Priesthood Quorums’ Table

Priesthood Quorums' Table

Deacon's Activities in Richmond "Having read in the Era what the deacons of other wards are doing, I take pleasure in referring to the labors of the deacons of

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PRIESTHOOD QUORUMS' TABLE 839

the Richmond ward, this past winter. We studied 'Incidents from the Lives of our Leaders.' Coming to the life of Apostle M. W. Merrill, and reading how he helped to build up Richmond, we knew that there were others who did much to build up the town, so we decided to in- vestigate the lives of other pioneers. We set apart each Wednesday night to visit a pioneer and listen to his life and what he endured for the gospel's sake. One picture which I send represents the deacons of the ward, and the other the boys having musical talent. These boys and thirty-seven others, carry a strong testimony of the gospel, and that Joseph Smith is a prophet of God. We are enjoying the work very much. The music teacher is John Omensen who has succeeded admirably in teaching the boys to play the different instruments. I have labored with some of the boys in Mutual and Religion Class, Sunday school, and in the deacons' quorum, beside sbeing with them every Wednesday night. I have learned to love to associate with them. There are about 60 in number. 'A little over fifty per cent attend the meetings. We have learned much about the travels of the Saints and their trips across the plains, and many things pertaining to Church history. I bear my testimony to the truth of the gospel

and state that I am enjoying the priesthood work, and trying to do — what I can to interest the boys." M. A. Harrison.

Suggestive Outlines for the Deacons BY P. JOSEPH JENSEN

GETTING THE BOYS READY TO THINK ABOUT THE L-ESSON

Sometime ago, a young, inexperienced teacher went before his quorum to teach a lesson on faith. He had what he thought a well prepared lesson. It was logically organized, and if his class had been disposed to listen while the instructor talked, they might have been benefited. He began by asking the question: What is faith? The boys didn't seem to know; the instructor said, "Then I will tell you," and he quoted Paul's definition of faith. They had some little inter- interest est in learning by heart the definition; but after that, their in the class work lagged. After the class work was over, he spoke to an experienced teacher about his failure. Said he, "I had worked hard and long to prepare teacher my lesson " After some little conversation the experienced minds ready said "Your failure consists in not having gotten the boys' for the thought you had to present. Their minds are concerned about things involve belief things just as much as ours are. Many of those and "faith Learn what they desire to have now, what they want to get become what assurance and evidence they have that they can best which will and become what they desire. Hitch on to the idea but before giving them help them to interpret what you have to give; already m the boys the lesson, enlarge the experience and the idea possession." the much better teaching to get the pupils' minds ready for It is course we have to do facts, than the facts ready for the pupil. Of we. so to speak, forge mental the atter, but by doing the former, hooks on which to hang truths and facts. We buds we have chosen. thus select good health- ful limbs of trees on which to graft the choice point. Any of the four following lessons illustrate the

Lesson 25 (Chapter XXIV) Problem: The best place to get courage from. What are some of the things which discourage you most? Your parents? What encourage you most? Study the chapter. Why were the Saints in Clay County? Why were they asked to move from Clay County? What had they done there? How was Caldwell County formed? How many succeeeding moves did the Saints have to make before they reached Utah? Under what circumstances was the hymn, "Come, Come, Ye Saints," composed? Read it. (Page 58 in the Hymn Book.) Where does it say the Saints got their courage from? Why were all these movings discouraging? What shows that they had courage? Where did they get it from? Then where can you get courage? Answer the problem of the lesson. Lesson 26 (Chapter XXV, Verses 1-4) Problem: Troubles that accompany trying to get rich quick. Have you had any experiences in trying to get a lot of money at once? Study the chapter. What things encouraged speculation in America? How did the Prophet plan to develop honest business? Why did they fail? What resulted from its failure? Name some things in your locality through which people are trying to get rich quick? What resulted in 1873, in America, from speculation? Compare this idea with the parable of the unjust steward, Luke 16:1-13, especially verses 10-13. Answer the problem.

Lesson 27 (Chapter XXV, Verses 5-10) Problem: The most important work of the Latter-day Saints. What do you think is the most important of many kinds of work you have to do? Bear in mind that this is not stated the only work, but of the many kinds which is most important. All are im- portant, some are more important than others, and still others are most important. In order to help you, read Doctrine and Covenants, section 7. What work of John did the Savior approve strongly? Also Doctrine and Covenants 15. Study the chapter. What was the work H. C. Kimball was called to do? Compare the purpose of his work and getting rich quick? What were the results in each case? Who opposed this work of the salvation of souls? How did Satan succeed? Answer' the problem.

Lesson 28

(Chapter XXXI, Verses 1-8) Problem: What helps us most to be true friends? What are some things that cause you to make enemies of people? What helps you to make yourself a true friend? Study the chapter. What made men turn against the Prophet? What influenced others to remain true? Answer the problem.