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 be wise and strong, happy and able to make
   others happy, to love and to be loved, and to do my part in the
   world’s work.

During my infancy loving hands cared for me, gave me food, clothing and shelter, and protected me from harm.  I am grateful for this care, and I want to be worthy of the love and confidence of my mother and father and to do all I can to make them happy.

   I will be obedient to my parents and teachers; they are wiser than I
   and thoughtful of my welfare.

I have already learned that good health is necessary to strength and happiness, and that in order to be well and to grow strong, I must have good, wholesome food, ample exercise and sleep, and abundant pure water and fresh air—­nature’s free gifts to all.

   My whole body I will keep clean and each part of it as sound as good
   care can make it.

   I will have respect for all useful work, both mental and physical.  I
   must learn to be helpful that I may know the joy of service and the
   dignity of work well done.

   I will begin now to earn some of the things I use.  I must learn how
   to spend, and how to be generous.

   Waste is the mother of want, and even though the want may not be
   mine, if I am extravagant I am likely to bring suffering to others. 
   Waste of time is as wrong as waste of things; I will not be an idler.