Putting Instruction over into Behavior

Putting Instruction over into Behavior By John M. Whitaker, Principal of the Granite Stake Seminary By the term behavior, as here used, is meant the activities movements, decisions, actions, bearing and course of life as an established altitude of an individual. Behavior is modified and changed only as it is expressed in willing conformity to new and permanent actions and atti- tudes. Propped up behavior for the occasion, is not behavior at all, it is only a false support, dangerous and deadly. For many decades great stress has been placed upon the training of the intellectual and physical, supplemented by moral, phases of the individual : yet the people of the world as a whole are not apparently growing better in their behavior. With the accumulation of vas'ly improved facilities, tools, and methods of learning, has come also increase in crime, with skill and ability to do more cunningly evil things. Disrespect for law and order, for home and society, for parent and guardian, disloyalty and lack of reverence for sacred things, has shockingly in- creased, until it has become a licensing, dominating power, de- structrve of good behavior in the home, society, and nation. To change behavior, thus established through long periods of time, is not easy. To create a living, dominating interest in things dormant and sleeping, may not be accomplished with- out skill, judgment of a high order, love for the task, and an example commanding confidence and respect, supplemented by the very power sent down from heaven. It may not be ac- complished by preaching. It is to be reached through putting responsibility, willingly accepted, and faithfully performed by the individual, and through changing behavior from the un- desirable, to the desirable kind; in promoting new and perma- nent interests, in deA eloping latent powers, furnishing new stock of ideas of the desired sort and not by jumping into the coveted ideal behavior without effort and work. One must climb the ladder of mastery for its attainment. The problem of the seminary teacher is one great outstand- ing question. Students come before him from every kind of homes, home surroundings and home influences and the lack thereof; affected by every phase of complex society, associations, *Read at Seminary section of Church School Convention, Oct. 19, 1922.

PUTTING INSTRUCTION OVER INTO BEHAVIOR 695 and companionship. He is often handicapped with bodies as varied in their physical make-up, as is the trend of their minds; with pretty well established behavior regarding the living inter- ests that affect them today and now — the material world and its unhealthy stimuli predominating in some, and paramount in others, — with all too many whose spiritual \ision is practically closed, and with the plan of God with respect to them only open to the twilight; and many other conditions that make ap- proach to religious subjects and exalted behavior difficult. The true purpose of education should be directed toward the development of the entire individual to love the good and beautiful, to seek for self mastery and eternal progress, to make life more complete, more worthwhile, more helpful and beauti- ful, more competent and useful in a larger sphere ; to ingrain the desirable, the lofty and highminded, the useful and practicable into habits of behavior and put in the background the undesir- able behavior that weakens and dishonors. Habits are educa- tion and behavior in action, and we should train the nervous system in beha^ ior to be a willing ally instead of a dread enemy. With all the knowledge gained regarding the human mind, it is still a great mystery. Life is a mystery. Simple faith of the past has in many cases been disturbed by the so-called declarations of science. The mind is divided into great powers like sight, hearing, feeling, reason, etc., but of the greater things about the mind little is known: We cannot pour facts into the mind like filling a cistern with water; we can not take one spe- cific thing and train it alone without other things connected with it, receiving improvement also. The mind is not indifferent. It is exact, choosing and rejecting always and constantly. The im- mence range and effect of an act, thought, or impression, only elernity may measure. The energy of the mind is marvelous. There are soldiers constantly guarding and watching all acts that make themselves known by the strength of attention, thus opening hidden treas- ures and reservoirs of power to spiritual joys, doubling its capacity and possibilities. Within the mind there are hidden forces at work silently, and ceaselessly changing the individual for weal or for woe and each mind is as varied, deep, wide and alert in its own way as the physical world. It thus requires training, judgment, understanding, and the deepest in- sight into future possibilities supplemented by the Spirit of the Lord, to unlock the resources of energy and power of the indi- vdual and direct his forces and emotions to lift him to exalted and ennobling behavior, instead of leading him toward anarchy and despotism. Method, system, harmony, consistency, con- stancy must be some of the elements and tools of the teacher.

6% IMPROVEMENT ERA You may throw scattered sand at the window pane without in- jury to the glass; but solidify the sand, direct aright the blow, and you break the glass. So in creating new and desirable behavior. Stimulate the emotion aright, and you may turn gloom energy into spiritual joy. It is not the amount of energy one may possess, but the method of use that counts. "Not what we have, but what we use; Not what we see but what we choose, These are the things that mar or bless The sum of human happiness. "Not as we take, but as we give, Not as we pray, but as we live, These are the things that make for peace Both now and after time shall cease. So, in order to secure the desired behavior — through the eye to the heart, the untrained thought must be caught and held to be directed rightly. Science but lays down lines within which art must follow, and not transgress, but the important, positive thing that the teacher must be within these lines, is left to his own good sense, and this varies with each individual teacher. To do the best work a teacher must understand not only the individual, but his home and its environments, his companions, associates, habits, etc. He must drink deep and lovingly into the resources and wellsprings of the student's soul, learn his personal desires, aims and determinations, get the best point of attack, lead, direct, change and modify by substitution and con- tinuity of effort toward the behavior desired. Behavior is not established until it becomes ingrained into, fixed habit. The teacher is like a physician, assisting at birth of the mind, and should feed, guide direct and stimulate aright. His power is marvelous and as he capitalizes the mind and soul forces of the student and invests them so as to draw interest, com ersion to new behavior is the result, reaching its climax in testimony. The teacher must remember that the student is bigger than the subject, bigger than anything he can carry to the market. In him is a divinity, ready for employment, and bigger than any employment he may choose. He is the best investment in the world. He should awaken the trained eye to see the good and beautiful in others, and in all things; train the mind to grasp truth; direct the heart to be willingly obedient; capitalize vol- untary attention and interest and invest them as factors in training toward the behav ior desired. By repeating these things, habits are formed; character is established, consisting in an or-

PUTTING INSTRUCTION OVER INTO BEHAVIOR 697 ganized and trained set of habits leading to permanent and desired behavior. To know the truth is not enough. The teacher must be keen, alert, observant, ready, wise, tactful, with that happy faculty of personal charm and good judgment to say and do the proper things at the right time. M]ust create such interest in the subject of religion that every other object of attention is put in the background, through interpreting truth so clearly, defin- itely and impressively, that it becomes a fixed thought, act, habit. He must help the student to discover himself, to find interest that leads toward ideal behavior; must use his cu- riosity for achievement and direct toward the fullest fruition of mind and soul by capitalizing all his energies. The trouble often is: while the teacher thinks he is creat- ing interest and riveting attention and establishing behavior on a definite point, the mind of the student is working in another direction, his interest is elsewhere. At this point is where ethics, philosophy, pedagogy, and mental attainments often reach their limitations: Another force, the application of another power, conformity to another law, quite as distinct and positive, should be aroused to stimulate the soul and transform into sensitive feelings, living behavior, not only the physical, but the spiritual man — it is here that the art of teaching religion finds its highest complement. Through the life, example, personality, authority, and power of the teacher, the Holy Ghost intensifies, stimulates, inspires, lifts and glorifies the student. It is the greatest trans- forming power in all the world. Turn this light into the heart of the student in every lesson taught, every act performed, every requirement made, until he sees the glory of God in the good and beautiful, and he will take pleasure in acts of righteousness. Hold out the eternal Father and his Son, and the Holy Ghost, as the transcendent sources from which come all blessings, joys and advancement. Bring out in the child his religious inherit- ances and aid in transforming his physical form into spiritual gold, and behavior of a high order will be established. He will see the good and beautiful, rejoice in the lofty and ennobling, and the riches of eternity will hold out to him wellsprings of hidden treasures. Therefore, the teacher must be in all respect what he desires to see his students become. He must not only understand the material at hand, but the best methods of its application as to time and place. He must be able to translate truth into the life of the student so that it may become ingrained into behavior. The teacher may measure his success and ability and the in- fluence he exercises upon his students, not merely by what he says, or thinks, or even by what he does; but it is largely de-

698 IMPROVEMENT ERA termined by the extent to which he moulds exalted behavior in his students to his way of speaking, thinking, acting, doing. When the student begins to pattern after what he says and does and inspires, then is that teacher establishing behavior in that student to the extent that it becomes a fixed and per- manent habit. Speaking of the qualities of a teacher: That teacher is a failure when his profession takes him beyond the mental and spiritual reach of the student; when he fails to rivet attention and make clear the point of contact; when he fails to deliver and plant firmly his message; when he denies his students his companionship, encouragement and loving example and inspir- ing personality. Well may the efficient teacher say: "I have sown the seed in good soil. Gather ye the harvest;'* and it is sown in good soil when it takes root in the changed behavior of the higher, exalted sort. A Mother in Want I know a mother that's badly in want, Though she lives in a mansion most grand; Tis not for clothing or food that she wants; For she fares on the best in the land. She longs not for wealth, with this she's been blest, But to her soul this cannot bring joy; She wants her son, who is wayward and wild, To be true, and a home-loving boy. Chorus Oh, now my boy, is your mother in want, Just because you are wayward and wild; Why not fly to the arms of this loving soul, Give her joy as you did when a child! When you were in want of succor and aid, She alone could soothe all your pain ; And her mother-care so loving and true, Was given you again and again. Don't let your mother, in anguish and pain, Grieve for a son who in error does roam; Refrain from all wrong, be loyal and true, And you'll bless your dear mother and home. A mother whose son has fallen in war, Sorely grieves, but never with shame; Proud of her boy though he lies in his grave; Ne'er blushes to speak of his name. Now make your dear mother proud of her boy, By living a life that is good; There'll be joy in your heart, love in your home; And a crown for that dear motherhood. R. R. Tanner