Priesthood Quorums' Table

Suggestive Lesson Outlines for the Deacons

In the January Era, the plan for conducting the lessons empha- sized thinking on the part of the boy. In the present issue, the emphasis is placed on coupling the truths learned with practice, in other words, forming habits in connection with the ideas acquired. The physical basis for habit is the plasticity of the nervous system. Be- cause of that property of the nerves, when an act, in accordance with an idea, is performed, the part of the body concerned adapts itself to the act. Then there is a tendency to perform the act again and again. For example, a boy by repetition of acts acquires a liking for whole- some food and drink, or for unwholesome food and drink, as the case may be. There is a desire in either case which influences conduct and which urges the boy to seek the company where either the wholesome or the unwholesome foods can be secured. That is also true in matters spiritual. The deacons are just beginning to form habits that pertain to the Holy Priesthood. In natural disposition of mind they are most adaptable to habits in harmony with the priesthood, in the deacon period of their lives. No service of more importance can be rendered to the Church than to help the deacons to acquire gospel ideas and work them out into habits. To this end we recommend that each instructor give such time as is needed during the week to keep in touch with boys who are careless in respect to the callings of their office; and, at the recitation period, make inquiry as to whether they are performing their allotted ward service. In adidtion to the truths learned from the lessons, sec- tion 4 contains other goals to strive for. Verses 41-46 of section 121 tell how to do it. Lesson 5 (TextThe Latter-day Prophet, Chapter 5) Problem: We have learned how Joseph the Prophet discovered the ancient records, now we are to learn what the Angel Moroni re- quired of him in return for the possession of the sacred treasure. Study the chapter. As each paragraph is read or reported on, ask questions that will bring out the bearing of the paragraph on the problem of the lesson. These outlines are suggestive only on one problem, which may occupy the whole recitation period. .

Get the answer to the problem of the lesson. Show that the principle involved is a common, fundamental principle. For example, the state pays nearly $39 in each of your school years for your edu- cation What does it expect of you in return? Name some things in return? your parents have done for you. What do they expect of Mor- You have the privilege to possess the contents of the Book mon; what will be expected of you in return? Also you have the Lord expect Aaronic Priesthood conferred upon you; what will the of you in return? How does these instances agree with the Saviors statement, "where much is given much is required ? Lesson 6 (Chapter VI) Problem. Through what means and by whom was Joseph Smith English. taught to translate the ancient record into Study the chapter. (See lessson five).

366 IMPROVEMENT ERA Find the answer to the problem of the lesson. Contrast the way in which the Prophet was taught to translate ancient languages into English, with the way of learned men. Which do you think is the more reliable? Give instances where the Lord's power has translated unknown spoken languages. Lesson 7 (Chapter VII)

Problem: What did Joseph Smith do in connection with thfi translation of the Book of Mormon, by which he learned that to displease the Lord brings sorrow? How did he gain forgiveness? Study the chapter. (See lesson five). Read chapter 25, History of the Prophet Joseph, by Lucy Smith. Answer the problem of the lesson. Name some acts of the boys of your ward that you think are dis- pleasing before the Lord. Compare them in principle with what the Prophet did in this instance. What blessings do the boys have which they may be deprived of, if they do not repent? What does the Lord expect of us when we displease him?

Lesson 8 (Chapter VIII)

Problem: In a former lesson we have seen how the Prophet Joseph obtained a knowledge of the existence of God our Eternal Father and his Son Jesus Christ. Relate the event. This gives us evidence for our faith in them. Nowlet us inquire as to how he came to introduce into the gospel the principles of repentence and baptism by immersion for the remission of sins. Study the chapter. (See lesson five). Answer the problem of the lesson. What other denominations believe these principles? Who in- structed Joseph and Oliver, and gave them authority to baptize? What important baptism did he (John the Baptist) perform when he lived on the earth? How would he know, then, which was the right way and what baptism was for? — Courses of Study for Priesthood Quorums 1915 Priests "What— the Priest Should Know and Do." A book of eighty-four pages, writ- ten especially for the classes of 1915. Price 15c, postpaid. This out- line and also "Rational Theology," by Dr. John A. Widtsoe, for the High Priests, Seventies and Elders, will be sent direct without order. Teachers —"The Life of Christ," the same as for 1914. It is rec- ommended that the gospel be studied directly from the New Testament, as supplemental exercises. Price 15c. Deacons —"The Latter-day Prophet," by Geo. Q. Cannon, a book of 192 pages, bound in cloth. This book was used some three years ago with great success and many of the volumes may be found in the homes of the Saints. Price, 40c, in cloth. There are none of these books in paper binding. High Priests, Seventies and Elders. "Rational Theology," by Dr. John A. Widtsoe, a book of about 200 pages, in which the doctrines and aims of the gospel and the Church of Christ, are set forth in a text new, attractive and scientific. Price, paper 25 cents. All these courses will be distributed through the office of the Im- provement Era, address 20-22 Bishop's Building, Salt Lake City, Utah.