Priesthood Quorums' Table

Suggestive Outlines for the Deacons THE POINT OF CONTACT When you have read this introduction, pause a few moments and ask yourself, "What is the relation that exists between me as teacher and each of the members of the quorum that I instruct as learners?" The meeting of that particular attitude that I take towards John, and the attitude he takes towards me is the point of contact between us. Is that relation such as to favor growth and advancement in the gospel? Does the relation of learner and teacher exist mutually be- tween us? If it does, then the quorum is in the way of progress. If not, in what particular thing is there friction? Is the fault in me, the teacher, or is it in the pupil? It may be in both. How can we come nearer that relation where the deacon is an interested learner, and the instructor an interested teacher? How can we improve the point of contact? A worker with deacons said con- cerning a boy who had given a number of instructors trouble, "One day I was painting my house, when the boy in mind came up. I remembered, because of the very difficulties that had arisen between us, that he was interested in painting. I asked for his opinion on something. He said, 'My father is a painter, and says so and so.' Our conversation continued for some little time. But the point of interest to me was that from that little conversation about one of his interests, our point of contact changed, and he became a different pupil in the quorum I instructed." There are frequently unruly boys in the quorum, but the fact that they are there is evidence that they have interest to some extent, or that they obey their parents. With unruly boys, the point of contact is naturally less favorable. Now, what course shall be pur- sued with them? Doctrine and Covenants 121:41-45 describes the course very clearly. Although .you may have read it many times before, study it again. In the light of that passage, study from the point of view of teacher and learner the' course our Savior pursued with Peter, as shown in the following passages: Matt. 16:15-28. Note first, the commendation; Second, the severe rebuke; Third, the clari- fying of Peter's mind concerning saving and losing life. Also Matt. 26:31-35, 57-75; John 21:15-23. Lesson 13 (Text The Latter-day Prophet, Chapter 12) Problem. What officer in our Church has the authority to com- mand the Church in the name of the Lord? Why is it this one par- ticular officer? Study the chapter as formerly recommended. How had Joseph Smith learned to distinguish revelations given by Satan, from, those given by the Lord? What men had been influenced "by Satan? What order does the Lord employ in giving revelations for his Church? Why is this necessary? Of what is this way of giving revelations an evidence? Answer the problem of the lesson.

PRIESTHOOD QUORUMS' TABLE 553

Lesson 14

(Chapter XIII)

Problem: Where is the New Jerusalem of the Latter-day Saints to be built? Study the chapter. Have a map of the United States. Locate Sharon, Vt. (2) Manchester, N. Y. (3) Harmony, Penn. (4) Fayette, N. Y. (5) Kirtland, Ohio (6) Independence, Mo. How many miles apart are the Prophet's birth place and Independence? Tell the principal events in the life of the Prophet which took place at each of the above places. How was Kirtland selected as a gathering place for tlie Saints? Why were there a number of elders at Independence, Mo., by Aug. 2, 1831? How did the Prophet know where the spot was on which the Temple was to be built? (See Doc. & Cov., 57.) Do the Latter-day Saints own any part of this promised land? How do you feel about the promise of the Lord concerning Zion?

Lesson 15

(Chapter XIV) Problems: What did William E. McLellan's failure to write a revelation prove concerning Joseph Smith? What trait of character did Joseph Smith show in preaching on Sunday in the same village where he was tarred and feathered the night before? Study the chapter. Compare the feeling that William E. McLellan had concern- ing his wisdom, with the feeling of Peter (Matt. 26:31-35; 71-75). Whose wisdom did both men oppose? What was the outcome in each case? What evidence do these instances give of the wisdom of our Savior? Compare the courage of Joseph Smith with our Savior's instructions. (Matt. 10:28.) How do these instances strengthen your faith in Joseph Smith's being helped by the Lord? (See note below.) Lesson 16

(Chapter XV) See the January number of the Era, in the introduction. Con- clude the lesson with relating all the evidences so far studied that Joseph Smith was a Prophet of the Lord. Note. Every instructor of deacons should own for himself a Bible, a Book of Mormon, a Doc. & Cov., and a Pearl of Great Price, and should acquire the habit of looking up passages.

Suggestions for Teachers' Quorums

(Course of Study, 1915, The Life of Christ.)

The first three lessons are introductory, but their importance is

vital inthe consideration of the life of Christ. The success of the year's work will depend largely upon the foundation that is laid in these lessons.

554 IMPROVEMENT ERA Lesson 1 The Jews

Get the land of Canaan clearly fixed in the mind. Have this mental coception as nearly correct as possible, as to location, physical features, etc., so that any future reference to it will call up a mental picture of the promised land. Establish the house of Israel by making a brief chronology of the leaders whereby the lineage of Jesus may be seen at a glance. Make this chronology a prominent feature of class study. Lesson 2 The J civs (Continued.) Connect up with the early history of Israel. Note the warning of Samuel, given by the Lord (I Samuel 8). Observe the loss of special privileges as a result of failure to do the will of the Lord.

Lesson 3 John the Baptist

Minor details should be used as introduction; let burden of les- son be. his ministry; his preparation and preaching. on Show that humility, his example, and repentance, his message, are the two essentials that perpare one to receive Christ. Thus John prepared the way before him and bore witness of Christ's divinity.

Rout me

I murmured once at matin old and same, At night's unchanged compline, At task and routine fretting as they came, When lo! at 'plaint of mine There came fair Springtime sunning down the land, With lilt and starling song, With balmy blossoms snowing from her hand, As in Springtimes agone!

A dryad flinging vesture to the tree, And sun-moats to the noon To every leaf a likened palmestry 'Twas thus at yesternoon!

On fell and moor the same beatitude, Of April's chrism'd tear, Each copse apulse with holy interlude The same as yesteryear! The Autumn's rust shall stain the lily's sheen, And necrode all her gold, Yet blithely through the woof of her routine Spring plies her loom of old!

Her triumph spun in fragile monocarp, Shall mould in sodden fen, Yet though her forests twang a rusted harp, She shall make new again! MESA, ARIZONA BERTHA A. KlEINMAN.