--- title: Improvement Era description: Monthly periodical of the Mormon church, 1897 onward. This library holds the issues of November 1897 to December 1930. authors: - Miller, John T. collections: - periodicals tags: - magazine - improvement-era periodical: Improvement Era volume: 32 number: 5 published: 1929-03 publisher: Young Men’s Mutual Improvement Associations publisher_place: Salt Lake City language: en type: magazine reference: "John T. Miller, “Dr. Karl G. Maeser, the Character Builder,” *Improvement Era* 32, no. 5 (March 1929): 386–389." source: url: https://archive.org/details/improvementera3205unse transcription: Transcribed from the Internet Archive scan of each issue (the item for each issue is named in the issue's own source); unnumbered advertising leaves are omitted, printed page numbers are kept as page markers. identifier: improvementera3205unse start_page: 386 end_page: 389 rights: status: public-domain basis: US publication 1930 or earlier (published 1929-03) source: https://archive.org/details/improvementera3205unse publication_year: 1929 note: The Internet Archive item metadata carries a blanket "© Copyright by Intellectual Reserve, Inc." notice. The library owner judged it inapplicable because this issue was published in 1929, before 1931; a scan-level notice does not restore copyright. --- # Dr. Karl G. Maeser, the Character Builder Dr. Karl G. Maeser, the Character Builder By Dr. John T. Miller THE outstanding service of Dr. Karl G. Maeser to humanity was in his ability to inspire young people with a desire to make the best of life. He understood human nature and built all his work upon the true science of mind. In his book, School and Fireside, he says (on page 38) : "It is the duty of parents and teachers to discover natural capacities and inclinations in their children, for these capacities point out, as a rule, the line along which the most successful career or vocation in life may be followed, although financial conditions, vanity, ignorance, prejudices, and many other influences may prevent the choice of the vocation most suitable and even cause the adoption of a vocation ill-adapted to the pupil." The value of Dr. Maeser's work as an educator was recognized by the great educator, Col. Francis W. Parker, when he conducted a summer school for teachers in the Brigham Young University about thirty years ago. At a convention held in the Provo Taber- nacle at that time Dr. Maeser delivered an address and at the close of it the writer saw Col. Parker embrace Dr. Maeser and weep for joy at finding an educator in the Rocky Mountains working so fundamentally in the educational field. On page 37 of School and Fireside, Dr. Maeser describes a weakness in education that has not yet been overcome. He says: "The prevailing system of feverish competition in our public schools, em- phasizing as it does intellectual advancement to the almost entire neglect of every other requirement, engenders a spirit of selfish ambition, an evil which sadly mars the characters of many of our most prominent public men today. The educational methods prevailing in the public schools and homes in America more than anywhere else in civilized countries neglect the cultivation of reverence. Hence the disregard for parental authority, out of which grows disloyalty to the laws of our country, disregard for the feelings and rights of fellow-men and a growing discontent with the conditions of society. No man can ever be true to his God who has not learned to be true to his home, his country and to humanity." In the work of social purity for which there is such great need in all the world today, Dr. Maeser gave some of the most funda- mental service that has ever been given. In the beginning of the Brigham Young Academy, now University, when Dr. Maeser was at the head, he personally gave instruction to the young men in sex- science and personal purity, while Zina Young Card gave similar Mar., 1919 DR. KARL G. MAESER 387 instructions to the girls in subjects that were vital to their lives. On page 41 of School and Fireside, Dr. Maeser says: "There is a certain degree of prudery pervading among parents and teachers in respect to the relationship of husband and wife, which their children or pupils are expected to enter into sooner or later. No one expects to occupy a position in business life without having informed himself in regard to its re- quirements, and sought advice from those interested in his welfare or other- wise posted himself on the subject. But young people of both sexes are permitted to enter into the most sacred relationships of life without one word of counsel. "And this is not all: There is not an experienced teacher in the land that has not noticed with aching heart the slimy trail of the serpent, the symptoms of secret vices, on the countenances of some of his pupils. Attempts to confer with the parents in such cases for the purpose of securing their coopera- tion in the rescue of their child from the inevitable consequences of such habits, are too often met by a stolid indifference, an offended credulity, or even by personal insults. "Let the teacher in private interview approach the afflicted one of his or her sex in great kindness, patience and purity. Thus many a young life is rescued from destruction and started anew on a path that leads to health, prosperity and usefulness. In schools where both sexes are taught but where only male teachers are laboring there should be a wise and experienced woman chosen as matron to talk with the girls and instruct them on moral and hygienic prin- ciples pertaining to the nature and mission of their sex. A male teacher should perform corresponding duties and similarly instruct the boys and young men." More than thirty years 'ago while the writer was teaching physiology and psychology at the Brigham Young University, he gave a lecture a week for twenty weeks to the young men. Mrs. Susa Young Gates, and later Mrs. Leah Dunford Widtsoe, gave a similar course of lectures to the girls. The response to these lectures was very encouraging. Later when teaching in the L. D. S. Uni- versity the writer extended the course to a lecture a week during the entire year and some of the young men who took the course said it was one of the most valuable courses they had. While visiting at the home of Dr. Mary Wood-Allen at Ann Harbor, Michigan, World President of Purity Work for the W. C. T. U., the writer told her of the constructive work that was being done in the Church schools of Utah and she said there is urgent need for such work in every school of the world. Dr. Maeser was a pioneer in that ex- cellent work and the neglect of it everywhere today is one of the greatest mistakes that is being made. As Dr. Maeser's book, School and Fireside, has long been out of print and few of his admirers may have access to it, another quota- tion from it may be given here with profit. Under the heading of "Cultivation of Moral Habits," he says: "Vivisection of vegetable and animal organisms may be comparatively easy and to some extent instructive but it has never touched as yet the mainspring 388 IMPROVEMENT ERA Mar.. 19Z9 of life, neither has the reverse process ever been attempted; viz., to reconstruct out of the separate fragments a living thing. "As the origin of life is yet far beyond the horizon of analytical investiga- tion so is the nativity of virtue hidden behind the veil of infinitude. Virtue is not a mere product of the necessities and conveniences of man nor an empirical outgrowth of advancing civilization to be viewed from a purely utilitarian stand- point as evolutionists would make us believe, but it is that attribute of humanity which makes man akin to God. Morality is the extent to which virtue has been able to manifest itself in the feelings, desires, words and actions of man either in his bearing as an individual or in his collective capacity as society. "As a concrete manifestation of an abstract principle, virtue is to be cultivated more effectually by practical training in good habits than by mere theoretical instruction and logical dissertations. The chief part of morality consists in DOING and not in MERELY KNOWING. Precepts in morality, therefore, should follow the synthetic process moving from simple example to complex idea. In this way did God educate men from the Garden of Eden at the beginning, to the foot of Mt. Sinai in the Mosaic dispensation, then from Calvary in the meridian of time, and to the hill Cumorah at the opening of the Latter-day dispensation. "The proverb 'Knowledge is power,' is only relatively true. Knowledge should be supported by corresponding moral qualities. The formation of char- acter depends upon the nature of the moral training which accompanies intel- lectual advancement. There are learned fools and learned knaves in this world with all shades and diversities between them. A piece of furniture may be beautifully painted, splendidly varnished, elaborately ornamented, and gotten up in exquisite taste, and still prove worthless on account of the rotten timber in it. Another piece far less showy may be of greater value because it is proved to consist of solid wood. "Thus it is with man. No outward refinement of manners, no acquired accomplishments, no excellence in the arts or sciences, no mastership in me- chanical pursuits, no high position in society — can recompense for the lack of a virtuous character. Parents and teachers ought to make it their first and foremost concern, whatever other forming and shaping and garnishing their educational efforts may have in view, that the characters of their children and pupils shall be made of SOUND TIMBER. "Morality is far more the result of habit than of reasoning. This fact serves as a guide to the educator who by perseverance and example habituates his pupils in good manners, noble aspirations; and chaste words and actions, thus assisting the formation of characters fitted to sustain honorably all the eventualities of this life, and prepared by daily object lessons in a strict morality for the duties of a higher existence." The writer taught under Dr. Maeser and was prepared for the human-culture work he has done in more than 1,000 cities around the world through the personality and teachings of that great edu- cator more than any other man in the Rocky Mountain region. Some of his other best teachers had passed on to eternity long before he was born. Among them were Doctors Gall and Spurzheim, George and Andrew Combe, Pestalozzi, Froebel, Dr. R. T. Trail, and Horace Mann, America's greatest educator, author of these lines: "Lost between sunrise and sunset two golden hours, each set with Mar.. 1919 DR. KARL G. MAESER 389 sixty diamond minutes. There is no reward offered as they are gone forever." We also read: "Do not waste time because that is the stuff life is made of." The last words he said to his students were: "Be ashamed to die before you have won some victory for humanity." From early youth the writer has read biographies of great men and women who have devoted their lives not to the things that moth and rust corrupt, that thieves can steal, but to the im- provement of human lives. During thirty-five years devoted to character-building, often under great difficulties, these people have been a constant inspiration, spur and real help. Be Not Deceived By Byrant S. Hinckley, President of Liberty Stake Will Durant in his introduction to the Story of Philosophy has this to say: "We want to seize the value and perspective of passing things and so pull ourselves up out of the maelstrom of daily circumstance. We want to know that little things are little and that big things are big before it is too late: we want to see things now as they will seem forever — in the light of eternity." This admonition comes from one who has read deeply into the philosophy of life and who is competent to speak upon questions of far-reaching effect. These words are freighted with significance. To get the true perspective of things, to weigh all things and evaluate them in the "light of eternity," requires not only remarkable vision but patience and self-discipline. We see the immediate more clearly and feel the urge of the present more keenly than we do the remote. On the contrary, "eat, drink and be merry for tomorrow we die" is a fatal doctrine. More lives have been wrecked through it than from any other cause. No matter how alluring a thing may be, if it is not good "in the light of eternity," it is never good. To know that "little things are little and that big things are big before it is too late" is a consummation of the highest wisdom. How many brilliant lives have been submerged or dissipated in transitory things; how many have achieved temporary success at the expense of enduring success? How often one becomes confused and lost in the "maelstrom of daily circumstance." To pull one's self up out of this and to view things in the "light of eternity" is to emerge into a larger and brighter world. To major in things that have no permanent value seems not only a waste of energy but it has in it the element of tragedy. Petty things that scar one's conscience and mar one's character, no matter if they seem to bring temporary satisfaction are, in the final analysis, suicidal. If one does a dishonest thing, though it brings an immediate profit, it is paid for out of the coin of his soul. A lie cannot live. The only path that can be pursued with pride and permanent satisfaction is the "straight and narrow path." Our lives stretch into eternity and only the genuine can endure — truth alone can last. The poet puts it well: "Truth crushed to earth will rise again, The immortal years of God are hers; While error wounded writhes in pain And dies amid her worshipers." "Be not deceived: God will not be mocked, for whatsoever a man soweth that shall he also reap." Gal. 6:7.