Priesthood Quorums' Table

Suggestive Lesion Outline for the Deacons INTRODUCTION

In the Forest Dale ward, eight instructors were engaged in teach- ing that many quorums of the Lesser Priesthood. Entering the room and looking over the eight groups, the bishop said to one of the ward officers: "Note the difference in these teachers. There is one who seems at ease; his boys do the work. Yonder is another on a very great strain trying to entertain the boys. The first has the tact of getting his class to think; the second is doing practically all the think- ing himself." The class instructor must not be a preacher, a lecturer, nor an entertainer. His work resembles that of an instructor in a manual training shop, who goes from one busy boy to another, correcting, suggesting, and directing. He comes to his class prepared, not only on the subject matter, but also with problems, based on the lesson, which he is prepared to present to the class and help its members to think out. The instructor does not spend his time in exhorting, nar- rating facts nor playing upon the emotions of the boys. All these methods may haye their place, but principally he is leading them to think out some truth for themselves. Thinking is the action of the mind that leads to belief in what was formerly not known, and the gathering of evidence to support that belief. Thought will be secured from the Deacons, by the presenta- tion of lessons as outlined below. To get the Deacons to think, is the object of every lesson. Take, for example, chapter 15 in "The Latter-day Prophet." Most teachers would simply narrate the very interesting but rather discon- nected events therein. It tells of the accident to Newel K. Whitney; the attempt to poison the Prophet; and the escape through inspira- tion; the visit of Brigham Young and Heber C. Kimball to Kirtland; the prophecy regarding the Civil War, and the Word of Wisdom. Suppose, however, that the instructor should introduce this problem into the lesson: What tests are necessary to prove that a man is a prophet? To this direct question very simple answers would doubt- less be given. Additional questions bring forth answers like these: that prophecy consists in accurately foretelling an event before it takes place; that the boys of themselves are not able to foretell what will take place in the ward a year or five years hence; that the inspiration of the L.ord is necessary to bring about prophecy; that a prophet does not always have the ability to foretell; that prophecy always has a useful purpose, and is never to gratify a vain ambition; and that the predic- tions of a prophet must be fulfilled. Then the subject matter of the lesson is discussed. Almost every event is shown to be a test that proves Joseph Smith to have been a prophet.

Lesson 1

The problem of lesson 1 may be. What was the character of the family of Joseph Smith, Sr.? Before starting, it is well to prepare

PRIESTHOOD QUORUMS' TABLE 271

the mind as to what is considered a good family. This may be done by having the boys give their ideas on the following questions: What are evidences of a good, trustworthy family? Honesty in business and other affairs, industry, advancement in intelligence, God-fearing, etc., are characteristics of good families. When these conclusions have been reached, the class may begin to read chapter one. As dif- ferent characteristics of the Smith family are met in the chapter, each may be commented on as to whether it is commendable. For example, what kind of a sign is it to be an industrious farmer? (2) To fight for the independence of the Thirteen Colonies? (3) To be a land owner? (4) To work hard? (5) To make sacrifices? (6) For father and son to work side by side? (7) For father to teach such things as mentioned in paragraph five? (8) For the mind to remain calm in the midst of religious excitement? In answer to the last read the following: "Meanwhile, there was present during this strenuous religious revival in Manchester, a rather serious-minded boy of some fourteen years of age. He was the fourth child of the Smiths. The Smiths themselves were in the main attracted by the doctrines of the Presbyterians. But Joseph did not know what he should do. He attended the revival meetings. He witnessed the violent manifestations of religious emotion. Undoubt- edly, he was deeply affected at times by the excessive demonstrations of his associates and friends. But through it all, he maintained a perfect self-control. Never once was he so overcome by his emotions that he took part in the excitement of his friends. He stood calmly, — thoughtfully by a spectator, puzzled, perplexed." (The Restoration of the Gospel, O. J. P. Widtsoe, page 8.) Close the class work on chapter one, with having two or three boys state the several points studied, as evidence of the good qualities of the family of Joseph Smith, Sr.

Lesson 2

Before beginning the lesson, recall the character of the family of Joseph Smith, Sr., and some of the evidences studied. The problem for lessoni two may be, Of what value is it to have the knowledge of the existence of the Lord? Before studying the chapter, get the boys to think about the following question: What is the difference between knowing and believing a thing? Then study chapter two. Ask such questions as the following: What was Joseph's belief concerning the words of the apostle James? What did his belief lead him to do? What was the answer to his prayer? What kind of a testimony could Joseph Smith bear to the world con- cerning God and Jesus Christ? Answer the question of the lesson. Of what kind of a family was Joseph Smith, Jr., a member? What kind of a boy was he? What does his testimony cause you to believe? Who is the new witness for God? Lesson 3

Recall the important points of lessons one and two. The problem for lesson three may be: From what sources do the oppositions to the Gospel of Jesus Christ come? With the foregoing question as the aim of the lesson, it would be well to make it consist principally cf paragraphs six (chapter two), and one, two, and three (chapter three). Addtional readings are found in paragraphs 13-16 and 21 and 22, Writings of Joseph Smith (II), Pearl of Great Price. Get the boys to think of their own experiences by answering the following ques-

272 ' IMPROVEMENT ERA tions: Who makes sport of you for being a "Mormon"? Who op- poses your efforts to attend to your quorum duties? Why? Study the assignment as suggested in lesson two. Who tried to stop Joseph Smith from praying? Why did some ministers oppose the testimony of Joseph? Who helped Joseph to overcome the opposition? Why was it important for him (1) to see and hear God and Jesus Christ? (2) To feel the power of Evil? In connection with this, read the testimony of Moses found in the Pearl of Great Price, chapter 1:1-22. Answer the general question of the lesson. From whom may we expect opposition to our belief in the Lord? Why?

Lesson 4

Review of last two lessons. The word prophet is derived from the two words "for," or before, and "to say," or to speak, and a prophet is one who foretells events. For whom did Joseph Smith, Jr., speak? How did he learn that fact? How did he learn that Satan exists? What was the mission of the Lord and his beloved Son in their visit to Joseph Smith? What was Satan's mission in visiting him? Problem for lesson four: How did Joseph Smith come to discover the Book of Mormon? This lesson may consist of paragraphs 4-9, chapter 3, and all of chapter 4. Questions for preparing the mind to study the lesson. Tell how the Presiding Bishopric may learn from records, what we are doing now in our quorums. Who is our ward historian? Stake historian? Where are the records of our Church kept? Who is our present Church historian? Then, in four or five hundred years from now, how may men get a history of us? Who lived in America when Columbus discovered it? At one time these Indians had historians like our Church historians. The Lord had told them to make truthful records and carefully preserve them, because he wanted to use them for his purposes. Now, we want to find out how one of those Church historians helped Joseph Smith to get these records. Study this lesson as suggested in lesson two. What was the name of this ancient Church historian? How did he come to visit Joseph Smith? What mission was he sent to per- form? How did he make sure that Joseph would understand what he was told? How did Moroni make sure that Joseph would remem- ber what he was told? How did Joseph prove that Moroni's message was the truth? Answer the general question of the lesson.

— Priesthood Quorums' Study, 1915. For the Deacons, 1915. "The — 'Latter-day Prophet," same as used in the classes two years ago. Copies may be obtained from the Era Office, price, cloth 40 cents, paper 25 cents. — For the Teachers, 1915. "The Life of Christ," same text book as last year, price 15 cents, to be obtained also at the Era office. — For the Priests, 1915. "What the Priest should Know and Do," price 15 cents. Supplemental reading, "The Strength of Being Clean," by David Starr Jordan. — For the High Priests, Seventies, and Elders, 1915. "Rational Theology," a new book by Dr. John A. Widtsoe, ready about Jan. 15, 1915. Price 25 cents. This book, and that for the Priests will be sent direct to the bishops.

PRIESTHOOD QUORUMS" TABLE . 273 — Attendance at Priesthood Meetings. Bulletin No. 16, issued by the Presiding Bishop's Office, October 31, 1914, shows the average attend- ance of priesthood at weekly priesthood meetings for the three months ending Sept. 30, 1914, based on the total priesthood of stake, as follows: c% Sept. T % w% Mar. June c % Sept. T% June J° Mar. 30 30 31 30 30 31

1- -Liberty 2- -Maricopa 3- Pioneer 4- Ogden 5- Taylor 6- Young 7- -Cassia 8- -Alberta 9- -Deseret 10- -North Weber ... 13 11- -Granite 12- -Fremont 13- -Salt Lake 14- -San Juan 15- -Snowflake 16- -Box Elder 17- -Carbon 18- -Ensign '. 19- -Juab 20- -St. Johns 21- -Uintah 22- -Weber 23- -Blackfoot 24- -Davis 25- -San Luis 23 27 30 34— Millard 11 13 24 23 21 32 35— Moapa 11 17 20 23 26 28 36— Nebo 11 13 23 22 27 30 37— WasaUh 11 13 25 22 26 32 38— Malad 10 17 25 22 25 23 39— Shelley 10 20 22 27 40— So. Sanpete 10 \3 24 19 26 34 41—Teton 10 12 19 27 21 42— Utah 10 13 21 13 23 43— Boise 9 12 19 18 23 27 44— Jordan 9 13 19 17 22 27 45— Oneida 9 14 23 17 19 19 46— Sevier 9 13 27 17 17 22 47— Bear River 8 20 27 17 17 22 48— Emery 8 13 21 16 22 32 49— Hyrum 8 12 27 16 22 23 50—Tooele 8 9 18 16 20 22 51— Woodruff 8 11 18 16 18 27 52—Bannock 19 19 16 14 32 53 — Duchesne .... 19 16 16 18 * 54 — Morgan 10 20 16 20 26 55— Wayne 12 24 15 18 28 56 — Benson 8 26 15 18 27 57 — Parovvan 8 13 15 15 20 58— Star Valley 11 26 59 — Summit . .

26- -Union 15 21 25 12 26 27- -Bear Lake 14 15 22 60 — Pocatello .... 8 * 28- -Big Horn 13 17 27 61 — Yellowstone 9 21 62 — Beaver . .

29- -No. Sanpete .... 13 13 23 10 19 30- -St. George 13 10 21 63— Panguitch .... 8 17 31- -St. Joseph 13 17 23 64— Rigbv 9 22 32- -Alpine 11 14 24 65— Cache 23 30 33- -Bingham 11 12 25 66 — Kanab 5 17

A new book has just issued from the press of the Deseret News, entitled "After Twenty Years," by Dr. George W. Middleton. Here is a paragraph quoted from it, on work: "The world has not much to bestow upon the man who will not work. It is the get-up-and-get that makes men great. Go to the home of the successful farmer and you will find the dews of the morning upon his rugged brow. You will see the last glimmer of evening's twilight fall upon him as he still bends over his unfinished task. Go to the home of the scholar and you will find him poring over his books in the silent hours of the night when all the world besides is hushed in slumber. For God has set a price upon everything in this world that is worth having, and he who would possess must pay the price of the thing he covets. "Again, the importance of frugality as a factor of success cannot be overestimated. If your compensation is a dollar a day, and you live on seventy-five cents a day, your credit will gradually grow as the balance of each day is added to your possessions. But if with an in- come of a dollar a day your expenditure is a dollar and a quarter a day, you will as certainly come to discredit as the night will follow the day. Nature deals with us justly but not mercifully. She makes cold mathematical deductions in her verdicts. She balances the ledger with unerring accuracy, and announces the verdict at the close of every day. She fixes our credit among men by these daily bulletins, and whether we will or not, we must submit to the rating she puts upon us." 'Reports arrived too late to be included in classification.