Beecher, Grady, and Upshaw on Flowers and Homes

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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.