Leadership

744 IMPROVEMENT ERA

persons, and that promoters of "drives," however worthy of assistance, will not fail to understand the situation and will not misjudge our course or our motives. Heber J. Grant, Anthon H. Lund, Charles W. Penrose, First Presidency.

Leadership

generally conceded that more efficient and more posi- It is tive class leadership is required, not only in the Y. M. M. I. A. but in all the other auxiliary, as well as the Priesthood organiza- tions of the Church. We are, perhaps, not progressing as well as we should under the splendid machinery of the organizations that we have as a Church; although, let it be said here that, as a Church, our advancement has been remarkable, even in leader- ship. However, to emphasize progress in this direction, teacher- training classes have been instituted for some years and we have had some measure of success in a number of stakes and wards. It is believed that further progress may be achieved in the future by more faithful attendance, more diligent applica- tion to study, and more efficient trainers in these classes. With a view to aiding leadership, the First Presidency have issued a call for one trainer from each stake in the Church to take a free course, as far as tuition is concerned, during June at the Brigham Young University. It is designed further to have him present the course later in each stake to the trainers from each ward, thus increasing the teaching proficiency in the whole Church. The twenty-two subjects that will be presented by compe- tent professors during the month of June, 1920, are here given: — The Purpose Behind Teaching Salvation. 2. The Rewards of 1. Teaching. 3. The Real Meaning of Teaching. 4. The Personal Equation "What Makes for Power in Teaching?" 5. The Personal Equation "What Makes for Power in Teaching?" 6. Native Endowments of Children (Psychology) 7. Methods of Handling Instincts 8. Individual Differences. 9. Individual Differences and Their Influence on Teaching. 10. Atten- tion — — How to Secure It. 11. Interest Its Importance. 12. Interest How to Maintain It. 13. Creating Spirit. 14. Methods of Recita- tion. 15. The Aim and Its Force in Teaching. 16. Organizing the Les- son. 17. — Supplementing the Lesson. 18. Application General. 19. Ap- — plication Specific. 20. — Discipline Class Management. 21. Skill in — Questioning. 22. A Testimony The Force of Teaching.

It will appear from this that not only the best methods but some attention to the knowledge of human nature will be given, Class teachers in our Young Men's Mutual Improvement Asso-