brow.
Through courage and faith of that resolute band
Irrigation's rich gift you bestowed on the land;
You struggled with poverty many a year
But won the hard battle, Dear old Pioneer!

When first they saw grain o'er your thirsty soil wave,
WTiat courage and hope to your people it gave!
When crickets crept over those fields like a flame,
To save you from famine, the hungry gulls came;
Your children were fed, as with manna of old
By the fair sego lily with calyx of gold;
Now sea. gull and flower alike you hold dear.
And both you have honored, Dear old Pioneer!

UTAH, THE PIONEER STATE 797

Though great were the hardships your desert sons knew, —

As sands of the sea shore in numbers they grew, —

No hardship or hunger your spirit could quell;

Your emblem, The Beehive, has fitted you well.

Your part in life's conflicts you valiantly bear;

In works of the nation you do your full share.

At call of your country, your sons brave and dear

Have gone to defend her, Grand old Pioneer!

0 Utah, by birth or adoption our home!

Though far from your shelter your children may roam.

As life's twilight gathers each fond heart will yearn

Again to your valleys and hills to return.

The last journey ended and spirits set free,

O, gather us back to your great inland sea;

The breeze softly rippling its waves, we shall hear.

Asleep 'midst your mountains, Dear old Pioneer!

Ogden, Utah

Just Boys

Boys are just boys, so what's the use of trying

To make them else? And, I tell you besides,
I like the chap inclined ofttimes to tying

Your apron strings to chair backs and who hides
To wait the moment when you shall discover

You're tethered fast as you attempt to 'rise.
Just take the prank as heartsome fun, and smother

All irritation, strive to realize
That boys are boys and youth's the time for playing,

Such boys will some day keep the old world running, —
Yes, that is what I mean, just what I'm saying.

No sissy ever made things 'live and humming.

Give me the boy who's always up and moving,

Who will not take another fellow's slur;
Who bares his muscle to the other's proving,

And sets the matter straight with tensive whir.
What matter if he shouts while you are napping,

And sings and clogs outside your chamber door,
And even starts his knuckles loudly rapping?

Forget not, he's a boy and nothing more.
Remember, too, that boys are men in making,

Worth-while ones, filled with force that must be spent,
And you all will more interest be taking

To help them keep their heritage, God sent.

Grace Ingles Frost

The Relationship of Poetry and Art to
Education

By Alfred Lambourne

The subject upon which we have been asked to write, "The
Relationship of Poetry and Art to Education," appears to be,
at first thought, a simple one, but becomes more complex upon
consideration. What is the place of poetry and art in educa-
tion? That, perhaps, had been the better mode of asking the
question. For, let us consider: both poetry and art are a part
of education. Yet, if we wish to keep to the original subject,
the relationship is that of sister or brother, according as we may
symbolize the sex of the sciences and the arts, to those other
sciences and arts which, combined, are education. We will not
cavil upon definitions. In our question, poetry is the skilled and
rythmical placing of words to conduce both greatest beauty and
power of expression; and, by art we mean the achievements of
the painter, the sculptor and the architect. The labors of the
poet and the artist, then, what part do they accomplish, sep-
arately or in the use of the educator, in the education of the in-
dividual or of the masses, and in shaping the destinies of the
state, the nation? In these few paragraphs it is our intention
to refer to two distinct teachers, the individual, and the great
educator — Nature. Nature, the true teacher of the poet and
the artist, the fountain of inspiration at which all may drink!

Poetry and art? The poetry of nature and the art of man!
There is a poetry of nature that appeals even to the savage as
well as to the most cultured races of mankind. It is the poetry
that is felt in the millions of hearts, it inspires the exquisite
words, now of the plowman of Ayr, the humble dweller in
Grasmere Vale, the lordly hall of Newstead, he who dwelt in a
cottage at Stratford-on-Avon, and the one who was a blind beg-
gar on the Isle of Chios in the Aegean sea, we mean a Burns, a
Wordsworth, a Byron, a Shakespeare and a Homer; and a poetry
that inspired the art of a Constable or a Turner. Yes, of a
Titian, a Raffaello, or a Michael Angelo; or, farther away from
us, the work of an Appelles, a Zeuxis or a Phidias. We mean the
poetry of nature which includes the life of man, and, the
other which is developed from within — that which goes to the
highest education, to the development of the highest civilization.

"The arts which flourish," says Francis Bacon, the great

RELATIONSHIP OF POETRY AND ART TO EDUCATION 799

English philosopher and essayist, "when virtue is in the ascend-
ant, are military; when virtue is in state, are liberal, and when
virtue is in decline, are voluptuous." But the art of the poet
flourishes in all three stages of the state, and either guides or re-
flects them. Queen Elizabeth, and the supreme dramatist were
contemporary; and in art, did not Phidias and Pericles flourish
at the same period, as did Apelles and Alexander? But there
were both poets and artists who acted their parts as educators,
in keeping with their times in all nations, ancient and modern.
Read the poets, look upon the works of the artists of any coun-
try, and we learn thereby not only their history, but also their
height of education and civilization.

"Give me the writing of the nation's songs, and I care not
who makes its laws!" The exultation of the poet was justified.
And yet, poetry may be said to work in harmony with law, in
the highest of education.

Perhaps it is not to make too far a claim, that it was the
poetry, the songs, the word of mouth, of the skalds and bards
that, in the morning twilight of each nation, wrote its name
the brightest in civilization, heralded the splendors of its com-
ing day. And were not the great Grecian and Roman poets the
educators of their time? We will go farther, the words poet and
prophet are svnonvms. In them we have the poet-teachers, the
prophets of Holy Writ.

The part which is acted by the poet, his place in the scheme
of human advancement, is a dual one. He, more than any
other is a product and reflex of his time, and yet he is a teacher
— an effect and yet a cause. The Catholic Dante, and the Pu-
ritan Milton most certainly were the results of two intense and
extended theological movements in their day; and yet, in their
famous poems, "The Divine Comedy" of Dante, and the "Para-
dise Lost" and the "Paradise Regained" of Milton, we are
shown how they became the two great religious teach-
ers, not only of their respective faiths, to the churches
that created them as it were, but also teachers and
refiners to the world. The labors of the poets tend to
purify, make more beautiful, to spiritualize the material con-
ceptions of primitive faith. Thus they become the teachers of
the most exalted ideals; the seers of perfections that have been,
the perfections that are, and the perfections that are to come.
That is, the true poet perceives and teaches the plrysical
beauty bv which he is surrounded, and he comprehends the in-
tellectual, and feels the spiritual and his highest teachings are
of these.

The masters of phrenology have divided the human brain
into groups — the perceptive, the reflective, the animal, or sel-
fish, etc. That group of organs which goes to the making of

800 IMPROVEMENT ERA

poets and artists is styled the self-perfecting group, among which
are ideality and sublimity, and the group, as its name implies,
is secondary in spiritual uplift only to the religious group, and
refines and gives grandeur even to that group, as it also does to
all of the others of the brain. Our inference is obvious. The
true poet is among the greatest of teachers. Without the aid
of the poet, without his inspiration, the education of the world
were dull and commonplace, devoid of the sweetest and most'
ennobling attribute of spiritual and physical perception. The
merely intellectual cannot reach the topmost heights, the poetic
imagination is also necessary. Was there a greater poet than
Christ? His parables are also poems. They have taken an ex-
alted part in the education of mankind.

Poetry is a most insistent teacher. It will not be gainsaid.
The poem impresses itself upon the mind. It is remembered
when the prose is not assimilated, or when forgotten. Take, for
instance, the poetry and prose in the work of Walter Scott. Both
the poems and the novels of the famous writer abound in vivid
descriptions of natural scenery. Thev are found in the romantic
poems, "Lay of the Last Minstrel," "Marmion," and "The Lady
of the Lake." But there are also prose descriptions in the
"Waverleys." Yet who can repeat the famous paragraphs de-
scribing the oak forest which opens the novel of "Ivanhoe,"
or those of the storm on the coast in the "Antiouarv," or those
it pictures in Loch Lomond, in "Rob Roy"? The descriptions
in verse, however, of Melrose Abbey, Norman Castle, and of
Ellen's Isle on Loch Katrine, are repeated by thousands of stu-
dents and numberless admirers of the Scottish bard. The in-
ference, again, is not to be missed. And one might cite endless
modern instances. Even in these busy days, this age of scien-
tific and mechanical progress, the words of the poet sink into
the heart and echo in the brain, and poetry becomes a might in
education. Tell us, is there not one popular poem that stands
out as a great educator? One poem that has affected the
thought and lives of millions of souls? We mean Gray's "Elegy
Written in a Country Church -yard."

No! Not any age of war, of finance, of electricity, of iron,
of steel or concrete, can eliminlae the poet as an educator, or
eliminate poetry from education. Poetry is elemental, the
poetic feeling has a fixed place in nature and in the human
being. It is found in primitive man as well as in the most
civilized and intellectual modern. It is of the highest import-
ance in education.

To come to the question of art:

Art, has not the chance of reaching the many that poetry has. There
are thousands — nay, tens or even hundreds of thousands of homes in which

RELATIONSHIP OF POETRY AND ART TO EDUCATION 801

there is a well-selected library of books, giving a perfect conception of the
life-work of the most eminent authors of all ages, of all countries, in which
there may not be a single work of art that would give an adequate con-
ception of even one great artist of even the present age. To get the same
knowledge of art, it would be necessary for the possessor of such a library
to visit the art centers — the many galleries of France, England, Italy, and
Germany; and even then, under ordinary circumstances, the knowledge
of art obtained by him would be but fragmentary, compared with the
lasting impressions made by the calm and deliberate reading of authors
year after year at home.

Early impressions influence us through life, and here the poet and
the artist may be said to stand equal. Youth is the age of poetical im-
pressions, but the young are also fond of pictures. The means to gratify
both passions are generally near at hand, though not in equal proportions.
The book of poetry is easily reached; the good work of art not so much
so. It naturally follows that literature is better understood by the young
than is art, that the poet is nearer to the hearts of the people than is the
artist. In the seclusion of the library, or by the winter fireside, we can
commune with the spirit of the poet, while the very nature of the work
done by the artist debars us from him.

Hence, art cannot become so great a teacher as poetry.
We mean in the education of the masses.

This is true of the work of the educator in the school, the
academy, or the college. Therefore, the relationship of art to
education is not so close as is the relationship of poetry to educa-
tion. The educator in the school, or the university, is generally
handicapped by the necessity of teaching the pupil in the realms
of art from translations — engravings, or photographs, of the
work of art, whose lesson she wishes to convey, or whose
mastery he wishes to point out. We are referring now, of course,
to the American teacher, and in the smaller cities.

The reader's pardon is asked for our treating our sub-
ject is so free a manner: " The Relationship of Poetry
and Art to Education;" we wander somewhat from the
letter of the law, but hope to be with it in spirit. The poet
and the artist do their work, which yet is to become universal
in its application, in a sort of aloofness. The actual work is
done more or less in solitude, in isolation. They educate, not
like the professional educator, in contact with those whom they
instruct, but the better the work, the farther away they are from
the student in person, yet that work lends itself to the labor of
the academic educator. Let us think of Thomas Hood upon his
sick-bed; Robert Burns, in the savage pride of his poverty; of
Dante, in his exile; Tasso, in prison, and Milton, in his seclu-
sion of blindness. These men were educators. The poet and the
artist take their place as educators of the educators. The re-
cluse, J. M. W. Turner, the world's greatest landscape painter,
what an educator was he; what hitherto uncomprehended beau-
ties did he not point out, from his dingy, unvisited home in
Chelsea, in the physical world ! What educators were the

802 IMPROVEMENT ERA

artists upon the subject of the divine beauty of the human
body! x Titian, Correggio, Veronese! Sometimes the artist, as
well as the poet, becomes a moralist, or even a preacher, as
well as an educator. Then, what a great educator was Albrecht
Durer! What a great educator was Holbein who painted the
wonderful series of pictures, "The Dance of Death." The edu-
cators in the academies, the colleges, and universities, the teach-
ers of algebra, chemistry, geology, botany, mineralogy, geometry,
astronomy — of all the sciences, they are cognizant of the neces-
sity of knowledge of poetry and art to complete the circle of
human comprehension. The theology that omits poetry and art
— beauty, is at fault. Beauty is the highest expression of the
Divine. It is the dream of the poet and the artist, the dream
which, in his labor, he endeavors to make a reality. He is
the educator who desires to educate all humanity to the per-
ception of beauty. Remove the perception of beauty from the
human being, and we have the cynic, the dullard or the brute.
The relationship of poetry and art to education, then, is to com-
plete, in combination with religion, the education of the edu-
cators!

From its poetry and its art the history of a nation may be
conceived. Not the sequence of events, the names of chiefs,
or kings or battles, this event or that, but the history of ideals,
the heart of the nation, which, after all, is the true history.
The development of the Ideals of Europe is as important to
know as the "Intellectual Development of Europe." And then
we shall meet as educators, the artist and the poet. In the
sherds of pottery, from a cliff-dwelling, we shall trace the artist
as educator, as well as in the galleries of Florence, Paris, or
Rome, and the primitive poet was an educator of the heart and
soul, as well as the most famous one of our day.

Education! What is Education? A correlation of emo-
tions and experiences, we take it, as well as a knowledge of
knowledge. The artist and the poet deal in these things which
cannot be tabulated or classified. They put into a knowl-
edge of facts, the breath of life.

The poet gives to airy writings a local habitation and a
name, but he also educates deep into the soul. "Art covers the
earth with palaces, carves the statue, covers the wall with glori-
ous paintings, and keeps before our eyes the features of beloved
ones gone." The artist and the poet educate while they make
us feel. Over the gulf of the centuries comes to us the words
of the psalmist, the Song of Sonajs, and the majestic lines of
Homer! But the living artist still educates to make us see the
beauteous wonders of creation ; and the poet still enters the soul
of the shepherd upon the hills, the plowman in the vales. The
beauties of poetry and art, like those of nature, renew themselves

RELATIONSHIP OF POETRY AND ART TO EDUCATION 803

through the ages. Their creation by the poet and the artist,
their comprehension by the people, is the standard of their
education. It is not in the admiration alone of the poetry and
art of the past, that even the poetic and artistic knowledge of
man consists, it is in the education, the directing of the lmilg
fire. To make perfect with beauty the circle of human knowl-
edge, is the relationship of poetry and art to education.

The Sea Gull

Here's to the Sea Gull, that very plain bird. ... ^ • ;+*

For the story told, my heart has stirred.

I was told of "the days of forty-eight"

When the locusts came that the Sea Culls ate,

When the Pioneer was grieving so

At the fate he feared, with his head hung low,

When the loyal wife, with many a care,

Found comfort in her silent prayer.

The locusts moving towards the grain,

The Pioneer thought, my work is vain;

The praying wife, in her belief,

Felt they would have a sure relief.

Then the Sea Gulls 'rose from the Great Salt Lake,

Flew to the east their fast to break;

The swarms of locusts, that the Pioneers feared,

Soon from the lands had disappeared.

Is it any wonder, that the Pioneers say,
"The Sea Gulls saved, for us, the day"?

The monument, to the Sea Gull raised, j

Shows how the Pioneer has praised.
How gratitude lived in his heart,
Exemplified in this work of art.
So again, we toast, to a bird thought dull —
The "Mormon's" friend, a plain Sea Gull.
San Francisco, Cal. W. W. Cooley !

Top: Laddie. Bottom, Fleete

A Summer Outing and What Came of it

A Story for boys, with some Observations Which May be of

Interest to Men

By Hon. Anthony W . Ivins

Chapter II

"Forests were ever the cradles of men;
Manhood is born of a kinship with trees.
0, do you wonder that stalwarts return
Yearly to hark to the listening oaks?
'Tis for the brave days of old that they yearn:
These are the splendors the hunter invokes."

It was the first week in September. In the Southland, at
this season of the year, nature is at her best. Just a tinge of
autumn in the leaves, the flowers passing from perfection of
bloom to seed, the gathering of nature's harvest.

Preparations for the outing were completed, and Frank An-
derson and George Reasoner were ready to start into the moun-
tains.

The outfit consisted of the usual personal effects, food,
clothing, etc.; two folding cots, with warm blankets, for it will
be cold in the sierra, a smiall tent of ten-ounce duck, two 30-30
Winchester rifles, a shot gun, plenty of ammunition, split bam-
boo fishing rods, automatic reels, silk lines, leaders, and a large
assortment of artificial flies; hobbles and bells for the horses,
chains for the dogs, pick, shovel and ax; cooking utensils, dishes,
and an assortment of books.

All of this was loaded on a white top to which a medium
span of horses was hitched, while a third horse, with a saddle on,
was tied behind, and an extra saddle was lashed on the pack, to
be used on one of the team horses, when the two men wished to
ride together.

Three dogs watched every movement while preparations
for the start were being made: Fleete, a liver and white
Pointer, eager, alert, her finely chiseled head and symmetrical
body, the product of generations of careful breeding, showed
great animation; Trailer, a spotted hound, with grave face and
half closed eyes, appeared to pay little attention to his sur-
roundings, but a close observer would note that nothing escaped
him, it was dignity and not indifference which restrained him.
The third dog was entirely different from his companions: they
were both spotted, he was brown with regular white markings

806 IMPROVEMENT ERA

on his neck and breast; their hair was short and smooth, his
long and shaggy; their heads were long with massive jaws, and
square nose, his broad betweeen the ears and pointed at the
nose; their ears were long and broad, his erect, with the ends
slightly pendant. He was Laddie, the Scotch collie. Intelli-
gent, alert, docile, but courageous and watchful, the soul of de-
votion and honor, he would never assume that which is not
his own nor fail you in an emergency.

The first five miles of the journey, across a comparatively
level plain, was devoid of interest. The mountain, as Frank
had said, was just a blue mass of rocks and earth. As they
drew nearer its aspect gradually changed; new forms appeared,
the smooth outline became rugged, and what in the distance
appeared to have been small bushes gradually developed into
forests of pine and cedar.

The face of the mountain was rough, with no place where
ascent appeared to be possible, but the road suddenly turned
into a canyon, entirely invisible from the distance, and the long
climb toward the summit began. Up, up they went, the road
winding along the canyon side, here crossing a narrow culvert
over a ravine, there cut through solid rock around a perpen-
dicular cliff, with barely room for the wagon to pass, and again
through the back-bone of an obtrusive ridge, but always up, up.

At intervals the road had been widened making it possible
for two wagons to pass. On one of these, George turned out
and stopped. As he did so a team came round a bend above
them and slowly down the road. Three span of horses were
attached to two wagons on which four thousand feet of lumber
was piled. The driver, a mere boy, sat upon the front load,
which was the larger, carefully manipulating both the lines and
brake, as the wagons rocked and swayed over the dangerous
road. A cheery "hello" greeted the friends as the wagon3
rattled on down the canyon, two single teams, with lighter loads,
following after.

"I would not have thought it possible," said Frank, "for
loaded teams to pass over these roads either up or down, but
those boys appeared to be quite at home."

"Yes, they are mountain boys," replied his companion, "ac-
customed to the dangers and hardships of frontier life, they
do not know what fear is, you will become better acquainted
with them before we return."

"How magnificent!" Exclaimed Frank. They were near-
ing the summit and the sides of the mountain were covered
with giant pines. On the South, perpendicular cliffs shot their
pinnacles heavenward, great boulders were scattered over the
mountain side, in the shade of which beds of vari-colored flow-
ers blended with the eternal green of the trees, among the leaves

A SUMMER OUTING AND WHAT CAME OF IT 807

of which a tint of yellow was beginning to show, harbinger of
the autumn frost which was soon to come.

After reaching the summit, the descent to the West was
gradual. They had proceeded but a short distance when the
sound of a steam whistle roused Frank from his reverie. "What
is it?" he asked. "I did not expect to find a steam engine in
this remote region."

"It is at the saw mill which supplies the settlers in the val-
leys below with lumber," replied his companion.

As they neared the mill, a four-horse team came out from
a side canyon, drawing a wagon unlike any that Frank had ever
before seen. The wheels were low and massive, and there were
no standards on the heavy bolsters, but notwithstanding this
fact, a tremendous log rode steadily on them, the driver sitting
on its top.

"How did they manage to get that log on the wagon?" ex-
claimed Frank. "It must weigh tons."

"It does," said George, "and was loaded by the man who
drives the team, you will see him unload it when we reach the
mill. He is a logger by occupation, and handles these mam-
moth trees with as much ease as the teamster who furnishes
you your coal does his scoop and chutes. The logs, after being
cut, are sawed into the desired lengths, the logger drives his
team to where they lie, on the mountain side, adjusts skids to
his wagon, which is called a logging truck, attaches a chain,
which has been wound around the log, to the reach, and to the
other end of the chain hitches his team; as the horses pull, the
log is rolled slowly up the skids onto the truck, where it is held
in place by blocks placed on the bolsters. In this way a single
man will load the largest log in the forest."

The mill was in full operation. On the sloping side of
the hill a great pile of logs was constantly being added to by
teams which came with loads, and after having deposited them,
moved slowly back up the slopes and canyons for others.

A single man, with a cant-hook, moved the huge tree trunks
to the carriage, they were quickly placed in position, the sawyer
stood at his post, the ratchet tender moved the ratchet to the de-
sired width and thickness, with a bewildering whir-r-r-r- the saw
passed through the log, the off bearers rolled away the planks
and boards as they fell upon the truck, and what a few moments
before had been but an unwieldy tree trunk was ready to go
into the habitation of man, the frame of a ship, or to support
the bands of steel which bear the commerce of nations.

It was all new to Frank; he had never before been in a
lumbering camp, and was intensely interested in what he saw.

The whistle blew, the mill stopped, the logging teams were
fed grain and turned out to graze until morning, and the men

A SUMMER OUTING AND WHAT CAME OF IT 809

gathered for the evening meal, of which the visitors were in-
vited to partake.

They were a stalwart lot, those men of the woods; rough
in appearance and garb, but companionable, modest and sensi-
tive, unobtrusive, but surprisingly well informed when engaged
in conversation, obviously men to whom the world and its af-
fairs were not strangers.

The beds had been made up for the night, the moon shone
brightly, the rare atmosphere was laden with that peculiar
aroma of balsam and pine which pervades the saw mill. Frank
Anderson was to pass his first night on a camp-bed in the
Sierra.

"It has been a delightful day," he said. "The canyon, the
cliffs, the trees, the flowers, but more than all the boy on that
load of lumber, and these men here at the mill, they have all
impressed me deeply. Do you know, before I left home I had
thought of the people who live away from the great centers of
trade and commerce as of very little consequence. The great
cities had been my world; their captains of industry, my ideal.
I am astonished that these men discuss with intelligence, not
only the things which belong to their own environment, but
with a perfect understanding, the commerce, politics, and re-
ligion of the world. My ideals are already beginning to be
shattered."

"They are all worthy of our admiration, provided each is
true to the trust reposed in him," replied George. "Govern-
ments must exist for the protection of society. There must
be legislators to frame the laws, and capable men to execute
them. Great financiers are necessary to transact the world's bus-
iness, but you must not overlook the fact that these men of the
mountains and plains, these men who toil, who take the rough
elements as they are found in nature and convert them into that
which man requires, — these men from the workshops, the mills,
and the farms, have in them the elements for the making of
legislators, executors of the law, and financiers. They do the
world's work, they fight the world's battles; so long as we have
them with us we are safe. Is it not possible that it was the back-
woods which gave Lincoln the character that made him the
greatest man of his time? The struggles of early life which gave
us Garfield? Life on the farm which laid the foundation for
the conquests of Grant? and the part he took in the winning
of the West which made Roosevelt loved and trusted by the
American people? Goldsmith was right when he said:

"Princes or kings may flourish or may fade,
A breath may make them, as a breath hath made,
But a bold peasantry, a country's pride.
If once destroyed can never bj supplied."

810 IMPROVEMENT ERA

The dogs barked, the belated cows came lowing home to
their calves, the fires gradually died out, the sound of human
voices ceased, the camp was asleep; and as he slept, Frank An-
derson dreamed of other pine clad hills, of lowing herds and
bleating flocks, of peculiar ships, on whose decks were crowded
ranks of fair-haired, bearded men with the lust of conquest in
their hearts. Unconsciously, environment had awakened within
him the spirit of the past. The voice of his ancestors was call-
ing, there was something within him which responded to the
call; he had been born to a new life.

(To be Continued)

Trailer

Time

Time is a most valuable asset. We cannot afford to kill
it. Each has a mission to perform that no one else can fill,
with just enough time alloted to complete it.

Our Maker will hold us accountable for this precious allot-
ment of time. John the Revelator says that we will all stand
before God and be judged according to our works. How will I
feel, when my time comes to stand up and face my Maker and
be told, "Make an accounting of your time"?

I cannot deceive anyone, my record is there. If my life be
one of selfish, personal aggrandizement and seeking pleasure
in self indulgences, what a terrible regret I would have. How
desirous would I be to have the rocks from the mountains bury
me up so I could not face my Maker. But I cannot get away.

If I get a good place, it will depend upon what / give to
the world and not what I get out of the world.

The life of President Joseph F. Smith was a model of
service devoted to his Maker and to his brother.

We can also make our lives sublime by doing good works
daily. Joseph S. Peery

Educational Preparedness

By Dr. Joseph M. Tanner

All thoughtful people are practically unanimous in the be-
lief that the great World War has brought to us new world
problems. Just what these problems will end in, we are not by
any means agreed.

Some changes are reasonably certain, and changes that are
coming over the world will require new methods and new aims
in education.

In the first place, there will come great problems of re-
adjustment, social and economic. It will not be easy to change
the great onward movements of humanity. They will have to
be halted by their own misfortunes and calamities. We have,
for example, built up an enormous middle-class, standing today
between the producer and the consumer. This class is becoming
an enormous burden upon both, and must meet readjustment.
To meet this question a new change is involved, and the schools
should prepare the way for retreat when it is called.

Of this great superstructure, the middle-class is in danger
of being toppled over. What means are we taking to bring
those who have rushed into it back into an industrial life,
without endangering our whole structure? Shall we wait until
the calamity overtakes us and then wonder what shall be done,
or shall we begin an educational system to prepare hundreds of
thousands of men and women to take hold of new industrial
and economical lives from the standpoint of the new conditions
that shall arise? There is no mistaking the fact that we have
been needing industrial life, especially the farm.

Our agricultural colleges have accomplished a great work.
Their experiments have been helpful to millions, but it must
be confessed that its graduates have too frequently sought the
office, and have actually shunned the work for which they were
primarily educated.

Schools must grapple with the ambitions of life, not only
encouraging century worn ambitions, but they must create new
ones, ambitions to work, ambitions to produce, ambitions to
fulfil God's sacred law to earn bread by the sweat of the
brow.

Training schools are imperative, but manual labor has been
too narrow. It should be found more universal in the night

812 IMPROVEMENT ERA

schooi, as well as they day school; it should include men from
twenty to forty years, as well as youths from twelve to eighteen.

We are sure to have a practically new political economy.
The old will not answer the purpose of the new age, and some-
thing should be done to connect the theory of our educational
system with the practice of life.

Labor and capital must reach some new adjustment, even
though it come through some sort of a smash-up. We need,
therefore, men of vision who realize that "coming events cast
their shadows before."

This is a commercial age, commercialism is everywhere
rampant. A dollar has grown too much to be a universal
standard of measure. The world today needs, more than any-
thing else, some system of ethics. Those who believe in the
Bible will find its teachings in the school most helpful. Our
magazines today are filled with articles that encourage the so-
called "success." They point to successful men and successful
undertakings, but they measure in terms of a dollar.

We must cease to make a mad rush for money, or we shall
land in social, industrial or religious cataclysm. We are prac-
tically all agreed that something serious is going to happen. If
it does, we shall need leadership to bring us back into a better
organized life.

The great educators of the day may ask themselves whether
their systems of education have not failed, in a large measure,
from the fact that they have been Godless.

In the 80's a great philosopher, Herbert Spencer, visited this
country. He pointed out the dangers to our republic, and in
turn was asked whether he did not believe that these dangers
would be overcome by education. His immediate reply was
that it was not a matter of education, but a matter of morals.

In the new educational systems the foremost leaders will
be those who discover, or bring into use, the best methods of
religious instruction to our youths. Every teacher may well
put on a mantle of religion. His calling is holy, and he should
feel that the redeeming power of an over-ruling Providence is
necessary for our recovery. It is very doubtful if we shall be
able to avert the dangers which threaten us. Revolutions, an-
archy, and confusion, may hold the stage for a time.

The great question before us is whether anyone shall be
able to begin, intelligently or efficiently, the work of reconstruc-
tion. Our faces should be turned to the future, and we should
be hopeful, but we should not deceive ourselves.

Teaching as a Vocation

By Milton Bennion, Dean School of Education, University of Utah

The usefulness and happiness of each member of society
depend in large measure upon his ability to do his part in the
world's work. Modern civilization makes necessary many forms
of specialized service; each one of these varieties of service
is a vocation. While a vocation is usually a means of making a
living, this is neither its universal nor its primary purpose. A
person of independent income is not exempt from the obliga-
tion to qualify for and to practice a vocation. He owes it to
society to do so; and, furthermore, it is necessary to his own
complete happiness. This applies to women as well as to men.

Choice of a vocation should be made sometime during the
period of youth, and preferably in time to give direction and
definiteness to one's studies and activities. In choosing a voca-
tion a young person should consider the social needs of the
present and the near future, and also his own native endow-
ments, present attainments, and future possibilities.

One of the most pressing social needs of the present and
the future is a body of capable, well-trained, professional teach-
ers. This public demand calls for the best effort of the most
highly endowed youths now graduating from high school. But
to be a successful teacher one must have a "teaching person-
ality." Prominent characteristics of this type of personality
are: Ability to understand and sympathize with other people,
especially with young people; a strong, positive character,
devoted to high ideals, personal and social; a clear, logical in-
tellect, with power of ready, clear, and concise expression;
good health and willingness to work. These endowments must
have a foundation in the native tendencies of the individual,
but in their developed form they are in large measure acquired.
Are they not qualities worth acquiring? And are they not
valuable assets in any vocation?

The ranks of professional teachers throughout the United
States have been greatly depleted in recent years, due in large
measure to the relatively low salaries paid to teachers. The
increased cost of living and the slow adjustment of public busi-
ness to new conditions have compelled many teachers, especially
those with dependents, to seek other employment. Some, too,
were attracted to business by the unusual opportunities for

814 IMPROVEMENT ERA

mone^ making in industries in recent times of abnormal fi-
nancial prosperity. Readjustments are, however, being made
whereby teachers will be paid salaries comparable to fixed an-
nual salaries paid other trained workers. A number of school
districts in Utah have adopted salary schedules that provide
minimum salaries for beginning teachers for nine months' ser-
vice as follows: graduates of a two-year normal course, $1,000;
graduates of a four-year course leading to baccalaureate degree
and high school diploma, $1,300. The former advances to a
maximum of $1,600, and the latter, to $1,900. In Salt Lake City
the maximum for high school teachers goes up to $2,400; ele-
mentary school principals, to $3,000; and high school pincipals,
to more than $4,000 ; the superintendent of schools, $6,000.

A recent N. E. A. bulletin announces the following max-
imum salaries:

Bayonne, N. J. elementary school, $2,100; high school, $3,200.
Bridgeport, Conn, elementary school, $1,800; high school, $2,700.
Columbus, Ohio elementary school, $2,050; high school, $2,875.
Lakewood, Ohio elementary school, $2,000; high school, $3,000.
Newark, N. J. elementary school, $1,900; high school, $3,200.
New Rochelle, N. Y. elementary school, $2,100; high school, $3,000.
Newtonville, Mass. elementary school, $1,800; high school, $3,000.
White Plains, N. Y. elementary school, $2,000; high school, $2,800.

These figures are given to show the improvement already
made in salaries for teachers, and as indicating the standards
which must be followed wherever the people wish to retain
competent teachers. The figures are not meant to induce young
people to qualify for teaching primarily for the salaries paid.
A vocation that has no rewards other than financial is not worth
choosing. Money is valuable only as a means of exchange and
there are things of great value that money cannot buy. Teach-
ing offers among its rewards some of these non-purchasable
values; e. g., the pleasure of association with aspiring minds,
buoyant with faith and optimism; daily work that keeps one in
constant touch with the highest ideals of the race as expressed
in history and literature, arts and sciences, philosophy and re-
ligion. From these sources the teacher draws the materials of
classroom instruction. More important still are the opportuni-
ties for exercise of personal influence on minds yet plastic and
responsive to ideals. The teacher with strong, well developed
"teaching personality" has one of the greatest opportunities in
the world to count for something in determining future desti-
nies. The exercise of this influence frequently leads to estab-
lishment of personal relationships that are made possible in
no other way. These are some of the real satisfactions of life,
which the sordidly rich ultimately crave in vain.

Teaching is an especially attractive vocation for women.

teaching as a vocation sis

Most women readily understand and sympathize with children.
The course of professional preparation for teaching is in line
with the development of woman's native instincts and is an
excellent preparation for the duties that ultimately befall the
majority of women.

In the field of primary education in America men have
ceased to compete with women. This is in recognition of
their superior ability in managing young children. The instruc-
tion of older children and youths should not, however, be
left to women alone. This business is equally a man's job —
a job big enough for any man who is in intelligence and sympa-
thy big enough to fill it. Young people need the personal influ-
ence and gudiance of both men and women.

The great value and general need of teaching ability in the
community has received emphasis in the L. D. S. Church by
the establishment of teacher-training classes in every community.
This is to train skilled workers in the Church organizations.
The L. D. S. schools are also making the training of teachers
a primary aim. The Dixie Normal College at St. George, the
Snow Academy at Ephraim, the Ricks Academy at Rexburg,
Idaho, the Weber Normal College at Ogden, the Brigham Young
College at Logan, and the Brigham Young University at Provo
— all of these schools offer normal training, and the last two
named maintain training schools and the usual facilities of state
normal schools. The Brigham Young University is the only one
that offers a college course of four years and complete prepar-
ation for high school teaching. The Church also maintains at
the B. Y. U. a Summer School for teachers and leaders in vari-
ous church activities; e. g., supervisors of local teacher-training
classes, leaders in a variety of recreational activities, and di-
rectors of charity work.

The State of Utah maintains but one State Normal School;
this is made a division of the State University and has therefore
become identical with the School of Education of the University
of Utah. The entrance requirement, as in other professional
schools, is high school graduation or equivalent. Students may,
however, elect two, three, or four-year courses, according to
the end in view. There are two-year courses leading to teach-
ers' diplomas in kindergarten education, kindergarten-primary
education, elementary school education, or rural school educa-
tion; three-year Courses leading to junior high school teachers'
diploma; and four-year courses leading to either an A. B. or B.
S. degree and teachers' high school diploma. Courses are also
offered to prepare school nurses and health supervisors for
school districts; this in co-operation with the State School of
Medicine and the State Health Education Department.

For advanced students of two or more years' teaching ex-

816 IMPROVEMENT ERA

perience there are also courses leading to either the Bachelor's
or the Master's degree with diplomas in primary or grammar
grade supervision or in educational administration.

The high school diploma requires, in addition to the tech-
nical educational subjects, one or more teaching majors. This
insures thorough scholarship in at least one department of high
school studies. It also lays the foundation for future graduate
work in the corresponding University department. Thus a
graduate of the School of Education who later becomes a can-
didate for Master's or Doctor's degrees may specialize either in
Education or in line with the teaching majors he elected; e. g.
English, history? chemistry.

Teachers in the service may, through the Extension Di-
vision and Summer School complete jhe requirements for the
Bachelor's or the Master's degree, provided that at least one
year of the four years required for the Bachelor's degree, and
half of the year of graduate work required for the Master's de-
gree, is completed in residence. Summer School work is counted
as residence credit.

For several years past University extension courses in educa-
tion have been maintained at the Branch Agricultural College
at Cedar City, thus enabling students of that institution to
qualify for teaching in the elementary schools. Also under
the . Smith-Hughes regulations courses in education have been
maintained by the University at the Agricultural College at
Logan for the training of teachers in industrial education, espe-
cially in agriculture and home economics. Teachers of home
economics are also trained at the University — several of the ad-
vanced courses in home economics being given by the Agri-
cultural College.

At this time the facilities for training teachers are more
abundant than are students who elect to qualify for this pro-
fession. On the other hand many young men and women, col-
lege graduates or senior college students, are asking about legal
requirements for teaching, when, for them, it may be too late to
need, these requirements without a sacrifice. The trouble is they
have not given serious thought to vocational problems until their
best opportunity for professional training is past. The prob-
lem has come to them as one of necessity in making their own
living, instead of one of finding a field of service worthy of the
ambition and idealism of youth. The latter point of view would
have inspired them with a desire to receive the very best pro-
fessional preparation for their chosen vocation, and with a dis-
position to go into the practice of it with enthusiasm, believing
it to be a cause worthy of the most devoted service.

The University of Utah

By Dr. John A. Widtsoe, President of tlie University of Utah

In 1847, when the original band of Utah pioneers entered
the Great Salt Lake valley, the country west of the Rockies
was an unconquered wilderness, except for a few small spots
chiefly in California and Oregon. The experiment in settle-
ment and civilization, begun seventy-three years ago, where
Salt Lake City now stands^was the beginning of the successful
conquest for civilization of Western America.

The pioneers, who battled with the wilderness and who
conquered the drouth, toiled under a difficult task. They suc-
ceeded only because they had faith in man's dominion over the
earth, even over the desert; and because they had visions of a
great future, which thrilled their souls, while they toiled in
poverty, under hard conditions, to lay the foundations of the
greatness that was to come. Men and women, who so dared to
undertake the conquest of the desert, could not be and were
not ignorant people, careless of the gains of all the ages. They
understood that only by the possession and the use of truth, can
the hard soil best be made to yield abundantly, or daily joy
be won in the midst of surrounding hardship.

It was only natural that the thoughts of the Pioneers should
turn early to education. The first school in Utah was begun al-
most before the first log cabin in Salt Lake Valley had been
completed; and within three years of the pioneer arrival, on
Feb. 28, 1850, the pioneers established by an act of the Legis-
lature a university, now known as the University of Utah — the
oldest university west of the Missouri river.

The days of the pioneers were filled with heavy labor.
Since all who had the strength must give their time to the sub-
jugation of the desert, only the very young could be allowed
to spend their days and years in school. Food had to be pro-
duced or starvation accepted. Consequently the University of
Utah, in its attempt to serve the people of its day, at first taught
young people who in our day would be far below the high
school grades, and conducted courses of lectures and evening
classes for the mature, who after the day's hard task was done,
were disposed to engage in intellectual endeavors. It super-
vised and directed the activities of all the schools among the
settlements.

In 1867 the conditions in the Territory of Utah were such

818 IMPROVEMENT ERA

as to justify the Regents in beginning seriously the building
of an institution according to modern university standards and
aims. Two years later, in 1869, the real university foundations
of th& Institution were laid. Since that time, for fifty-one
years, the University has steadily grown in power and public
service.

For half a century, the graduates of the University have
done much of the notable work of the State. The State of Utah
and the University of Utah are as one in growth, development
and aims. Through its University, the youth of the State has
been given visions of the wealth of the earth, tangible and in-"
tangible, and has found the desire and courage to win all that
is good for the mother commonwealth of the West.

So much for history. The University today is organized,
manned, and equipped in accordance with the best educational
thought of the day. It is located upon the east bench in Salt
Lake City, in a beautiful residence district, less than two
miles from the business center. Its site, one of the most mag-
nificent in the world, was originally chosen as a campus for
the University, but was put to other purposes throughout the
years, until in 1899, when the University was transferred from
its earlier homes to the permanent possession of its present
beautiful location.

Since that time, a score of modern school buildings have
been erected to meet the needs of the steadily growing student
body. These buildings are satisfactorily equipped with the ap-
paratus required for good teaching. An excellent and large
faculty, representing practically all the great institutions of
learning in the world, is in charge of instruction and investi-
gation. This year more than 1,800 students, nearly all of full
college grade, were in attendance and about 700 summer school
students, in addition to over 1,900 students who were registered
in regular courses of instruction beyond the campus through
the Extension Division. Tens of thousands of other persons
received University instruction by lectures or other means.

The students of the University of Utah are grouped in six
great schools — Arts and Sciences, Education, Mines and Engi-
neering, Medicine, Law, and Commerce and Finance. Com-
plete courses of instruction are given in all of these schools,
excepting in the School of Medicine, which offers the first two
of the four years of professional training required of the gradu-
ates in medicine. The Extension Division, co-ordinate with the
schools of the Institutions, carries the work of the departments
of instruction into every home of the State.

Research is fostered at the University of Utah under the
belief that great teaching can be done only in an atmosphere
which is favorable for the discovery of truth. The Metallur-

THE UNIVERSITY OF UTAH 819

gical Research Department of the University, in close co-oper-
ation with a branch of the U. S. Bureau of Mines, conducts
investigations relative to the utilization of the mineral wealth
of the State. From this work great benefits have already ac-
crued to the people of this and other States. The Engineering
Experiment Station, one of the pioneer institutions of its kind,
enables the engineering faculty who are so disposed to advance
truth in the engineering field. There are also maintained a
Geological and Resource Survey, a Biological Survey, and an
Economic and Sociological Bureau, each for the promotion
of original study within its field.

The State School of Mines, which by law is a part of the
University, because of its location in the heart of the mining
country and within easy distance of great mines and smelters,
promises to become the leading institution of its kind in the
country.

The State School of Education, which by State law also is
a part of the University, includes all the normal school activ-
ities of the State. This gives the advantage to prospective
teachers of living the larger life of a University and of min-
gling with students of many views and aspirations.

The School of Commerce and Finance is also one of the
most fortunate in the western part of America, in that it is lo-
cated in connection with a Universitv within the shadow of
a great commercial center and near the chief commercial en-
terprises of the West.

All technical engineering work supported by the State
funds, must be done at the University. This gives the advant-
age of a concentration of eouipment and students in a larger
institution, where the association with men of many minds,
temper and shape the cpiick spirit of youth, and hasten the
preparation for useful living.

The library of the Universitv, while not to be compared in
size with the larger and older libraries of the country, is inter-
esting in that it contains many of the library collections of the
early days of the State. In the library stand two great spheres,
still in a state of excellent preservation, one terrestrial, the
other celestial, which were hauled by ox team across the plai^^
about 1851. They are a mute but eloquent tribute to Utah's
pioneer love of learning.

The University has the confidence of the people in the
State. This is best shown bv its large attendance, which is
the largest per capita State University attendance in the United
States.

The University of Utah has many, rich traditions. It is
following deliberated the ideals of the peonle who in Utah and
throughout the West, have built a great civilization on the bar

820 IMPROVEMENT ERA

ren desert. It has tried to read the lessons of life for its own
guidance from the achievements of those who dug the canals
and planted the crops and thus tamed the desert; and of those
who opened the mountains and built the mines and the smelters
and thus brought material comforts into the subjugated wilder-
ness; and of those who built the roads and the railways and
along the great avenues of commerce brought the wealth of
the Indies and of Europe to make the desert beautiful; and of
those who, with the faith, surpassing that of common men,
that purity, intelligence and diligence will bind the earth to
man's will, gave to the people of the desert a rich spiritual
possession.

This is one manner of telling the story of the University of
Utah: an Institution, proud of its mission to serve this day
in the knowledge that he who serves well his own day, shall
build a great tomorrow; an Institution, confident that in the
soul of youth lie the untold possibilities of the future, which
need only nurture and culture for their development; an Insti-
tution, joyful because it has the privilege of serving all the peo-
ple of the State, young and old, in whom still lives the passion
for truth.

The Victor

Walking the street by the Temple went

The Savior, sorrowing, bowed with grief;
His noble heart in its pain forespent,

Sad with his countrymen's unbelief.
He had loved them with all his fervent love;

He had taught them the light and truth thereof;
And the way of life to the throne above,

But to all they were blind and deaf.

Over the street bv the Temple came

My Lord from his anguish, death and doom:
The angels rejoiced to announce his name:

Light followed the long night's gloom.
Of his resurrection an angel sings:

"He is Lord of lords and King of kings;
And freedom for all mankind he brings

From the terror of death's dark tomb!"

Over the streel by the Temple rose

The Victor o'er fallen man's estate.
In his ascension, to man he shows

How he was Godlike, and true and great,
He gave the penitent joy for tears,

He opened the way to the higher spheres,
And Man is the heir of eternal years

Where the glories of God await!

Joseph Lonking Totvnsend

Two Lessons in Sanitation

By Richard R. Lyman, Ph. D., Professor of Civil Engineering, University

of Utah

The effectiveness with which community effort operates
where organizations of the Latter-day Saints Church are found,
is illustrated by the way in which communities in Utah and
neighboring states have learned at least two lessons in sanita-
tion.

The writer was born in one "Mormon" village in southern
Utah and he grew to manhood in another such village not far
from Salt Lake City. His education, until he went east to col-
lege, was obtained in "Mormon" public and private schools.

In the country villages of his childhood and youth, the
writer lived under conditions that surround all primitive peo-
ples. He never heard of disease germs. Everyone he knew drank
water from the same open ditches which served the cattle and
horses. The thought that open closets were a menace to the
health of the people occurred to no one.

In the fall of 1902 the writer, at Cornell University, began
the study of sanitary engineering. As he listened to lectures
explaining, for example, that typhoid fever comes only from
germs that live and multiply in the bowels of a typhoid fever
patient, and that these get into the human system only through
the mouth and generally in impure drinking water, he pic-
tured the unsanitary conditions in the rural communities from
which he came and he longed for an opportunity to draw the
attention of his people to these new truths.

In the fall of 1904 when the campaign for new sanitary con-
ditions began in the city of Pleasant Green, pure water was
supplied to people in only a few of the many cities and towns
of this inter-mountain country. The facts presented were
quickly accepted; that is, that one cannot get typhoid fever
without the actual typhoid fever germ any more than one can
produce corn without corn for seed, or wheat without wheat for
seed. The lesson learned during the Spanish -American War
was effective, namely: that soldiers in unscreened tents suf-
fered from serious typhoid fever epidemics while the officers
in screened tents escaped. The observation of this condition
led to the important discovery that it is the fly with its wings,
legs and body laden with germs that is responsible for defiling
food which, when eaten, produces typhoid and other germ

822 IMPROVEMENT ERA

diseases. Wisely is the ordinary house-fly, by degrees, being
named the "typhoid-fly."

From this beginning, through the well-organized "Mor-
mon" villages, the good news spread until today pure water is
supplied under modern sanitary conditions to practically all
our communities, even to our smallest towns and wards. These
lines are written in Bluff, Utah, a place which is said to be
farther from the railroad than is any other town in the United
States. There are but 71 persons living here. Twenty-eight of
these — 40 per cent of the population— in this busy planting
season, were in attendance at a public meeting held May 24,
Monday, at 2 o'clock. The purity of the water supplied under
modern conditions, even in this little city, the state chemist
says, is perfect. The sparkling fluid does not see the light of
day "until it comes out on the breakfast table."

Does this not speak eloquent praise for the progressiveness
of the "Mormon" people? The same desirable conditions prevail
generally in Idaho, Wyoming and Colorado where L. D. S.
people live.

One other example. The writer was supervisor of the
Parents' Classes of the Ensign stake. Passing the sacrament
cup, laden with germs from lip to lip, he observed was a source
of great danger to parents and perhaps a greater danger to
children.

The alarm had hardly been sounded when Bishop T. A,
Clawson of the eighteenth ward devised or discovered and
adopted individual sacrament cups. This was in 1912, and the
cups were first used on Sunday, Feb. 18, of that year.

Swiftly the good word spread, and today even in far away
San Juan, where these lines are written, and in every other
quarter where Latter-day Saints dwell, the sanitary cup is in
use.

Scouts

Be Prepared. — Scout Motto.
On my honor I will do my be8t:

1. To do my duty to God and my country and obey the Scout Law.

2. To help other people at all times.

3. To keep myself physically strong, mentally awake and morally
straight.— Scout Oath.

Do a good turn daily. — Scout Slogan.

Have you a Boy Scout group in your church or school? If not.
why not?

Sociological Aspect of "Mormonism"

By Levi Edgar Young, M. A., Professor of Western History, 'niuersity*

of Utah

"Mormonism" calls every man, woman, and child into the
field of constructive social activity. It stands broadly upon the
principle that every person is a child of God, and is endowed by
his Creator with free-will to choose between right and wrong,
intelligence and ignorance, light and darkness. In the Doctrine
and Covenants we find the following, in Section 88:77-80, 117.
118:

And I give unto you a commandment, that you shall teach one another
the doctrine of the kingdom; teach ye diligently and my grace shall attend
you, that you may be instructed more perfectly in theory, in principle, in
doctrine, in the law of the gospel, in all things that pertain unto the king-
dom of Cod, that are expedient for you to understand; of things both
in heaven and in the earth, and under the earth; things which have
been, things which are, things which must shortly come to pass; things
which are at home, things which are abroad; the wars and the perplexities
of the nations, and the judgments which are on the land, and a knowl-
edge also of countries and of kingdoms, that ye may be prepared in all
things when I shall send you again to magnify the calling whereunto I
have called you, and the mission with which I have commissioned you.
* * * Therefore, verily, I say unto you, my friends, call your solemn
assembly, as I have commanded you; and as all have not faith, seek, ye
diligently and teach one another words of wisdom; yea, seek ye out of the
best books words of wisdom: seek learning even by study, and also by
faith.

"Mormonism" is essentially a utilitarian-idealistic religion;
and holds that the earth is to be redeemed and made a paradise
for the coming of Him who gave us eternal life. This earthly
paradise will be the result of man's work in all the land, the
building of beautiful homes and cities, the redemption of the
land into fields of plenty, the perfecting of machinery for our
growing economic demands, the learning and living of the laws
which will preserve the sanctity of our bodies and souls; and the
contributing of our higher life to the home, state, and nation.
The "Mormon" people began life with a large idealism, an
idealism well expressed in the Doctrine and Covenants: "Re-
member faith, virtue, knowledge, temperance, patience, broth-
erly kindness, godliness, charity, humility, diligence." To per-
fect life, every member of the Church must live the principles
expressed by these words. The "Mormon" does not approach
the world in the sense that God's children have all gone wrong,
and cannot be redeemed, but with the larger vision, that man is

824 IMPROVEMENT ERA

looking toward his God for light and truth, which gives him
God, freedom, and immortality, which enter as a dynamic force
into a\\ of his activities. Holding firmly to the belief that the
gospel of Christ is eminently creative and constructive, "Mor-
monism" stands in its social aspect as a religion which not only
discovers the wrongs afflicting humanity, but applies the prac-
tical Christian doctrine to the problems with intelligence and
persistency, which makes much of personality and emphasizes
the sacredness of the individual. I think no one can doubt
that human society is in a state of demoralization, and the
most terrible indictment today against the Christian denomina-
tions is the fact that they fail to solve the social problems.
They have no constructive program conducive to a larger peace
and hope for men, for they are founded upon an apostheosis of
doctrine, formal and out of harmony with our present day
ideals and demands.

The very spirit of the organization of the "Mormon" Church
makes it imperative that every member of it becomes a worker,
which is conducive at the outset to a larger hope and life.
Every man holds himself a minister of God, and opens his in-
tellectuality and makes himself morally qualified to assume his
divine call. Yet this state of mind is not a resultant of dog-
matism, nor of a dogmatically emotional interpretation of life.
It is a mind of the critically-intellectual type, resulting from
the initiative, resourcefulness, and idealism of the people as a
whole, giving them the joy of newly awakened powers. The
Doctrine and Covenants, Section 93:29-37, says:

Man was also in the beginning with God. Intelligence, or the light
of truth, was not created or made, neither indeed can be.

All truth is independent in that sphere in which God has placed it, to
act for itself, as all intelligence also, otherwise there is no existence.

Behold, here is the agency of man, and here is the condemnation of
man, because that which was from the beginning is plainly manifest unto
them, and they receive not the light.

And every man whose spirit receiveth not the light is under condem-
nation,

For man is spirit. The elements are eternal, and spirit and element,
inseparably connected, receiveth a fulness of joy;

And when separated, man cannot receive a fulness of joy.

The elements are the tabernacle of God; yea, man is the tabernacle of
God, even temples; and whatsoever temple is defiled, God shall destroy that
temple.

The glory of God is intelligence, or, in other words, light and truth;

Light and truth forsaketh that evil one. •

Practically every man in the "Mormon" Church holds the
Priesthood of God. This is fraught with meaning. A man with
such power must live always according to the laws of Jesus
Christ, and must therefore be an exemplary citizen. He knows
that the glory of man is his intelligence, and that, "Whatever

SOCIOLOGICAL ASPECT OF "MORMONISM" 825

principles of intelligence we attain unto in this life, will rise
with us in the resurrection." He is directed by his faith in God
in all his daily work; he develops the larger altruism which
alone can discover the social ills of his fellow beings. With
such ideals, he is working co-operatively within the Church to
perfect the five basic institutions of civilization; the family, the
church, the state, the school, and the industrial life.

In "Mormonism," woman is emancipated and her work is
idealized. She takes her place beside her husband as a real
help-mjate. "Thou shalt love thy wife with all thy heart, and
shalt cleave unto her and none else." She enters civic and
political life, and her social privileges have ever been held
sacred. The history of the Church shows that it has encouraged
the individualization of woman as well as her sacred influence in
society. The ideal of the family rests upon an eternal parent-
hood, which loves children, and gives them a welcome at the
family hearth. The parents live for their children, and the
home is a happy social and religious unit. In fact, the "Mor-
mon" home socializes the religious idealism of the people which
is perfecting the common human life. In every ward of the
"Mormon" Church, a parents' class has been organized for the
discussion of the problems of married life and all thing per-
taining to the home. In one of the Salt Lake City stakes re-
cently, the classes discussed the following subjects: "Proper
Care of the Baby," "The Unruly Boy," "Proper Games for
Children," "Friendship Between Parents and Children," "Proper
Amusements for Children." Good results have already been
noted from this work of the Sunday schools, and a higher ideal
of parenthood is taught to old and young alike. The parent
classes now number thousands of members, and they are grad-
ually sifting out the errors of parenthood. The "Mormon"
parent loves children to come into the world as a result of the
solemn joy of creative purpose. Professor Peabody, of Harvard
University, says that the "family is the world's first and greatest
venture in altruism. Its permanent foundation is nothing less
than a self -forgetting love, which gives itself to its partner with-
out computation of gain. It is safe when it is prized for what
one can give to it." In the light of "Mormon" doctrine: "Man
in his fulness is a two-fold organization — male and female.
Either being incapable of fulfiling the measure of its creation
alone, it requires the union of the two to complete man in the
image of God. Outside of marriage, the salvation of man is in-
complete." The bond for eternity makes marriage to the "Mor-
mon" most sacred, and this very idea is conducive to high
moral standards within the home. A movement has been re-
cently inaugurated which makes it imperative for the father of
the family to have a night at home with his wife and all his

826 IMPROVEMENT ERA

children. It is the social evening for the family. As head of
the household, the father calls upon the children for various
forms of entertainment, and after talks with them about their
activities and purposes in life, he closes the evening's pleasure
with a sacred hymn and prayer to God. Parents are living
closer to their children; children in turn are coming to have
greater love and respect for the parents. Disobedience in the
"Mormon" home among children is destined to be minimized.
The home among the "Mormon" people has many influences
that are conducive to culture. From nearly every household
one or more boys go into the mission field to spend all the way
from two to four years of their youth. At one time over 1,500
young men were laboring in the various countries of Europe,
and one can well imagine the training this would be to them.
They come in touch with the art galleries of the larger cities;
they visit the schools and universities, where lectures are often
heard; they learn the music of Wagner, Beethoven and Mozart;
they visit the homes of Luther, Calvin, and Knox, Dante, and
Columbus, and partake of the spirit of their teachings; they
note new customs and ideals, and finally return to their native
state filled with enthusiasm for a larger life and a bolder spirit
for social and civil activities. It may be truthfully said about
the youth of Utah that they are readers of books and lovers
of good literature and art.

It would require much space to describe the activities of all
the various associations and divisions of the priesthood of the
"Mormon" Church. Of the Aaronic Priesthood, there are the
deacons, teachers, and priests; of the Melchizedek, elders, sev-
enties and high priests. All of these are organized into various
quorums or groups with similar duties and responsibilities; all
are pursuing definite lines of work that are conducive to their
intellectual development. For example, there are two hundred
and five quorums of Seventy, comprising twelve thousand men.
These quorums have their regular outline for study, and teach-
ers have charge of the work. They have not only used text
books for study, but most of the quorums, if not all, have begun
the acquiring of a good library of historical, philosophic, and
religious books. Every seventy has an interest in the welfare
of his brother, and when a father and husband is absent in
the mission field, he knows that his family will be visited and
helped by his brethren. The motto of the Seventies is, "To be-
come a 'Seventy' means mental activity, intellectual develop-
ment, and the attainment of spiritual power." In an outline and
text used by this organization in 1910-1911, the doctrine of Deity
was discussed. Not only was the "Mormon" conception of Deity
presented, but all the ancient and modern conceptions of God
were studied, including those of Spinoza, Locke, Kant, Fichte,

SOCIOLOGICAL ASPECTS OF "MORMONISM" 827

Schleiermacher, Hegel, Spencer, and Fiske of the modern school.
The analysis of the various theories was clear and scholarly, and
it meant that 12,000 men of one organization alone in the priest-
hood were receiving a knowledge in the fundamentals of phil-
osophy and metaphysics. When one realizes that in every quo-
rum are all classes of men, the banker, doctor, lawyer, professor,
mason, carpenter, street sweeper, etc., one may sense something
of the true spirit of democracy that "Mormonism" is capable of
engendering in the human heart.

The interesting social organizations of the Church, however,
are the Auxiliary societies comprising the Relief Society, the
Young Ladies' and Young Men's Mutual Improvement Associa-
tions, the Sunday school, the Primary Association, the Religion
Classes, and Genealogical Society. These are all, with one ex-
ception, essentially for the benefit of the youth and the chil-
dren; but the Relief Society is for the purpose of administering
to the poor and needy, the sick and afflicted, and comforting the
sorrowing soul. The enrollment in the Young Men's and Young
Ladies' organization together approaches 100,000 boys and girls.
In every ward of the Church, and there are nearly 1,000,
there is such a society for both the girls and boys. Meetings are
held every week, and special subjects studied. An outline is pre-
pared for each year's work, and every member is required to
study it. In 1911-1912, the subject was The Making of a Citizen;
in 1912-13, The Individual and Society; and in 1910-11, a series
of three repeating manuals on Character: "Conduct," "Cour-
age" and "Success" — for the Junior classes. In the latter out-
line, I find quotations from and references to Thayer's Ethics
of Success, Dr. David Starr Jordan's Strength of Being Clean,
Samuel Smiles' Thrift, Emerson's Essay's, Elbert Hubbard's "A
Message to Garcia," and many others. The Manual is a splendid
little work on ethics, and might be used to advantage in any
school of our country. The Manual entitled The Making of a
Citizen is a splendid work on citizenship, and when it is realized
that thousands of men and boys studied this book, men and boys
who work at their vocations by day, one may readily under-
stand its far-reaching effects. This in the Y. M. M. I. A.

The Mutual Improvement Associations throughout the
Church have saved thousands of boys and girls who would have
passed through life without high motives and clean lives. They
are essentially the societies for the youth, and are great moral
and intellectual factors in sustaining the boys and girls in their
battles against sin and wrong. If I were asked what the Mu-
tual Improvement societies preeminently do for the youth, my
reply would be: "They mould the boys and girls into sane,
strong, aggressive spirits, who look up to God in faith and
dare to do right."

828 IMPROVEMENT ERA

The auxiliary organization of the Church, however, that baa
created wide-spread interest in America is the Relief Society,
Organised by Joseph Smith, March 17, 1842. An organization
composed of the women, it now numbers over 50,000 mem-
bers. Its special work is "to administer to the sick and af-
flicted, clothe the naked, feed the poor, to admonish in the
ways of righteousness, to correct morals, and to strengthen the
virtues of the community." Every ward has its Society, and
during the year 1914, 540 wards out of 777, reported 33,000
visits to the sick, 4,172 families helped, and 1,490 bodies pre-
pared for burial. It is interesting to note what some of the
ward organizations do in real charity. In the Liberty ward
of Bear Lake stake, the women take lunch and spend a day
during the holidays with each aged family of the ward. In St.
Charles ward, during 1919, fifty aged women and widows were
entertained at their own homes. In the Willard ward of Box-
elder stake, at last Thanksgiving day, the Relief Society sent a
dinner to all the aged people. In South Ephraim ward, all
the sisters sewed one-half day each for the motherless chil-
dren in the ward. Note another phase of the work. In Trenton
ward, Bear Lake stake, the society numbers forty members. In
this small district alone $137.05 was raised for the Belgian Relief
Fund. In the Pioneer stake of Salt Lake City, the stake Society
maintains a maternity cabinet for emergency cases and "Mor-
mon" physicians are on the list to give aid to the poor if it be
needed. For the relief of the needy, the sisters of Chester, San-
pete county, donate all the eggs that are laid on Sunday. In
1915, these eggs amounted in cash value to $219.18. In Round
Valley, in Bear Lake stake, the Sunday eggs amounted to $170.
In Spring City, Sanpete stake, every member of the Relief So-
ciety raises her summer and winter vegetables from her kitchen
garden. In all the wards, the women make quilts and carpets for
the poor. Most of he societies have stored their wheat away
in large granaries. The net resources of the general organiza-
tion of all the Relief societies amounts to $510,536.05. The so-
ciety had over 200,000 bushels of wheat stored in granaries, a
fact indicating their economic wisdom.

Another interesting social phase of "Mormonism" is the
manner in which the Church directs the amusements of ihs
youth. At Salt Lake City, there has recently been erected a
gymnasium costing $250,000 which has become the center for
athletic work for both boys and girls. Many boys who would
be idling their time away find here recreation and joy. It
has been a great factor in directing the youth in their play,
and its influence is felt all over the state. But interesting above
all is the manner in which the "Mormon" people make of their
ward recreation houses social centers. Youngr and old seek

SOCIOLOGICAL ASPECT OF "MORMONISM" 829

amusements, and what amusements should be encouraged is a
vita] question for all people interested in the social uplift of the
youth of our land. Today, the Church is erecting beautiful
places of worship all over the West. One may find in the
most remote towns buildings that would be ornaments to any
community. These church buildings have their hall for divine
service, but under the same roof is an amusement hall, where
the boys and girls hold their dances, and give their dramatic
performances. Can it be any wonder that the "Mormon" people
developed a love for the best of literature and art. Mr. M. B.
Leuvitt has recently said in his book, Fifty Years of the Amer-
ican Theatre: "Sweeping as the statement may seem, I do not
believe that the theatre has ever rested upon a higher plane,
both as to its purpose and its offerings, than at Salt Lake City,
the capital of 'Mormonism.' " One passing a meetinghouse al-
most any night or afternoon, will find there either divine service
or some stimulating social activity.

There is a Christian activity in "Mormonism" that makes
the entire system dynamic and constructive. There is the
consciousness of serving God by serving man. The "Mormon"
makes of his religion a matter of human service. The whole
scheme fosters economic, civic, social, and ethical activity, and
the people all co-operate in their work with a spirit of initiative,
enterprise, and high purpose. Behind their social work lie
deep religious ideals, which are values of great magnitude, for
they are conducive to a real progressivism, which justifies the
naive and daily practical hope that they may some day have
wisdom, power, harmony, long life, virtue, friends, universal
happiness, together with the removal of fear, pain, sin, death,
and all the innumerable miseries that now beset us. Man is
taught not to adjust his ideals to reality, but to take his higher
religious idealism and, with clean heart and a broad cosmic
outlook, solve the problems of the practical life, which in time
will result in a greater spirituality individually and socially.
The living up to the very letter of the Word of Wisdom alone
will be one great means of lifting their social conditions to the
highest level attainable by any people, for they are promised:

All saints, who remember to keep and do these things, walking in
obedience to the commandments, shall receive health in their navel, and
marrow to their bones, and shall find wisdom and great treasures of
knowledge, even hidden treasures; and shall run and not be weary, and
shall walk and not faint; and I, the Lord, gives unto them a promise, that
the destroying angel shall pass by them, as the children of Israel and not
slay them.

"Mormonism" will always be dynamic rather than static.
This is inherent in the very theory of the religion. From age

830 IMPROVEMENT ERA

to age; from generation to generation, new men arise to give
a larger and greater view as to the meaning of life and life's
principles. Thus new truths pass into the social consciousness.
The most valuable possession that society has is its mass of
cultural ideas. * * * Its greatest men are those who think
out new thoughts and add to the sum total of human achieve-
ment. "Mormonism's" chief interest in education is to see to it
that these great ideas be enlarged, unified, taught and utilized
for social progress. It is interested in the rise of men who will
add to these ideas, it desires the broadening of scientific knowl-
edge, and the multiplication of inventions for lifting from hu-
man shoulders the necessity of wearisome, physical toil, so that
the people as a whole may enjoy leisure. In its philosophic
aspects, it anticipates the time when the great truths of ethics,
religion, and philosophy may be presented so clearly to the
human mind that men may emancipate themselves from bond-
age to ignorance, and become free in will and in mind. The
education, therefore, in which "Mormonism" is interested from
a sociological viewpoint is not that taught in the schools alone,
but rather the teaching of those ideas that arouse men, as Kant
put it "from dogmatic slumber," and inspire in them a desire
to engage in the never-ending search for the holy grail of truth.

There's a Home Across the Sea

There is a home across the sea

Where the sweetest lilacs grow,
Where croon the robins tenderly,

And the sego lilies blow.
And my heart is ever dreaming

Of that home I love so well,
Where the silver moon is gleaming

On a peaceful garden dell.
There's a window light a shining

Through the lilac bushes there,
There's a heart that's ever pining

And a soul who kneeis in prayer;
Now I hear a voice a-calling,

Calling tenderly to me
As the shades of night are falling

O'er my home across the sea.

All the day my thoughts are turning

To that home across the sea,
And my heart is sadly yearning

For those waiting there for me.
But I am coming o'er the foam

Where the sweetest lilacs grow,
Oh. loved ones, I am coming home

Where the sego lilies blow. Lawrence J. Sorensen.

The Brigham Young University

By Dr. George H. Brimhall, President

Forty-five years ago the Brigham Young University was
founded by a deed of trust executed by Brigham Young, Presi-
dent of the Church of Jesus Christ of Latter-day Saints — a
Church that holds that knowledge is a concomitant of sal-
vation, and that ignorance is a sin where there is an opportunity
to be informed.

The educational vision of the founder had been thrown
into public view years before, when, in an address to the Board
of Regents of the University of Utah, Brigham Young, then
Governor of the Territory, said, "Education is the power to
think clearly, the power to act well in the world's work, and the
power to appreciate life."

Summed up, Brigham Young's definition of education may
be found in the 1920 slogan of the school, "Scholarship, service,
and spirituality," with emphasis where the Master put it when
he said, "Seek ye first the kingdom of God and his righteous-
ness."

The cause for which the institution stands, and the effects
of its existence has labeled the school as fit to survive. At home
its paper is gilt edged, and abroad the universal success of its
students has won it high favor. *

As evidence that it sends its students forth facing a rising
sun, it has furnished three university presidents, one president
of a State Agricultural College, three state superintendents of
public instruction, five presidents of normal colleges, fourteen
members of the Utah State Agricultural College Faculty, twelve
members of the Faculty of the University of Utah, more than a
score of county superintendents, a large number of high school
principals and hundreds of teachers of secondary and elementary
schools.

It has furniohed for affairs of state, three United States sen-
ators, two congressmen, many state legislators, one attorney
general, one judge of the Supreme Court, five district judges,
and a goodly number of men who have become eminent in law,
medicine and engineering.

To this number is added thousands of patriotic, God-loving
men and women, prominent as social workers, to say nothing
of the multitude of Church workers carrying responsibility,

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BRIGHAM YOUNG UNIVERSITY 833

ranging from that of members of the Council of Twelve Apo-
tles, to that of the humblest worker in the ward.

From an initial enrollment of 59 students and a faculty
of three members, the institution has grown, so that the enroll-
ment of the present year, including students of the summer
session, will reach nearly 2,000 with a teaching force of 77 per-
sons.

The university is comparatively rich in memorials left by
students at the time of their graduation, yet these memorials
do not comprise their greatest or most unique gifts to the insti-
tution. Imbued with the spirit of service the students have dug
trenches, cleansed a tract of university land of sagebrush,
planted lawns, flowers and trees upon the campus, built a trail
up the big mountain side, while the alumni association has
erected a memorial building to Dr. Karl G. Maeser, the first
principal of the school, at a cost of $100,000.

The Brigham Young University is the parent institution of
the Church school system, and is a center for the training of
high school teachers and Church activity leaders.

The Brigham Young University is unique in its educational
atmosphere; and so long as it fulfils the mission for which it
was brought into existence it will be a democracy of fair play
and a fraternity of divine reliance and human helpfulness.
Provo, Utah

Sabbath

O, blessed day of peace and rest,
Thou art the day I love the best!
Through precious hours thy gifts are sown
With blessings from the Savior's throne.

With songs of joy attune my lyre,
And feed my soul's celestial fire-;
Let love with love its pleasures meet,
And happiness be mine complete.

I know the joy of rest and peace
That from my toil brings sweet release:
And when the evening hours have passed
Yet shall thy precepts ever last.

And so repeated days replace
Thy happy hours of love and grace ;
And Heaven, each departed year,
In virion thou hast made more clear!

Joseph Longking Toivnsend.

DR. JOHN A. WIDTSOE, PRESIDENT OF THE UNIVERSITY OF UTAH

The Utah Program

By Dr. C. A. Prosser, Director The William Hood Dunwoody Industrial
Institute, Minneapolis, Minnesota

Introduction by Francis W . Kirkham, Utah State Director of Vocational

Education

Introduction

For many years prior to the enactment of the Federal
Smith-Hughes Act for Vocational Education, Dr. Charles A.
Prosser, now Director of the William Hood Dunwoody Indus-
trial Institute, was president of the National Society for Vo-
cational Education. In this position he was largely responsible
for the enactment of the national law and has been recognized
for many years in the United States as a pioneer and leader
of vocational education. He was appointed Federal Director
for Vocational Education with the enactment of the Federal
law and in this position has been largely responsible for the
organization of vocational education throughout the United
States. Upon the Federal Board was also placed the responsi-
bility for the vocational training of disabled soldiers and ma-
rines, which work was organized by Dr. Prosser. He has shown
keen interest in Utah's vocational program as it has developed
in our state. In December of last year, in an address before
the Utah Educational Association, he made an analysts of the
possibilities of our state program and what it meant to Utah
and the nation. Later at the National Conference of Vocational
Education at Chicago at the earnest request of the writer, he
promised to prepare for publication his estimate of Utah's vo-
cational program. This promise has been embodied in the
paper that follows:

The Utah Program

At the last session of its legislature the State of Utah in-
augurated what I regard as a model, compulsory, part-time ed-
ucation law. Under the wise leadership of its state depart-
ment and with the co-operation of the school men of the state,
the bare text of this law has been made into a comprehensive
program for the conservation of children, not equalled on this
continent. In this way Utah has not only taken a foremost

LEO J. MUIR, SUPERINTENDENT OF PUBLIC INSTRUCTION OF

UTAH

THE UTAH PROGRAM 837

place in the galaxy of states but has made a distinct and last-
ing contribution to citizenship, efficiency, prosperity, and civil-
ization.

Utah's year-round plan, authorized by law, is perhaps best
stated in the bulletin published by the Utah Educational Cam-
paign Committee. This plan requires of all boys and girls up
to eighteen years of age these things:

Yearly Registration.

Thirty weeks of school.

(Pupils above sixteen years of age and those who have completed
the eighth grade may be excused to enter employment, provided they
attend school 144 hours a year.)

Enrollment for twelve months in at least one subject which combines
class-room instruction with supervised direction of some out-of-school
activity. For example, class instruction may be combined with prac-
tical work in such classes as agriculture, home making, community
civics, personal hygiene and physical education.

Participation by the pupil in out-of-school organizations that make for
citizenship such as boy scouts, camp fire girls, mutual improvement
associations, Sunday schools, glee clubs, town bands, orchestras^
choirs, and thrift campaigns.

Supervision _of the pupil at work in order that he may have a square deal
and an opportunity to find the work for which he is best adapted.
Guidance of the pupil in habits of health, thrift, civic service, and in
play and recreation.

Every child in school or at work under supervision.

The social significance of this program has impressed me
deeply, for I see in it more than the mere passage of a law, more
than a forward step in the extension of school service, more than
the enthusiastic co-operation of educational and social workers
and the citizenship of the state which promises so much for
the success of the venture. It is the social and economic signifi-
cance of the thing that has been done which has been borne in
upon me and to which I desire to call attention here, for to me
the Utah program means all these things :

I. A far-seeing investment for the future of Utah. The program
will cost money, for it is an investment in education with
deferred dividends certain to be realized. Children are to
be kept in school for a longer time. This means greater self-
denial in the home and larger appropriations from the public
treasury for a widened and enriched program. Dividends are
sure to return in a happier child life, in the growth and de-
velopment of the latent interest and talent of the youth of
the state, in a more intelligent and loyal citizenship, in eco-
nomic efficiency and prosperity; in short, in a better people
and a better state.

It is eminently fitting that the State of Utah should
reach high-water mark in such an investment for the fu-
ture. The state itself is the result of such faith and such

838 IMPROVEMENT ERA

self-denial, for Utah is known to be the land of thrift, the
land of hnrd toil and earnest saving.

When the first settlers came into the state there con Id
not have been a very promising vista before the eyes of the
pioneers of this region. There must have been dream and
vision, hope and faith, together with a willingness to sacrifice;
else they would not have settled here to begin the long
struggle with nature necessary before Utah could reap the
harvest of its present and future prosperity. The whole story
of this state with its waste places and its riches, its railroads
and its irrigation projects, its toil and its thrift, is the story
of a confidence in investment made today, certain to reap
through the years deferred dividends such as Utah is even
now enjoying.

Utah has made an investment in a better citizenship for
tomorrow, confident the dividends are sure in terms of
greater efficiency and better wage earning, more productive-
ness, and a more reliable, more progressive, and more suc-
cessful citizenship.

2. The continuity of education is recognized in the law. Some-
times schoolmasters come to believe that the only educa-
tion is that given in classes. They fail to realize that most
of our education is not received at the schoolhouse at all.
The larger portion of our training for life we get from our
work, our contact with people, our solution of our personal
problems, and our voluntary effort — in short, out of our ex-
perience with the realities of life.

It takes the school to set our feet right in the pursuit
of knowledge. The people, however, who have all through
the years minimized the dignity of labor have caused thou-
sands of boys and girls to drift into what were regarded as
being more dignified callings.

Now we are beginning to realize that the touchstone
of well organized, systematic toil, coupled with training that
brings larger skill and knowledge and a pride in workman-
ship is just as educative as anything that ever came out of a
Greek grammar or a piece of English literature. The Utah
law, as I understand it, sets up a scheme of employment so
regulated as to make the experience gained truly educational.

3. Co-operation with the vocation. Under the Utah plan it
is proposed that when the youth goes to work his employ-
ment shall be made educative. This is to be accomplished
in part by part-time instruction carried on by the schools,
so that the youth may both earn and learn. Sometimes this
part-time instruction will extend his general education; some-
times it will extend vocational knowledge and skill.

Is it too much to hope that employers also will be led
by this method to take a larger interest and responsibility,

THE UTAH PROGRAM 839

I
for the future of their young workers and will so order the
career of the adolescent as to provide for his proper instruc-
tion and to open opportunities for promotion which will
insure a sufficient career for the deserving wage worker?

The time has passed in the history of this world when
the school could say, "Everybody make way for me, and
I will do it all." Life is at least as educative as books. To
meet the widely growing needs of all we must call upon par-
ents and employers, upon shop and home, upon the whole
round of social and religious and economic facilities of the
state and the community for the proper training of the youth
of the commonwealth.

4. Widening of educational activities. Under the program which
has been worked out for Utah in conformity to the law the
state has recognized as belonging to the school not only edu-
cational activities of the traditional kind but health activities,
vocational activities, social and moral activities as well. In
this way we are setting up in practical fashion all such goals
as the sound mind in the sound body, applied knowledge
with immediate value, training for citizenship as well as foi
culture and for labor, clean living and clean thinking as
ultimate ends of all training.

5. Recognition of other educational agencies. The Utah pro-
gram recognizes that the school by itself has a very limited
lot of facilities to offer and that it cannot so organize
itself as to give the practice in civic affairs which the youth
of our country most needs for the future and without which
they will never develop the habit of serving others, of look-
ing at things from the standpoint of the good of others and
of the welfare of the country. Consequently the Utah pro-
gram is marvelously flexible, for it recognizes the Boy Scouts
and the Junior League and the Boys and Girls' Corn Club
and all the activities of the commonwealth in which our youth
participate. Time spent in them is recognized and credited
at the school. The time honored educational system says
to these new activities, "You are part and parcel of our
machinery. Both of us will be missing a great chance if
we do not get together in our common program for training
the youth." What possibilities of co-operation and infinite
development lie in the wake of this idea!

6. Theory and practice. After all, you do not acquire effective
power to do anything, you do not acquire skill or insight,
until you combine together practice and thinking about prac-
tice, doing and thinking about doing. Just in proportion as
you are able to do these things together do you get effective
training in anything. The weakness of our school today is

840 IMPROVEMENT ERA

the fact that all along the line it is organized knowledge
with deferred value upon which we cannot realize because
it is gone when it is needed.

^The new program for Utah is applied knowledge with
immediate value. Lessons in honesty, fair dealing, justice,
and co-operation are to be worked out in the social agencies
of which the youth is a part and in which he participates
earnestly and joyfully outside of school hours. Vocational
studies are to enrich the curriculum of the regular school,
and the state is to follow the worker to the job in order
that he may receive the civic and vocational instruction which
will both interpret his work and make him a better citizen.

7. The right of the state to regulate and control not only the
education but the employment of children. The state de-
termines when the youth is to go to work and the state re-
quires further attendance upon training. But this is but
the entering wedge in a widening program for making his
vocational experience as a wage worker as truly educative
as the work of the school.

8. The conservation of childhood. Conservation is the cry of
our age. It began with raw materials. It was extended to
animals. Society is now deliberately and consciously plan-
ning for its own future by conserving its youth. This takes
many forms: the protection of maternity, the safe-guarding
of the milk supply, the clearing of the breathing space, the
enforcing of sanitary conditions, provisions for better ele-
mentary and secondary schools, the abolishment of the sa-
loon, the establishment of moral safe-guards and regula-
tions, the health program in education, the establishment
of vocational training, and the part-time instruction of the
young wage earner. All these are but phases of the program
for the conservation of the childhood of the nation.

It costs money to conserve, but conservation, after all,
is the forgoing of rewards today for the sake of deferred
rewards and dividends in the future. Every investment in
a better childhood is conservation that costs money.

Such a program costs money not only for the machinery
of conservation itself but it costs money in the deferred
wage earning of the youth. To compel children to stay in
school until they are sixteen years of age costs the common-
wealth money ; it costs the economic forces of the states
money. To compel the youth to give 4 hours out of his week
for further training may cost money also, although this is
doubtful, since all experience seems to show that the awak-
ened interest of the children causes them to produce more
and better things in the remaining hours than they did in
the full week under the old scheme.

THE UTAH PROGRAM 841

On the whole, conservation, however, is the forgoing of
society's rewards From its youth today in order to produce a
better youth for the future. It is a saving in the adolescent
years in order to promote and prolong the efficiency of
men tomorrow. The Utah program of conservation of child-
hood will cost money, but it will be worth all that it may cost
and infinitely more than it will cost.
9. The accomplishment of the program. It is going to be a
difficult thing to achieve the Utah program, splendid as it
is. Many are of the opinion that the state is over-legislated.
There seems to be no other way, however, to accomplish
things in America but to over-legislate. America never pre-
pares to do anything. We do something and take the con-
sequences.

About all the laws that are of forward movement in
education have been put over in a time of misgiving by
daring spirits with vision, who said, "Get it on the statute
books, and by the eternal gods, we will work out the prob-
lem some way."

This daring and inspiring program of the desert state
can only be accomplished in proportion as public sentiment
can be led to see its opportunities. You must carry with you
the farmers and the employers and the social workers and the
wage workers of the state as well as the schoolmasters. You
must awaken the pride of the State of Utah in what it has
achieved and in the opportunities that lie before it as a pace-
maker in American educational affairs.

That program cannot be accomplished with a cheap type
of teacher. It calls for inspired leadership and effective teach-
ing. There will be need of teachers able to correlate school
room work and outside activities. How is this program to be
accomplished with the salaries paid in Utah and in other
states? Side by side with this forward step in compulsory
education there is need of legislation which will grant better
salaries to fit teachers already in the service, drive out those
who are unfit, attract others who are more fit, and enable the
state to set up increasingly high standards of efficiency. If
through this program you can teach the dignity of labor the
struggle is won. You have brought the importance and the
glory of toil to the schoolhouse as a part of your educational
machinery. I hope that in the end no misguided youth in the
state will be choosing a white-collared job merely because
it is a white-collared job. When we honor the mechanic and
the artisan as well as the doctor and the lawyer, the workshop
will become the altar of fraternity and equality.

I sometimes like to think of the forty-eight states vying
with each other in all good works. I remember when Massa-

842 IMPROVEMENT ER/.

chusetts was the leader, but "Westward the star of empire takes
its way." The State of Utah faces the country and says, "This
is our contribution to civilization, the setting up of the most
forward looking program yet offered for the continued educa-
tion of the school boy and girl until they have reached the age
of eighteen." You have given new significance to John Fisk's
period of infancy, for you have taken the position that the
period up to eighteen years of age is necessary for the proper
adjustment of the American youth to the demands of Twentieth
Century life and labor.

Napoleon at the end of his Egyptian campaign said to
his soldiers as they stood beneath the shadow of the pyramids,
"Twenty centuries are looking down on you." There is a sense
in which forty centuries are looking down on the Utah educa-
tional program. Forty centuries look down upon this last for-
ward step in the conservation of the adolescent boy and girl to
the end that they may play their part better as citizens and as
workers in the next generation.

Evening

Cease, song of the hammer and forge,

The sun is aslant in the drowsy West,
And evening is calling the worker home

To his haven of love and rest.

Come, sturdy son of the soil,

It is time to rest while the robin sings,
Stop your mowing and haste to your cot in the dell,

And wait for the peace that the night wind brings.

And you of the office crowd,

Don't labor the long night through;
Come out of your den, come out and be free,

The Mocking bird's calling for you.

Workers, you've given the day of your strength,

Of the best of your muscle and brain,
Come away from your toil and tarry awhile,

On the morrow you'll take up the strain.

Just linger an hour in evening's calm,

And breathe your thanks for the day;
You can never fail if you do your best,

For God watches over the way.

Cease, song of the hammer and forge,

Rest, weary makers of cheer,
Sing, feathered songsters of meadow and hill,

The evening vacation is here.

Ezra J. Poulsen.

DR. ELMER G. PETERSON, PRESIDENT OF THE AGRICULTURAL

COLLEGE OF UTAH

/

A "College, that Gives Ideas as Well as

Ideals

By Prof. D. E. Robinson, Utah Agricultural College

Every successful educational institution has a distinct per-
sonality. It is more than a factory where raw material goes in
to be fashioned into the finished product. It consists of build-
ings, plus equipment, plus faculty, plus students, plus this elus-
ive quality which is the result of the compounding of the above
mentioned quantities, and which we call personality. This
quality makes an institution a living thing. It characterizes its
work and is expressed in its ideals.

The Utah Agricultural College possesses this quality of per-
sonality in a high degree. To the people of Utah it is a living
force standing for the ennobling of labor in life and teaching
the value of the united efforts of head and hand in doing the
work of the world.

The Ideal of the U. A. C.

^ This ideal of the U. A. C. has been vigorously expressed

by its president, Dr. E. G. Peterson, in the following words:

THE WOMEN'S BUILDING

Here instruction is given in all pJiases of women's
work as it pertains to the home.

The Utah Agricultural College maintains a large summer school offering
three months' work. Its popularity is due, in part, to the wonder-
ful summer climate of Logan and the beautiful campus. The slogan
of the summer school is, "A summer in the U. A. C. is a vacation."
The above picture shows a summer scliool class enjoying a period of
relaxation pointing to the truth of this slogan.

" 'Labor is Life' are the words on the seal of the Agricul-
tural College of Utah. They tell more distinctly than long
documents what the College is for and how it does its work.
'Labor is Life' is not a sounding phrase, merely. It is a work-
ing rule. It is a rule which puts overalls on the men students
and kitchen aprons on the women students. It is a robust phil-
osophy which honors men and women who work with their
hands as well as with their minds."

The College is a sound embodiment and interpretation of
Americanism, because Americanism means equality of oppor-
tunity, means recognition of those who deserve by their work;
it means honor to those who produce, and deserved lack of
honor to those who only consume; it deals with the founda-
tional productive things of life, the farm, the home, the busi-
ness office, and the shop. It produces the tireless scholar-
servant, the expert, the skilled farmer, the clear and c'lean-
visioned housewife, the office worker and business adminis-
trator, the agricultural engineer, and the teacher. It is de-
mocracy worked out in education. It calls to its halls not only
those leaders who have passed successfully through the dis-
cipline of high school, but also those whose lives are so ordered

846

IMPROVEMENT ERA

that they cannot go through the regular processes of high
school and college but must acquaint themselves quickly with
those vocational principles and practices which will make
them masters of their trade or profession, whether that be farm-
ing, stockraising, mechanical work, business office detail, or
the processes of home life. So there are no educational, as there
are no social, class distinctions at the College. Workman and
scientist toil side by side because each seeks to master in part
the knowing and doing of useful things, which is the science
and the art of life.

The experience of the war and of reconstruction empha-
sizes particularly the necessity of any young man or woman
who expects to measure up to the responsibilities of today
realizing the necessity of learning to work, and the equal neces-
sity of adequately preparing for useful work. It is given only
to a scant two or three in every hundred of the young men of
America to have the opportunity of attending College, and it is
given to only a part of each hundred who attend college to per-
fect themselves in the discipline of real work. Those students
who can accommodate themselves to hard and constant labor
have done more than is possible in any other way to make them-
selves great in the years that are to come.

Threefold Service of the U. A. C.
The Utah Agricultural College is an institution with three

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THE MAIN BUILDING
The view of Cache valley, obtained from the college tower is inspiring.

A COLLEGE THAT GIVES IDEAS

847

great instrumentalities for the accomplishment of one great
purpose. The central purpose is to dignify labor, to develop
farming, to raise and maintain the standards of rural home
life, to develop the business and commercial channels of agri-
culture and other industries. All stated in one phrase — to
bring education and science to the necessary industries of the
people. So the College has come to be called the College of
the Common People because it deals with the common work
of the world, agriculture, home making, commerce and the
mechanical arts.

The three instrumentalities developed by the Utah Agri-
cultural College during the thirty years of its existence are:
(1) interior instruction for the preparation of teachers, ex-
perts and leaders otherwise, (2) an Experiment Station for the
discovery of new truth and the co-ordination and svstematizing
of old truth, and (3) an Extension Division for the carrying
of all the work of the College to the farmers, housewives and
others on their farms and in their homes.

Teacher-Training an Important Function

One of the most important duties devolving upon the Col-
lege is to train teachers for the rapidly developing high schools
for work in agriculture, home economics and the trades and
industries. Training in these subjects demands a large equip-
ment by way of farms, livestock, barns, and laboratories in soils,
crop, and animal and plant diseases. This same equipment is

The U. A. C. formed by several hundred members of the military organ-
ization in training at the U. A. C. The livestock building is in the
background.

848 IMPROVEMENT ERA

needed for the training of agricultural and home economics
experts and experts in the mechanical arts.

The College has done more than any other western insti-
tution \to develop experts, county agents, and government and
state leaders in its lines of work. A large number of graduates
and former students have likewise gone into practical farming
and more constantly are seeking this avenue for their talent.

In all parts of the intermountain West these graduates
have gone carrying the message of better agriculture and finer
homes. And here is indeed the greatest opportunity for the
display of energy and ability. The policy of the early Pioneer
leaders in calling many of the strongest of the early settlers to
select parts of the State to develop its agriculture has been
found to be among the wisest of policies. So now no life is more
inviting than that which deals with the soil and with creative
things. The earnings of recent years have likewise become very
substantial. A farmer in Utah and Idaho today who puts the
necessary ability into his work will reap a reward which in
many cases surpasses that in the so-called learned professions.

The Poor Man's School

There is a vast difference between "going to college" and
being "sent to college." When the greater part of the student
body is "sent" to college you have the rich man's school. When
they "go" to college you have the poor man's school. From this
viewpoint the Utah Agricultural College is a poor man's school.
Its students are going to college. They attend because they have
definite purposes in life and realize that they can attain those
purposes better if adequately trained.

This money value of education has been conclusively proved
by the Great War. As a rule failure was ignorance and success
knowing how. During the training for that great conflict, they
had a slogan, "If you don't know how, vou get killed." No
more forceful argument for the value of specific knowledge
could be found than that.

The educational problem in Utah has been two-fold. It has
been necessary to train men and women to do efficiently thp
daily task of bread winning in order that a material civiliza-
tion might be brought out of the desert. It has also been neces-
sarv to prepare the sons and daughters of a new state for true
citizenship — to teach ideals as well as ideas.

The great success of the Utah Agricultural College is to
be attributed in large measure to the fact that its officials
have recognized the exact nature of this problem and have fear-
lessly built to meet it.

A COLLEGE THAT GIVES IDEAS 849

Efficient Training Means Efficient Service

This two-fold type of education has fitted the graduates
of the U. A. C. for efficient service in life. A recent canvass
of the Institution revealed this fact in a convincing manner.
Reports from graduates selected at random showed, without
exception, success is worth while endeavor. A few typical ex-
amples will indicate how great this success is.

A few months ago a graduate accepted a position with
one of the great newspapers of the United States at an annual
salary of $10,000.

An alumna of the U. A. C. has recently been appointed su-
pervisor in charge of all the high school work in home eco-
nomics in one of the leading states of the Union.

After making a noted success as a scientific farmer running
his father's farm, a U. A. C. alumnus bought a run-down estate
that was sold at a sacrifice because the owner said it was "no
dern good a'tall," and converted it, within two years, into a
highly paying proposition.

One U. A. C. graduate entered a rural bank in a new com-
munity. He entered whole heartedly into the development
of the district and, because of his training, became a local
leader. Today his community is prosperous and still grow-
ing. He is called by his neighbors a rich man.
;.„-.•" During the past year a graduate of the U. A. C. was made
president of one of the largest agricultural colleges in the mid-
dle west; another was made director of a large agricultural
experiment station; another was appointed as first assistant
to the federal director of boys and girls' club work in the Na-
tion.

U. A. C. students are always in demand. For the past sev-
eral years more than two lucrative positions have been open to
every graduate, and many in the practical courses have been
forced to leave school to accept work; so insistent have been
the demands for trained men and women.

Training in Sixty-three Professions

These students were trained for specific positions. This
is true not alone of the graduates of the College, but of the
short course students. In fact, it is possible to secure specific
training of both collegiate and vocational grade in the follow-
ing sixty -three professions and trades: for young women — home
makers, home economics expert, dietitian, teacher, institutional
manager, cafeteria manager, social worker, nurse, dressmaker,
milliner, musician, bookkeeper, stenographer, typewriter, ac-
countant, office manager, rural health expert, Smith-Hughes
worker, private secretary; for young men — general farmer,

850

IMPROVEMENT ERA

practical stock raiser, agricultural expert, soils expert, crops ex-
pert, dairy expert, butter and cheese maker, animal husband-
man, poultry husbandman, veterinarian, orchardist, range man-
ager, agricultural engineer, expert machinist, iron worker, foun-
dry man, cabinet maker, contractor, banker, salesman, adver-
tising expert, auto mechanic, gas engine expert, tractor expert,
draftsman, surveyor, teacher, chemist, physicist, electrician, pub-
lic health expert, expert accountant, bookkeeper, business ad-

THE CHEMISTRY BUILDING

Houses the departments of chemistry, bacteriology and physics. This build-
ing is typical of the four newer buildings on the campus.

ministrator, stenographer, typewriter, office manager, Smith-
Hughes worker, bacteriologist, botanist, zoologist, extension
worker, private secretary, farm manager.

Remarkable Growth in Enrollment
That the pepole of the West appreciate the wonderful
educational opportunities offered at the Utah Agricultural Col-
lege appears from the remarkable enrollment at the Institution
during the year just closed. According to a report on regis-
tration compiled by Registrar P. E. Peterson there were enrolled
for 1919-20, 2,305 students. This registration shows a marked
increase over the heaviest previous enrollment, in 1916-1917.
An analysis of the registration is very significant. There

A COLLEGE THAT GIVES IDEAS 851

were 1,503 regular students in attendance as compared with
1,038 for 1916-1917 the last normal year. There were 1,798 reg-
ular and special students in residence. The most promising
characteristic of the registration last year was the large number
of Freshmen in attendance. The Freshman class numbered
nearly four hundred members, an increase of over 100 per
cent over the large Freshman class of 1915, which had a member-
ship of 189. "This extraordinary growth in the number of
Freshmen is the most significant thing about our 1919-1920
registration," says President E. G. Peterson. "A maintenance
of this remarkable increase throughout the next few years will
mean that the Utah Agricultural College will be giving instruc-
tion on its campus to a student body of three thousand within
the near future."

A Mighty Educational Plant

The College has grown in accommodations as it has grown
in students. Within the past two years three large brick
buildings have been added to its educational plant at an ap-
proximate cost of $370,000. These structures are the Livestock
Building, The Agricultural Engineering Building, and the Plant
Industry Building. They furnish admirable accommodation
for the departments of animal husbandry, dairying, poultry
husbandry, farm management, range management, veterinary
science, surveying, hydraulics, mechanical drawing, architect-
ure, household sanitation, farm mechanics, agronomy, botany,
plant pathology and horticulture. The Federal Government
bore a large share of the cost of these buildings.

In addition, the institution has added other buildings and
equipment of importance. The heating plant has been en-
larged, a campus lighting system has been installed, and a new
water system put in. A modern barn to house the college
horses, matching the dairy and sheep barns, has been con-
structed, and a seed house, where seeds of high pedigree are
classified and stored, has been built, and the materials for the
construction of the first unit of what will be eventually an eight
unit conservatory system have arrived. These additional build-
ings and improvements have been acquired at a cost of ap-
proximately $32,000.

The College has purchased or is now purchasing additional
farm and campus land. About $25,000 will be expended in this
connection.

The U. A. C. Plant now comprises over thirty buildings,
nine of which are principal structures. A conservative estimate
places the value of the buildings and their splendid equipment
at about one and one half millions of dollars.
Logan, Utah

/

\

%1111IBI

■Hi,. ^^A^A" ' 4^ Is

^^^>-^ *

JULIAN MOSES

In January, 1848, this veteran educator began teaching in his recently-fin-
ished log house, covered with willows and earth. The benches were
made of split logs, the upper surface smoothed, and had two wooden
supports at each end serving as legs. Like schools sprang up in the
towns as soon as the people were fairly settled.

MORNING PRAYER: FATHERS' AND SONS' OUTING, CASSIA STAKE

Fathers' and Sons' Outing

Under the leadership of the Y. M. M. I. A. provision should be made
for a fathers' and sons' outing to be taken some time during the sum-
mer. The place, date and duration of the outing, are to be left to each
stake. Where it is thought advisable by the Stake Superintendency, the
ward instead of the stake unit may be used.

With proper preparation, giving announcement early, this event can
be made one of the most pleasurable and profitable of the season.
Have a vacation, do something different, get close to your boys, go out
into the open country and play, sing, rest, 2nd worship. Every bishop,
father, son, and every Y. M. M. I. A. officer should go. Keep away from
resorts; it interferes with the camp social spirit. If possible, plan for at
least three days in order that you may establish a regular camp. Avoid
Sunday.

FATHER AND SON.

An outing together for Father and Son,
Affords loads of pleasure, 'fore even begun,
For in planning the trip, is found half of the sport,
And when it is finished, seems always too short.

The Father who shares some time with his Son,
Not only at meal-time, but with him in fun,
Will certainly find it is time wisely spent,
And have cause to rejoice, much more than repent.

Happy the boy, whose chum is his "Dad,"
Nothing on earth can make him more glad.
For the "Dad" who is "Pal" to his boy,
Gives to his Son one greatest joy.

—Louis T. Wood.

854 IMPROVEMENT ERA

The following suggestions are offered. The camp should be officered
as follows:

1. Chairman. Should be president of stake or superintendent of stake
or a person selected by them.

2. Camp director. Camp director — under direction of chairman, has
general charge of camp. Chairman and director may be the same person.

3. Cooking. 1 1 > cooking instruction, menus, provisions, fires.

4. Sanitation and inspection. Has to do with all the sanitation and
inspection of camp and held responsible for cleaning of camp, establish-
ment of latrines, etc.; should select a sanitary squad made up from mcitih r*
of different troops or divisions.

5. Camp fire toaster. Has charge of the evening program.

6. Program committee. Has charge of all instructions, play, sports
and amusements.

7. First aid. Doctor or good first aid man. Has headquarters. All
sickness, accidents, etc., should be reported to him. May be head of
sanitation.

8. Camp site and parking. Lays out camp, assigns positions, locates
places for horses, wagon, cars.

These different groups may be regrouped into three or four com-
mittees according to the size and requirements of the campers.

Each boy will provide the following articles: Haversack, knife, fork,
spoon, metal plate, cup, soap, towel, comb, extra pair of socks, two woolen
blankets rolled in canvas, fishing tackle and kodak if desired and the
provisions outlined in the menu.

Each ten boys should provide equipment as follows: Two frying
pans, two granite saucepans holding at least four quarts, flash light,
matches, two table spoons, can opener, one small water bucket, one wash
basin, first aid kit, axe, and tent. Each wagon must carry a pick and
shovel for use around camp.

All persons making the trip must agree to be governed by the rules
and regulations of the camp. Fire arms are absolutely forbidden.

Suggested Menu.
Breakfast.
Cream of wheat, or oatmeal, one egg, bacon, bread, and butter, cocoa.

Luncheon.
Salmon, cheese, bread and butter, raisins.

Supper.

Potatoes, chipped beef, or fresh meat or fish, gravy, beans, bread and
butter, syrup.

Rations for Ten Men for Three Days.

Potatoes, 20 lbs. Salmon, 12 small cans.

Butter, 4 lbs. Chipped beef, 3 lbs.

One large can syrup. Condensed milk, 24 small cans.

Flour, 1 lb. Bacon, 4 lbs.

Eggs, 3 dozen. Raisins, 3 packages, seedless.

Cocoa. Cream of wheat; 2 packages.

Pressed beef, 2 large cans. Cheese, 2 lbs.

Crackers, 5 packages assorted. Salt, 1 small sack.

Sugar, 5 lbs. Pancake flour, 2 packages.

Pepper, 1 can. 2 home-made cakes.

Pork and beans, 9 large cans. Prunes.
Bread, 20 large loaves.

FATHERS' AND SONS' OUTING

855

Daily Program
(This may be postponed for Assembly)
6:00 Reveille, flag raising, wake up drill, morning wash up.
6:30— 8:00 Breakfast — air blankets.
8:00 — 8:30 Assembly, pledge to flag, scout promise, prayer, instructions

for the day.
8:30 — 9:00 Sanitary and health inspection.
9:00—11:00 Games, hikes, fishing.
11:00 — 11:30 Bed-making and camp cleanup.
11:30—12:00 Swimming— 20 minutes.
12:00 — 1:00 Dinner and camp inspection.
1:00— 2:00 Quiet hour.

2:00 — 4:00 Scout games, hikes, exploring trips.
4:00 — 6:00 Swimming — 20 minutes preparation for supper.
6:00 — 7:00 Supper and clean-up. Evening colors.
7:00— 8:00 Preparation for night.

8:00 — 9:00 Camp-fire stories, stunts, community singing, Scout promise,
prayer.

9:45 Tattoo.
10:00 Taps.

All lights out and quietness.

THE STORY HOUR

Rules and regulations have their place. It is a beautiful theory which
names the Scout Law as the sole law of the camp, but if the rights of all are
to be respected and the camp made safe for boys, there must be certain
stated limits to the campers' freedom on certain occasions. Conduct in
boats, absence from camp, regular hours for swimming, canoes, firearms,
and fire, must be regulated by stated rules about which there can be no
misunderstanding and from which there will be no variation.

Discipline or punishment for misconduct cannot be determined always
ii. advance as to character and extent. No favoritism should be shown

V

856

IMPROVEMENT ERA

but in each case the leader must pursue the course that will produce the
best effect in dealing with the individual. All work in the camp should
be considered honorable and therefore should not be assigned as punish-
ment. \

President Heber J. Grant and Pres-
ident Brigham H. Roberts, on Pio-
neer Trail, Fathers' and Sons'
Outing.

The Pioneers' Roll Call

Call the roll! Call the roll of the Pioneers!

Who answers this long array?
O. for the voices of other years,

And a hand's warm clasp today!
Now hushed are the lips, and the hands are at rest

In silence that reigns for aye!

Fathers of ever-increasing race,

Thy life-works were ably done!
Mothers of families, Time shall trace

Thv love in each daughter and son!
And honor shall crown, and love shall unite

Thy generations as one!

Builders of empire throughout the West,

Thy valor, thine altar fires,
Hath made each Commonwealth doubly blest

With the faith thy work inspires!
While decades, jubilees, e'en centuries pass,

Our Country shall honor her sires.

Call the roll. Let us hear each honored name,

And hold them sacred and dear!
Gone are these spirits of sire and dame

We loved through many a year:
Now an Angel's scroll has another roll

Where all are answering "Here!"

Joseph Longking Townsend.

Thirty Years of Agricultural Experi-
mentation in Utah

By F. S. Harris, Ph. D., Director

Anything that will con-
tribute either directly or in-
directly to the welfare of the
farmer or that will help him
to have a better and happier
home comes within the
province of the Agricultural
Experiment Station. The
Station is not only interested
in making two blades of grass
grow where one grew before,
but it wants to see that this
grass remains free from dis-
eases and pests and that it is
in the end economically con-
sumed by some profitable
kind of livestock that will
make a net cash return to the
farmer.

On the farm, numerous
complex problems arise every
day. The uncertain factors
associated with the soil, the
sunshine, the rain, the frost,
the wind, plant and animal
diseases, insect pests, uncer-
tain markets, and many other variables make agriculture one of
the most precarious of all industries. The farmer cannot meet
all the problems unaided. He needs the help of some public
agency that can assist him to solve some of the most important
problems that arise.

Research the Mother of Knowledge

Anciently people considered themselves as mere victims of
the conditions in which they found themselves. If their crops
were destroyed with a blight they threw up their hands, con-
sidering that nothing could be done since the trouble probably
resulted from the caprice of a displeased god. The remedy was
directed toward appeasing the god rather than to studying and
conquering the trouble itself.

Utah Agricultural Experiment Sta-
tion (background). One of the most
important agencies in the subduing of
Western deserts.

858

IMPROVEMENT ERA

Not a pleasure outing but the camp
of an entomologist in a Utah orchard.
When all the enemies' moves are ac-
curately known the battle is half won.

Fortunately the whole spirit of the times has changed. Now,
whenever either a physical or economic difficulty arises it is
made the subject of the most careful investigation. An attempt is
made to find the source of the trouble in order to discover a

remedy. The present atti-
tude is that man is master
of his surroundings and that
he can conquer any diffi-
culty if he can only get a
proper understanding of it.
After about 1888, which
marks the establishment of
agricultural experiment sta-
tions supported by Federal
funds in all the states of the
Union, a means of securing
exact information that
would be useful to the farm-
er became available. It did
not take many experiments
to learn that numerous farm
practices handed down from
father to son through countless generations were based on
superstition and not on fact. This led to immediate improve-
ment in many respects and laid the foundation of even more
far-reaching changes.

Subjects Investigated by the Utah Station

Provision was made for the establishment of the Utah Sta-
tion in 1888, but actual work did not commence until 1890,

when J. W. Sanborn
took charge of the Sta-
tion. Director Sanborn
showed rare judgment
in selecting problems
for investigation. He
sensed the needs of the
arid West and spent
considerable of his en-
ergy on such funda-
mental problems as ir-
rigation and water con-
servation. During the
The value of irrigation experiments, thirty years that the Ex-
These peaches grew in the same orchard periment Station has
and received the same amount of irriga- i ...

tion water, but at different stages of »een m operation it has
growth. investigated numerous

THIRTY YEARS OF AGRICULTURAL EXPERIMENTATION 859

Experimental plats on the Station farm at Logan,
the scene of irrigation investigations that have become
known the world over.

problems in all phases of agriculture, but it has confined its
principal efforts to fundamental problems of arid agriculture
rather than to the problems common to both humid and arid
regions.

Irrigation and Drainage

The irrigation investigations conducted by the Utah Ex-
periment Station are known the world over. The water re-
quirement of crops is the basis of efficient irrigation; Utah
was first to determine the exact amount of water which must
pass through various plants
to produce one pound of food
substance in arid regions. In
this work it was found that
poor soils require much more
water to produce the ear
yield of crops than do fertile
ones. The efficiency of the
soil as a reservoir for storing
water was also demonstrated.

Amlong the important Thousands of Utah's desert acres
findings are those relating to could be made to look like this with
the economical use of water the proper use of the present supply o)
by applying it at the proper ligation water.
period in the growth of the crop. The amount of water re-
quired by crops was found to be probably not more than half
that ordinarily used by farmers. Proper methods of applying
water could easily double the irrigated area of the State.

860

IMPROVEMENT ERA

At present more than one million acres of land are irrigated

in Utah, and irrigated land is worth at least $75 per acre more

than unirrigated

land. Doubling '

the area that

could be irri-

gated would

therefore in-

crease Utah's

gross wealth at

least $75,000,000.!

The average an- 1

nual income on

this sum at 6 perj

cent would be I

$4,500,000 or

c ons ide rably

more than the

present income W

from taxation.

Keeping in mind

that the Exneri- scientific investigator must go the credit for

c ", the fine fruit we today enjoy. His sprays settled the

ment Station nas qUestion of whether the pests or the fruit industry should

shown this in- survive.

crease in wealth to be possible by the proper use of the present
water supply, gives us an ideal to work toward in increasing
the wealth of the State. This alone makes the investment in •
experimental work, money well spent.

Since the Station was established about thirty bulletins
dealing with irrigation have been published.

Many hundreds of thousands of acres in the State need
drainage. Some of this land will be classed with the most
fertile in the State when drained. The Experiment Station has
made tests to discover the best methods of draining various
kinds of land. It has also made numerous analyses of soil
and water to determine which lands need reclamation.

Dry-Farming

It early became evident, to Experiment Station workers
that there is much more good land than can ever be served by
the present water supply. This led to a study of the possibility
of raising crops by special cultural methods without the use
of irrigation water. A number of experimental dry-farms were
established in various parts of the State and the best methods
of using the natural precipitation were investigated. Follow-
ing these studies a great stimulus was given to dry-farming.. At
present several hundred thousand acres of Utah land produce
crops under the methods developed by the Experiment Station.

THIRTY YEARS OF AGRICULTURAL EXPERIMENTATION 861

Better Crops

The Experiment Station is constantly alert to secure bet-
ter crops for the State. Its activities in this respect are directed

_____ along two main lines. (1)

The introduction and test-
ing of crops from any part
of the world where prom-
ising strains can be had; (2 )
the breeding on the Station
farms of better types. Most
of the ordinary farm and
garden crops have been in-
cluded jn these tests and
several improved crops have

A crop of grain destroyed by ro-
dents. Effective methods of control
have been found for this pest.

resulted from the investi-
gations. The possibili-
ties along this line are
almost limitless.

Control of Plant Diseas-
es and Pests

It is probable that When our livestock urns all like this their
each kind of crop is sub- diseases did not cause much worry or loss.
ject to about as many diseases as is the human race. Add to
this the numerous insect pests that prey on every plant, and
it is realized that agriculture is a constant struggle with crop
enemies. Often a disease or an insect would practically elimi-
nate a crop if some method of
control could not be found.
This means that the Station
must have a staff of trained
specialists constantly on the
watch to keep these various
troubles in check. The cod-
ling moth, the alfalfa weevil,
the rhizoctonia and fusarium
of potatoes and tomatoes, the
California peach blight, and
Would it pay to put water on this grasshoppers, are examples of
land? A soil' survey will in most troubles that the Station
cases answer the question. 1 he state , , i i i •

is now being carefully surveyed and workers have helped in con-
mapped, trolling.

862

IMPROVEMENT ERA
Animal Diseases

Diseases and parasites are continually threatening to destroy
the livestock industry. Take for example hog cholera. This
disease if unchecked would in a short time practically eleminate
hogs from a district. All diseases are not equally as destructive
as hog cholera, but there are many kinds of troubles that must
be constantly studied and treated. Private individuals would
be unable to cope with many of these diseases. It remains for
some public agency which can handle the whole situation to
take care of such important problems. The Experiment Station
is admirably fitted to look after these big matters because of
trained specialists kept for this purpose.

Soil and Water Survey

The Utah Experiment Station is attempting to make a sur-
vey of all the agricultural resources of the State. The founda-
tion of this general study is
a soil survey. County after
county is being gone over
and the soils analyzed and
mapped. A survey of the
waters for irrigation and
culinary purposes is also be-
ing made. Where there
seems to be undesirable
quantities of alkali salts in
the water, analyses are made
An alkali tragedy A farm that had to determine the seriousness
to be abandoned because the settler c , _. .

did not understand alkali. ot the condition.

An especial effort is being made to locate the sources of
underground water suitable for irrigation. A study is being
made of the types of wells best adapted to the various forma-
tions together with the best pumps for each kind of well.

Soil Fertility-
It is realized that no matter how fertile a soil may be it will
not always continue to produce large crops without receiving
special care. Accordingly studies are being made of typical
Utah Soils to determine what manuring and rotation treatments
will best maintain them in a high state of production.

Alkali

All arid soils are likely to contain excessive soluble salts
which if concentrated in one place interefer with the growth of
crops. Utah is no exception to this rule. There are millions

Vast areas of the State will never be cultivated but much of it can be
utilized for range land. Range management is now under investigation.

of acres of land in the State on which alkali may become detri-
mental. Studies are being made of these lands to determine the
best means -of reclamation as well as the crops best adapted
to them. An effort is being made to find the toxic limit of
alkali that crops may endure. If the points can be definitely
enough located, a person will be able to tell from a chemical
analysis whether or not a given soil contains too much alkali for
crop production.

Stock Feeding and Range Management

Realizing the importance of the various phases of the live-
stock industry to the State, the Station has conducted numerous
feeding tests with dif-
ferent kinds of stock.
Different combinations
of our local feeds are
being tried that we
may learn which can
Jje used most effici-
ently. Special atten-
tion has been given to
such feeds as by-pro-
ducts of the beet-sugar
industry.

The greater part

Utah celery, a very promising crop for the
State.

R61

IMPROVEMENT ERA

Strawberries are a very important crop and need constant attention by
scientists to keep them at their best.

of the state of Utah will doubtless always be used as grazing
land for sheep and cattle. The Station is making studies of
methods of managing these ranges so they will yield the largest
returns.

Human Nutrition

A large part of the products of the farm is ultimately
used as human food. Many problems in connection with human

To many people milk is milk, but it has long been known that children
do not do as well on one cow's milk as on another. The human nutrition
work is designed to throw somt light on this subject.

THIRTY YEARS OF AGRICULTURAL EXPERIMENTATION 865

nutrition are still but poorly understood. Infants that cannot
nurse their mothers have great difficulty in finding foods which
agree with them. As a re-
sult the death rate of chil-
dren under two years of
age is very high. The Sta-
tion is making a special
study of the problems of
nutrition during early in-
fancy. This leads into an
examination of the milk of
individual cows to see
what are the qualities
making some milk more

Peas, one of Utah's important can-
ning crops which is new and has many
problems.

suitable than others for children.

Fruits and Canning Crops

Utah is well adapted to the production of certain kinds of
fruits and the fruit industry has become a very important part
of the agriculture of some sections. The State has developed
a very important canning industry particularly in tomatoes
and peas. The experts of the Station are, through their re-
searches, doing all they can to protect Utah's fruit and canning
industries.

Among other things that need study in this connection is

the frost situation and arti-
ficial heating.

Poultry Studies

A discussion of agri-
culture would not be com-
plete without mentioning
the poultry industry. Poul-
try products give an enor-
mous total return. Almost
everyone living on the
farm or in the small and
medium-sized town keeps

A garden is something in which nearly
every one is interested. The dissemina-

lion of information among the people

of the State on the subject is very im-
portant.

a few chickens. If well managed these give excellent returns
for money and time spent. The Station has done extensive
breeding work through which it has built up strains with un-
surpassed laying records. The problems associated with incu-
bation have also been under investigation for years.

Proper housing has been found to be a big factor in egg production.
These houses are now being used to determine the value of artificial light
on egg production.

The newest line of work to be taken up is the lighting
of poultry houses during the winter. It has been found that
by using electric lights early in the morning and keeping them
on till late at night hens, because
of the longer light period, lay
heavier at a time when eggs com-
mand the highest prices.

Outlook for Research

The possibilities of research in
agriculture are just beginning to
be realized. Instead of the prob-

Young, but there are many
big problems yet to be solved
in getting him this far along
in life.

lems all being solved, the
openings for investigation be-
come more apparent every
day. A few dollars spent
wisely in scientific investiga-
tion will be returned many-
fold through practical im-
provement in conditions. A
day of wonderful promise for
the farmer is dawning. The
difficulties that in the past
made farming a disagreeable
and uncertain business are
gradually yielding before the
scrutinizing eye of scientific research. The future promises
a prosperity and happiness for the farmer beyond the most
optimistic dream of a generation ago.

To the man in the laboratory is
due much credit for our present de-
velopment, and yet the field has
hardly been touched.

Welcome, Educators'!

Salt Lake City, Utah, and the West are favored this month
with many thousands of teachers, visiting from every quarter of
the Union, and attending the sessions of the National Education
Association.

The people of Utah, Idaho and the West bid you welcome,
and assure you of their appreciation of your labors. In honor
of the occasion, the Era devotes its 116 pages of reading matter
this month, entirely to educational matters. From the contents
of the Era the reader will be enabled to gain a tolerably clear
vision of the scope, value, and cost, of the complex workings of
the marvelous educational machinery of Church and State, set
in motion in Utah, and daily, all the year round, moving for the
religious, moral, vocational, professional and literary training of
the youth, not forgetting their physical welfare and health.

Of the score of leading educators who have favored the Era
with their writings, each is an expert in his business, so that our
readers may rely upon the facts given and place due weight upon
the opinions expressed.

Particularly we call attention to the enlightening array of
facts and comments relating to the new educational laws which
provide for high school education for all boys and girls; for
school and work until 18 years of age; supervision and train-
ing the year round in health, civic service and vocational guid-
ance. It will require liberal appropriations to operate the pro-
posed plan and program wihich have placed Utah in the fore-
front of progress in educational legislation.

The suggestions on the relationship of the juvenile court,
and delinquents, to the educational system of the state, are
worthy of careful notice. They created a great interest among
leading welfare workers at the national gathering recently held
at New Orleans.

What of the big schools in the state? The aims and ambi-
tions of some of them are fully discussed by men who know.

Altogether, visitors and residents, as well as readers in this
and surrounding states, will enjoy the educational facts pre-
sented in this number, and for which the contributors will please
accept our sincere thanks and appreciation.

868 IMPROVEMENT ERA

We arc certain also that everybody will delight in the visit
of our guests, and we bid them a hearty welcome, trusting that
they may be fully satisfied with their sojourn in the Bee Hive
State, and pleased with the glory of our cities, valleys and moun-
tains.— A.

The June M. I. A. Conference

Generally the opinion has been expressed that no previous
conference displayed more interest and enthusiasm among the
officers of our organizations than the June conference just
closed. "It was the best yet" was a frequent expression. Big
things were "put over," and We trust with such inspiration as to
"put them over" in every one of our 800 organizations. Superin-
tendent Anthony W. Ivins presided in all the joint meetings.

The Bee Hive girls' splendid pageant on Thursday, 10th,
was followed during the succeeding sessions by the complete
carrying out of the spirited program printed in the June Era.

The holding of separate department meetings on Saturday
morning was a new arrangement and a complete success. In
each of the four departments, namely, superintendents, teacher-
training, secretaries and treasurers, and musical leaders, oppor-
tunity was given to discuss special topics relating to these di-
visions of our work.

The testimony meeting on Sunday morning at 8:30 was a
spiritual inspiration to all who attended and a rich out-pouring
of the Holy Ghost was witnessed and enjoyed during the session.
Every moment of the allotted time was gloriously spent.

The Sunday morning meeting, at 10 o'clock, in which the
new slogan of the Church auxiliary organizations for the year
1920-21, was presented and treated by Mrs. Lovesy of the Y. L.
M. I. A., and Elder Melvin J. Ballard, of the Council of the
Twelve, was a splendid inspiration, and we trust will aid in
clearing the atmosphere of the smoke and stench of tobacco, at
least as far as the membership of the Church and our organiza-
tions are concerned: "We stand for the non-use and non-sale of
tobacco"

During the Sunday afternoon meeting the regular memorial
flag exercises, in memory of Y. M. M. I. A. members who gave
their lives in the great war, were conducted, representatives of
the army, navy and marines, with Prof. R. Owen Sweeten, as
bugler, taking part. The ceremony was very impressive and a
pleasing surprise to the audience. It vividly recalled the su-
preme sacrifice made by our boys in the great conflict.

EDITORS' TABLE * 869

Elder B. H. Roberts, President Martha H. Tingey, of the
Y. L. M. I. A., and President Louie B. Felt of the Primary Asso-
ciations, were the principal speakers.

In the evening, exercises commemorative of the one-hun-
dredth anniversary of the first vision of the Prophet Joseph
Smith were held, the principal speakers being Elders Levi Edgar
Young and James E. Talmage.

In no previous sessions of our conferences has there been
so much community singing and recreation as at this conference.
During Sunday evening a chorus composed of Boy Scouts and
Bee Hive Girls gave a splendid rendition of the song, "Joseph
Smith's First Prayer." The Friday evening entertainment was a
success in every respect, and a desirable social atmosphere was
engendered by the singing of the state songs; California, Mon-
tana, Idaho, Arizona, Wyoming, Colorado, and, of course, Utah,
having representative groups who sang with patriotic spirit.
Dancing, refreshments, and programed exercises were pleasingly
carried out. Both the luncheons for the superintendents and
presidents by the young men and young ladies' associations were
a success. Community singing, as well as other social exercises
were pleasing as well as instructive. There was a spirit of har-
mony, enthusiasm, and willingness to work, manifest among all
the officers which we trust will permeate all the associations
throughout the Church. The musical exercises were restful and
inspiring.

Some of the excellent speeches delivered during the meet-
ings will be reproduced in the Era as soon as possible. — A.

Our Slogan

"We Stand for the Non-Use and Non-Sale of Tobacco"

')

To put this slogan into force will require that some of us
sacrifice a vicious appetite, and others, financial gain.

Shall we be strong enough to do it? If so, the act will bring
us more genuine joy than we could possibly get pleasure out of
satisfying a pernicious taste or longing, or gathering question-
able financial profit. Remember, "Tobacco * * * is not for
the body * * * and is not good for man;" and, "thou shalt
not hold out temptation to thy brother." — A.

"Purely intellectual work must find its completeness in
spiritual understanding which in turn finds its full fruitage in
faith."

The Russian soviet government, on June 1, was granted permission
to open a central trading office in London. This may be but a preliminary
to further recognition of the new Russia.

Mr. Thomas Hull, former Surveyor General, and General Secretary
Y. M. M. I. A., has recently been appointed purchasing agent of the Uni-
versity of Utah, a position for which he is well qualified.

The prohibition amendment was upheld by the supreme court in an
opinion rendered by Judge Van Devanter, June 7. In the same decision
the enforcement act is also held to be constitutional.

Congress — second session of the sixty-sixth — adjourned sine die on Sat-
urday, June 5, without endorsing the treaty of Versailles, or adopting
any substitute measure. Technically, the United States i9, therefore, still
at war with Germany.

Mr. George N. Child, on June 7, was appointed superintendent of the
city schools, for the next two years. A vote of appreciation for service
performed was given by the city board of education to Dr. Ernest A. Smith,
retiring from the position.

Norman H. Davis of Tennessee, was appointed undersecretary of State,
June 14, by President Wilson, to fill the vacancy left by the resignation
of Frank L. Polk. Mr. Davis resigned last week as assistant secretary of
the treasury in order to accept the state department post. He was one of
the advisers to the American peace delegation at Paris.

The latest in aircraft is a giant biplane designed and constructed at
the L. W. F. Engineering Co's factory at College Point, L. I. It has three
twelve-cylinder Liberty motors, and measures 106 feet from tip to tip of the
"wing." It accommodates a crew of four men, carries a load of 7,776
pounds, and is capable of a speed of 110 miles an hour. It can remain in
the air for sixteen hours at a time.

President ad interim of Mexico is Governor Adolfo de la Huerta of
Sonora. He was elected by the Mexican congress in extraordinary session,
May 24, 1920. On June 2, he took the oath of office in the chamber of
deputies. He is the tenth Mexican president since Porfirio Diaz abdicated,
May 25, 1911, and one of his first acts will be a proclamation providing
for the election of a successor to take place in September.

Pope Benedict, June 1, issued an encyclical, announcing that, while
he maintains the claims of the holy see to temporal power, he rescinds
the order forbidding Catholic rulers to visit the king of Italy in Rome.
It is understood the first monarch to visit Rome under the new condi-
tions will be King Alfonso of Spain. The next step will be, logically, for
the pope to declare that he is no longer a "prisoner" in the Vatican.

The crop outlook, at present, June 1, is excellent. A winter wheat pro-
duction for 1920 in Utah of 2,912,000 bushels as against 1,722,000 bushels

PASSING EVENTS 871

actually produced last year, and a spring wheat production of 2,998,000
bushels, as against 1,960,000 last year, are the predictions of the June 1
federal crop report received by Mr. Miner M. Justin, field agent of the
bureau of crop estimates. The total wheat production of 5,910,000 bushels
forecast for Utah this year is 60 per cent more than last year.

Samuel S. Cluff, pioneer settler of Provo and Indian war veteran, died
June 17 at his home in Pleasant View, of complications incident to old age.

Mr. Cluff had filled many positions of trust in the community. He
was born September 27, 1837, at Kirtland, Ohio, and came to Utah with
his parents in 1850, settling in Provo, where he had since lived. Mr. Cluff
. is survived by his two widows, six sons and two daughters. He is also
survived by five brothers, twenty-eight grandchildren and three great-
grandchildren.

The distinguished service cross, according to an announcement made
June 9, has been awarded to Corporal Max C. Chamberlain of Salt Lake
City, son of W. H. Chamberlain. Corporal Chamberlain served in A com-
pany, Twenty-eighth infantry. The citation reads, in part: "For extra-
ordinary heorism in action south of Soissons, France, July 19, 1918. Al-
though twice wounded by machine gun fire, Corporal Chamberlain con-
tinued in the assault wave and assisted in driving the enemy from their
positions."

The Women Suffrage amendment failed to receive the ratification of
the Delaware Legislature, that body adjourning sine die, June 2, without
taking action on the measure. It was referred to the house committee
of the whole on May 28, and there it remains. Immediately upon the an-
nouncement of the defeat of the suffrage amendment by the Delaware
legislature 55,000 appeals were sent out by the National Woman's party to
suffragists in the middle west, asking them to take part in the protest
demonstration at Chicago on June 8.

John J. Thomas, brother of former Governor Arthur L. Thomas, died
suddenly May 28, at his ranch near Ukiah, Cal. Mr. Thomas was born in
Chicago sixty-eight years ago. He came to Utah in 1880 and made his
home in Salt Lake until about three years ago, when he moved to his
California ranch. He was a member of the city council of Salt Lake for
a number of years and also served for a considerable time on the board
of education. Later he became a member of the state board of equaliza-
tion, with which he served for more than fifteen years.

The Knox resolution declaring that a state of peace exists between
the United States, Germany and Austria-Hungary passed the House of
Representatives on May 20, having been adopted by the senate previously.
On May 27, President Wilson vetoed the measure, for the following rea-
son:

"I have not felt at liberty to sign this joint resolution because I can-
not bring myself to become party to an action which would place an in-
effaceable stain upon the gallantry and honor of the United States."

Frank L. Polk, on June 4, sent in his resignation as under-secretary of
state, to take effect on June 15.

Mr. Polk is the third high official of the state department to resign
this year. He entered government service on September 16, 1915, as coun-
selor for the state department. Later he was made an assistant secretary
of state, and last year was elevated to the post of under-secretary. When
Secretary Lansing returned from the Paris peace conference last summer. Mr.
Polk was sent abroad to take his place, and he acted as head of the Amer-
ican delegation until the conference adjourned last December.

872 IMPROVEMENT ERA

The death of William Dean Howells, editor and author, which was
announced in the latter part of May, removed from this mortal sphere a
character of national prominence. He was born at Martin's Ferry, Ohio,
1837. During 1861-5 he was United States consul at Venice, and at that
time he Obtained recognition as a literary genius, by his contributions to
the Atlantic Monthly. Later in life he became the editor of Harper's
Magazine and, for a short time, of The Cosmopolitan. He stood in the
foremost ranks of American authors, as a novelist, a writer of works of
travel, and of biographical and literary essays.

Samuel II . Auerhach, 73 years of age, active in Utah business since he
came to Salt Lake in 1866, died in New York City June 4. He had been
ill about three months. Mr. Auerbach was born at Fordon, Prussia, June

15, 1847, and was educated in the schools of his native town. He came
to America at an early age, moving west shortly after reaching New York
City. He settled in California, associating in business with his brother,
Frederick H. Auerbach, in a mining town, Marysville. He came to Salt
Lake in 1866, following his brother, who had established the firm of F.
Auerbach & Bro. in 1864. He married Miss Eveline Brooks on December

16, 1880, and they became the happy parents of eight children.

The Republican National Convention, in session in Chicago, on the
12th of June nominated Senator Warren G. Harding, of Ohio, as the party's
candidate for the presidency, and Governor Calvin Coolidge for the vice
presidency. The platform adopted endorses the attitude of Congress in
regard to the treaty of Versailles and suggests some kind of international
arrangement for the maintenance of the peace of the world. It denounces
the present Mexican policy of the United States; declares in favor of the
principle of arbitration in industrial disputes; endorses the principle of
collective bargaining; pledges the party to the enforcement of all laws,
without mentioning specially the prohibition amendment; condemns the
administration for failure to enforce the laws against profiteering, and ap-
proves of the act of Congress aiding soldiers and sailors.

A Latter-day Saints chaptel was dedicated at Long Beach, Cal„ May 30,
by President Heber J. Grant. Three services were held. They were all
well attended. Beautiful musical selections were rendered by the choir,
under the direction of Walter R. Sant, and by soloists. Everard McMurrin
rendered "The Publican" very acceptably. Isabelle Larson sang, "Lead
kindly light," and Robert H. Pennock rendered, "I come to Thee." "The
end of a perfect day" was sung by Miss Para Ellsworth, and solos were
given by Elder Claude C. Cornwall and E. E. Ellis. The speakers during
the day, besides President. Grant, were Bertram M. Jones, Joseph W. Mc-
Murrin, president of the mission; Bishop Charles W. Nibley, Elders Frank-
lin S. Richards, and Willard Smith, Miss Nina Webster, and Elder James
H. Steele. The chapel is situated on Atlantic ave. and Anaheim St., two of
the principal streets of the city.

EDUCATIONAL NUMBER

Improvement Era, July, 1920

Two Dollars per Annum

Entered at the Post Office, Salt Lake City, Utah, as second class matter

Acceptance for mailing at special rate of postage provided for in Section 1103, Act of

October 3, 1917, authorized on July 2, 1918

Address, Room 406 Church Office Building, Salt Lake City, Utah

Heber J. Grant, ) Edward H. Anderson, Business Mgr.

Edward H. Anderson, \ Editors Moroni Snow, Assistant

CONTENTS

Portrait of Mary Jane Dilworth Hammond, Pio-
neer School Teacher of Utah Frontispiece

Progress of Education in Utah, Since 1913 763

The Relation of the Juvenile Court to the Edu-
cational System of the State Hugo B. Anderson, J. D 765

Beecher, Grady, and Upshaw on Flowers and

Homes , 773

The Latter-day Saints and Education. Illustrated.. Adam S. Bennion, A. M 775

Record of a Typical High School in Utah 782

The Church Schools as Architects of Education Frank R. Arnold 783

Victory. A Poem Lloyd Woodruff 786

In Memory of Utah's First School Teacher Philip L. Orth 787

Recent Development in the Utah School System.. ..E. J. Norton 789

The Call of the Mountains. A Poem Samuel Biddulph 793

Evening Prayer. A Poem Charles F. Steele 793

The High Schools of Utah Mosiah Hall, M. S., Ph. M 794

Utah, the Pioneer State. A Poem Eunice Wattis Bowman 796

Just Boys. A Poem Grace Ingles Frost : 797

The Relatoinship of Poetry and Art to Education.. A If red Lambourne 798

The Sea Gull. A Poem W. W. Cooley 803

A Summer Outing and What Came of it. Illus-
trated. II Hon. Anthony W. It ins 805

Time Joseph S. Peery 810

Educational Preparedness Dr. Joseph M. Tanner 811

Teaching as a Vocation Milton Bennion M. A 813

The University of Utah Dr. John A. IFidtsoe 817

The Victor. A Poem Joseph Longking Townsend... 820

Two Lessons in Sanitation Richard R. Lyman, Ph. D. 821

Scouts + 822

Sociological Aspects of "Mormonism" Levi Edgar Young, M. A 823

There's a Home Across the Sea. A Poem Lawrence L. Sorensen 830

The Brigham Young University Dr. George H. Brimhall 831

The Sabbath. A Poem Joseph Longking Townsend... 833

The Utah Program _ Dr. C. A. Prosser _ _ ... 835

Evening. A Poem Ezra J. Poulsen.... 842

A College that Gives Ideas as Well as Ideals. Il-
lustrated Prof. D. E. Robinson 844

Fathers' and Sons' Outing. Illustrated , 853

Thirtv Years of Agricultural Experimentation in

Utah. Illustrated F. S. Harris, Ph. D 857

Editors' Table— Welcome, Educators! _ .._. 867

The June M. I. A. Conference _ 868

Our Slogan _ _. 869

Passing Events _. 870

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C S BURTON

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THOMAS R. CUTLER

WILLIAM SPRY

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