To Children—Many children have been ruined for life, and some have died, as the result of the injudicious course of parents and teachers, in forcing the young intellect while neglecting the physical nature. The children were too young to be in a schoolroom. Their minds were taxed with lessons when they should have been left untaxed until the physical strength was sufficient to support mental efforts. Small children should be as free as lambs to run out of doors. They should be allowed the most favorable opportunity to lay the foundation for a sound constitution.Advocate March 1, 1900, par. 1

In order for children and youth to have health, happiness, vivacity, and well-developed muscle and brain, they should be much in the open air, and have well-regulated employment and amusement. Children and youth who are kept at school and confined to books, can not have sound physical constitutions. The exercise of the brain in study, without corresponding physical exercise, has a tendency to attract the blood to the brain, and the circulation of the blood through the system becomes unbalanced. The brain has too much blood, and the extremities too little. There should be rules regulating their studies to certain hours, and then a portion of their time should be spent in physical labor. And if their habits of eating, dressing, and sleeping were in accordance with physical law, they could obtain an education without sacrificing physical and mental health.Advocate March 1, 1900, par. 2

To Youth—Youth who are kept in school and confined to close study, can not have sound health. The lesson must be often repeated, and pressed home to the conscience, that education will be of little value if there is no physical strength to use it after it is gained. Students should not be permitted to take so many studies that they will have no time for physical training. The health can not be preserved unless some portion of each day is given to muscular exertion in the open air. Stated hours should be devoted to manual labor of some kind,—anything which will call into action all parts of the body. Equalize the taxation of the mental and physical powers, and the mind of the student will be refreshed. If he is diseased, physical exercise will often help the system to recover its normal condition. When students leave college, they should have better health and a better understanding of the laws of life than when they entered it. The health should be as sacredly guarded as the character.Advocate March 1, 1900, par. 3

To Teachers—The teachers themselves should give proper attention to the laws of health, that they may preserve their own powers in the best possible condition, and by example as well as by precept exert a right influence upon their pupils. The teacher should take time for recreation. He should not take upon himself responsibility outside of his school work, which will so tax him, physically or mentally, that his nervous system will be unbalanced; for in this case he will be unfitted to deal with minds, and can not do justice to himself or to his pupils.Advocate March 1, 1900, par. 4

Physical Culture

Our institutions of learning should be provided with every facility for instruction regarding the mechanism of the human system. Students should be taught how to breathe, how to read and speak so that the strain will not come on the throat and lungs, but on the abdominal muscles. Teachers need to educate themselves in this direction. Our students should have thorough training, that they may enter upon active life with an intelligent knowledge of the habitation which God has given them. Teach them that they must be learners as long as they live.Advocate March 1, 1900, par. 5

Physical culture is an essential part of all right methods of education. The young need to be taught how to develop their physical powers, how to preserve these powers in the best condition, and how to make them useful in the practical duties of life. Many think that these things are no part of school work; but this is a mistake. The lessons necessary to fit one for practical usefulness should be taught to every child in the home and to every student in the schools.Advocate March 1, 1900, par. 6

The place for physical training to begin is in the home, with the little child. Parents should lay the foundation for a healthy, happy life. The work of physical training, begun in the home, should be carried on in the school.Advocate March 1, 1900, par. 7

Manual Training

An Aid to Temperance

Parents should provide employment for their children. Nothing will be a more sure source of evil than indolence. Physical labor that brings healthful weariness to the muscles, will give an appetite for simple, wholesome food, and the youth who is properly employed will not rise from the table grumbling because he does not see before him a platter of meat and various dainties to tempt his appetite.Advocate March 1, 1900, par. 8

Work for Children

Jesus, the Son of God, in laboring with his hands at the carpenter's trade, gave an example to all youth. Let those who scorn to take up the common duties of life remember that Jesus was subject to his parents and contributed his share toward the sustenance of the family. Few luxuries were seen on the table of Joseph and Mary, for they were among the poor and lowly.Advocate March 1, 1900, par. 9

It is essential for parents to find useful employment for their children, which will involve the bearing of responsibilities as their age and strength will permit. The children should be given something to do that will not only keep them busy, but interest them.Advocate March 1, 1900, par. 10

The approval of God rests with loving assurance upon the children who cheerfully take their part in the duties of domestic life, sharing the burdens of father and mother. They will be rewarded with health of body and peace of mind; and they will enjoy the pleasure of seeing their parents take their share of social enjoyment and healthful recreation, thus prolonging their lives. Children trained to the practical duties of life, will go out from the home to be useful members of society. Their education is far superior to that gained by close confinement in the schoolroom at an early age, when neither the mind nor the body is strong enough to endure the strain.Advocate March 1, 1900, par. 11

Kinds of Work

The industrial course should include the keeping of accounts, carpenter's work, and everything that is comprehended in farming. Preparation should also be made for the teaching of blacksmithing, painting, shoemaking, cooking, baking, washing, mending, typewriting, and printing. Every power at our command is to be brought into this training work, that students may go forth equipped for the duties of practical life.Advocate March 1, 1900, par. 12

Cottages and buildings essential to the school are to be erected by the students themselves.... All these things can not be accomplished at once, but we are to begin to work in faith.Advocate March 1, 1900, par. 13

If there had been agricultural and manufacturing establishments in connection with our schools, and competent teachers had been employed to educate the youth in the different branches of study and labor, devoting a portion of each day to mental development, and a portion of the day to physical labor, there would now be a more elevated class of youth to come upon the stage of action, to have an influence in moulding society. The youth who would graduate at such institutions would many of them come forth with stability of character. They would have perseverance, fortitude, and courage to surmount obstacles.... For young men there should be establishments where they could learn different trades, which would bring into exercise their muscles as well as their mental powers.Advocate March 1, 1900, par. 14

Your means could not be used to better advantage than in providing a workshop with tools for your boys and equal facilities for your girls.Advocate March 1, 1900, par. 15

Students should be prepared to teach others how to build, how to cultivate the soil, and how to care for orchards.Advocate March 1, 1900, par. 16

There must be education in the sciences, and education in plans and methods of working the soil. There is hope in the soil.Advocate March 1, 1900, par. 17

Farmers should not think that agriculture is a business that is not elevated enough for their sons. Agriculture should be advanced by scientific knowledge.Advocate March 1, 1900, par. 18

Let teachers in out schools take their students with them into the gardens and fields, and teach them how to work the soil in the very best manner.Advocate March 1, 1900, par. 19

Work in the garden and field will be an agreeable change from the wearisome routine of abstract lessons.Advocate March 1, 1900, par. 20

February 1, 1900

April 1, 1900