f that story application can be made beautifully,
through either of these two truths:

He who plays with sin will eventually be conquered by it; or,

Marrying outside one's church is attended by grave dangers.

A lesson on helpfulness was once beautifully and rather dramatically
given through the story of a rescue of a train. A lad was out at play on
a railroad track when he discovered that a recent storm had washed out
part of the road bed. He remembered that the through passenger train was
due in a few minutes, and so rushed along the track and by frantically
waving his hat succeeded in stopping the train just in time to prevent a
terrible catastrophe. A few well-directed questions called for the
pupils' own idea of application. They, too, would flag a train if such
an occasion should arise. They could help people generally to guard
against danger. They even carried the idea over into rendering any kind
of service, about the home, at school, and elsewhere, as long as it was
helpful.

And so illustrations could be multiplied. The important thing is that,
having decided upon a central truth for a lesson, the teacher then
conceives avenues whereby the truth may be carried over through action
into the lives of pupils. And, of course, he must see that they are
directed in setting about the action.

The question often arises, "Isn't there danger of moralizing in making
an application?" or "What is the difference between an application and
moralizing?" Genuine and natural application ought to be inherent in the
material presented. A good story ought to drive home its message without
further comment. Moralizing consists of "tacking on" some generalized
exhortation relative to conduct. Moralizing is either an unnecessary and
unwelcome injunction to be or to do good, or it is an apology for a
lesson that in and of itself drives home no message. The school boy's
definition of moralizing is helpful and suggestive:

"_Moralizing is rubbing goodness in unnecessarily._"

In making application of truths presented, teachers naturally face the
question as to what constitutes the fundamentals in character
development that are to be achieved. As a sort of guide, the two Utah
codes of morals, one for children and one for youths, are rich in
suggestion, both for pupil and teacher. They are submitted herewith as
helpful in setting up the objectives toward which we are working:

CHILDREN'S CODE

I want to grow up to b