Life’s Visions and Purposes: Lesson XIII, Our Community or Neighborhood

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 XIII — Our Community Or Neighborhood A. Questions and Problems. 1: If you were choosing a neighborhood in which to live, what physical features would attract you, and what points would repel you? 3 minutes. 2. What questions would you ask concerning the social conditions of a neighborhood in seeking to determine whether it would be a desirable place in which to live? 2 minutes. 3. Name the characteristics of a good neighborhood. 1 minute. 4. What it neighborly treatment of a new member of a neighborhood? 3 minutes. 5. Give the illustrative definition of a "neighbor" as recorded in Luke 10:25-3 7. 3 minutes. B. Suggestive Topics: , Themes from which the teacher may select one for a talk. 15 minutes. 1. Neighborhood improvement a growth towards the Millennium. 2. The ideal community: (a) City of Enoch, (b) The Church among the Nephites, (c) One of the future. 3. The picture show as a community builder. C. Discussion. 15 minutes: The One Greatest Need of our Community, Ward or Neighborhood. (Send results to the News correspondent.) D. Some Subject Matter: 1 . Conditions that attract and conditions that repel. — There stood a splendid residence on a choice southeast corner of a block in a growing town. The grounds were well kept, and the side walks free from weeds, and even the streets were clean bordering this modern home. It was for sale, and prospective buyers expressed their admiration of the home, but — something held it on the market, that something was the shabbiness of the neighborhood. A lady positively refused to consider having a home built for her in a locality where everything was weather-beaten. Her refusal was based upon the conclusion that people who won't paint are shiftless. It is astonishing what new life may be put into a landscape by the use of paint. Seedy sidewalks and cobble-strewn streets advertise a neighborhood as a good place to keep away from. The old oaken bucket indicates a dangerous water supply, and the street bordered corral is evidence of a woeful absence of community aesthetics. The lawn and the flower plot call enticingly to the passer-by, "Come again." Muddy street-crossings pro- duce a repulsion that almost overbalances the attractiveness of expensive sidewalks; the private junk-heap is a public menace and the absence of inadequate sewerage is a most objectionable condition. Smoke hanging over a community stands for "over-head in dirt" — better mud on the feet than soot in the lungs. Most inhabitants of large cities know what the business man meant by saying, "I work in the city but live in the country." 2. Summary of Desirable conditions. — Pure air, uncontaminated water supply, adequate sewerage, clean sidewalks, improved streets, aesthetic yards, artistic buildings, absence of slum conditions, favorable attitude to- wards general improvement, spirit of optimism, law and order attitude, a neighborly atmosphere, educational advantages, opportunities for elevative entertainment, good credit, general thrift, and reverence for spiritual entities. 3. Treatment of the New-Comer.— The community has a right to some introduction of the new-comer. As a rule, the person with no past

LIFE'S VISIONS AND PURPOSES 253 fit for presentation is not entitled to the confidence of the public. But, when once introduced by officials or other trustworthy recommendation, all the courtesies of neighborliness should be extended, the friendly call, the invitation to return the visit, should come so graciously from the "old set- tlers" that the new-comer feels a warm welcome. It is the wholesoulness of a greeting that counts in the making of friends. In circumstance of distress, however, we need not ask "what of the past" of the unfortunate one. The good Samaritan heart responds to the call for help; that heart-call makes of the stranger our neighbor. The new-comer, however, should not be hoisted over the heads of the "old settlers" in places of preference simply because of his newness. Other things being equal, preferences should be given to those to whom the com- munity owes most. A new-comer who gives evidence of having come into a neighborhood for the sole purpose of preference may well be kept on the office-seeking waiting list. In cases where the new-comer brings to the com- munity superior ability and good-will interests, it would be a community mistake to not make use of this ability and interest by putting him in a position of power. A young couple visioned, purposed, and built a log cabin on a sage- brush-covered homestead. They visioned, purposed and made real fields of grain. They visioned, purposed, and built a cottage, and later they visioned, purposed, and led in the building of a community. They "made good," and are enjoying the fruitage of their visions and purposes, but that joy has no more of sweetness in it than did the joy of visioning, purposing, and executing. Our community means a place for the communion of the better selves of the individuals composing it; a place where the lower selves do not commune; a place where hate dies of loneliness, greed finds no companion, and strife finds no associates. It means what W. W. Phelps poetically paints in the hymn, "Glorious things are sung of Zion." (See Hymn Book). Lesson XIV — Our State A. Questions and Problems. 1. In what respect is a state in our nation "free and independent," and in what particulars is it subordinate to the general government? 3 minutes. 2. Sing, recite, or read your state song. 3 minutes. 3. Speak of your state emblem. 3 minutes. (a) description, (b) meaning, (c) origin, (d) patriotic value. 4. Tell of your state flower. 3 minutes. (a) name and description, (b) why adopted. 5. Why choose your state as a place in which to live? 3 minutes. B. Suggestive themes from which teacher may select one for a talk. 1. Ever-ready knowledge of our state, (a) meaning of the name. (b) bounda- ries. (1) what they are. (2) history of them, (c) its chief natural resources, (d) its scenic attractiveness, (e) its population: (1) number, (2) general character. 2. Our great state builders, (a) men, (b) women. 3. The Outlook for our state. C. Class Discussion. — The loyalty of a state that refuses to enact and enforce a law to aid the enforcement of a federal law. D. Some Subject-Matter — As to the freedom and independence of states there has been a wide divergence of opinion. Previous to the Civil war of the U. S., many statesmen held that the freedom of states extended to the privilege of withdrawing from the Union at pleasure, and this view of states' rights became the first issue of the "Rebellion". It is known in his- tory as the "Lost Cause." In general the states are free to do that which does not conflict with the Constitution of the United States. The state is subordinate to the Union in that its constitution must meet the approval of the General Government. The states are bound by interstate laws of the general government. The state must respond to the call of the general gov- ernment.

254 IMPROVEMENT ERA Suggestions. — The member to whom question number one is assigned may profitably consult a history or an encyclopedia on states' rights or get help from some teacher or lawyer. The truth will make us free and truth seeking will make us strong. Get the answer, give the answer, and grow with the getting and the giving. State songs function as promoters of state patriotism; they contain the sentiments of the builders and lovers of the state; loyalty lives in the lines, and comes to our hearts on the wings of music. A song so meritorious as to win official and popular preference in a commonwealth is so worth while that it will pay to read it through, think it through, recite it through and then sing it through. The more the state song becomes a part of us, the more we become a part of the state. What is the emblem of my state? Why was it adopted? Of what benefit can it be to the state? are questions worth while to every one. Such ignorance is not "bliss"; it is embarrassment. Most states have a state flower and some have adopted a state tree. In answering question number four, either the natural flower, an artificial one, or a painting of one will add interest to the answer. In some way we become attached to a locality; children born and reared in Siberia, a place to which their parents were banished, yearn for the land of their nativity, and though they are free to go where they choose, find no place like the land of their birth. This grip of the ground, unless disturbed by the shaking of thought, may hold one even where "chill penury repressed their noble rage, and froze the genial current of the soul." The progressive inhabitant of the state will be able to give reasons for the love within him, and with every reason there will be found a growth of appreciation which is the very essence of love. To the inhabitants of the Beehive State, Utah is made emotionally preferable by his singing. "Utah, we love thee," but it is made thoughtfully preferably by knowing her as a state of almost inexhaustible sources of wealth and scenic beauty, and of front rank educational place. When the state of New York repealed its prohibition law, the press was divided in its comments on the action of the Empire state. Some of the papers held that its act amounted to nothing less than an expression of dis- loyalty— a sort of desertion, a refusal to stand by the general government in a moral struggle. Other editors took the ground that the charge of dis- loyalty was not warranted by the conditions, holding that the enforcement of all Congressional enactments was the duty of the general government, which was amply able to carry its own responsibilities. The event brings up a problem which calls for the thought of a free people, and Henry Clay expressed an eternal truth when he declared: "A free people must be a thoughtful people." The discussion suggested in this lesson will not rest on the question as to whether New York was loyal or not, but, on the question of whether we would consider our state loyal, if it should do as the state of New York did. Lesson XV< — Our Country A. Questions and Problems. 1. What are the land possessions of your country? 2 minutes. 2. How did your country come into possession of its territory? (Use map if practicable). 2 minutes. 3. What are your points of preference for your country? (Give at least three.) 3 minutes. 4. What does your flag symbolize and how does the American flag provide for expansion of its symbolization? 5. Sing, recite, or read your fav- orite national song. 3 minutes. B. Suggestive themes from which teacher may select one. 15 minutes. 1. The Constitution of your country. 2. What constitutes loyalty to country.

LIFE'S VISIONS AND PURPOSES 255 3. Love of country. 4. Religious liberty the most desirable characteristic of a nation. 5. National perpetuity dependent upon respect for national laws. C. Class Discussion. — The one greatest need of our country. Send result to News correspondent. D. Subject Matter to Aid in Preparation of Questions. — 1. The land possessions of the United States consist of the forty-eight states, Alaska, the Philippines, the Hawaiian Island, and the Panama Canal Zone. The forty-eight states comprise the thirteen original colonies, and six other separately acquired possessions, namely: 1. The Louisiana Purchase. 2. Florida. 3. The Northwest, consist- ing of Oregon, Washington, and part of Idaho. 4. The Southwest, con- sisting of California, Nevada, Utah, Part of Arizona, and New Mexico. 5. Texas. 6. The southern part of Arizona and New Mexico. 2. The thirteen original colonies extending west to Mississippi and ex- clusive of Florida, gained their independence from Great Britain in 1783. The territory known as the Louisiana Purchase was purchased from France in 1803, for fifteen million dollars. Florida was purchased from Spain, for five million dollars, in 1819. The title to the Oregon territory was acquired through exploration of Lewis and Clark, and others, and by treaty with Great Britain in 1846. California, Nevada, Utah, and part of Arizona were obtained from Mexico, by treaty, in 1848, at the conclusion of the Mexican war. The Mormon Battalion functioned prominently in this war. Texas was obtained by annexation after it had gained its independence from Mex- ico. The southern part of Arizona and New Mexico was purchased from Mexico in 1853 for ten million dollars, the negotiations being arranged by James Gadsden. Alaska was purchased from Russia in 1867, for the sum of seven million two hundred thousand dollars. The Philippines were acquired in 1898 after the Spanish- American war as a result of an agreement binding us to pay Spain twenty million dollars. The Hawaiian Islands were annexed in 1893, on petition of its people. 3. Our physical needs enter largely into our preference for our country. We prefer a country where our chances are favorable for getting employment, by means of which we can earn a living, and prepare for old age. We also prefer a country extending religious freedom. Man's spiritual needs require that desirable country should extend absolute religious tolerance and freedom. We also prefer our country because of sentiment, sentiment in regard to ac- customed traditions and sentiment in regard to family, friends, and child- hood ties, and surroundings. 4. Every national flag is a reflection of its people individually and collectively. Thus if we work hard our flag stands for industry: if our lives are devoted to service, our flag stands for service and brotherhood; if we love our fellowmen, our flag stands for love; if we always give a square deal, our flag stands for justice and mercy; and if we place our trust in God, our flag stands for divine strength. 5. The inspired poem and beloved national song, "The Star Spangled Banner, was written by Francis Scott Key, an American. The author was being detained on a British ship which was bombarding Fort McHenry during the war of 1812, between the United States and England. The great poet commences with an inquiry and hope for the safety of his countrymen and flag. He then rises to a state of great exaltation at the thought that the flag is still safely waving. Then a prayer and supplication follow, "O long may it wave o'er the land of the free and the home of the brave!" The poet then turns prophet and predicts that the flag will forever float, "Where freemen shall stand between their loved homes and the war's desolation," as long as the "cause is just" and, "in God is our trust 1"