The Pony Express

THE PONY EXPRESS An Advertiser and Demonstrator of the "Central" Route to the Pacific Coast, via Salt Lake City By L. R. Hafen, M. A., Teaching Fellow in History, University of California [In view of the recent revival of the relay pony express, bringing a mail pouch with a message from the Governor of Missouri to the Governor of California, this article will be read with relish. The rider left St. Joseph, Missouri, at 10 a. m.. August 21, 1923, and arrived in San Francisco, California, September 9, 2:39 p. m. The route of the riders across Utah was from the K Ranch, on the borders of the Utah-Colorado line to Jenson, Vernal, Roosevelt, Myton, Fruitland, Park City, Parley's Canyon, Salt Lake City; thence west to Wendover, and through to California. Four riders were engaged in Utah — Ray Elmer, K Ranch; relay to Denzil Gardner and Nick Killilan; then to Miss Myrtle Gardner, the 17-year-old daughter of E. H. Gardner, of Roosevelt, who had charge of the Utah riders. She brought the message from the Martha Washington sign in Parley's Canyon, ten miles to Salt Lake City, on her black charger "Jack," Tuesday, September 4, 1923, ahead of schedule time. In Salt Lake City, in front of the Federal Building, appro- priate exercises were held under the direction of Frank B. Cook, chairman of the committee on reception. Governor Charles R. Mabey with state officials and national guard staff, and Mayor C. Clarence Neslen and city officials, were present at the arrival of the mail and sped the westward departure. The mail was de- livered to the Utah riders about seven hours ahead of time and they delivered it to the western riders without loss of time. Alonzo Stooky had charge of the relay westward out of Salt Lake City, and across the desert to Wendover. Will Tevis carried the pouch on his mount from the California-Nevada line to San Francisco. It was announced, on arrival, that the 1923 pony express had beaten the time of the old pony express, inaugurated in those days when there was no other com- munication between the middle west and the Pacific coast, by approximately forty- two hours. Riders followed the old pony trail from St. Joseph, Missouri, as closely as possible, there being necessary deviations where the path of the pioneer riders had been wiped out by the rising of cities and other monuments to the westward march of civilization. The seventy-five couriers who participated in the ride covered a total of 2,180 miles at an average speed of 14% miles per hour. The riders were on the road 158 hours and 8 minutes. The best average speed of the pony riders of 1860, according to available records, was 10.7 miles per hour. — Editors. ] Much has been written of the famous Pony Express, but most ac- counts have stressed the romantic and spectacular side, failing to show the motives which actuated its founders, or to portray its relationship to the other problems of overland communication and westward expansion. The Pony Express was not an end in itself, but a means to an end. It was launched largely with the object of getting a contract for a daily mail service with stage-coaches over the "Central" route, via Salt Lake City. The stage-coach was looked upon as the precursor of the "Pacific Railroad," hence the great importance attached to the question whether the mail route should follow a Northern or a Southern course.

5 8 IMPROVEMENT ERA Before proceeding with our brief account of the Pony Express let us note the earlier means of communication with the West. The first United States mail service to the Pacific Coast ran to Oregon, and was provided for in March, 1847, before Utah or California had become a part of the United States. In 1850 slow overland mails were established from the Missouri river to Salt Lake City, and to Santa Fe, New Mexico. The next year a monthly line was begun from Sacramento, California to Salt Lake City. Letters could now be carried by land across the continent, but with a sixty day schedule no through letters were offered for transmission. The land service served the inter-mountain region only. In 1856 Hiram Kimball obtained the mail contract for the service from Independence, Missouri, to Salt Lake City. With this contract as a basis President Brigham Young and other Utah leaders organized the B. Y. Express Carrying Company. Parties were sent out in the early spring of 1857 to build and equip stations along the entire line. These were to develop into settlements that would aid the immigrants as well as the Express company. But this great enterprise so promisingly begun was destined to an early and abrupt close. By mid-summer the mail contract was annulled, and an army was on its way to Utah. This peculiar episode and the motives that prompted it are not a part of the present story. However, jealousy over the mail contract played a part in precipitating the "Utah War." Now, let us follow another thread. During the early fifties very great efforts were being made in Congress to provide for a "Pacific Railroad," but the efforts were uniformly un- successful, due to the strong sectional conflicts between North and South. With an apparent dead-lock existing on the railroad question, representatives from the West turned their attention to a substitute in the form of an im- proved stage-coach service. These efforts finally culminated in the passage of an act in 185 7 which provided for a semi- weekly mail service from the Missouri river to the Pacific Coast at a compensation of $600,000 per annum. The route chosen was in the form of a great semi-circle from St. Louis via Fort Smith, Arkansas, El Paso, Texas, and Los Angeles, to San Francisco. The Postmaster General from Tennessee maintained that the route via Salt Lake City was impracticable for year-round travel. However, in response to criticism from the proponents of the "Central" route, and to better keep in contact with "Johnston's Army" in Utah, he improved the mail service on this route in 1858 to a weekly schedule. When the "Utah War" episode terminated, the mail service was reduced to a semi-monthly basis. It was operating upon a thirty-eight day schedule and therefore could not compete with the more adequately subsidized "Butterfield" route which was operating upon a twenty- five day schedule via El Paso. Conflict both in and out of Congress was therefore inevitable. Friends of the route via Salt Lake City would not be satisfied until they had a service equal to that upon the southern route. Senator Gwin, of California, told W. H. Russell, the contractor on the Central route, that it would be necessary to demonstrate the feasibility of his route for year-round travel before Congress could be induced to establish the desired service. He asked Russell to launch a fast overland express and agreed to obtain from Congress a subsidy to reimburse him for the undertaking. Russell, Majors, and Waddell, accordingly decided to take up the task, and within two months all was in readiness for launching the Pony Express. On the 3rd of April, 1860, a simultaneous start was made from the two ends of the line. In San Francisco a "clean-limbed, hardy, little nankeen- colored pony" stood waiting for his precious letter bags which were to be sped across the continent. The little fellow looked all unaware to his famous future. Two little flags adorned his head-stall, and from the pommel of his saddle hung a bag lettered "Overland Pony Express." This pony had

THE PONY EXPRESS 59 but a short run to the boat which was to carry the express to Sacramento. Here began the real Pony Express. Harry Roff, mounted on a spirited half- breed broncho, started eastward, covering the first twenty miles, including one change, in fifty-nine minutes. At Placerville he connected with "Boston" who took the route to Friday's Station, crossing the eastern summit of the Sierras. Sam Hamilton next fell into line and pursued his way by Carson City to Fort Churchill. The run to this point, 185 miles, was made in fifteen hours and twenty minutes. Robert H. Haslam "Pony Bob," Jay G. Kelly, H. Richardson, and George Thatcher followed each other on the route to Salt Lake City where the express arrived on Monday, April 9. The start from the eastern end was made before a large crowd, gathered at St. Joseph to witness the launching of the Pony Express. The firing of a cannon announced the beginning of the first ride. J. H. Keetley, an old pony express rider quaintly remarks: "On the first trip out Carlyle was riding a nice brown mare, and the people came near taking all the hair out of the poor beast's tail for souvenirs." The first express was carried through in splendid time and was en- thusiastically received along the line. A San Francisco paper writes of the reception at the western end: "It took seventy-five ponies to make the trip from Missouri to California in 10 y2 days, but the last one — the little fellow who came down in the Sacramento boat this morning had the vicarious glory of them all. Upon him an enthusiastic crowd were disposed to shower all their compliments. He was the veritable Hippagriff who shoved a continent behind his hoofs so easily; who snuffed up sandy plains, sent lakes and mountains, prairies and forest, whizzing behind him, like one great river rushing eastward." The route taken by the Pony Express was that followed by the "Mor- mons," in 1847, and by the California Argonauts of 1849. It followed the Platte River, and through South Pass to Salt Lake City. From this point it went south of the Great Salt Lake, across the desert to Fort Chur- chill, Carson City, and over the Sierras to Sacramento. Along this route, stations were established at intervals averaging about fifteen miles each. Station-houses were built of logs, stone, or adobe, accord- ing to the material most available in the section. Some of these houses, in the area where Indians were hostile, were regular little fortresses. Usu- ally, two men were maintained at each station to care for the stock and to keep all in readiness for the arrival of the riders. The horses employed were the best obtainable and were famous for speed, endurance and dependability. They were fed and housed with the greatest care, for they must measure up to the severest tests. Ten, fifteen, or twenty-five miles each must cover with scarcely a breathing-spell; and it took good mettle to endure the strain. The riders were the pick of the frontier. They were young men, selected for their nerve, light weight, and general fitness. They were armed, but generally depended upon the fleetness of their ponies for safety from Indian attacks. The life of the rider was exciting and his work often dangerous. It was no fit position for a tenderfoot or a coward. Over the level prairies and through the mountain fastnesses the rider must know the path or make it. Hostile Indians might lie in ambush, but he must not hesitate. Day and night, in sunshine or storm, the precious burden must go on. If a rider galloped into a station and found that his "relief" had been killed or disabled, then he must do double service. It was on such an occasion that "Buffalo Bill" rode continuously for 320 miles in 21 hours and 40 minutes. Each rider rode from seventy-five to one hundred miles and made a round trip ovef this run twice a week. For this work he received a

60 IMPROVEMENT ERA salary of $50 to $150 per month. The riders did not dress uniformly, but the usual costume was a buckskin hunting shirt, cloth trousers, tucked into high boots, and a jockey cap or slouch hat. A complete buckskin suit with the hair on the outside to shed the rain was provided for stormy weather. The mail was carried in four small leather bags called cantinas about six by twelve inches in size, which were sewed to a square macheir which was put over the saddle. The letters before being placed in the pockets were wrapped in oiled silk to preserve them from moisture. The maximum weight for any mail was twenty pounds and the charges were at first $5 per half ounce. Before the Pony Express had been in operation two months it was interrupted by the Washhoe Indian war in Nevada. Several stations were burned and the stock driven off by the Indians. However, volunteers were raised and the Indians punished. Within a month the line was re-stocked and the service renewed. After this interruption the Pony Express was placed upon a semi-weekly schedule and continued upon that basis during the remainder of its existence. The time consumed in making the overland trips was usually a little greater than that announced by the schedule, but by the aid of the telegraph at each end of the line good time was made in the transmission of messages. The best time was that made in carrying the news of Lincoln's election. This was carried from Fort Kearny to Fort Churchill (the telegraph termini) in precisely six days. As winter approached, the experiment was watched with great interest. Was the Central route to be practicable for year-round travel? The answer to that question would determine the route of the first trans- continental railroad. The schedule was extended to fifteen days for the winter months, and although the schedule was not entirely maintained, only one trip was missed completely. During the summer of 1861 the telegraph was pushed forward from both ends and the transmission of news and messages was accordingly expedited. When the telegraph line was completed, on October 24, 1861, the Pony Express came to a close. The pony was fast, but he could not compete with the lightning. The Pony Express was inaugurated as an advertiser and demonstrator of the Central route, rather than as an immediate money making scheme. When the daily mail was established on this route in July, 1861, this first object was attained. As a financial undertaking the project did not succeed. Alexander Majors, one of the original projectors of the enterprise, says that "the business transacted over this line was not sufficient to pay one-tenth of the expenses, to say nothing of the capital invested." Though this is no doubt an exaggeration, it is nevertheless true that the Pony Express brought considerable financial embarrassment upon its projectors. From the national standpoint, the Pony Express was eminently successful. It demonstrated the practicability of the Central route and mark- ed the path for the first trans-continental railroad. By shortening the distance between the Atlantic and Pacific coasts it helped to untie the Rocky Mountain region and the Pacific Coast to the Union during that first ominous year of the Civil War. It showed the conquest of the west in one of its most spectacular phases, and is an act in the great Western drama thr.t will always be recalled and re-enacted as one of our precious heritages. San Francisco, Calif.

PRESIDENTIAL RECOGNITION Scoutmaster Irving Y. Bigelow, St. George, Utah, supplies this picture for the Era of Scout Troop No. 1 taken at Conference time, Sept. 7, 1923. The mayor, Albert E. Miller stands to the right holding the Troop flag; Assistant Scoutmaster A. D. Wallis and Scoutmaster Irving Y. Bigelow are shown to the left. President Ivins, National Representative of the Boy Scouts of America, stands in the center; and Oscar A. Kirkham, Scout Executive and Executive Director Y. M. M. I. A., on the left, back row. The American flag shown was hung over President Warren G. Harding's tent during the visit of the Presidential party in Zion's Park. President Harding sent the following letter to Scoutmaster Irving Y. Bigelow which effectively expresses his feelings toward the Boy Scout movement; the occasion being the presentation of the President's pennant through the Mayor of St. George to this troop of boy scouts, who had increased their membership 25% over December 31, 1922. A like recognition has been made to many other Latter-day Saint troops in the M. I. A. Dear Mr. Bigelow: — I am pleased to learn that your Council has met the specified conditions and is entitled to the award of the Anniversary Round-Up Streamer, which I take great pleasure in presenting, with additional streamers for qualified troops. Please extend to each member of the local Council, and others associated with you in the work, my hearty congratulations and good wishes. I desire especially to convey appreciation to the scoutmasters and to the boys of those troops which have earned the troop award. It is most stimulating to realize that through the Boy Scouts of America over 13 0,000 men are now enrolled for definite volunteer service, and that at present there are over 440,000 boy members of this splendid organization. Certainly it can be truly said that the men who are in any way supporting this movement, and especially those who are serving as active leaders, are helping in a most practical fashion to produce for the Nation its greatest need — men of character, trained for citizenship. I am keenly anxious to do all in my power to extend the influence of the Scout Program, because America must avail itself of every resource for producing that type of American Citizenship which will not he content with acceptance of the priv- ileges of citizenship without active participation in meeting the responsibilities of citizenship. In the Boy Scout movement, you not only place emphasis upon ser- vice, but you have worked out your program in such a way that boys actually "learn

62 IMPROVEMENT ERA by doing," and in a natural manner acquire that attitude of mind which brings to them a consciousness that they must be citizens of the participating kind, and not mere on-lookers. I do most sincerely hope that you will continue your efforts to recruit increased leadership and greater resources, in order that more boys of scout age may have the advantages of this movement, which has earned for itself appraisement as one of the greatest assets our Nation has today. Sincerely Yours, A PROVIDENTIAL ESCAPE By Harold H. Jenson One of the many interesting sidelights of the recent flood in Willard and Farmington was told to the writer and Mr. Ed. S. Diamond while engaged with Clawson Brothers, in taking moving pictures of the flood district which moving pictures were shown in Salt Lake City. The incident throws a sidelight of human interest on the catastrophe. A fond mother at Willard, when the flood waters came, left what she considered an insecure dwelling house and started from it for protection. The water was then up to her waist and a large rock seemingly offered the only place of refuge. She headed for it, but the torrent came, and by force, took two children which she was leading from her hands. They were swept down stream by the onrush, and the woman thought she would never see them again. She reached the rock which saved her from going down, but she was robbed of her children! She had a hand hold of each child, but by a force which she says was too powerful to describe, they were wrenched from her grasp. She prayed and prayed again, shouted for help, and later joined a party in the search for the little ones. But there seemed to be little hope that the lives of the children would be spared. The searchers, how- ever, were attracted by pitiful noises coming from what was once a shack of a house, and on searching, it proved to be the lost babes, and they were found, tossed high by the crest of a wave on a pile of furniture in one corner of the room, as if a kind guardian angel had averted what to others proved a tragic ending. Words cannot adequately describe the joy this mother felt in finding that her little ones had not met with death, but that a kind Providence had answered her prayers and saved them. Many other narrow escapes are reported in which people were saved from the flood which came so quick, was so powerful and probably thirty feet in depth, carrying everything before it! THE FORCE OF FAITH The Holy Spirit is Divine light; the holy Priesthood is Divine author- ity. These together form the "yoke of Christ." They impart force to faith, and bear up the burden of duty. To individual or community progress they are essential. In all church school teachings they are fundamental. Glory to God for their active presence and their certain perpetuity! — President Charles W. Penrose.

A TRIBUTE TO MOTHER* By Senator Reed Smoot Together with Brother John A. Widtsoe I had the privilege of visiting Europe during the months of July and August. While thus upon a special mission, and by the assistance of Brother Widtsoe, I had the privilege of visiting the Scandinavian countries. I also took the time during my last visit to go there, primarily, I will say, to visit my mother's old home. While a young man I used to say to my mother: "Some day we will go back to the old home." I left it too late, as so many things are put off until it is too late; for my mother died when she was sixty years old. But I made up my mind that sooner or later I would go to the old home and see some of my rela- tives there. I haven't the time today to express to you the feelings I had when I stood upon the very spot where she was born, and when I saw the old homestead as it was. When I went into the old cow-shed and opened the old door that she had opened perhaps hundreds and hundreds of times, and when I looked upon the spring, back of the house, that I had heard her speak of when I was a boy; and as I stood under the shade of that wonderful tree her mother had planted and which she used to tell me about, and as I saw conditions surround- ing that homestead, I want to say to you, my brethren and sisters, I thanked God from the bottom of my heart that the gospel of Jesus Christ reached my mother, and that she knew it was true, when she was but a girl. All opposition and all persecution on the part of her father and mother and her loved ones never had one iota of influence upon her testimony that God lives and that Jesus is the Christ. My cousins brought to me the old family Bible, and as I lifted the lid I saw a writing, and at the bottom of the last page of it the name, "Anna Kirstine Mouritz-datter." I could not read the writing, but I asked Brother Widtsoe to copy it as quickly as possible, then tell me what was in it. I desired to have it translated word for word. It was a message to her parents, written on the day that she left home — the day she was driven from home by a loving father and mother who thought that she would not be gone very long, but that she would soon return and ask forgiveness, and deny that she knew that God lived and that Jesus is the Christ. She was only a girl, then, but I am going to take the time now to read to this congregation, that letter, because it gives forth the spirit that makes women such as she. It is filled full of the spirit of our fathers and mothers who were willing to sacrifice all in this world for the gospel's sake; aye, it is the spirit of a missionary, teaching the gospel of Jesus Christ! This was written in her own hand-writing, and it was the last farewell of a girl who loved *From a speech at the October General Conference of the Church, 1923.

64 IMPROVEMENT ERA her country, who loved her father and mother, and who loved her home, but who loved the gospel of Jesus Christ more: "A few words from your daughter, Kirstine. Dear, my parents. Pray God for courage to accept this great truth contained in this book and now restored, so that rejected knowledge may not be a testimony against you on God's great day to come. I pray God that on that great day we may be able to gather together in joy and happiness, and that we may then be crowned to God's glory, and that He may say to us all: 'Come now, my faithful children, you shall be rewarded for your labors.' This matter, and my desire that you may know the truth and accept it, have made me shed in secret many burning tears, and they have been increased when I have thought of the ungodliness of mankind. The years are speeding on, the day is approaching when all must listen to the Shepherd and render obedience to His will, or receive punishment. The great King is coming to reign and to rule. Sin and evil will be banished. May God grant that you may be among the worthy ones. My heart grows tender when I think of these things. God give that all mankind may repent. I shall pray to my heavenly Father that all who read these lines may comprehend the true purpose of his holy book, and may lay down the burden of sin. That which I have written is for all who may read these lines. I pray God to lead you into eternal lire- "Kirstine Mauritz-dattec, Drammen, Sept. 1, 1854." I am not ashamed of the gospel of Jesus Christ. I am not ashamed of the testimony of the mother who gave me birth. I care not where I go upon the face of the earth, whether it be with kings, potentates, or any class of people in the world, I want them all to know that I am a member of the Church of Jesus Christ of Latter-day Saints, and I pray God that I may have strength to do those things that he wants me to do, to say those things that he wants me to say, to live in a way that he wants me to live, and bear a testimony, of his truth and of his work, that will be worthy of a man who comes from a mother such as I had. YOUR SUCCESS Don't think of your mother, so loving and true, Waiting patiently there for you, Nor think of the father, so cheery and kind, Nor think of the love at home you'll find. Don't think of your uncle so strait and tall, Nor think of the aid from cousin Paul; Don't think of the brother that loves you best Waiting to help you meet the test. Don't think of your granny dear, so old, Nor think of the secrets to you she's told, Don't think of the grandfather, with hair of gray, Waiting to help you on your way. Just forget them all, and do your best, Help yourself and make a success, For although they wait to help you through, No one can help yourself but you. San Francisco, Calif. Ann{e Webb

LIFE'S VISIONS AND PURPOSES A Study for the Advanced Senior Class, M. I. A., 1923-24 By President Emeritus George H. Brimhall and Dean Harrison V. Hoyt of the Brigham Young University Lesson VII — Service A. Free Agency in Service. — Willingness in service keeps servitude out. No matter how easy it is to do a thing, the doing of it becomes irksome in the presence of an unwillingness to do it. Forced frolicking, or demanded dancing, would be activities of servitude, while voluntary trench-digging might be done with joyous freedom. Recently Dr. Edward T. Devine told the story of a group of boys giv- ing an exhibition of play to some recreational leaders. The boys played vigorously to a highly interested audience for the period designated, but the moment it was over one of the boys called out, "Come on, fellows, let's have some fun." B. Service Determines Love. — That which I serve willingly I shall grow to love. "Choose ye this day whom ye will serve" is equivalent to say- ing, choose ye this day whom ye shall love. It is not what one gets from his country that causes him to love it, but rather the service he gives to his country that enhances his love for it. The foreigner who receives high wages in America and sends it away to support another country can never become a patriot. The mortal who eats at God's table, basks in his sunshine, breaths the free air of heaven, without giving the service of thanks, stands no chance of becoming a lover of God. "If ye love me, ye will keep my commandments," would read in the negative form, if ye keep not my commands ye cannot love me. The Lord does not need man's service for his sake, but for the man's sake. God's love is already developed through his service of man. Service to God is an opportunity for the development and attesting of man's love of God. e , .. „ C. Service Conditions Character. — The quality of one s service affects the quality of one's character. Honesty in service shows goodness in char- acter, and makes for strength of character. We are in part what we desire, but we are in a greater part what we do. Character is said to be a com- posite of inclinations, intentions, and actions. Good service requires that the two latter be good. Carelessness in service is a sort of untrueness to one's self and it unconsciously cuts into the quality of one's character. D. The Gratuitous Element in Service. — The gratuitous part of service is the best paying part. The student who goes beyond the assignment finds that the margin of over time and extra care is the producer of his high rating. This is true in all cases where one is his own employer, his own "boss." Generosity with one's self when working for one's self pays every time. It is the gratuitous element, in the service of others, the extra care and the gratuitous over time, that lifts the employee into the line of prefer- ence. Consistency cries out against the promotion of any one who does only what he is paid for. (Doc. 8 Cov., 58:26.) E. Public Service Responsibility and Growth. — Service to society en- tails responsibility, and nothing is better for one's development than re- sponsibility. It is said, however, that some grow under responsibility and others simply swell. "The insolence of office" may be fostered in monarchy,

66 IMPROVEMENT ERA endured for a time, in a democracy, but in God's government it can get no footing. F. Perpetuity of Service. — The service of an author is perpetuated through his books, that of the inventor, through his machine; that of the discoverer, through his map, chart, or formula. The philanthrophist serves on, through his gifts; and the reformer, through the institutions of his crea- tion. We must leave at the grave all except that which we have given away. Money set to work at things eternal before we die serves on and on when we are gone. G. Spiritual Service the Greatest of all Service. — (1) In extent it reaches into the past, covers the present, and extends into the future, with an interest in the dead, in the living, and in the unborn. (2) It is frought with the greatest responsibility. (D. ft C. 18: 11-16.) (3) It has the greatest proportion of the gratuitous element in it. H. The Vision of Service. — A service that brings me a living, A service through which I can grow, A service with margins of giving, A service with Spiritual glow. A service for home and for country, A service for God and for man, A service for self that's unselfish, A service with universe span. /. The Life Purpose. — To choose wisely; prepare carefully; work joy- fully; improve constantly; so that one's desire may be as was Dr. Maeser's to "die in the harness," and to continue one's chosen work in the world to come. Questions and Problems 1. Under what conditions does service become servitude? 2. Illustrate the proposition that, we grow to love whatever we willingly serve. 3. Show the cause-and-effect relation that exists between service and character. 4. Prove the truth or falsify of this statement: The gratuitous element in service is the best paying part of it. 5. Give illustrations of promotion coming through extra service, b. Why is friend-making a most profitable business? 7. Under what conditions will responsibility produce swelling instead of growth? 8. How is the "insolence of office' guarded against in our Church government? 9. In what respects is spiritual service superior to all others? 10. Why can a missionary consistently declare that his mission was the most profitable employment he ever had? Lesson VIII — The Service of Appreciating Service A. Questions for Members. — 1. What does the title of this lesson mean to you? 1 minute. 2. What is your experience as to the effect of appreciation of your service? (a) On your power to serve? ((b) On your enjoyment of the service? Give illustrations. 2 minutes. 3. What eftect does the appreciation of the work of others have on the appreciation of our own work? Illustrate. 2 minutes. 4. What is the relative value of expressed appreciation and unexpressed appreciation? illustrate. 3 minutes, o. In wnat ways may our home ap- preciation be made more expressive? Present in writing. 2 minutes. 6. In what ways may we improve our expressed appreciation of our bishop? 1 minute. 7. Speak on prayer, (a) as a process of counting blessings, (b) as a trainirlg in the expression of appreciation. 4 minutes. B. Suggestive Topics from Which the Teacher may Choose one Out- line, and speak on. 15 minutes:

LIFE'S VISIONS AND PURPOSES 6 7 1. Appreciation and Leadership, (a) Human, (b) Divine. 2. Ap- preciation of Inventors and Scientists. 3. Appreciation of Reformers. 4. Appreciation of our Government. 5. Appreciation of our Church. 6. Ap- preciation of the Book of Mormon. 7. Appreciation of Civilization. C. Home Service Song. I'll try to be helpful at home; I'll try to be helpful at home, By doing my share with patience and care — I'll try to be helpful at home. I'll try to be gentle at home, I'll try to be gentle at home, A kind pleasant voice I'll take for my choice — I'll try to be gentle at home. I'll try to be cheerful at home, I'll try to be cheerful at home, By keeping the while, close by me a smile — I'll try to be cheerful at home. I'll try to be grateful at home. I'll try to be grateful at home, So much on my way I get every day — I'll try to be grateful at home. D. Discussion of 15 minutes. Lesson IX — The Ethical Self A. Questions and Problems foe Members. — 1. What is meant in the lesson by the terms, ethical self, personal ethical self, social ethical self? Time. 2 minutes. 2. Show that the personal ethical self changes with our moods and with circumstances. 2 minutes. 3. What is a general social ethical self and why is it that the doors of good society are always open to it? 2 minutes. 4. What is meant by God's righteousness as indicated in Matthew 6-33? 2 minutes. 5. What is the superior ethical self and how is it de- veloped? 2 minutes. 6. Speak on "the vision" of the ethical self and quote the scripture referred to. Time. 5 minutes. B. Notes for Study. — 1. Definition. The ethical self is one's good- ness or moral character. It is more than one's innocence or purity. It is innocence tried and found true ; it is purity combined with power to do the right. It is the good habit part of our life. 2. Classification. (a) The Personal Ethical Self. This is one's goodness as seen by one's self. The personal ethical self is modified by moods and circumstances. One's personal ethical self is not the same when one is gloomy, as when one is glad. Our own goodness is not as towering to us when reading the Sermon on the Mount as when singing the Star Spangled Banner. (b) The Social Ethical Self. This is one's goodness as estimated by some one else. It is seen by you. One has as many social ethical selves as there are persons who know him. One's general social self is one's gen- eral reputation. One who has a good name has a good general social self. To this self the doors of good society are always open. (c) The Superior Ethical Self. This is our goodness as the Lord sees it. Paul had a high personal ethical self. His goodness was great in his own estimation when he was persecuting the Saints. His social self was also high as his friends saw his conduct as good, but in the eyes of God Paul's ethical self needed making over. His personal, his general social ethical self was unacceptable to God, it was a moral monstrosity. When Paul

68 IMPROVEMENT ERA said, "Lord, what wilt thou have me do?" (see Acts 9:5) he was seeking the right — the ethical, the moral, from God's point of view. Cod's righteousness is right conduct from his point of view, and just to the extent that the self is ethical in conformity to the superior standards it becomes a superior ethical self, unmistakable and reliable. And just to the extent that it does not measure up to this superior standard the ethical self is inferior and unreliable. C. The Vision. — An ethical self that glows with the garnishment provided for in D. 8 C. 121:45; a self with language conforming to the spirit and meaning of the Master's injunction recorded in Matt. 5:37, and the admonition of the apostle found in Eph. 4:29; an ethical self, with actions in keeping with the sermon on the mount; an ethical self known to God as the one who approached Jesus from under the fig tree (see John 1 :47.) D. The Purposes. — To hold to the doctrine that "as God is man may become," in harmony with the teaching of the Redeemer recorded in Matt. 5:48. To have confidence as expressed in "The Migratory Waterfowl," with Bryant, that "He who from zone to zone, guides through the boundless sky, thy distant flight, In the long way that I must tread alone, will guide my steps aright," And with Longfellow, "Act, act in the living present, Heart within and God o'erhead." E. Suggestive topics from which the teacher may select one for a talk. 15 minutes' time: 1. "Moral in spots," ie., strict in some things and lax in others. 2. The inter-dependence of ethics and religion as indicated in Luke 10:27. 3. religion the mother of ethics. 4. The parallel growth of ethics and religion. F . Discussion, fifteen minutes. Transformation (A Spanish Forker's thoughts on looking over what was once Gopher Town) I have witnessed the newness of Heaven, I have seen the old Earth pass away. The verdure of field and garden Has banished the desert to stay. The bungalow stands where the cabin Once sheltered the bravest of souls; On the street where the cow herd was driven The wheel of the fire chariot rolls. The flicker of "dips" and of candles, Is gone, and the arc light is here. Gone is the old oaken bucket, But the handles of faucets are near. Yes, I've witnessed a newness of Heaven, I've seen the old Earth pass away; The good has made room for the better, And nothing forever can stay. 'Tis happy that Change is eternal, Like the roll of the waves of the sea. For Rest is the child of commotion, And Bondage is Liberty's tree. Proyo, Utah. Ceorge H. Brimhall.

HELPS IN TEACHER-TRAINING Written for the General Board of Education, by L. John NUTTALL, BRIGHAM YOUNG UNIVERSITY Stages of Development — Youth (To accompany Lesson XX, How We Learn, Teacher-Training Text, 1923-24) This period is more commonly known as the period of later childhood. It is the stage of more retarded rate of growth just preceding the great physiological readjustment and rapid physical growth that accompany the maturing of the sex functions. Roughly the period parallels the time between the 8th and 13 th years of the girls and the 9th and 15 th year in boys. The significance of these sex differences makes the study of this period more difficult than others. Sex tendencies are developing rapidly during the period but before they mature the effect is seen in social interests, mental activity and physical activity. In fact the whole problem of associating teaching to real felt interests centers around the understanding of this develop- ment of sociability. It expresses itself in the types of activity that seem natural, in the natural interests and in the mind content with which lessons and experiences are interpreted. Again teachers are urged to read widely both from psychology and from literature in which the child is a character. Tendencies to physical activity are at their greatest height. Two rea- sons seem apparent. The rate of physical growth becomes slower and the motor nerves seem to develop rapidly and health is at its best. Resistance to disease is stronger than at any other time. This tendency to activity expresses itself in one way in games which gradually become socialized, and team play grows popular. Lessons are not directly benefited, but teachers can assert leadership and church organizations will develop a spirit of popularity if such games are fostered. No elaborate scheme is necessary, just group com- peting. It may sound inconsistent but it is true that during this period this socializing tendency expresses itself in rivalry, and efforts to outdo others can frequently be carried over from the physical to the mental work and real teaching occurs in these contest exercises. More significant in moral and religious teaching is the expression of this physical activity in seeking ad- venture. To combat this is serious, because here also is found the typical expression of the great mental stimulus, curiosity, and here also the imagina- tion, not as fanciful as in the preceding period, finds partial expression. In seeking expression along this line gregariousness or sociability takes its characteristic forms in this period. Boys form gangs for doing things that bring adventure. These gangs are not immoral groups but activity groups. If permitted to be athletic clubs, to invent new ways of doing things, to build or equip places to meet, to take trips to and prepare lunch in places that are wild and fascinating and therefore not to be driven to seek adventure by going to forbidden places or by frequenting loafing dens where vile stories and filthy language are the means of entertainment, there will nothing but good result from these organizations. But without permission, careful correction and cooperation the boys act clandestinely; in the dark they per- form acts they know are wrong and are thus compelled to declare oaths of secrecy and the groups are thus held together into the adolescent period and become makers of mischief and crime. Unless there develops some unnatural

70 IMPROVEMENT ERA condition such as this the gang spirit will disappear naturally as adolescence de- velops. Perhaps the greatest single interest of later childhood is in mastery or achievement. The pupils love to do. They are easily discouraged with failure and easily disgusted when they are not expected to accomplish some- thing. Memory is strong and accurate. Teachers should teach so that defi- nite, clear cut information is mastered. Because of the sense activity and the strength of memory, material should be learned here which will form the basis of the rationalizing process later on. Bible stories, Old and New Testament, should be learned and retold. History is easily learned. Bio- graphy forms the basis of a rich exploration into all kind of experience. Often the ability of the children to acquire exceeds the ability of the teacher to give. The greatest safeguard against so-called evil thoughts is an abundance of good information. For a student to say "Aw, we don't learn nothin'," is not unusual. That the teacher doesn't consciously try to so teach that mastery is the result is often charged. To understand the demand of child nature for this information should stimulate all teachers to greater effort. The sex organs are developing rapidly during this period. The first expression comes in a desire to clean up and make the person attractive. We are all familiar with the "neat little fellows." Encourage this but don't use biting sarcasm. The boy dislikes being with girls in general, but delights in teasing, tormenting and in showing off before them. Parties are quite welcome but sex attraction seems negative; because boys and girls do not mix freely, we say they are bashful. But what about the girl? She gradually takes the lead in social de- velopment. Instead of forming into gangs she forms intimate social rela- tionships with one or two girls as chums. Their secrets call forth giggles and shy whisperings. They too seek adventure and activity. Long walks are made, vigorous games are played, contests are enjoyed. Stories of chivalry, fairy princesses with men rescuers are enjoyed. In endurance and strength they are the equal of the boys. Because the social groups of girls is smaller the problem of control is not so great, but the need for it is just as strong. To build play houses, flower gardens, sew for dolls, do easily made fancy work and other activities substitutes for morbid self consciousness which may continue over into adolescence with serious consequences. Girls should be encouraged in vigorous activity. Mentally they are as alert as boys and generally learn with less urging. The same general suggestions on teaching apply. Girls in the youth or later childhood period are not attracted by boys, oppose them in their teasing and love to contest against them. This has value in intellectual pursuit and if cultivated forms the basis of a more wholesome attitude later on. They express sex development by personal care and adornment and by a gradually developing interest in woman's activities and by a definite social character noted in the things they collect and cherish. They view as nonsense the love making of older people, al- though they may select out individual boys of whom they seem to take mental possession. Gradually in one at a time rapid growth begins, the children become awkward, the sensations connected with sex are localized, adolescence begins and a child changes to manhood and womanhood. With proper pre- adolescent instruction this change is not one of great danger. "Our early days! — How often back We turn on life's bewildering track To where, o'er hill and valley, plays The sunlight of our early days." — Gallagher.