Priesthood Quorums’ Table

iPRIESfflOOD (MRS -RUMS' TABLE © How to Stimulate Interest in Gospel Study By Professor A. S. Bennion "Mormonism" stands out today as the most uniquely forceful religion of a century. Awonderful people living a wonderful gospel, the Latter-day Saints have commanded the attention and admiration of the world. To explain the fervor and religious zeal of our pioneer forefathers, four factors must be borne in mind. In the first place, "Mormonism" was ushered into the world through heavenly manifestation: God himself put the seal of his inspiration and Messing upon the work of the Prophet Joseph, and this fact alone, to those who believed, exerted a wonderful influence. Because God was near to the founders of our Church, they drew near to him. There was a spiritual devotion in their lives unsurpassed in the history of the world. In the second place, there was a newness about "Mormon" doctrines that appealed forcefully to men and women grown tired of worn-out dog- mas. The eternal truths of the gospel of Jesus Christ were made clear to many for the first time. Little wonder that there should be such enthu- siasm for a plan of salvation that was real and sensible. A third very potent factor in the development of a remarkable Church was the persecution heaped upon it. Calamities, particularly those in which suffering is the consequence of injustice, stir men's hearts as nothing else can. To be deprived of property, to be driven from their homes, to see their loved ones struck down, these were calamities that thrilled men in their very souls. Persecution lent significance to a fourth contributing factor: the Saints were drawn together. Everyone's experience became a common experi- ence. Communal life was not only possible, it was necessary. A common sympathy fostered a common faith and developed a splendid responsive- ness to the things of God. Today, both time and circumstances call our attention to a change. Virtually a century has elapsed since the first heavenly manifestation to the boy prophet, the immanence of God is perhaps a little less keenly perceived. The newness of "Mormonism" becomes now rather the "taken-for-granted soundness" of a gospel with which we have lived more or less familiarly. We no longer feel the sting of persecution; in fact we perhaps suffer from the carelessness attendant upon continued peace and prosperity. And lastly, of course, we now no longer are a band of sequestered Saints. We are scattered and, in part at least, are "of the world" for the world is with us. We admire the splendid faith of our pioneer forefathers; we revere theirmemories and their devotion. How may we impress upon the minds and hearts of a younger generation the truths of the gospel so that they may become a vital, stimulating force? We cannot here enter into a consideration of all the various agencies that contribute so richly in the proper development of youth; let us concern ourselves with the possibilities of the class recitation in the promotion of he true spirit of "Mormonism." l

We need today teaching, teaching that reaches the hearts of people! We need teachers, teachers with a strong faith in God, devoted to his

PRIESTHOOD QUORUMS' TABLE 175

service, teachers with a zeal that prompts an honest effort in the saving of souls. Much of our teaching amounts to little more than scratching the surface of the principles of the gospel. Assuming that home preparation of les- sons is largely an impossibility, we let generalized preaching and super- ficial comment take the place of intelligent, well-thought-out discussions that really get at the heart of things. Handing down the generalized con- clusions of a preceding generation cannot inspire young minds. They de- mand newness and concreteness of knowledge and experience. Youth is a period of vigor and spontaneity. We need more Goliath than Job or Jeremiah in our appeals to young men. So far as the class recitation is concerned, we need as never before, thorough preparation on the part of the teacher. It is to be hoped that the day will soon be gone when the teacher will hurry through his lesson in the half hour just preceding his appearance before his class. "Eleventh- hour skimming" can no longer pass for preparation. Contrast the "eleventh hour" teacher with the one who, having read his lesson a week in advance, has spent the days since collecting rich, new material that will challenge the interest of his class. The latter teacher can start a discussion off with such a vital question, or with a consideration of such new aspect, that even the backward student will find himself interested. Curiosity stirs us all to inquire into the new and the extraordinary. Human nature always comes to the assistance of the teacher with a message. We have too many instructors, too few teachers, teachers who are con- tent only when they can stir students into a new consciousness of the glories of the gospel. To teach is to inspire. "Thou must to thyself be true, if thou the truth wouldst teach: Thy soul must overflow, if thou another soul wouldst reach." The teacher who would "reach souls" will find himself pondering his lesson throughout the week that he may breathe the breath of life into it. Next to thorough preparation on the part of the teacher, there must be such an assignment of lessons that students are made to do home prep- aration. Live teachers everywhere convince us that such preparation can — be secured nothing short of it will make a good class. A thoughtful se- lection of vital topics definitely and impressively assigned can always be counted upon for results. It often is helpful to write out the assignments to be distributed until a sentiment for home preparation is created. "One hundred per cent active recitation" is a splendid slogan. Youth craves — activity activity follows naturally upon preparation. Get the confidence of the "livest" member of the class, get him privately to accept the respon- sibility of leading out in the next class discussion, have him help you make preparation popular and your task is half solved. The contribution of twenty is far richer than the contribution of three or four. How many in your cla6S regularly take part in discussions? How are you planning consciously to induce the others to participate? Young men will not respond with enthusiasm to the gospel until they have turned the searchlight of inquiry upon its principles and stirred themselves into an appreciation of their beauty. Youth needs at times to be shocked out of its intellectual and spiritual laziness. Just as it would be ridiculous for an athletic coach to do the football practicing for his boys while they looked on, so in good part is it for a teacher to lecture while his students listen or sleep on. If preparation on the part of the teacher and a similar preparation on the part of the students are two of the essentials to successful class work, surely the teacher's personality, his attitude toward his class, is a third pow- erful influence. Are you the kind of teacher you should like to go to, if you were a student? Is it easy for your class to forget your teachings, or do you impress them so as never to be forgotten. What charm do you

176 IMPROVEMENT ERA add to the ideas you present? Do your methods insure on your part a conscious, constant growth? Desirable Qualities in Teachers The writer of this article has been interested recently in finding out just what young people like in teachers. Here are some of the desired characteristics which may prompt us all to a little self-analysis: Congeniality, broad-mindedness, willingness to entertain questions, sense of humor, cheerfulness, sympathy, originality, pleasing appearance, patience, sincerity. The ability to make students work and want to work: to make clear explanations, definite assignments, to be pleasant without being easy, to capitalize new ideas, to keep a class busy, to enkindle spiritual fire, to be human. In short, if we would stimulate in the hearts of young Latter-day Saints a living faith in God and in their religion, we must so prepare, so grow, so be, so live, and so consecrate ourselves to the task of real teaching that we can become an inspiration to all who come in contact with us. And for our reward, God's greatest honor, the saving of the souls of men.

Changes in Officers for the Months of September and October, 1917 September. —New Wards.—Upalco ward, Duchesne stake, Emanuel B. Murphy, bishop. Arcadia ward, Duchesne stake, Soloman 0. Solmanson, bishop. Jordan ward, Salt Lake stake, Stephen T. Durrani, bishop, address 930 West North Temple, City. — New Bishops. Smithfield 1st ward, Benson stake, Christian J. Plowman succeeded George Y. Smith; address Smithfield, Utah. Sunset ward, North Davis stake, 0. Bowen Hadlock, succeeded Robert Heber Beesley; address Hooper, R. F. D. 2, Utah. Hayden ward, Duschesne stake, Louis E. Allred succeeded Roger Hor- rocks, address same. Mt. Emmons ward, Duchesne stake, Jesse L. Smith succeeded Owen Ben- nion, address same. — — October. President of Mission. Australian Mission, Arnold D. Miller succeeded Don C. Rushton, address same. — New Bishops. Mayfield ward, South Sanpete stake, Albertus Willardsen succeeded Hyrum Christensen, address same. Knightsville ward, Tintic stake, Benjamin Higginson succeeded George H. Taylor, address same. Cedarville ward, Onieda stake, Rasmus Nelson succeeded Henry Stimp- son, address same. Central ward, Bannock stake, Gustaf E. Anderson succeeded R. G. Jorgensen, address same. Pocatello Second ward, Pocatello stake, Ammon Y. Satterfield suc- ceeded Henry E. Reddish, address same.

Priesthood Study for 1918 For the High Priests, Seventies and Elders, Social and Economic Aspects of Mormonism. For the Priests, — The Restoration Widtsoe; The Great Apostasy — Talmage. For the Teachers, Life of Christ. For the Deacons, The Latter-day Prophet, a study based on a book of the same title by President George Q. Cannon. Every effort is being made to have these books ready for distribution by the first of January, 1918.