A Mission as a Factor in Education

A Mission as a Factor in Education A Study for the Advanced Junior Y. M. M. I. A. Class, 1919-20

LESSON I.— WHEN A YOUNG MAN CAN GO ON A MISSION AND GO TO COLLEGE, WHICH SHOULD HE DO FIRST? In answering this question we think every young man should aspire to do both but, if called upon to make a choice, it ;

would be better, in most cases, to go on a mission first. In this lesson we submit some of the advantages of going to college. A number of years ago a chancellor of one of the state universities wrote to all the graduates of that institution, ask- ing them to state briefly the advantages which their experience showed that they have derived from their college life and work. Among the answers were the following: One says: "My love for the state grew with every lesson I received through her care. I saved five years of my life by her training, and I am a more loyal and a better citizen." Another says this: "I have a better standing in the community than I could have gained in any other way." One said: "It has given me a place and an influence among a class of men whom I could not otherwise reach at all." Another said: "I am better company for myself, and a better citizen, with far more practical interest in the state." Another declares: "It is financially the best investment I ever made."

Problems and Questions"

1. One graduate says: "I saved five years of my life by going to college." What do you think he means by that? Show how this could be true. 2. Do the records of the recent war bear out the statement that a col- lege training increases one's loyalty? Give reasons for your answer. 3. Why does a man with a college training have a better standing in the community than he would otherwise have? 4. Discuss the statement: "I am better company for myself."

5.Discuss a college education as a "financial investment." 6. Do you think the average earning capacity of college graduates is greater than the earning capacity of those who have not received this train- ing? Why? Give examples. 7. Show that this training increases one's chances for success. 8. Show that a college training makes one a better citizen than he otherwise would be.

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9. Name the men in your ward who have received this training. How do they stand in the community?

LESSON 11.— WHEN A YOUNG MAN CAN GO ON A MISSION AND GO TO COLLEGE, WHICH SHOULD HE DO FIRST? (Continued)

In the first lesson we considered some of the advantages of going to college. In this lesson we shall give some reasons why a young man should go on a mission before going to col- lege, if he is called upon to make the choice. The Latter-day Saints are agreed that a knowledge of God and the testimony of the divinity of his work are the most im- portant treasures one can possess. The Doctrine and Covenants, page one, says: "Faith is the foundation of all righteousness." Explain what this means. Is it possible for anyone to be completely successful without faith? Why? Show that faith in God is the best foundation upon which to build a life. The history of the Church shows that a mission promotes faith in God, as no other experience does. Discuss the statement: "Without faith it is impossible to please God." Who would be apt to get the most out of a col- lege training, a man who had received the experience and de- velopment of a mission, or one who had not? For various reasons a mission teaches the great lessons of sacrifice and service better than they can be taught in col- lege. Explain the meaning of sacrifice. Give examples of sacri- fice. Show the necessity of sacrifice in times of war in times — of peace. Discuss the statement: "Sacrifice brings forth the blessings of heaven." What is the meaning of service? Give examples of the highest kind of service. Can an untrained in- dividual render as high service as one who is better trained? How does a mission teach these great lessons? What would a man get out of a missionary experience that he could not obtain out of college?

Problems and Questions

1. Give three reasons why one should go on a mission before going to college,when he can make the choice. 2. Who would be apt to get the most out of life, one who has a college training built on faith in God, or one with this training without this faith? 3.Discuss a mission as a factor in character building. 4.What is a testimony in the sense used in this lesson? Why would cue receive this testimony more readily on a mission than in college? 5. Why is this testimony the most important knowledge one can have? How can it best be obtained?

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LESSON III.— WHAT EFFECT HAS THE MISSIONARY SYSTEM OF THE LATTER-DAY SAINTS ON THE GENERAL CULTURE AND PROGRESS OF THE PEOPLE? In discussing this question we do not hesitate to say that no other church has such a leveling, elevating system of uni- versal education as has the Church of Jesus Christ of Latter- day Saints, in this system. There are missions established in almost every civilized country on the globe, to which are sent missionaries who spend from two to four years living with the people and teaching the gospel. In many cases it is necessary to learn a foreign language, and this adds to their intellectual training. In all of these mis- sions converts are made, many of whom finally gather with the main body of the Church. This makes the Church a melting- pot. The returned missionaries bring with them much valuable information, which fact makes the Church a great reserve for the most progressive ideas in almost every field of human endeavor. Thus the people as a whole become cosmopolitan in character. Travel is a great factor in education. Young men from rural communities, who, before leaving home, had scarcely seen a street car, have filled missions in the great centers of wealth and population. Men from every walk of life, as a result of this system, are sent to all parts of the civilized world to define and explain the plan of life and salvation. A serious study of the message which they bear would naturally have a powerful effect in their individual development; add to this, travel, the contact with the people of the world, and you have the training and experience that broadens and develops as no other experi- ence could in the same length of time. This system is a proof of the inspiration of the Prophet Joseph Smith and of the di- vinity of the Church.

Questions and Problems

1. Name the missions established in the Church. 2.What territories are embraced within each? 3.Discuss the advantages of learning a foreign language. 4. Have you read the Melting Pot, by Israel Zangwill? 5. What is meant by making the Church a melting pot? 6. Look up the word "cosmopolitan," and see if you think the mis- sionary system of the Church makes this a cosmopolitan community. 7. Consider the effect of travel on a young man; on the community in which he lives. 8. How does your home town look after visiting a larger place? 9.Compare intellectually, spiritually, socially, and financially, a com- munity in which there are no returned missionaries, with one in which there are a number.

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10. In which place would you prefer to live? Why? 11. Show from the establishment of this missionary system that Joseph Smith was inspired.

Correlated Outlines on "The Twelve .99 Scout Laws' LESSON I.— A SCOUT IS TRUSTWORTHY For Boys in the Junior Class This means that a scout can be depended upon to do what he is told to do, promptly, intelligently, and well — a priceless virtue in boy or man. Tell the story of "A message to Garcia," (Junior Manual, Lessons on Conduct, p. 54.) Who carried this message? What did he do when asked to carry this message? What does the author say concerning him? Do you think it is true? Give reasons for your answer. Give other examples in this article to illustrate what the author wishes to teach. Compare "The Bookkeeper," with the man who carried the message. Discuss the statement, "Civilization is one long, anxious search for just such individ- uals." Name some men whom you think could carry the message to Garcia. Why do you think they could? Tell the siory taken from the life of James A. Garfield, which illustrates his trustworthiness. Tell the story of the sentinel of Pompeii. (Page 58, Junior Manual Lessons on Conduct.) LESSON II.—A SCOUT IS LOYAL (See Junior Manual, Lessons on Success, pages 11 to 16.) Loyalty is defined as the "Wholesouled, willing, and practical devo- tion of a person to a cause." Analyze this definition, show that it must be wholesouled, willing, practical. Relate the circumstances which occurred in the English House of Commons, in 1642. Page 12. What does this illustrate? Show that all great men have been devoted to great causes. To what was Washington devoted? Lincoln, Roosevelt, Joseph Smith? Show that the life of Christ is the greatest example of loyalty. Name some of the great problems before the American people to- day. How would the application of the principle of loyalty help in the solution of these problems? Give some examples of loyalty that occurred during the recent war. How can loyalty be developed? LESSON III.— A SCOUT IS HELPFUL "He must be prepared at any time to save life, help injured persons, and share the home duties. He must do at least one good turn to some- body every day." Everybody loves the boy who says, "Let me help you." The world has a place for him. This is practical religion. Tell the following stories: "His old father satisfied." "A reward for unselfish services." "The hero of the wireless." "Died to save his brothers and sisters." See Lessons on Conduct, Junior manual, pages 7 to 9. Compare what the Savior did for others, with what others did for him. Give ten examples showing that scouts are helpful. Give five ways in which scouts may be helpful. Discuss the statement: "It is better to give than to receive." How do you feel after helping others?