Mutual Work

MUTUAL, WORK Live Associations

The Mutual Improvement Associations in Forest Dale, of the Granite Stake of Zion, are a revelation in organization and efficiency. Promptly at 7 o'closk, the ward officers' meeting is held, with a large per cent of the iorty officers in attendance. The business is carried out according to order, in a ready and effective manner, leaving no officer ignorant of what his duty is during the session of the association. The time for opening, 7:30, having arrived, some three hundred and sixty members were seated in the assembly hall out of a membership of about 400 young men and young women. The well-prepared preliminary program occupies thirty minutes. The associations now separate, the members proceeding in order to the various class rooms. A visit to the classes showed that each of them was provided with teachers who were both interested and prepared. The classes generally had from fifteen to twenty members. Every study was represented and in some of the studies there were two and three classes, about twenty in all. Exactly at nine o'clock the classes were dismissed to the general assembly room where the closing exercises were punctually given. The second part of the associations' weekly exercises was now an- nounced by President Geo. B. Freeze who stated that all who desired to remain after the close of the regular meeting, to take part in the activities of the associations, might do so. Members interested in debating met in a certain room; those interested in drama and story-telling, in another; boys and girls chorus, in a third; the esthetic dance, the social dance, the scouts of whom there were three classes, in other rooms. Moving pictures were also provided. At the reading course table, books were distributed and questions answered pertaining to the reading course. After dismissal a very few of the three hundred and sixty members present left for home. Nearly all went into these various departments, where competent instructors appeared ready to give one hour's instruction to those who were interested in their particular choice of work. In the de bating department a very lively debate was carried on. In he dra matic and story department, three dramas were assigned to the characters who then separated to practice their particular drama. In the scout de partment the masters gave instructions to the boys in their work. A mov ing picture show was attended by those who took a special interest in that division. The person in charge of the reading course, distributed the books to those who desired to read during the week, and also received books from others who had read during the past week; and the attendant was ready and prepared to give instruction and information to inquirers concerning the reading course. A victrola, playing esthetic dances, with a teacher prepared to give instructions to those who desired to learn them, was lo- cated in a convenient department. While these activities were going on, there was a social dance conducted in the amusement hall of the building, well patronized, with good music, properly and modestly conducted in every respect. When we consider that the picture show and the social dance were going on during the whole hour, it is remarkable how many chose the other activities, not generally con- sidered so attractive. To avoid having people come late to take part in the later activities and not attend the class exercises, a door-keeper is stationed at the door, who permits no person to come into the house after the ad-

178 IMPROVEMENT ERA

journment of the regular meeting. All who take part in the activities must have attended the regular association meeting. It was learned that during October the Young Ladies' Association, scored 429 points; the young men, 345 points, and the associations, 148, making a total of 922 points for the month of October. At the meeting of November o, the young ladies scored 205, the young men, 119, and the association, 5, making a total of 329. Bishop Elias S. Woodruff and his counselors take especial interest in the young people and their activities, attend regularly, and are doing all in their power to make the associations interesting for the young people. Not only that, but every Friday night, in their amusement hall, a first-class picture show is provided, which tends to keep the young people and the old who desire this class of amusement, in the ward, instead of going to the city for their entertainment. President G. E. Freeze, and his associates, as well as President McCune of the Young Ladies, and her associates, are active and alive to every new thing that will instruct and interest the young people. The associations which they are conducting are certainly models of efficiency and interest. They are remarkable schools of education in litera- ture, ethics, religious and moral training, and recreation. It might be added that scoring is done by each individual member who is furnished each evening with an individual scoring card which is filled out and handed to the special association secretary, who compiles it weekly.

Purpose in Studying the Doctrine and Covenants

A number of class leaders have written to the committee asking for 8 definitepurpose in the study of the Ethics of the Doctrine and Covenants, end also for other information concerning the complete course. From answers written by Dr. George H. Brimhall, we cull some information that may be of value to other class leaders: In the first place it may be said that the general object in this study is, First: The discovery of a code of morals, or a set of rules that, fol- lowed, will insure the personal salvation of the individual. Secondly: To show that the best code of morals, the best system of ethics, is to be found in the Doctrine and Covenants, and give reasons why. Thirdly: To induce the student, the reader, and the people generallv, to study the Doctrine and Covenants with a view to adopting its superior system of ethics. "We have made the atempt to make each lesson complete in itself, just as each revelation is quite complete in and of itself; yet there is a thread of common interest and philosophy that holds them all together. We have endeavored in the first lessons to lay the foundation for the necessity of religion. Having shown that the perfect life is impossible without religion, we are then in the position to recognize the superiority of a system, or code, or collection, of ethical principles having a religious background. "It is our purpose to select from the Doctrine and Covenants, the prin- ciples which are of intrinsic value to man, regardless of their source, and then ask, or perhaps challenge, any single code of ethics as being possessed of as choice and as complete a set of rules of life as that contained in the Doctrine and Covenants. If it shall be found that the Doctrine and Cove- nants contains more of what is needed to keep the individual and the community in harmony with the universe, the question will then arise, 'How was it possible for Joseph Smith to give to the world a life-creed which has no equal?' We then place the investigator in a position of either ac- cepting Joseph Smith as a man in advance of all his predecessors, and those uho have thus far come after him, or that he had access to of Source of in-

MUTUAL WORK 179

formation above that which has come through the experiences of men." "If we establish, furthermore, the facts that the ethics of right and wrong from the standard of man's experience, always has been inadequate, and that the Doctrine and Covenants contains a set of rules of life sufficient for man's happiness, we are ready to ask the question, Why are these rules of life superior? The objector stands in the presence of the dilemma of accepting Joseph Smith as a man, a reformer, superior to any previous one, or any man after him up to date, or that he had access to something more than human intelligence."

Efficiency Report

We call the attention of all the stake superintendents and secretaries of the Church, and also all ward presidents and secretaries, to the efficiency report which appears in this number. We trust that such stakes as have not sent in their reports for October may be certain to do so for November. It is a very simple act, and the ward secretaries should especially be prompt in notifying the stake secretaries by the first day of each month, so that the stake secretaries may compile their reports and have them in the hands of the general secretary for publication in the Era by the 10th of each month. In case stakes have nothing to report, send a letter so stating, which will be your report. A number of stakes not on the report for October have written that their report for November will make a good showing in all the items. The Tintic stake starts its efficiency report for October with six tens. Every family has been canvassed for the Era, and the results were very grat- ifying. All the wards show an increase in subscriptions, some wards having increased from one to fifteen, and a number of others doubled their sub- scriptions. Last year the wards composing that stake had fifty-three sub- scriptions to the Era; this year, so far, they have reported one hundred and nine, more than double, and the amount is only nine subscribers short of the regular five per cent of the Church population. Superintendent J. Wil- liam Harrison further reports that the general fund campaign was success- ful, and they will make a large increase in their funds for this year. He also reports good success in their work for the Liberty Loan Bond. His report, Nov. 6, states that the superintendency had visited every ward asso- ciation in the stake since the convention, and that they were now arrang- ing for a joint visit with the young ladies.

Ethics of the Doctrine and Covenants

Lesson Seven —Ethics of Liberty. The fundamental purpose of this lesson is to show that the Doctrine and Covenants provides for universal human liberty. The Doctrine and Covenants specifically declares against all forms of human bondage (See Sec. 101:79). Compare the divine utterances as ethical principles with the human declarations that liberty is an inalienable #

right, and that all men are created free and equal; and consider under which of these statements would it have been most difficult to establish a system of slavery or imprisonment for debt. Compare these ethical propositions with Doctrine and Covenants 1:10 and Sec. 76: Liberty and law are inseparable.

:

180 IMPROVEMENT ERA

The higher the law the greater the liberty, the lower the law, the less the liberty. Special privileges for special services. Even to the mind denying the divine origin of the vision of the three glories, how must the provisions made therein for the distribution of free- dom still appear as to fairness, equity and wisdom? Compare: "Governments derive their just powers from the consent of the governed," with 28:13; 26:2, in the Doctrine and Covenants. Compare Doctrine and Covenants 101:77-80; 98:5 with the following: The rights of humanity are greater than the rights of any nation. Suggestive propositions for topics of conversation on the subject of liberty: Liberty is free agency in action. Liberty is the right to do as one pleases as long as he pleases to do right. Liberty is agency operating for the immediate and remote welfare of the individual and the race. The safety of the Universe depends upon the parallelism in the ad- vancement of intelligence and the extension of agency.

Problems: 1. What does a law of perfect liberty mean to you? Explain and il-

lustrate. 2. Correlate this latest ethical utterance: "It is our duty to make the world safe for Democracy," with the Doctrine and Covenants, 98:5.

Lesson Eight —Honesty. The chief purpose of this lesson is to find out to what extent the Doc- tiine and Covenants contains rules of conduct for the development of the ethical virtue, honesty, and to intensify an interest towards forming the habit of honesty in speech and thought. Honesty includes and rests upon sincerity.

Honesty in Speech A lie from a high, broad, ethical point of view, where the conscience or ethical conviction of the one uttering the untruth is taken into consid- eration, must have behind it indifference, cowardice, or ill-will. Truth- telling is not always ethical. "Thou shalt not lie," Doc. and Cov. 10:28. The welfare of the group demands the elimination of the liar. See Doc. and Cov. 42:21. Perjury and severe penalty are inseparable (Doc. and Cov. 121: 18-24). The wilful (hateful) denial of truth is a form of treason (Doc. and Cov. 76:31-32).

Honesty of Thought and Desire. Covetousness is desire for unlawful possession. It is a form of mental theft (Doc. and Cov. 19:25-26). In the entire social universe calamity fol- lows covetousness (Doc. and Cov. 104:4).

Problems 1. Of what form of dishonesty is a man guilty who studies how to evade his taxes, his tithing, his debts, or doing his bit for the public wel- fare? 2. "What is meant by coveting one's own property? Illustrate. 3. What ethical utterance of the Savior makes truth the source of free- dom and liberty? 4. Under what circumstances would it be unethical to tell that which was not meant for us to hear? When would it be ethical? Illustrate.

MUTUAL WORK 181

Some supplemental references and sayings fpr consideration by indi- vidual members of the class: See Doctrine and Covenants 93:24; 84:45, 46; 1:39. See Hymn, "O, Say, What is Truth." The noblest work of God is an honest man. Truth fired from hate's bow is a poisoned arrow. Truth wielded by wisdom is the sword of right. Truth used by envy is the stiletto of slander. Truth hurled from the sling of correction is a thunderbolt of purifica- tion. Truth stolen from confidence is treason's tool. Truth in the citadel of right is entitled to every means of protection that discretion can devise. Truth hurried past authority is the tattler's telegram. Truth, like light, may be turned on in blinding quantities. Truth told before its time is an ethical abortion.

Lesson Nine —Review and Suggestions. Review of previous lessons and a consideration of the following sug- gestions :

Suggestions to Students on How to Prepare a Lesson. Read the title of the lesson and see what it means to you. 1. Read the lesson through, problems and all. It will take but a short 2. time and will give you a general view of the field of study. 3. Go over the lesson a second time, looking up the references and reading them. 4. Try to answer the problems to yourself. 5. Think about every part of the lesson and make it a topic of con- versation with your companions.

Suggestions on How to Present an Advanced Senior Class Lesson. 1. Have an outline of procedure clearly in mind, or better, on paper. It will aid you in the economy of time and in preventing the entire side- tracking of the main subject. 2. Always call for the preparation. 3. See to it that some review work is done in each recitation, either by test questions or correlation of the past with the present. 4. Encourage free discussion and guard against an inequitable distri- bution of time. 5. Endeavor to have questions settled by investigation and carefully drawn conclusions; not the ipse dixit of the teacher. Do not be afraid to leave some questions unanswered. 6. Try to have a brief preview of the succeeding lesson, pointing out the general purposes of the lesson and suggesting a mode of attack.

New Y. M. M. I. A. Roll Book The new Y. M. M. I. A. Roll Book is ready for distribution. A number of changes are made to conform to the annual report, samples of which will be forwarded soon to stake superintendents. Order your roll books now so that your record will conform to the new report blanks for 1917-18.