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trudor 


MARCH,  1954 
Volume  89  Number  3 


The  Instructor  is  the  official  organ  of  the  Sunday  Schools  of  the  Church  of  Jesus  Christ  of  Latter- 
day  Saints  and  is  devoted  to  the  study  of  what  to  teach  and  how  to  teach  according  to  the 
Restored  Gospel. 


OUR  COVER 

COMMEMORATING  the  loUg  JOUT- 
ney  of  President  and  Sister 
McKay,  we  show  on  this 
month's  front  cover  a  notable  scene 
from  South  America.  Tourists  and 
missionaries  who  have  visited  our 
southern  neighbors  will  recognize 
Sugar  Loaf,  in  the  harbor  of  Rio 
de  Janeiro,  Brazil. 

That  majestic  landmark,  indicat- 
ing the  approach  to  Rio,  lies  on  the 
course  followed  by  President  and 
Sister  McKay  on  their  long  over- 
seas flight  from  Dakar,  Africa,  to 
Brazil. 

After  visiting  briefly  in  Rio  de 
Janeiro,  our  travelers  flew  to  Sao 
Paulo,  headquarters  of  the  Brazilian 
mission;  then  to  the  missions  of 
Uruguay,  and  Argentina.  From  the 
latter  place  their  plane  carried  them 
over  the  broad  pampas  of  Argentina, 
across  the  backbone  of  the  Andes 
Mountains,  flying  high  above  the 
famed  statue,  "The  Christ  of  the 
Andes,"  where  Argentina  and  Chile 
swore  eternal  peace  in  1904. 

At  Santiago,  Chile,  President  and 
Sister  McKay  landed  to  visit  with 
Saints  and  missionaries  there;  then 
they  turned  northward  toward  other 
Latin-American  missions  and  their 
homeland. 

As  they  flew  up  the  west  coast 
of  South  America,  no  doubt  the 
mind  of  President  McKay  turned 
fondly  westward  across  the  waters 
of  the  Pacific,  to  the  islands  of  the 
South  Seas,  where  he  visited  among 
the  friendly  Polynesians,  33  years 
ago.  — K.  S.  B. 

Photo  is  from  United  Press. 


INSTRUCTOR  STAFF 

Editor: 

President  David  O.  McKay 

Associate  Editors: 

General  Superintendent  George  R.  Hill, 

Wendell  J.  Ashton 

Managing  Editor: 

Richard  E.  Folland 

Assistant  Editor: 

Boyd  O.  Hatch 

Instructor  Secretary: 

Bonnie  E.  Oliver 

Circulation  Manager: 

Ralph  J.  Richards 

Instructor  Committee: 

Wendell  J.  Ashton,  Chairman, 

Kenneth  S.  Reunion,  Alexander  Schreiner, 

Richard  E.  Folland,  Sterling  W.  Sill, 

Wallace  G.  Bennett,  Marie  F.  Felt, 

Hazel  W.  Lewis,  Minnie  E.  Anderson 

Consultant: 

A.  William  Lund 


CONTENTS 

"Let  Not  Your  Heart  Be  Troubled  .  .  ."-President  David  O.  McKay  65 

Apocalypse  (Foem) —Richard  Realf 66 

Question  Box  ( Should  There  Be  Teacher  Training  Exercises? ) : 

Are  Certificates  Available?  Helps  in  Instructor;  Sacrament  on  Fast 

Day;  Enlistment  Cards;  Adult  Rolls;  Separation  Not  Recommended  67 

That  Feeling  of  Being  Welcome  and  Wanted 

—General  Superintendent  George  R.  Hill 68| 

Suggested  Lesson  for  Stake  Conference  Sunday— Second  Quarter 

(You  .  .  .  And  the  First  Commandment)— Ra/p/i  B.  Keeler  70 

Sing,  To  Open  Their  Hearts— CZotr  W.  Johnson -- 72; 

Memorization  for  May  Lessons  ("Hear  .  .  .  Instructions  of  Thy  Father  .  .  .") 73 

I  Was  There  .  .  .  With  President  McKay  74 

Tots  Can  Learn  As  They  Rest— Margaret  Ipson  Kitto  76 , 

What  Latter-day  Saint  Sunday  School  Teaching  Has  Done  for  Me  ' 

-DeWitt  J.  Paul  771 

Notes  from  the  Field  (An  Opportunity,  a  Privilege,  a  Blessing)— WaZ^ace  G. 

Bennett:    A   Fine   Art    in   Havi'aii;    Dime    Sunday    Attendance    High; 

Oregon  Ward  Gains;   Reverence  is  Keynote;   Printed   Union   Meeting 

Program;  Welsh  Lass  Impresses  As  Teacher;  Enlistment  That  Works; 

Sunday  School  Calendar  78 

Coming  Events  79 

Map  Article  (Even  to  the  Earth's  Far  Corners ) —Kennef^  S.  Bennion  80 

Map  of  President  McKay's  Travels— Dtcfc  Carter  Center  Spread 

A  Story  for  Children  (If  We  Love  Them  .  ,  .)-Marie  F.  Felt  81 

Lesson   Enrichment   Suggestions    (Science    Is   Not   Enough)— Minme   E. 

Anderson:  Science  Lights  a  Middle  Chapter;  Make  Bible  a  Teaching 

Aid;  A  Gospel  Witness  82 

Word  Game  (The  Holy  Ghost)— GrefcJ'ien  Schreiner 83 

Suggested  Mother's  Day  Program— May  9,  1954  (How^  Great  Her  Love!)  84 1 

Departments : 

Superintendents  (To  Help  You  Remember) 

—Superintendent  Lynn  S.  Richards  85 

Secretaries  (Show  Your  Minute  Book)— Richard  E.  Folland  86 

Hymn  for  the  Month  of  May  ( "In  Memory  of  the  Crucified" ) 

—Vernon  J.  LeeMaster  and  Alexander  Schreiner 87 

Librarians  (Best  Part  of  the  Building)—/.  Holman  Waters  88; 

Ward  Faculty  Lesson  for  May  ( Science  and  Religion  Can  Be  a  Team ) 

—Lowell  L.  Bennion  89 

Junior  Sunday  School: 

Hold  Their  InteTest—Addie  J.  Gilmore  91 

Sacrament  Gem  91 

Song  of  the  Month-Edith  M.  Nash 92 

Idea  Exchange— Morgflre*  I.  Kitto  92 

Questions  from  the  Field— Euo  May  Green 92 

Enrichment  Material  92 

Is  Teaching  Talent  Being  Neglected?— Win/am  E.  Berrett  86 

I  Can  Not  Doubt— Georgia  Triscek  93 

Table  Mountain  (Photograph  by  Honeyman)  Inside  Back  Cover 

Lions  Are  Only  Big  Cats— Wendell  J.  Ashton Back  Cover 

Art  Work  by  Charles  Nickerson,  Dick  Carter,  and  Blaine  Gale 


Publishers:  Deseret  Sunday  School  Union,  50  North  Main  Street,  Salt  Lake  City  1,  Utah. 
Published  the  first  of  every  month  at  Salt  Lake  City,  Utah.  Subscription  price,  $2.50  a  year, 
in  advance,  single  copy,  25  cents.  Entered  at  the  Post  Office,  Salt  Lake  City,  as  second  class 
matter.  Acceptable  for  mailing  at  special  rate  of  postage  provided  in  Section  1103,  Act  of 
October  3,  1917,  authorized  on  July  8,  1928.  Copyright  1954,  by  the  Deseret  Sunday  School 
Union  Board.  AU  Rights  Reserved.  The  Instructor  is  not  responsible  for  unsolicited  manuscripts, 
but  welcomes  contributions.  All  manuscripts  must  be  accompanied  by  sufficient  postage  for 
delivery  and  return.  Fifteen  days'  notice  required  for  change  of  address.  When  ordering  a 
change,  please  include  address  slip  from  a  recent  issue  of  the  magazine.  Address  changes  can- 
not be  made  unless  the  old  address  as  well  as  the  new  one  is  included. 


THE   DESERET   SUNDAY  SCHDDL  UNION 

George  R.  Hill,  General  Superintendent; 

David  Lawrence  McKay,  First  Assistant  General  Superintendent;  Lynn  S.  Richards,  Second  Assistant  General  Superintendent; 

Wallace  F.  Bennett,  General  Treasurer;  Richard  E.  Folland,  Executive  Secretary 

Adam  S.  Bennion,  Adviser  to  the  General  Board 

For  listings  of  members  of  Deseret  Sunday  School  Union  General  Board  turn  to  page  72. 


PRESIDENT    McKAY'S    PAGE 


"Lef  not  your  heart  be  troubled:  ye  believe 
in  God,  believe  also  in  me."— John  14:1. 

Cuc3E  were  the  words  given  by  Jesus  to  His 
apostles  just  at  the  conclusion  of  the  Last 
Supper.  If  He  could  offer  such  consolation  on 
that  solemn  occasion,  facing  betrayal  and  death 
as  He  was,  I  am  sure  that  he  would  say  the 
same  to  people  today,  many  of  whom  feel  dis- 
couraged and  distressed.  The  Savior  also  gave 
an  antidote  to  trouble,  which  is  belief  in  God. 
Absolute  faith  in  Christ  will  drive  out  fear  and 
alleviate  sorrow.  We  have  a  beautiful  hymn 
written  by  Emily  H.  Woodmansee,  expressing 
that  thought: 

"When  dark  and  drear  the  skies  appear. 
And  doubt  would  thee  enthrall. 

Look  up,  nor  fear,  the  day  is  near 
And  Providence  is  over  all." 

It  is  true  the  world  is  passing  through  a 
period  of  transition,  of  sorrow,  and  to  many,  of 
despair.  Now  as  never  before  we  should  put 
our  trust  in  God,  and  stand  fast  in  the  faith, 
quit  ourselves  like  men,  be  strong. 

A  Word  of  Encouragement 

However,  notwithstanding  the  topsy-turvi- 
ness  of  the  world  generally,  I  bring  to  you  a 
word  of  encouragement,  a  note  of  cheer,  a 
message  of  hope  and  faith.  I  say  this  first  be- 
cause I  have  faith  in  the  overruling  power  of 
Providence.  Man,  through  his  littleness,  through 
his  rejection  of  the  Gospel,  his  selfishness  and 
weakness,  brings  contention  and  strife  upon 
himself. 

But  a  wise  Father  will  work  out  of  men's 
mistakes  and  blunders  greater  blessings  than 
they  might  have  obtained  with  their  own  wisest 
foresight.  Gloomy  clouds  often  hang  heavily 
about  us,  but  the  rains  that  descend  from  them 
often  prove  a  blessing.  So  it  may  be  with  the 
ominous  clouds  lowering  today  over  civilization. 

I  do  not  believe  in  the  advocacy  of  dis- 
couragement and  gloom;  better,  the  Gospel  of 
Hope.  Remember  the  Church  of  Christ  is  es- 
tablished never  more  to  be  thrown  down  or 
given  to  another  people.  The  Gospel  has  not 
yet  befen  preached  to  every  nation,  kindred, 
tongue  and  people,  and  I  am  sure  that  the  Lord 
will  open  up  the  way  for  the  consummation  of 
His  purposes. 

There  are  many  things  as  a  Church  for 
which  we  should  be  grateful  and  hopeful.   Con- 


ditions were  never  more  favorable  or  more 
promising  in  the  Church  than  today.  We  are 
justified  in  having  our  souls  lifted,  our  hearts 
encouraged,  and  our  hopes  brightened.  Our 
plain  duty  is  to  move  forward  with  a  determina- 
tion to  do  what  the  Lord  requires  of  us,  "to 
deal  justly,  to  love  mercy,  and  to  walk  humbly 
with  our  God." 

The  Gospel  of  Love 

Absolute  trust  in  the  Lord  will  awaken  a 
desire,  at  least,  to  try  to  live  in  accordance  with 
Christ's  teachings,  chief  of  which  is  to  love,  not 
hate  one  another.  Now,  as  perhaps  never  be- 
fore, all  men  and  especially  Latter-day  Saints 
should  preach  and  practice  the  gospel  of  love, 
and  decry,  as  well  as  deplore,  manifestations  of 
ill  will  and  hate. 

".  .  .  He  that  hateth  his  brother  is  in  dark- 
ness, and  walketh  in  darkness,  and  knoweth  not 
whither  he  goeth,  because  that  darkness  hath 
blinded  his  eyes."  (I  John  2:11.) 

In  answer  to  the  lawyer's  question,  which 
is  the  great  commandment  in  the  law,  Jesus 
answered  in  one  word,  "Love."  Then  He  spe- 
cifically stated  whom  we  should  love;  first,  the 
Lord  "with  all  thy  heart,  and  with  all  thy  soul, 
and  with  all  thy  mind;"  and,  second,  "thy  neigh- 
bor as  thyself." 

The  opposite  of  love  is  hate.  As  Christ  is 
the  personification  of  love,  so  Satan  is  the  em- 
bodiment of  hate. 

Hate  is  cruel  and  vicious;  even  when  un- 
expressed and  smouldering,  it  consumes  the  indi- 
vidual as  surely  as  when  it  bursts  into  flame. 
Hate  feeds  on  envy.  It  prompts  and  justifies 
unrighteous  conquest;  it  looks  for  weaknesses 
in  others;  lives  in  the  realm  of  iniquity  and 
feeds  on  falsehood  and  slander;  it  injures  the 
hater  even  more  than  the  hated.  It  "is  of  all 
things  the  mightiest  divider,  nay,  is  division 
itself." 

War,  a  Result  of  Rejecting  the  Gospel 

Rejection  of  the  Gospel  of  love,  which  is 
the  Gospel  of  Jesus  Christ,  and  hatred  smoulder- 
ing in  the  hearts  of  men  and  nations,  have 
brought  world-wide  conflicts,  as  a  result  of 
which  millions  of  men  have  been  slaughtered, 
homes  broken  up,  property  destroyed,  women 
and  children  massacred,  nations  subjugated  or 
practically  obliterated,  the  right  of  self-govern- 


MARCH       1954 


65 


ment   destroyed,    and   liberty    itself 
threatened. 

Evils  To  Be  Condemned 

There  are  things  in  the  world 
which  we  may  and  should  despise, 
but  we  can  condemn  the  evil  with- 
out hating  the  man.  We  should  de- 
velop an  aversion  for  the  things 
which  we  ourselves  can  and  should 
resist  or  overcome,  and  for  the  things 
which  Christ  hated.  We  can  have 
an  aversion  for  the  works  of  the 
flesh  as  enumerated  by  Paul,  among 
which  are:  adultery,  fornication,  un- 
cleanness,  lasciviousness,  hatred, 
strife,  seditions,  heresies,  envyings, 
murders,  drunkenness,  revelings,  and 
such  like;  "of  the  which  I  tell  you 
before,  as  I  have  also  told  you  in 
times  past,  that  they  which  do  such 
things  shall  not  inherit  the  Kingdom 
of  God."  (Galatians  5:19.) 

Eradicating  Hate 

When  the  rich  young  ruler  asked 
Jesus:  "What  great  thing  may  I  do 
to  obtain  eternal  life?",  the  Master 
called  his  attention  not  to  any  one 
great  thing,  but  to  several  specific 
commandments . 

So  there  may  not  be  any  great 
act  we  may  do  to  eradicate  hate, 
war  and  suffering  in  the  world;  but 
there  are  many  little  but  very  im- 
portant duties  within  our  power  and 
province  to  accomplish. 

Men  and  women  should  curb 
their  tempers  and,  when  prompted 
to  condemn  others,  to  hold  their 
tongues.  I  know  of  no  better  way 
to  bring  about  harmony  in  the  home, 
in  the  neighborhood,  in  organiza- 
tions, peace  in  our  country,  and  in 
the  world  than  for  every  man  and 
woman  first  to  eliminate  from  his  or 
her  heart  the  enemies  of  harmony 
and  peace,  such  as  hatred,  selfish- 
ness, greed,  animosity  and  envy. 

"Why  beholdest  thou  the  mote 
that  is  in  thy  brothers  eye,  hut  con- 
siderest  not  the  beam  that  is  in  thine 
own  eye?"  (Matthew  7:3.) 

Pertinent  to  this  thought,  Charles 
Wagner,  author  of  The  Simple  Life, 
makes  this  comment: 


-^.f^"- 


•i/m';^^^ 


To  those  who  feel  discouraged  and  troubled,  Jesus  still  offers  the  same  con- 
solation and  guidance  that  He  gave  to  His  apostles  on  the  eve  of  His 

crucifixion. 


"Each  person's  base  of  operations 
is  the  field  of  his  immediate  duty. 
Neglect  this  field,  and  all  you  under- 
take at  a  distance  is  compromised. 
First,  then,  be  of  your  own  country, 
your  own  city,  your  ov^oi  home,  your 
own  church,  your  own  workshop; 
then,  if  you  can,  set  out  from  this  to 
go  beyond  it.  That  is  the  plain  and 
natural  order,  and  a  man  must  forti- 
fy himself  with  very  bad  reasons  to 
arrive  at  reversing  it." 

"Let  not  your  heart  be  troubled, 
ye  believe  in  God,"  believe  also  in 


the  Gospel  of  Jesus  Christ.  A  belief 
such  as  the  Savior  had  in  mind  on 
that  solemn  occasion  will  express 
itself  in  action.  Then: 

"Keep  your  faith  in  the  God  above. 

And  faith  in  His  righteous  truth; 
'Twill  bring  you  back  to  your  absent 

love 

And  the  joys  of  a  vanished  youth. 
You'll  smile  once  more  when  your 
tears  are  shed 

Meet  trouble  and  swiftly  rout  it; 
For  faith  is  the  strength  of  the  soul 
inside. 

And  lost  is  the  man  without  it." 


Ois  eyes 

All  radiant  with  glad  surprise, 
Looked  forward  through  the   cen- 
turies, 
And  saw  the  seeds  which  sages  cast 
In  the  world's  soil  in  cycles  past 
Spring  up  and  blossom  at  the  last; 
Saw   how    the    souls    of    men    had 
grown; 


APOCALYPSE 

And  where  the  scythes  of  Truth  had 
mown 

Clear  space  for  Liberty's  white 
throne; 

Saw  how,  by  sorrow  tried  and 
proved 

The  blackening  stains  had  been  re- 
moved 


Forever  from  the  land  he  loved; 
Saw  Treason  crushed  and  Freedom 

crowned 
And  clamorous  Faction  gagged  and 

bound. 
Gasping  its  life  out  on  the  ground. 

-Richard  Realf,  1834-78. 


66 


THE       INSTRUCTOR 


Question  Box 


Should  There  Be  Teacher  Training  Exercises? 


Are  Certificates  Available? 

QWill  you  let  us  know  whether 
•  or  not  graduation  exercises 
should  he  held  for  those  who  com- 
plete the  Sunday  School  teacher 
training  course?  Can  we  obtain 
certificates  for  those  people? 

—North  Sevier  (Utah)  Stake. 

A.  Yes,  the  General  Board  rec- 
ommends that  graduation  exercises 
be  held  for  those  completing  the 
teacher  training  course.  Very  often 
this  is  done  at  a  ward  conference, 
or  at  a  special  sacrament  meeting 
for  the  purpose,  if  authorized  by  the 
bishop.  Stake  board  leaders  might 
be  invited  to  participate  in  the  ex- 
ercises. Teacher  training  certificates 
are  available  at  the  Deseret  Book 
Company,  44  East  South  Temple 
Street,  Salt  Lake  City,  Utah,  for  25 
cents  a  dozen. 


Helps  in  Instructor 

Q.     Why  doesn't  The  Instructor 
publish  specific  helps  for  each  les- 
son department  as  the  magazine  used 
to  do? 
—South  Salt  Lake  and  Grant  Stakes. 

A.  This  procedure  was  discon- 
tinued approximately  ten  years  ago, 
when  lesson  departmental  material 
was  removed  from  the  magazine  and 
placed  in  the  teachers'  supplements. 
This  was  done  in  the  interest  of 
economy  and  to  provide  more  and 
better  lesson  helps  to  teachers,  and 
to  broaden  the  usefulness  of  the 
magazine.  For  example,  formerly  a 
teacher  of  "The  Gospel  Message" 
would  find  approximately  two  pages 
for  him  in  the  magazine.  All  the 
other  departmental  material  in  the 
magazine  was  of  little  or  no  use  to 
him.  That  made  considerable  waste 
in  paper  and  print  in  each  magazine. 
Now,  with  lesson  helps  in  the  sup- 
plement. The  Instructor  can  devote 
more  pages  to  articles  that  interest 
all   teachers.     There    are   more   ar- 


ticles on  how  to  use  pictures,  maps, 
the  blackboard  in  teaching  and  more 
"success"  stories  on  other  teachers 
to  help  you  with  your  assignment. 
Go  through  this  issue  of  The  In- 
structor and  see  how  many  helps  you 
find  for  your  lessons  and  your  teach- 
ing generally. 


Sacrament  on  Fast  Day 

Q.  Is  it  permissable  in  the  Junior 
Sunday  School  to  dispense  with  the 
sacrament  on  Fast  Day,  when  Fast 
Meeting  is  held  immediately  fol- 
lowing Sunday  School? 

—Woodruff  ( Utah-Wyoming )  Stake. 

A.  The  sacrament  in  the  Senior 
and  Junior  Sunday  Schools  is  in  the 
hands  of  the  ward  bishop.  The  rec- 
ommendation of  the  Sunday  School 
General  Board  as  published  in  The 
Sunday  School  Handbook  is  that 
sacrament  be  administered  in  the 
Junior  Sunday  School  on  Fast  Day 
regardless  of  the  time  sacrament 
meeting  is  held. 


Enlistment  Cards 

Q.  I  am  interested  in  knowing  if 
there  should  be  a  card  index  enlist- 
ment roll  now  that  there  are  po- 
tential class  rolls. 

—Riverdale  {Ogden,Utah)  Stake. 

A.  There  should  be  a  classified 
card  (or  control)  list  of  your  po- 
tential members  even  though  we 
have  all  the  potential  members  of 
the  ward  on  the  proper  department 
rolls.  Therefore,  it  is  suggested  that 
you  continue  to  have  either  a  card 
index  file  of  your  potential  members 
or  some  other  convenient  and  ac- 
cessible record. 


Adult  Rolls 

Q.  How  do  we  handle  the  poten- 
tial roll  for  the  elective  adult  courses 
(Gospel  Doctrine,  Genealogical,  In- 


vestigators, Parent  and   Child  and 
Teacher  Training)? 

A.  It  is  suggested  that  the  entire 
potential  roll  for  these  departments 
be  carried  in  one  place  —  in  connec- 
tion with  the  Gospel  Doctrine  class, 
which  this  year  is  studying  Teach- 
ings of  the  New  Testament. 


Separation  Not  Recommended 

Question:  Are  we  to  understand 
from  the  article,  ''Sunday  Morning  in 
A  'Junior  Junior  Sunday  School" 
in  the  January,  1954  Instructor  that 
the  General  Board  recommends  that 
practice? 

Answer:  The  General  Board  does 
not  recommend  a  separation  of  the 
Nursery  Department  from  the  rest 
of  the  Junior  Sunday  School,  except 
under  such  crowded  conditions  that 
it  is  absolutely  necessary,  for  the 
following  reasons: 

1.  Children  of  nursery  age  learn 
)      much  more  rapidly  when  they 

can'  watch  and  listen  to  Kin- 
dergarten and  Primary  children 
than  when  left  to  themselves. 

2.  It  is  not  proper  to  pass  the 
sacrament  to  class  members 
unless  they  can  hear  the 
blessing  on  the  bread  and  wa- 
ter. Hearing  the  recommittal 
sacrament  prayer  is  necessary. 
Three  sets  of  deacons  and 
priests  would  take  that  many 
more  out  of  the  Senior  Sunday 
School  worship  service  as  well 
as  requiring  an  additional 
sacrament  service  set. 

3.  A  member  of  the  superintend- 
ency  needs  to  be  in  the  Junior 
Sunday  School.  He  can't  be  in 
two  places  at  once. 


Editor's  Note:  If  you  have  a  question  on 
Sunday  School  procedure,  submit  it  to  your 
stake  or  mission  superintendency.  If  this 
superintendency  would  like  more  information  re- 
garding the  query,  then  it  should  be  directed  to: 
Question  Box,  The  Instructor,  50  North  Main 
Street,  Salt  Lake  City  1,  Utah. 


MARCH      19  54 


67 


^nai    ^eellna    of 


Being  Welcome  and  Wanted 


^  General  Superintendent  George  R.  Hill 
Photos  by  Ray  Kooyman 
Photo  direction  by  Donald  B.  Alder 


DO  —  Church  members  and  appointed  greeters  should  be  cordial  and 
pleasant  when  welcoming  arrivals  at  chapel  entrance.   Temper  friendli- 
ness with  restraint. 


DON'T  —   Familiarity,   backslapping,   and   boisterous   talk   detract   from 
the   worshipful    mood   a    greater    should    establish.   Control    enthusiasm. 


-68 


CuNDAY  School  attendance  or  non-attendance  has  been 
^  made  the  subject  of  much  study  during  the  past 
25  years.  Indifference  has  been  found  to  be  the  cause 
of  some  two-thirds  of  the  non-attendance.  If  we  would 
overcome  that  indifference,  we  must  study  it  to  find 
its  underlying  causes.  What  makes  one  man  and  his 
family  so  enthusiastic  about  Sunday  School  that  they 
would  not  think  of  being  absent  and  his  neighbor 
seemingly  so  indifferent  to  this  golden  opportunity  for 
worship,  for  fellowship,  for  service,  for  friendship? 

"We  learn  to  love,  despite  ourselves,  the  things  for 
which  we  render  service." 

It  takes  nearly  as  many  people  to  man  a  small  ward 
Sunday  School  as  a  large  one.  This  calls  for  activity 
from  a  much  larger  percentage  of  the  membership. 
Might  this  not  be  largely  the  reason  that  the  small 
wards  of  250  or  less  as  a  rule  far  outstrip  the  large 
wards  in  percentage  of  attendance?  Active  people  feel 
wanted  and  radiate  that  feeling  to  the  rest  of  the 
family. 

Have  you  ever  heard  a  remark  such  as  this:  "I  have 
gone  to  this  Church  for  weeks  without  a  word  of 
recognition  or  welcome  being  spoken  to  me"?  Can 
such  a  person  get  the  feeling  of  being  wanted,  as  our 
Savior  would  have  them  feel,  from  such  experiences? 

Professor  Everett  M.  Hosman  of  the  Municipal 
University  at  Omaha,  Neb.,  was  called  to  be  an  usher 
at  the  Omaha  First  Methodist  Church.  He  soon  realized 
that  there  was  a  technique  to  ushering,  that  if  rightly 
used  would  result  in  a  peaceful,  reverential  worship 
service.  He  determined  to  do  something  to  improve 
this  technique.  By  teaching  other  ushers  at  his  and 
other  churches,  by  teaching  his  students  at  the  uni- 
versity, where  in  1943  he  organized  his  workshop  plan 
with  a  staff  of  nine,  and  by  correspondence  with  any 
who  wished  to  learn  the  technique  enough  to  write 
him  about  it  or  take  his  correspondence  course,  he  made 
history. 

The  story  of  this  splendid  project  is  told  by  Carroll 
Thompson  in  "He  Teaches  Ushers  Their  Business."  in 
the  Jan.,  1954,  Christian  Herald. 

The  author  quotes  Hosman  as  saying,  "Probably 
the  most  important  part  of  an  usher's  job  is  to  assist  a 
church  guest  into  the  proper  mood  for  worship.  If  an 
usher  can  do  this,  he  aids  the  church  program.  If  he 
can't  he  detracts  from  it.  In  the  few  seconds  they  are 
together,  an  usher  must  adroitly  transfer  a  worshiper 
from  the  hurrying,  worrying  world   of  business   and 

THE      INSTRUCTOR 


DON'T  —  Strangers  who 
need  guidance  should  be 
assisted  with  gracious, 
quiet  direction.  Never 
ignore   them.   (Left.) 


DO  —  Treat  the  young 
in  same  reverential  man- 
ner as  you  do  their 
elders.  Ignored  children 
often  grow  into  indif- 
ferent  adults.    (Right.) 


bicarbonate,  to  the  calm  dignity  of  a  church  serv- 
ice. This,  however,  is  not  easy  to  do,  ...  in  this  very, 
very  important  business  o£  being  God's  trajSic  cops. 

"Ushering  is  a  vital  job  in  any  business.  Just  look 
at  all  the  official  greeters,  floorwalkers,  vice-presidents, 
contact  men,  traffic  cops  and  public  relations  people 
you  run  into  nowadays.  If  ushering  is  important  in 
most  businesses,  then  it  certainly  is  important  in  God's 
business." 

To  motivate  thought  and  discussion,  Hosman  asks, 
"What  would  you  do  if  the  President  [of  the  United 
States]  walked  into  your  church  on  a  Sunday  morn- 
ing?" 

Hosman  gives  people  attending  his  workshops 
many  suggestions  for  an  effective  program  among 
which  are  these: 

"Recognize  the  importance  of  good  ushering.  It 
is  one  of  the  factors  that  can  make  for  a  satisfying 
spiritual  experience  every  Sunday. 

"It  is  the  usher's  job  to  help  the  worshiper  over 
the  psychological  barrier  between  a  bustling  world  and 
a  serene  church." 

Among  his  do-and-don't  rules  are  the  following: 

"The  church  usher  must  never  put  his  hands  on 
a  woman  guest.  Dignity  is  the  keynote  of  every  act  of 
an  usher. 

"Enthusiasm  is  admirable,  but  back  slapping  de- 
tracts from  the  worshipful  mood  an  usher  should 
establish. 

"Try  to  reflect  the  worshipful  attitude  of  the  serv- 
ice in  the  way  you  act. 

"Get  to  church  on  time.   Promptness  is  essential. 

"Be  alert  at  all  times,  and  make  certain  that  the 
needs  of  your  worshipers  are  promptly  attended  to. 
While  he  is  in  church,  a  worshiper  is  in  your  care." 

This  article  has  set  us  to  thinking  about  the  op- 
portunities and  responsibilities  of  the  greeters  who 
welcome  our  children  and  adults  as  they  come  to  Sun- 
day School.  The  cordial  welcoming  smile  and  quiet 
greeting  as  people  enter  the  foyer  does  much  to 
dispel  any  feeling  of  strangeness  and  creates  a  genuine 
feeling  of  being  welcome  and  wanted  and  a  peaceful 
reverential  attitude  toward  worship. 

What  do  these  illustrative  pictures  of  greeters  at 
Sunday   School   express   to  you   —   a  friendly   peace- 


DO  —  After  service  starts,  show  strangers  to   a   seat  when  the  chapel 

is  crowded.    Then  precede  them  down  aisle,  proffering  Sunday  School 

program  before  they  are  seated. 


DON'T  —   Greeters  should   never   bodily   steer   a    lady   down   an    aisle. 

Keep  just  ahead  of  those  you   are  ushering;  they  will   usually   stay  in 

tow.    Always  be  courteous. 

ful,  reverential  feeling  or  one  of  a  rustle,  bustle,  ath- 
letic rally?  Would  you  welcome  a  Sunday  School 
greeters'  workshop  at  union  meeting?  What  should  be 
done  to  make  the  lonely  heart  feel  welcome,  serene 
and  wanted? 


MARCH       1954 


69 


Suggested  Lesson  for  Stake 
Conference  Sunday— Second  Quarter 


OBJECTIVE:     To    improve    our    acceptance    of    God 
through    a    better   understanding    of   the    First    Com- 
mandment. 


{To  the  Teacher:  This  presentation  is  suggested  for  a  uniform 
lesson  to  he  used  in  Senior  Sunday  School  on  Stake  Conference 
Sunday  during  the  second  quarter  of  1954.  It  is  assumed  that 
the  Junior  Sunday  School  classes  will  use  the  regular  lessons 
for  that  Sunday.  The  ward  superintendent  should  have  de- 
termined in  advance  the  number  of  Sunday  School  classes  that 
will  he  held  on  Stake  Conference  Sunday  so  that  the  teacher  will 
he  able  to  plan  in  advance  for  a  particular  age  group. 

It  is  not  intended  that  any  teacher  will  follow  this  outline 
in  detail.  The  material  should  be  adapted  to  the  situation  by 
the  teacher  and  supplemented  by  his  own  findings  and  study. 
However,  the  objective  as  stated  should  be  followed. ) 


bjou  . . .   And  the 

First  Commandment 


By  Ralph  B.  Keeler 

^^n^HOU  shalt  have  no  other  gods  before  me."  {Exo- 
dus  20:3.)  This  was  the  first  of  Ten  Command- 
ments given  to  Israel  by  the  Lord  through  the  great 
and  inspired  prophet,  Moses.  The  Ten  Commandments, 
otherwise  known  as  the  Decalogue,  came  originally  as 
a  religious  and  civic  code  for  the  Israelites,  who  were 
then  enroute  from  slavery  in  Egypt  to  freedom  in 
Canaan,  the  home  of  their  ancestors. 

It  is  not  to  be  assumed  that  the  ideals  upon  which 
the  Ten  Commandments  are  based  were  unheard  of 
before  this  time.  There  is  ample  evidence  that  Adam, 
Enoch,  Abraham  and  other  men  of  God  prior  to  Moses 
lived  by  and  taught  these  same  principles  to  their 
posterity. 

But,  Israel  had  particular  need  for  a  new  pro- 
nouncement of  old  ideals.  Four  hundred  years  of  bond- 
age in  Egypt  had  not  only  dimmed  the  memory  of  these 
important  concepts,  but  Jacob's  children  had  fallen 
into  some  of  the  wicked  and  idolatrous  ways  of  their 
captors.  So,  it  was  important  that  they,  once  again, 
receive  religious  and  civil  laws  by  which  all  citizens 
could  adjust  their  daily  living. 

During  their  captive  years  the  Children  of  Israel 
had  observed  that  the  Egyptians  believed  in  many 
gods.  In  some  cases,  no  doubt,  they  had  been  im- 
pressed with  the  religious  ceremonies  of  the  Egyptians, 
perhaps  to  the  point  of  being  quite  sure  about  the 
existence  of  the  idol  gods  they  could  see.  On  the 
other  hand,  they  may  have  become  somewhat  uncertain 
about  their  own  God,  Jehovah. 

There  were  Epaphus,  to  whom  was  sacrificed  all 
clean,  male  oxen;  Zeus  and  Pan,  who  required  goats 
and  sheep;  and  Dionysos,  to  whom  swine  were  of- 
fered. These  are  but  a  few.  In  addition,  Israel  would 
soon  come  to  know  Baal,  the  native  god  of  Babylon. 
He  was  believed  to  be  the  giver  of  increased  harvests, 
and  Moloch,  chief  god  of  the  Ammonites,  to  whom 


Mr:?:^^^ 


•if   "'  '  >'.»'?■! 


Show  that  you  are  willing  to  obey  His  First  Command- 
ment; resolve  now  to  improve  your  attendance  at  Sun- 
day School.    Then,  influence  others  around  you  to  do 

the  same. 


human  sacrifice  was  made.  There  were  other  strange 
gods  of  the  peoples  inhabiting  the  land  of  Israel's  fore- 
fathers. 

Israel  Ripe  For  Announcement 

Now,  in  a  great  desert  country  away  from  the 
idolatrous  worship  habits  of  another  people,  and  com- 
ing fast  upon  a  miraculous  deliverance  from  their 
oppressors,  Israel  was  ripe  for  the  announcement  from 
Sinai:  "Thou  shalt  have  no  other  gods  before  me." 

It  seems  no  mere  coincident  then  that  this  should 
be  the  first  commandment.  The  positive  and  direct 
statement  came  as  a  sound  declaration  of  Jehovah's 
position  in  relation  to  all  of  the  gods  of  all  of  the 
peoples,  including  Israel.  There  was  to  be  no  mistake, 
Jehovah  is  God  without  allowance  or  compromise. 

From  at  least  one  standpoint  we  are  perhaps  more 
fortunate  than  ancient  Israel.  Our  environment  has 
not  been  colored  by  the  same  idolatrous  worship  as 
theirs.  Jehovah  is  almost  universally  accepted  among 
us  as  God  of  the  land.  However,  at  times  we  dis- 
cover that  our  love  of  money,  or  our  passion  for  power 
or  possession  is  greater  than  our  love  of  God.  Who 
would  deny  that  this  is  analogous  to  having  another 
god  before  Jehovah? 

The  Master  taught,  "Thou  shalt  love  the  Lord  thy 
God  with  all  thy  heart,  and  with  all  thy  soul,  and  with 
all  thy  mind.  This  is  the  first  and  great  command- 
ment .  .  ."  (Matthew  22:37-38.)  Why  is  it  so  important 
that  we  love  God?  The  Egyptians  feared  their  gods, 
but  we  are  to  love  ours.  There  must  be  reason  for  this 
love.  • 

Importance  of  Love 

Love  induces  those  human  qualities  that  are  whole- 
some, noble  and  good.  Love  brings  determination  for 
obedience,  and  service.   On  the  other  hand,  fear  breeds 


70 


THE       INSTRUCTOR 


hate,  deceit  and  mistrust.  Love  embodies  that  for 
which  God  stands.  "God  is  Love." 

But,  one  cannot  give  love  merely  because  he  is 
requested  to  do  so.  Love  has  to  grow;  it  must  be 
cultivated.  A  child  does  not  have  voluntary  love  for 
his  parents  simply  because  he  is  told  to  love  them. 
Love  is  not  that  simple.  It  comes  with  agreeable 
association,  with  the  cultivation  of  understanding,  and 
with  the  exercise  of  faith.  Neither  does  one  love  his 
country  and  hold  it  above  all  others  on  earth  by  the 
simple  command  to  do  so.  To  love  one's  country  on 
this  artificial  basis  alone  is  to  confess  one's  ignorance 
of  the  ideals  for  which  his  nation  stands.  One  cannot 
give  complete  allegiance  to  two  nations.  Complete 
allegiance  to  one  eliminates  allegiance  to  the  other. 

Love  of  God  and  allegiance  to  Him  is  something 
like  this.  We  cannot  love  Him  very  deeply  just  as  a 
matter  of  duty.  We  cannot  put  Him  first,  above  all 
other  interests,  just  because  the  commandment  states 
that  we  are  to  have  no  other  gods  before  Him.  A  deep 
and  abiding  love  of  God  comes  only  as  we  become 
acquainted  with  Him,  as  we  cultivate  an  understanding 
of  Him,  only  as  we  exercise  faith  in  Him.  This  calls 
for  effort,  study,  meditation  and  a  "hunger  and  thirst 
for  righteousness." 

Who  benefits  most  by  having  God  his  first  interest, 
and  by  loving  Him  with  all  his  heart,  soul  and  mind? 
Surely  the  Lord  has  not  made  this  request  in  His  own 
interest.  He  can  probably  do  quite  well  without  our 
adoration,  although  it  pleases  Him  to  have  it.  Jesus 
answers  for  us:  "But  seek  ye  first  the  Kingdom  of  God 
and  His  righteousness  and  all  these  things  shall  be 
added  unto  you."  {Matthew  6:33.)  We  are  fortunate 
indeed  when  our  needs  are  met,  and  Christ  promises 
this  after  we  have  found  the  Kingdom  of  God  and 
His  righteousness. 

Not  in  Improper  Order 

Some  have  supposed  that  the  first  commandment, 
together  with  the  next  three,  are  out  of  proper  order 
and  meaningless  for  our  time.  The  idea  is  that  the 
"ethical"  commandments  such  as  those  against  murder 
and  theft  are  most  important  and,  therefore,  should  be 
listed  first.  Some  would  have  the  wholly  "religious" 
commandments  relegated  to  lesser  status  because,  as 
the  contentions  go,  they  are  only  patterns  of  ancient 
superstition.  It  is  doubtful  if  such  individuals  realize 
they  are  at  variance  with  Christ  in  their  stand.  When 
asked  which  is  the  first  and  greatest  commandment. 
He  put  God  in  first  place,  foremost  and  above  all 
other  interests:  "Thou  shalt  love  the  Lord  thy  God  .  .  . 
This  is  the  first  and  great  commandment  .  .  ." 


It  is  often  said  that  each  man  has  the  right  to 
worship  his  god.  It  would  be  well  to  examine  this 
expression  before  using  it  again,  for  it  not  only  indi- 
cates a  major  confusion  of  thought,  but  also  a  failure  to 
rise  above  the  multiple-god  concept  of  the  Egyptians 
to  the  higher  level  of  Hebrew  monotheism.  What  is 
more  nearly  correct  for  one  confessing  Jehovah  is  to 
eliminate  the  possessive  pronoun,  his,  and  speak  of 
God;  that  is,  each  man  has  the  right  to  worship  God. 
An  equal  indication  of  carelessness  is  to  ask  the  ques- 
tion, "Do  you  believe  in  a  god?"  The  indefinite  article, 
a,  implies  the  possible  acceptance  of  many  gods.  Why 
not  ask  simply,  "Do  you  believe  in  God?" 

Demonstrate  Your  Attitude 

It  is  one  thing  to  talk  about  God  as  being  our 
first  interest,  with  deep  love  and  adoration  for  Him, 
but  often  quite  another  to  so  live  as  to  demonstrate 
that  what  we  say  is  true.  Suppose,  then,  instead  of 
testing  our  knowledge  of  the  facts  of  this  lesson,  we 
actually  attempt  to  demonstrate  our  attitude  toward 
our  Father  in  Heaven  by  participation  in  one  or  more 
of  the  following  projects: 

1.  Start  now  to  read  for  the  first  time,  or  to  reread, 
one  or  more  of  the  Standard  Works  of  the  Church 
in  order  to  increase  your  acquaintance  with  God. 

2.  Resolve  now  to  improve  your  attendance  at,  and 
your  participation  in,  Sunday  School  class,  Priest- 
hood class.  Relief  Society  study  class,  home  study 
group,  etc.,  where  the  Gospel  is  discussed  and 
explained. 

3.  Resolve  now  to  come  closer  to  God  through  the 
medium  of  personal  prayer,  family  prayer,  ob- 
servance of  the  Word  of  Wisdom,  and  sacrament 
meeting  attendance. 

4.  Either  a  personal  or  class  project  could  be  de- 
veloped by  bringing  comfort  of  some  nature  to 
one  hospitalized,  shut-in,  bereaved,  or  who  has 
met  with  misfortune  of  some  nature. 

References: 

"The  Ten  Commandments  in  a  Modern  Social 
Setting,"  Chapter  3,  4  (M  Men  Handbook  for  1936- 
37),  Henderson,  W.  W.,  Church  of  Jesus  Christ  of 
Latter-day  Saints,  Salt  Lake  City,  Utah. 

Foundations  for  Reconstruction,  pp.  12-21,  True- 
blood,  Harper  and  Brothers,  publishers,  N.Y. 

See  your  Sunday  School  library,  seminary  library, 
public  library  for  references  on  the  Ten  Command- 
ments. 


SUFFERING 
/^HRiST  died  for  us!  He  took  our  place!  He  bore  our 


sms! 


A  father  had  told  his  son  he  would  send  him  to 
sleep  in  the  attic,  with  only  bread  and  water  for  his 
supper,  if  he  broke  the  laws  of  the  home  once  more. 
The  child  disobeyed  again;  the  father  sent  him  to  the 
attic.  At  suppertime  the  father  could  not  eat.  He  had 
the  boy  on  his  mind  and  his  heart. 

His  wife  said,  "I  know  what  you  are  thinking.  But 
you  must  not  bring  the  boy  from  the  attic.  It  would 
cause  him  to  disobey  again.  He  would  have  no  respect 
for  your  word.  You  must  not  cheapen  your  relation 
as  his  father  by  failing  to  keep  your  promise." 


AND  SIN 

To  which  her  husband  replied,  "You  are  right.  I 
will  not  break  my  word.  To  do  so  would  cause  my 
son  to  lose  his  respect  for  my  word.  But  he  is  so  lonely 
up  there." 

He  kissed  his  wife  good  night,  entered  the  attic, 
ate  bread  and  water  with  the  boy,  and  when  the  child 
went  to  sleep  on  the  hard  boards,  his  father's  arm  was 
his  pillow. 

Every  sinner  has  to  be  punished,  Christ  on  Calvary 
was  the  innocent  suffering  for  the  guilty.  He  who 
knew  no  sin  was  suffering  for  the  sinner. 

— C.  Gordon  Bayless,  And  Be  Ye  Saved. 


MARCH       1954 


71 


Sing,  To  Open  Their  Hearts 

By  Clair  W.  Johnson* 


'/^UR  Church  possesses  a  wealth  of 
fine  hymns.  Having  them  sung 
well  adds  to  the  beauty  of  our  wor- 
ship services.  Congregational  sing- 
ing improves  as  the  words  of  our 
hymns  become  familiar  and  the 
music  well  known. 

The  singing  of  the  hymns  will 
open  the  hearts  and  minds  of  the 
congregation  and  place  them  in  a 
receptive  mood  for  the  services. 
However,  we  must  sing  well  if  we 
wish  a  deep  spiritual  experience. 
Singing  is  the  expression  of  a  testi- 
mony of  the  Gospel,  and  gives  us 
an  opportunity  to  praise  and  thank 
our  Creator  for  His  bountiful  bless- 
ings. 

The  success  of  the  song  practice 
is  largely  determined  by  the  chor- 
ister's own  preparation,  and  by  his 
ability  to  make  the  best  use  of  the 
time.  Just  singing  another  hymn 
with  no  apparent  object  is  not 
enough.  We  should  plan  with  the 
organist  before  the  song  practice  on 
tempos,  interpretation,  interludes 
and  introductions.  We  might  well 
determine  the  tempos  with  a  metro- 
nome, avoiding  guesswork.  Let  us 
acquaint  ourselves  with  the  text  and 
music  of  the  hymn  by  careful  study 
of  words  and  music,  together  with 
the  suggestions  found  in  The  In- 
structor for  both  organist  and  chor- 
ister, 

*Clair  W.  Johnson  received  his  Ph.D.  from 
the  University  of  California  in  1947  and  is  cur- 
rently a  member  of  the  Weber  College  faculty 
and  the  Deseret  Sunday  School  Union  General 
Board.  For  further  information  on  Dr.  John- 
son see  The  Instructor,  January,  1953,  page  10. 


In  preparing  for  the  song  practice 
the  chorister  should  be  sure  that  the 
congregation  has  enough  hymn 
books,  otherwise  our  best  efforts  may 
be  lost.  Let  us  always  teach  the 
"Hymn  for  the  Month"  as  outlined 
in  The  Instructor.  This  systematic 
teaching  of  our  hymns  over  a  period 
of  years  will  enrich  and  increase  the 
number  of  hymns  learned  and  im- 
prove the  quality  of  our  singing. 

During  the  presentation  of  the 
new  hymn  the  chorister  should  show 
enthusiasm  and  spirituality  as  well 
as  devotional  attitude.  We  avoid 
finding  fault,  as  this  disturbs  the 
spirit  of  worship.  We  prefer  rather 
to  praise  what  is  good.  We  say 
little,  making  our  remarks  to  the 
point.  We  impress  the  congrega- 
tion with  importance  of  the  words 
and  ideas  of  the  text,  as  this  will 
improve  even  the  tone  quality  of 
the  singing  and  spiritual  feeling  of 
the  song. 

The  model  hymn  practice  may 
consist  of  three  parts:  practicing  the 
"Hymn  of  the  Month,"  a  review  of 
hymns  recently  learned  and  the 
memorization  of  familiar  ones.  To 
achieve  these  aims  the  chorister  will 
require  the  full  time  set  aside  for 
this  practice. 

In  the  presentation  of  the  "Hymn 
of  the  Month"  we  might  call  atten- 
tion to  the  beauty  of  the  text  by 
letting  an  experienced  reader  recite 
it.  A  short  explanation  of  its  mean- 
ing may  be  given,  emphasizing  im- 
portant thoughts  and  words  toward 


a  more  expressive  rendition.  The 
musical  setting  of  the  new  hymn 
may  be  introduced  by  having  the 
organist  play  it  through  while  the 
congregation  hums  the  melody. 

In  visiting  numerous  stakes 
throughout  the  Church,  one  is 
readily  convinced  that  choristers 
sincerely  want  to  do  well  in  their 
work.  Some  helps  for  improving 
their  work  are: 

The  Instructor,  for  both  organist 
and  chorister  to  help  introduce 
the  "Hymn  for  the  Month." 

The  Sunday  School  Handbook, 
with  its  outline  of  standard  Sun- 
day School  procedure. 

Concerning  Music,  a  pamphlet 
prepared  as  a  guide  to  chor- 
isters and  organists  by  the  Gen- 
eral Music  Committee. 

Conducting,  by  J.  Spencer  Corn- 
wall ( Deseret  Book  Company ) , 
a  text  that  will  help  all  to  be- 
come more  effective  conductors. 

Stories  of  Latter-day  Saint  Hymns, 
by  George  D.  Pyper,  a  well- 
written  book  dealing  with  the 
origin  of  the  hymns  we  sing. 
(Deseret  Book  Company) 

The  Organist's  Manual  by  Tracy 
Y.  Cannon.  ( Deseret  Book  Com- 
pany) 

It  is  an  inspiring  experience  to 
sing  under  good  leaders  who  re- 
mind us  of  the  words  of  Paul,  ".  .  . 
I  will  sing  with  the  spirit,  and  I 
will  sing  with  the  understanding 
also."  (I  Corinthians  14:15.) 


THE    DEBERET   SUNDAY   SCHDDL  UNION 

George  R.  Hill,  General  Superintendent; 
David  Lawrence  McKay,  First  Assistant  General  Superintendent;  Lynn  S.  Richards,  Second  Assistant  General  Superintendent; 
Wallace  F.  Bennett,  General  Treasurer;  Richard  E.  Folland,  Executive  Secretary 
MEMBERS  OF  DESERET  SUNDAY  SCHOOL  UNION  BOARD 


George  R.Hill 
David  L.  McKay 
Lynn  S.  Richards 
Wallace  F.  Bennett 
Richard  E.  Folland 
A.  Hamer  Reiser 
Inez  Witbeck 
Lucy  G.  Sperry 
Marie  F.  Felt 
Gerrit  de  Jong,  Jr. 
Earl  J.  Glade 
Thomas  L.  Martin 
Wendell  J.  Ashton 


Edith  Ryberg 
A.  William  Lund 
Archibald  F.  Bennett 
Kenneth  S.  Bennion 
J.  Holman  Waters 
H.  Aldous  Dixon 
Leland  H.  Monson 
Alexander  Schreiner 
Lorna  C.  Alder 

A.  Parley  Bates 
WilKam  P.  Miller 
Ralph  B.  Keeler 


Vernon  J.  LeeMaster 
Claribel  W.  Aldous 
Eva  May  Green 
Melba  Glade 
Addie  L.  Swapp 
W.  Lowell  Castleton 
Henry  Eyring 
Carl  J.  Christensen 
Hazel  F.  Young 
Hazel  W.  Lewis 
WiUiam  E.  Berrett 
Lowell  M.  Durham 
Florence  S.  Allen 


Beth  Hooper 
Wilford  M.  Burton 
Asahel  D.  Woodruff 
James  L.  Barker 
Reed  H.  Bradford 
Frank  S.  Wise 
David  A.  Shand 
Newell  B.  Weight 
Sterling  W.  Sill 
Clair  W.  Johnson 
Deknar  H.  Dickson 
C.  Manley  Brown 
Clarence  Tyndall 


Norman  R.  Gulbrandsen 
Wallace  G.  Bennett 
Addie  J.  Gilmore 
Camille  W.  HaUiday 
Margaret  Hopkinson 
Mima  Rasband 
Edith  M.  Nash 
Marion  G.  Merkley 
Minnie  E.  Anderson 
Henry  Isaksen 
F.  Wayne  Roskelley 
Alva  H.  Parry 


Adam  S.  Bennion,  Adviser  to  the  General  Board 


72 


THE       INSTRUCTOR 


Memorization  for  May  Lessons 


66 


Hear... Instructions  of  Thy  Father... 


99* 


'pHESE  verses  of  scripture  and 
quotations  have  been  chosen 
to  correlate  with  the  class  les- 
sons and  are  intended  to  be 
memorized  as  part  of  the  class 
work  in  Sunday  School.  "That 
which  you  persist  in  doing  be- 
comes easy."  Let  us  persist  in 
putting  these  important  Gospel 
statements  into  our  memories 
so  that  we  may  have  them 
ready  to  quote  throughout  our 
lives. 


HISTORY  OF  THE  CHURCH 
FOR  CHILDREN 

Course  No.  6 

...  Be  strong  and  of  a  good  cour- 
age; be  not  afraid,  neither  be  thou 
dismayed:  for  the  Lord  thy  God  is 
with  thee  whithersoever  thou  goest. 

—Joshua  1:9. 

OLD  TESTAMENT  STORIES 

Course  No.  8 

Thou  shalt  not  take  the  name  of 
the  Lord  thy  God  in  vain;  for  the 
Lord  will  not  hold  him  guiltless  that 
taketh  his  name  in  vain. 

—Exodus  20:7. 

THE  LIFE  OF  CHRIST 

Course  No.  10 

Let  your  light  so  shine  before 
men,  that  they  may  see  your  good 
works,  and  glorify  your  Father 
which  is  in  heaven. 

—Matthew  5:16. 

HISTORY  OF  THE  RESTORED 
CHURCH 

Course  No.  12 

.  .  .  Love  your  enemies,  bless  them 
that  curse   you,   do   good   to   them 

*See  Course  No.  24. 


that  hate  you,  and  pray  for  them 
which  despitefully  use  you,  and 
persecute  you; 

—Matthew  5:44. 


PRINCIPLES  OF  THE  GOSPEL 

Course  No.  14 

Upon  you  my  fellow  servants,  in 
the  name  of  Messiah  I  confer  the 
Priesthood  of  Aaron,  which  holds  the 
keys  of  the  ministering  of  angels, 
and  of  the  gospel  of  repentance,  and 
of  baptism  by  immersion  for  the 
remission  of  sins;  and  this  shall 
never  be  taken  again  from  the  earth, 
until  the  sons  of  Levi  do  offer  again 
an  offering  unto  the  Lord  in  right- 
eousness. 
Doctrine  and  Covenants,  Section  13. 


THE  GOSPEL  MESSAGE 

Course  No.  16 

Behold,  the  days  come,  saith  the 
Lord  God,  that  I  will  send  a  famine 
in  the  ^and,  not  a  famine  of  bread, 
nor  a  thirst  for  water,  but  of  hearing 
the  words  of  the  Lord: 

—Amos  8:11. 


PROVING  YOUR  PEDIGREE 

Course  No.  20 

We  build  temples  and  administer 
for  them  (the  dead)  upon  the 
earth,  and  thus  become,  as  it  is 
written,  "saviors  upon  Mount  Zion;" 
operating  and  cooperating  with  the 
Priesthood  behind  the  veil,  in  the 
interest,  happiness,  salvation  and  ex- 
altation of  the  human  family. 

—President  Wilford  Woodruff, 
Power  From  On  High,  p.  16. 


TEACHER  TRAINING 

Course  No.  22 

But  the  Comforter,  which  is  the 
Holy  Ghost,  whom  the  Father  will 


send  in  my  name,  he  shall  teach  you 

all  things,  and  bring  all  things  to 

your    remembrance,    whatsoever    I 

have  said  unto  you. 

Peace  I  leave  with  you,  my  peace 

I  give  unto  you:  not  as  the  world 

giveth,  give  I  unto  you.  Let  not  your 

heart  be  troubled,  neither  let  it  be 

afaid. 

—John  14:26,  27. 


PARENT  AND  CHILD 

Course  No.  24 

My  son,  hear  the  instruction  of 
thy  father,  and  forsake  not  the  law 
of  thy  mother: 

For  they  shall  be  an  ornament  of 

grace   unto    thy   head,    and   chains 

about  thy  neck. 

-Proverbs  1:8,  9. 


TEACHINGS  OF  THE  NEW 
TESTAMENT 

Course  No.  26 

If  ye  ...  ,  being  evil,  know  how 
to  give  good  gifts  unto  your  chil- 
dren, how  much  more  shall  your 
Father  which  is  in  heaven  give  good 
things  to  them  that  ask  him? 

-Matthew  7:11. 


TEACHINGS  OF  THE 
BOOK  OF  MORMON 

Course  No.  28 

.  .  .  What  have  you  against  being 
baptized  in  the  name  of  the  Lord,  as 
a  witness  before  him  that  ye  have 
entered  into  a  covenant  with  him, 
that  ye  will  serve  him  and  keep  his 
commandments,  that  he  may  pour 
out  his  Spirit  more  abundantly  upon 


your 


-Mosiah  18:10. 


MARCH       1954 


7a 


J    Wc 


United  Press  Photo. 


Children  were  given  special  recognition  by  the  President;  in  turn 
they  responded  with  enthusiasm  as  does  this  Argentine  hoy. 


'T^HAT  the  Church  of  Jesus  Christ 
^  of  Latter-day  Saints  is  a  world- 
wide Church  was  brought  into  bold 
focus  during  January  and  February 
when  President  David  O.  McKay 
visited  the  far-flung  missions  in 
South  Africa,  South  America  and 
Central  America. 

The  Instructor  brings  these  inti- 
mate glimpses  from  President  (and 
Sister)  McKay's  trip  from:  President 
A.  Hamer  Reiser  of  the  British  Mis- 
sion, who  served  as  the  President's 
secretary  in  the  South  African 
phase  of  the  journey;  President  Le- 
roy  H.  Duncan  of  the  South  African 
Mission;  Elder  Jack  Dahl,  associate 
editor  of  the  South  African  Mission 
magazine;  and  Robert  McKay,  son 
of  the  President,  who  served  as  his 
secretary  through  South  and  Central 
America. 

From  President  A.  Hamer  Reiser: 

fj^RiDAY,  Jan.  8,  we  left  Lisbon, 
Portugal,  aboard  Pan  American 
World  Airway's  clipper  Liberty  Bell. 
Capt.  C.  Downer  Renshaw  was  pilot, 
and  our  destination  was  Johannes- 
burg, Transvaal,  Union  of  South 
Africa,  4,000  miles  away,  with  short 
stops  at  Dakar  (Senegal);  Roberts 
Field    (Monrovia,   Liberia),   Accra, 


Gold  Coast;  and  Leopoldville,  Bel- 
gian Congo.  This  distance  was  cov- 
ered in  20  hours  flying  time. 

Before  noon  we  were  passing  over 
the  sands  of  North  Africa,  bleak, 
treeless,  empty  as  far  as  the  eye 
could  see  from  20,000  feet  up.  "As 
dry  and  parched  as  the  Sahai-a  Des- 
ert," said  President  McKay,  and 
then  as  he  looked  at  the  map,  he 
chuckled,  "and  it  is  the  Sahara!" 

Late  in  the  afternoon  we  put 
down  at  Dakar.  The  air  was  balmy 
and  kind.  The  cool  of  the  desert 
was  beginning  to  arise  as  the  sun 
was  falling.  A  dainty  crescent  moon 
with  corners  turned  up  as  if  in  a 
smile  graced  the  darkening  sky,  and 
Sister  McKay  was  moved  to  express 
herself  in  poetry. 

After  dark  we  again  took  off  and 
traveled  south.  In  wide,  broken 
spaces  through  the  clouds  we  saw 
the  many  complexions  of  land  and 
sea,  desert,  jungle,  the  veldt  of  the 
south,  and  wide,  quiet,  sluggish 
rivers  —  the  Congo,  the  narrower 
Zambezi  and  the  snakelike  Limpopo. 

At  night  when  the  stars  adorn  the 
skies  above,  the  camp  fires  of  the 
natives  sparkle  on  the  ground  mak- 
ing the  illusion  that  the  sky  is  under 
you  and  you  are  flying  upside  down. 


With  President  McKay 


Wherever  President  McKay  traveled  in  South  Africa, 
South  America  and  Central  America,  people  wrote  and 
spoke  of  him  as  the  foremost  missionary  of  our  time. 
As  a  staff  reporter  on  "The  Cape  Argus"  (Union  of 
South  Africa)  wrote,  "He  carries  his  80  years  lightly, 
his  smile  and  his  voice  are  gentle.  He  looks  so  much 
like  a  prophet  of  old." 


By  arrival  time  at  Johannesburg 
the  long,  long  hours  aloft  in  the  con- 
stant, droning  plane  had  greatly 
whetted  our  desire  for  the  land. 
The  steward  instructed  us  as  the 
Liberty  Bell  stopped  to  keep  our 
seats  until  the  health  ofiicer  had 
come  aboard  and  released  us. 

A  bouyant,  uniformed  officer 
surged  aboard  brandishing  his  in- 
secticide bomb  in  every  direction 
and  said  as  he  bombed,  "Will  you 
all  now  go  aground  except  President 
and  Mrs.  McKay  and  Mr.  Reiser?" 

"Now,  what  have  we  done?" 
queried  the  President  with  that 
merry  twinkle  which  must  be  a 
carry-over   from   the    mischievous 


Important  among  those  greeting  President 

and   Sister   McKay   at  the   Johannesburg 

airport   was   a   smiling    LDS   flower   girl, 

Loraine  June  Muir. 


74 


THE       INSTRUCTOR 


days  of  his  boyhood.  We  searched 
the  countenance  of  the  officer  for  a 
clue.  I  had  the  guilty  conscience, 
though  President  McKay  whispered 
to  me  reassuringly,  "I  can  see  a 
friendly  twinkle  in  his  eye." 

In  my  ignorance  I  had  omitted, 
until  Jan.  4,  getting  a  yellow  fever 
inoculation  required  for  travel 
through  the  tropics  and  into  South 
Africa,  and  the  inoculation  must 
mature  for  ten  days  before  it  is  ac- 
ceptable and  valid  in  the  Union. 
Pan  American  had  discovered  the 
immaturity  in  my  papers  in  Lisbon 
and  for  themselves  had  required  me 
to  sign  a  waiver  of  indemnity.  This 
could  be  no  guarantee  that  South 
African  health  officers  would  be  as 
accommodating. 

The  officer  politely  and  with  great 
consideration  "cut"  me  out  of  the 
crowd  and  led  me  inconspicuously 
into  the  quarantine  of  his  private  of- 
fice to  explain  that  it  would  be  nec- 
essary for  me  to  report  daily  to  the 
health  officers  in  South  Africa  until 
inoculation  had  matured.  This  ar- 
rangement, I  am  sure,  was  made  as 
a  concession  to  the  President,  be- 
cause normally  I  expect  I  should 
have  been  quarantined  until  there 
was  no  evidence  that  I  had  brought 
or  develhped  yellow  fever  in  the 
Union.  I  complied  faithfully  each 
day,  first  in  Johannesburg  and  later 
in  Cape  Town. 

Sunday,  of  course,  was  the  high 
light  of  the  Johannesburg  sojourn. 
At  10:30  a.m.  the  first  session  of  the 
Transvaal  District  Conference  fea- 
tured President  McKay.  He  had 
asked  in  advance  that  the  children 
be  specially  provided  for  in  an  am- 
ple section  in  the  front  of  the  hall. 

His  remarks  that  morning  sparkled 
with  good  humor  and  vivid  stories 


Photo  by  South  African  Railways. 

In  Pretoria,  South  Africa,  President  McKay 
and  his  party  visited  the  Voortrekker  Mon- 
ument erected  to  honor  African  pioneers 
who  traveled  in  covered  wagons  like  our 
Mormon  settlers. 


which  delighted  the  children  and 
youth.  However,  this  distinguished, 
genial  President,  the  inveterate 
teacher  performed  at  his  most  im- 
pressive peak,  teaching  a  lesson  as 
gracefully  as  if  he  had  been  in  his 
old  classroom.  A  glass  of  clear,  pure 
water  and  a  drop  of  ink  from  a  foun- 
tain pen  aided  him  in  illustrating 
the  effect  of  harmful  elements  cor- 
rupting the  nobility  of  a  human  soul. 
The  children  of  Johannesburg  will 
never  forget  their  Sunday  morning 
lesson  taught  them  by  the  Prophet 
of  the  Lord. 

In  South  Africa  the  local  mission- 
aries are  a  unique  group.  All  are 
young  women,  the  products  of  fer- 
vent proselyting  and  earnest  teach- 
ing by  missionaries  of  the  past  for 
whom  these  valiant  young  women 
express  sincere  gratitude. 

When  you  realize  that  these 
young  people  carry  important  re- 
sponsibilities, representing  the  whole 
Church  in  faraway  corners  of  this 
vast  land,  and  that  often  they  stand 
alone,  200,  300,  600,  900  or  2,100 
miles  away  from  the  headquarters 
of  their  mission,  you  gain  some 
awareness  of  the  honor  visited  upon 
them  by  their  being  so  trusted  by 
their  mission  president. 

Coming  out  through  the  Cape 
Game  and  Nature  Reserve  our  hopes 
of  seeing  wild  life  were  deflated, 
redeemed  only  by  two  families  of 
zebras.  President  McKay  —  always 
the  champion  of  animals,  wild  or 
tame  —  had  his  picture  taken  with 
them.  Returning  from  the  Point  we 
were  rewarded  when  we  came  upon 
a  community  of  baboons. 

The  "boss"  baboon,  as  evident 
from  his  poise  as  he  sat  at  ease 
astride  the  "bonnet"  (hood)  of  a 
Buick  and  kept  watch  over  his 
household.  Peacefully,  he  sat  and 
yawned  a  great,  fangy  yawn  as  he 
blinked  a  sleepy  interest  from  under 
his  protruding  eyebrows. 

On  the  road  nearby  three  mother 
baboons  ignored  scornfully  three 
henpecked  father  baboons  and  dis- 
ciplined eight  or  nine  mischievous, 
desporting  "kids"  as  President  Mc- 
Kay called  them.  The  President 
playfully  talked  of  having  his  pic- 
ture taken  with  the  old  "man"  ba- 
boon, but  Sister  McKay  protested 
because  signs  everywhere  warned 
that  the  baboons  were  wild  and 
dangerous  and  must  not  be  fed  or 
played  with.  The  President  had  to 
be  content  with  a  photograph  being 
taken  of  the  baboon  family  retreat- 
ing in  the  background  up  the  road 


Unimpressed   by   his   distinguished   spec- 
tators, the  "boss"  baboon  yawned. 


as  he  stood  in  the  foreground 
watching. 

The  flight  northward  is  mem- 
orable for  one  exciting  event,  which 
had  a  reassuring  turn.  Our  airship, 
The  Goodwill,  sailed  into  a  gathering 
thunderstorm  and  lurched  with  a 
thud  over  a  high-piled  cloud  to  be 
dropped  with  great  force  into  a  deep 
cloud  chuckhole  on  the  other  side. 
The  suddenness  of  this  bump  threw 
us  about. 

I  saw  the  steward  racing  down 
the  long  aisle  of  the  plane.  Since 
President  McKay  was  seated  be- 
hind me,  I  turned  quickly  to  see  if 
the  steward  was  sprinting  to  him, 
and  he  was,  for  the  President  lay  on 
the  floor  where  he  had  been  thrown. 
The  President  laughed,  picked  him- 
self up  and  said,  "I  wasn't  even 
frightened." 

The  rest  of  us  were  disturbed  and 
uneasy  as  we  fastened  our  seat  belts, 
glad  to  know  that  if  we  must  fall, 
we  had  18,000  feet  in  which  to  right 
ourselves  before  we  reached  the 
ground,  or  the  sea. 


From  President  Leroy  H.  Duncan: 

IjIThen  Sister  Georgina  Spear  from 
Northern  Rhodesia  found  it  im- 
possible to  secure  reservations  on 
the  train  for  Johannesburg,  she 
drove  the  1,900  miles  by  car,  over 
the  dirt  roads  and  road  strips  in 
order  to  see  and  hear  President 
McKay.  Much  of  her  going  was 
through  dangerous  elephant  coun- 
try. I  could  not  help  but  shed  a 
few  tears  when  I  saw  how  grateful 
this  good  sister  was  when  I  intro- 
duced her  to  President  McKay. 

(Concluded  on  page  94.) 


MARCH       1954 


75 


Tots 

Can 

Learn 

As 
They 
Rest 


By  Margaret  Ipson  Kitto 


Photo  by  Ray  G.  Jones. 


nPHE  best  opportunities  for  exercise 
and  rest  in  Junior  Sunday  School 
grow  out  of  the  lessons  themselves. 
Think  through  your  Sunday  School 
lesson.  What  story  are  you  going  to 
tell?  Is  there  some  place  in  that 
story  where  you  could  have  some 
activity?  Dramatic  play  is  an  impor- 
tant part  of  a  child's  life. 

Recall  the  story  of  the  Pioneers 
crossing  the  plains.  It  would  be  a 
wonderful  experience  to  get  up  and 
cross  the  plains,  right  across  the 
room.  Singing  "Come,  Come  Ye 
Saints"  or  "The  Handcart  Song" 
would  greatly  enhance  the  activity. 
Even  the  more  sacred  stories  of 
Jesus  may  give  opportunity  for 
activity.  As  He  was  teaching,  the 
'  great  multitudes  followed  him 
around  from  place  to  place.  The 
children  could  be  those  people,  and 
for  a  few  minutes  they  could  walk 
around  the  Sunday  School  room. 
They  would  not  run.  They  would 
be  moving  around  slowly  in  their 
long  robes,  and  as  they  learned 
about  Jesus,  they  would  be  getting 


the  exercise  that  is  so  important  for 
them. 

Plan  Actions  Beforehand 

With  just  a  little  bit  of  forethought 
on  the  part  of  the  teacher  she  can 
think  of  things  for  each  child  to 
do.  Some  can  be  specific  characters, 
others  can  be  the  wind,  the  rain, 
the  sun,  or  whatever  is  needed. 

Dramatic  play  should  be  very 
simple.  No  properties  nor  costumes 
are  necessary.  Children  love  to  "pre- 
tend" and  this  makes  it  very  easy  to 
use  dramatic  play  as  a  rest  activity. 
Children  are  serious  about  their 
play,  and  while  they  are  happy  to 
"make  believe"  about  things  and 
places,  they  want  the  events  and 
conversation  to  be  accurate. 

I  once  got  caught  in  "a  terrible 
windstorm"  when  children  were 
dramatizing  the  story  of  Nephi  and 
his  brothers.  They  had  Nephi  tied 
up,  and  the  terrible  storm  came. 
Most  of  the  children  were  the  wind 
and  the  waves,  and  how  they  did 


blow!  Nephi  was  tied  so  realistically, 
with  rope,  that  they  could  not  untie 
him.  Of  course,  the  storm  couldn't 
cease  until  Nephi  was  untied.  The 
teacher  shushed  and  hushed,  but 
you  just  don't  hush  a  windstorm  that 
way.  The  only  way  the  storm  could 
be  stopped  was  to  set  Nephi  free. 

I  thought  they  could  have  done 
very  well  without  the  rope,  and 
was  trying  to  help  the  teacher  see 
that  it  could  have  been  all  "just  make 
believe."  I  said,  "I  guess  we  all 
learned  a  lesson  today  about  drama- 
tization." 

And  she  said,  "Yes,  next  time  I'll 
bring  my  scissors." 

Rhythm,  Another  Avenue 

Rhythm  is  another  avenue  through 
which  rest  activities  may  come.  I 
am  speaking  of  bodily  rhythms,  not 
a  rhythm  band.  In  the  springtime 
couldn't  the  organist  play  some 
music  that  would  sound  like  little 
plants  growing?  Divide  the  class 
into  groups.    Have  part  of  the  chil- 


76 


THE       INSTRUCTOR 


dren  be  the  little  plants.  Others  may 
be  the  sunshine.  Another  group  may 
be  the  rain.  As  they  listen  to  the 
music,  the  little  plants  would  grow, 
the  sun  would  come  up,  and  if  there 
were  room  the  raindrops  could 
actually  tiptoe  in  and  out  around  the 
plants.  Activity  like  this  is  meaning- 
ful to  boys  and  girls,  and  it  gives 
them  a  chance  to  relax. 

Songs  and  poems  that  fit  the  les- 
son objective  can  be  used  as  rest 
activities.  Acting  out  or  going 
through  motions  while  singing  the 
song  or  saying  the  poem  will  add 
variety  to  the  rest  time.  There  are 
many  appropriate  songs  found  in 
Happy  Songs  to  Sing,  Children's  Ac- 
tivity Song  Book.  Read  through  the 
titles;  you  will  find  many  songs  you 
will  enjoy  singing  and  acting  out. 

There  may  be  times  when  you 
may  need  a  quiet  exercise  to  say 
and  do  with  your  little  boys  and 
girls  as  they  are  sitting  around  your 
knee  listening  to  your  lesson.  Try 
this: 

"Open,  shut  them!  Open,  shut  them! 

Give  a  little  clap. 
Open,  shut  them!  Open,  shut  them! 

Fold  them  in  your  lap." 
or: 


"These  are  grandma's  glasses. 

This  is  grandma's  cap. 
And  this  is  the  way  she  folds  her 
arms 

When  she  takes  a  little  nap." 

or: 

"This  is  the  church. 

This  is  the  steeple. 
Open  the  door, 
See  all  the  people." 
(Change  fingers  to  outside,  and 
the  last  line  to  "Where  are  the 
people?") 

"What  day  is  it?"  (Sunday) 
"Why?"  (People  are  all  in  church, 
etc.) 

or: 

"Here's  a  ball  for  baby. 
Big  and  fat  and  round. 
Here's  the  baby's  hammer. 

My,  how  he  can  pound. 
Here's  a  big  umbrella 

To  keep  the  baby  dry. 
Here's  the  baby's  cradle, 
Rock-a-baby-bye!" 
or: 
"Two  little  blackbirds  sitting  on  a 
hill. 
One  named  Jack,  and  one  named 
Jill. 
Fly  away.  Jack  —  fly  away,  Jill, 
Come  back,  Jack— come  back  Jill." 


(Show  index  finger  of  each  hand 
to  represent  Jack  and  Jill.  Make 
fingers  fly  over  shoulder  into  fist 
on  "Fly  away."  Fingers  return  on 
"Come  back."  You  may  proceed 
with  four  blackbirds,  using  two 
fingers  on  each  hand,  then  six  and 
eight.) 

Keep  an  Idea  File 

I  would  suggest  keeping  a  file  of 
activity  ideas.  Sometimes  you  get 
the  very  best  idea  for  an  activity, 
one  that  works  like  a  charm.  Jot 
down  the  idea  on  a  card  and  file  it 
away.  Six  weeks  later,  or  six  months, 
or  six  years,  you  may  need  a  similar 
activity;  and  how  wonderful  it  is  to 
have  a  source  file  where  you  can 
turn  for  quick  suggestions. 

Remember  three  things:  First,  that 
the  child  is  active  by  nature;  there- 
fore, we  need  to  plan  his  activity. 
Second,  that  the  activity  should 
grow  as  nearly  as  possible  out  of  the 
lesson  objective.  Third,  use  a  variety 
of  material  and  a  variety  of  activity 
in  working  with  your  class.  In  order 
to  keep  a  variety,  keep  a  file  so  that 
you  can  keep  track  of  the  things  you 
know. 


LATTER-DAY   SAINT   SUNDAY 


What 

SCHOOL   TEACHING 

Has  Done  for  Me 


'T%is  starts  on  a  surprise  note:  I 
met  the  girl  who  became  my 
wife  through  teaching  a  T-atter-rlav 
SaintSunday 
School  class.  Of 
course,  few  teach- 
ers will  discover 
their  helpmate  in 
their  Sunday 
School  class,  but 
all  of  our  teachers 
will  meet  the  finest 
people  in  the 
world  in  the  environment 
Sunday  School.  These  associations 
are  among  the  greatest  blessings  to 
come  to  me  as  a  Latter-day  Saint 
Sunday  School  teacher. 

I  am  a  businessman.  I  find  time 
for  self-improvement  very  difficult 
beyond  the  area  of  my  daily  work. 


DeWitt  J.  Paul 
of    the 


Sunday  School  teaching  compels  me 
to  get  out  of  the  rut  of  the  daily 
grind  and  forces  me  to  broaden  my 
horizon.  Preparation  for  the  class 
means  reading,  studying,  thinking, 
planning,  and  praying.  Thus,  teach- 
ing Sunday  School  brings  me  spir- 
itual and  intellectual  growth  that  I 
otherwise  would  never  experience. 

Teaching  not  only  makes  me  a 
better  Latter-day  Saint  but  it  makes 
me  a  better  business  man.  My  work 
requires  that  I  speak  before  busi- 
ness groups  throughout  the  country. 
As  a  member  of  the  New  Jersey 
State  Chamber  of  Commerce  I  have 
been  called  upon  to  address  many 
college  convocations.  My  talks  are 
much  richer  and  more  effective,  I 
am  sure,  because  of  my  training  as 
a  Sunday  School  teacher.  They  take 


By  DeWitt  J.  Paul 

on  a  spiritual  tone  that  would  be 
missing  otherwise.  This  is  one  of 
the  reasons  I  have  recently  been 
asked  to  serve  as  Chairman  of  the 
Educational  Committee  for  the  New 
Jersey  State  Chamber  of  Commerce. 
Teaching  a  Latter-day  Saint  Sun- 
day School  has  made  my  life  richer. 
I  sincerely  hope  it  has  done  the 
same  for  those  whom  I  have  taught. 

*DeWitt  J.  Paul  is  vice  president  and  mem- 
ber of  the  executive  committee  of  the  Beneficial 
Management  Corporation  which  operates  the 
largest  personal  finance  business  in  the  nation. 
He  is  chairman  of  the  Short  Hills  Ward  building 
committee  and  a  high  councilman  of  New  York 
Stake. 

Bom  in  Salt  Lake  City,  Utah,  he  attended 
the  Latter-day  Saints  High  School  and  the  Uni- 
versity of  Utah  prior  to  serving  on  a  Northern 
States  mission.  Donna  Vee  Williamson  Paul  is 
his  wife;  they  have  five  children  and  reside  in 
Short  Hills,  New  Jersey. 

He  is  a  member  of  the  Newark  Rotary  Club 
and  New  Jersey  State  Chamber  of  Commerce 
as  well  as  being  a  director  and  secretary  of  the; 
National  Foundation   for   Consumer   Credit. 


MARCH       1954 


77/ 


Moles  from  the  Field 


An  Opportunity,  a  Privilege,  a  Blessing 


Conducted  by  Wallace  G.  Bennett 


\ 


Teacher     trainer      of     Kalihi 

Ward,  Oahu  Stake,  is  giving 

his      class      an      outstanding 

course. 


A  Fine  Art  in  Hawaii 

A  visit  to  the  class  and  workshops 
of  the  teacher  training  class  of 
Kalihi  Ward,  Oahu  Stake,  "is  to 
witness  teaching  and  learning  as  a 
fine  art  as  well  as  an  experience  of 
masterful  exchanging  of  ideas  to- 
ward the  highest  ideals  of  living." 
So  writes  Heber  M.  Borrowman  of 
the  Oahu  Stake  superintendency. 

The  call  to  enroll  in  the  class 
came  in  a  letter  from  Bishop  Arthur 
Parker  to  teachers  and  many  pros- 
pective teachers.  There  are  50  mem- 
bers of  the  class,  with  ages  ranging 
from  19  to  65;  The  class  meets  dur- 
ing the  Sunday  School  worship  serv- 
ice. 

There  are  nine  requirements  for 
graduation.  These  have  been 
planned  and  accepted  to  fit  the 
standards  and  needs  of  the  group. 
Among  these  requirements  are:  con- 
tribute reference  or  resource  ma- 
terials to  class  file  project;  contribute 
one  or  more  visual  aids  to  the  class 
file  project;  make  an  individual  file 
of  various  kinds  of  enrichment  ma- 
terials. 

Like  President  David  O.  McKay, 
these  devoted  Hawaiian  trainees  be- 
lieve that  "teaching  is  an  oppor- 
tunity, a  privilege,  also  a  blessing." 

*     «     # 
Dime  Sunday  Attendance  High 

The  Riverside  Ward,  Mt.  Rubi- 
doux  Stake,  (Riverside,  Calif)  had 
its  highest  attendance  of  1953  on 
Dime  Sunday.  Ronald  C.  Reeve, 
ward  superintendent,  attributes  this 
to  the  excellent  preparations  made 
for  "100%  Sunday,"  the  week  before. 
The  ward  Sunday  School  gained 
$42.85  to  apply  toward  needed  li- 

IF  there  is  a  particularly  outstanding  performance 
in   some  phase  of   Sunday   School  work   being 
done    in   your   stake,   ward   or   branch,    please 
report  it  to  Brother  Bennett,  who  should  be   ad- 
dressed:  Wallace  G.  Bennett,   The  Instructor,  50 
North  Main  Street,  Salt  Lake  City  1,  Utah. 


brary  materials.  Every  member  on 
the  Sunday  School  rolls  was  con- 
tacted by  phone,  card,  or  personal 
visit  before  "100%  Sunday."  The 
ward's  average  attendance  at  Sun- 
day School  is  46  percent  of  the 
ward  population,  a  fine  record  in 
itself. 


Oregon  Ward  Gains 

T  aGrande  First  Ward,  Union  Stake, 
has  emerged  from  the  disloca- 
tion caused  by  the  changing  of  ward 
boundaries,  the  multiple  use  of 
building  facilities,  and  the  reor- 
ganization of  personnel. 

The  school  takes  pride  in  the 
reverence  manifested  in  the  Junior 
Sunday  School. 

The  average  Sunday  School  at- 
tendance is  50  to  60  percent  of  the 
total  ward  population.  Several  adult 
conversions  and  child  baptisms  have 
resulted  directly  from  Sunday  School 
activity.  Superintendent  James  G. 
Eveson  attributes  the  growth  of  the 
Sunday  School  to  regular  prayer 
meetings,  teacher  training  classes, 
and  monthly  faculty  meetings.  He 
confidently  expects  "the  future  to 
bring  even  greater  progress  in  at- 
tendance, with  the  conversions  and 
rededication  which  come  from  Gos- 
pel study." 


Reverence  Is  Keynote 

Anyone  attending  Chevy  Chase 
•^  Ward  Sunday  School,  Washing- 
ton Stake  (D.C.)  will  find  a  rever- 
ence conducive  to  the  true  spirit  of 
worship.  A  printed  program,  which 
gives  die  ward  and  Sunday  School 
announcements,  cuts  oral  announce- 
ments to  a  minimum.  Superintend- 
ent of  the  Chevy  Chase  Ward  is 
Vern  L.  Stromberg. 

The  Gospel  Message  class  in 
Chevy  Chase  is  taught  by  Ralph  W. 
Hardy  of  the  MIA  general  board 
and  vice  president  of  the  National 
Association  of  Radio  and  Television 
Broadcasters.   In  addition  to  a  large 


number  of  ward  members,  there 
were  24  investigators  in  attendance 
at  a  recent  session  of  the  class. 
We're  told  this  is  not  unusual  for 
Brother  Hardy's  class.  The  Sunday 
School  is  a  great  missionary  organi- 
zation! 


Printed  Union  Meeting  Program 


W 


VvE  seen  several  good  Sunday 
School  programs,  but  a  mimeo- 
graphed program  for  union  meeting 
from  University  Stake  (Salt  Lake 
City)  is  the  first  one  of  those  to 
come  to  our  attention.  Coming 
from  University  Stake,  it  is  bound 
to  be  good. 

On  one  inside  page  is 'a  stimulat- 
ing message  from  a  member  of  the 
stake  presidency.  The  next  page 
shows  the  program  for  the  meeting. 
The  back  page  gives  the  depart- 
ments, the  room  numbers,  and  the 
names  of  those  in  charge  of  each 
department.  It  is  an  example  of  the 
careful  planning  and  good  organi- 
zation which  have  made  University 
Stake  Sunday  Schools  so  excellent. 
Gerald   E.   Tate   is   the   new    stake 


SON.  NOV.  29  2 '15  SMLU" 


Cover  of  an  excellent  union  meeting  pro- 
gram prepared  by  University  Stake. 


78 


THE       INSTRUCTOR 


superintendent,  replacing  F.  Wayne 
Roskelly  who  was  recently  called 
to  the  General  Board. 


Welsh  Lass  Impresses  As  Teacher 

Tn  a  letter  from  President  A.  Hamer 
Reiser  of  the  British  Mission,  the 
performance  of  Margaret  Corcoran, 
a  teacher  in  the  Cardiff  Branch  Sun- 
day School  in  Wales,  is  described. 
"Margaret  Corcoran  is  a  rather 
young  but  well-informed  teacher. 
Margaret  presented  the  lesson  about 
Joseph  in  Egypt.  This  was  done 
simply  but  thoroughly.  After  the 
presentation,  she  asked  each  of  the 
questions  at  the  end  of  the  lesson 
in  the  manual,  and  the  attentive 
children  answered  every  one  per- 
fectly. Such  attention  and  alertness 
are  really  impressive. 

"Before  the  class  period  closed, 
Margaret  reviewed  the  children  on 
an  extra  curricular  project  the  class 
had  undertaken  of  learning  the 
names  of  the  General  Authorities  of 
the  Church  and  identifying  them  by 
their  pictures.  Every  branch  has  a 
set  of  these  pictures  on  display.  This 
exercise  was  similarly  impressive. 
The  children  knew  them  perfectly. 

"The  singing,  as  you  might  expect 
of  a  Welsh  Sunday  School,  was  most 
spirited  and  delightful." 


Enlistment  That  Works 

C^NLisTMENT  work  in  the  Boise  First 
Ward,  Boise  Stake,  is  carried  on 
in  a  well  organized,  systematic,  en- 
thusiastic manner  which  is  getting 
results.  After  five  months  of  en- 
listment work  from  June  to  October, 
1953,  the  ward  showed  an  increase 


of  9  percent  more  members  attend- 
ing Sunday  School  —  601  contacts 
had  been  made  —  and  28  totally  in- 
active members  of  the  ward  had 
been  brought  into  activity  and  en- 
rolled in  Sunday  School. 

The  ward  superintendency,  con- 
sisting of  Alva  H.  Greene,  H. 
Spencer  Lewis,  who  is  first  assist;ant 
and  enlistment  director,  and  Harvey 
L.  Johnson,  believe  the  enlistment 
program  should  be  broken  down 
into  three  divisions  as  follows:  the 
call,  the  file  and  administrative  and 
personnel  management. 

When  a  teacher  is  called  by  the 
bishopric,  he  is  given  a  list  of  the 
meetings  he  will  be  expected  to  at- 
tend. The  teacher  is  informed  that 
he  will  be  responsible  to  teach  each 
ward  member  in  the  active  and  in- 
active file  within  his  age  or  assigned 
group.  The  superintendency  fur- 
nishes a  list  of  the  potential  class 
membership. 

The  enlistment  file  is  carefully 
broken  down  into  sections  which 
have  been  precisely  defined.  The 
enlistment  secretary  furnishes  cards 
to  the  enlistment  director  of  in- 
active members  in  each  class  group. 
These  cards  are  given  to  teachers 
and  class  enlistment  committees. 
Monthly  contact  with  the  ward  clerk 
keeps   the   enlistment   files   current. 

Each  month  the  enlistment  sec- 
retary makes  out  a  report  on  the 
enlistment  activity.  One  copy  is 
filed  and  the  other  five  copies  go  to 
ward  and  stake  Sunday  School  of- 
ficers. 

The  class  enlistment  committees 
are  responsible  for  doing  the  actual 
missionary  work,  under  the  direc- 
tion of  the  enlistment  director. 

This  is  one  of  the  best  organized 
and  most  successful  enlistment  pro- 
grams to  come  to  our  attention. 


Sunday  School  Calendar 

"IA7*EBER  Stake  Sunday  Schools,  un- 
der  the  direction  of  Superin- 
tendent John  R.  Parker,  recently  dis- 
tributed a  yearly  calendar  of  Sunday 
School  activities. 

Following  are  some  of  the  activ- 
ities listed:  Fast  Day,  union  meet- 
ing, stake  conference,  "Bring  a 
Friend"  Sunday,  Sunday  School  con- 
vention, General  conference,  Easter 
Sunday,  Mother's  Day,  Dime  Sun- 
day, "100%.  Sunday,"  ward  confer- 
ence, and  the  Christmas  program. 

This  is  attached  to  a  directory  of 
the  Weber  Stake  Sunday  School 
board.  It  is  helpful  in  informing 
"who's  who,  and  what's  what." 


COMING  EVENTS 

March  8,  1954 

February,  1954,  Monthly 

Report  Sent  to  Stake  Secretary 

April  5,  1954 

March,  1954,  Monthly  Report 

Sent  to  Stake  Secretary 

April  4,  5  and  6,  1954 

General  Conference,  Salt  Lake 

Tabernacle 


April  4,  1954 
Sunday  School  Annual 
Conference,  Salt  Lake  Taber- 
nacle, 7:00  p.m. 

April  18,  1954 
Easter  Sunday 

May  3,  1954 

April,  1954,  Monthly  Report 

Sent  to  Stake  Secretary 

May  9,  1954 
Mother's  Day  Program 


T^E  best  thing  to  give  to  your  enemy  is  forgiveness; 
to  an  opponent,  tolerance;  to  a  friend,  your  heart; 
to  your  child,  a  good  example;  to  a  father,  deference;  to 
your  mother,  conduct  that  will  make  her  proud  of  you; 
to  yourself,  respect;  to  all  men,  charity. 

—Lord  Balfour. 

THE  TONIC  OF  PRAISE 

Praise  is  not  only  gratifying— it  is  the  source  of  fresh 
energy  which  can  be  measured  in  the  laboratory. 
Dr.  Henry  H.  Goddard,  in  his  years  at  the  Vine- 
land  Training  School  in  New  Jersey,  used  the  "ero- 
graph,"  an  instrument  devised  to  measure  fatigue. 
When  an  assistant  said  to  a  tired  child  at  the  instru- 
ment, "You're  doing  fine,  John,"  the  boy's  energy-curve 
soared.  Discouragement  and  fault-finding  were  found 
to  have  a  measurable  opposite  effect. 

—Gretta  Palmer,  Getting  the  Most  out  of  Life. 


PUT  IT  IN  THE  PAST 

T^o  not  quit  because  you  have  failed.  There  was  a 
man  who  wanted  to  be  a  writer;  particularly  did  he 
want  to  write  stories  for  the  movies.  He  wrote  one  on 
the  life  of  John  Paul  Jones  and  sent  it  to  Miss  Julia 
West,  the  story  editor  of  Paramount  Pictures.  She  had 
to  reject  it. 

Later  he  told  her  of  his  bitter  disappointment.  But 
he  said  that  the  rejection  taught  him  that  a  failure,  no 
matter  how  dismal  it  may  make  the  future  seem, 
doesn't  mean  the  end  of  a  man's  life.  He  said  he  had 
learned  that  the  best  way  to  overcome  failure  is  to 
put  it  in  the  past  and  go  on  with  the  determination 
to  succeed. 

That  man  was  Franklin  D.  Roosevelt. 

—Charles  L.  Allen,  In  Quest  of  God's  Power. 


MARCH      1954 


79 


Map  Article 


Even  to  the  Earth's 
Far  Corners 


By  Kenneth  S.  Bennion 


President  McKay  arriving  in  Copenhagen, 
Denmark,  June,  1952. 


V\7fe[ERE  shall 
we  turn,  in 
history  or  litera- 
ture, to  find  a 
traveler  to  com- 
pare with  Presi- 
dent David  O. 
McKay?  P  e  r  - 
haps  we  may 
compare  him  to 
the  Apostle  Paul,  who  traveled  much,  not  as  we  meas- 
ure miles  today,  but  very  far  when  we  consider  that  he 
walked  by  land,  and  traveled  by  sailing  vessel  across 
the  water.  We  may  compare  President  McKay,  too, 
with  Moses,  who  accomplished  his  greatest  work  in  his 
later  years. 

President  McKay  has  led  a  varied  life,  with  widely 
differing  activities.  He  has  been  a  leader  among  stu- 
dents, a  school  teacher  and  school  administrator;  he 
has  been  a  great  General  Superintendent  of  the  Sunday 
Schools  of  the  Church.  He  has  been  a  farmer  and 
rancher  and  an  apostle  of  the  Lord,  testifying  of  Him 
and  bearing  witness  to  Him  and  His  Gospel  through- 
out the  world. 

Now,  as  President  of  the  Church  of  Jesus  Christ 
of  Latter-day  Saints,  and  as  a  Prophet  of  the  Lord  in 
this  dispensation,  he  has  been  blessed  with  the  health, 
the  desire,  and  the  inspiration  to  carry  his  testimony, 
his  inspired  counsel,  and  his  priceless  spirit  of  fellow- 
ship, brotherly  love,  faith  and  hope,  not  only  to  the 
nearer  missions,  but  even  to  the  farthest  corners  of  the 
earth,  reaching  out  the  hand  of  fellowship,  uniting  in 
a  closer  bond  of  brotherhood  all  those  who,  however 
imperfectly,  follow  the  Savior. 


Photo  courtesy  of  Roy  Stevens. 

President  McKay  saw  Cape  of  Good  Hope  as  plane  came  in  for 
a  landing  at  Cape  Town  where  ,  conference  was  held  among 
."'^  ~  the  Saints.    :  v;v:"  n.'- 


In  1920,  just  before  the  beginning  of  the  'round- 
the-world  trip  made  by  President  David  O.  McKay, 
then  a  young  member  of  the  Council  of  the  Twelve 
and  General  Superintendent  of  the  Deseret  Sunday 
School  Union,  and  Hugh  J.  Cannon,  then  president 
of  the  Liberty  Stake  of  Zion  and  a  member  of  the 
Sunday  School  General  Board,  the  latter  paid  the  fol- 
lowing tribute  to  his  leader: 

"Our  superintendent,  David  O.  McKay,  is  a  man, 
every  line  of  whose  face  denotes  firmness  and  courage, 
as  immovable  as  Gibraltar  when  principle  is  involved, 
but  withal  a  kindly  man  and  one  whose  heart  is  full 
of  sympathy  and  human  tenderness  and  with  a  highly 
developed  sense  of  humor,  he  still  has  a  deep  apprecia- 
tion of  sacred  things,  refined  and  intellectual,  he  is 
yet  one  of  the  common  people;  a  vital,  dynamic  power 
for  good  wherever  he  goes,  he  is  still  as  humble  as  the 
little  child  whom  we  must  all  resemble  in  order  to 
enter  the  Kingdom  of  Heaven  .  .  ."  (Hugh  J.  Cannon, 
General  Board  Reunion,  Nov.  9,  1920.) 

That  tribute,  written  over  33  years  ago,  might  well 
have  been  written  at  the  beginning  of  this  most  recent 
journey. 

Let  us  see  how  President  McKay  reached  the  hearts 
of  those  he  visited  on  that  other,  longer  journey.  Here 
is  an  extract  of  a  letter  written  to  the  Juvenile  Instructor 
by  the  president  of  the  Samoan  Mission  when  the  two 
ambassadors  of  the  Church  visited  that  mission  in  the 
far  South  Seas: 

"Apia,  Somoa,  July  1,  1921 

''Editor,  Juvenile  Instructor: 

"The  recent  visit  in  our  mission,  for  a  month,  of 

( Concluded  on  page  96. ) 


Photo  cou!' 


On  his  return  trip  President  McKay's  plane  flew  over  this  monu- 
ment   to    eternal    peace,    "Christ    of    the    Andes,"    erected    by 

Argentina  and  Chile. 


60 


T  H  E 


N  S  T  R  U  C  T  OR 


MAP  OF  PRESIDENT  MCKAY'S  TRAVELS 


1920-1921 As  World   Missionary 

1922   .    .   . As   President  of  European   Mission 

1952  .   .    . To  Select  European   Temple  Sites 

1953  ... To  Dedicate  Temple  Sites 

1954  .    .   . To  South  Africa,   South   and   Central   America 


"\. 


j  >    r 


K 


E    A    N 


ALASKA 


CANADA 

Vancouver 


UNITED  STAli 


1922-24:  Visited  all  missions  of  Europe  os 
then  established;  visited  the  Near 
East  and   Palestine. 

Visited  Ireland,  England,  Swit- 
zerland, Holland,  Denmark,  Nor- 
way, Sweden,  Finland,  East  and 
West  German  Missions,  France, 
Scotland,  and  Wales. 

Visited  England,  Switzerland, 
Scotland,  and  Wales. 


1 -BASEL,  SWITZERLAND 
2-PARIS,  FRANCE 
3-THE  HAGUE,  HOLLAND 
4-LONDON,  ENGLAND 


^ 


NORWEGIAN 
MISSION 

NORWAY 


SWEDEN 

/Stc 


^  OsloA  //'St^holm   -^ 

BRITISH  lY  Co  Jhagen^ 

MISSION  \  I    '  -J^^ ^*^  I 

4   3\       jSP^        MISSION 

*  A  # #  ♦  *  t t-iiSifiQ^^^"^''amburgX 


Helsln 

FINLAND 


DANISH 
MISSION 


.M^^^ 


EAST  GERMAN 
MISSION 


RUSSIA 


WEST  GERMAN 
MISSION 


A  Story  for  Children 


If  We  Love  Them . . . 


"Honour  thy  father  and  thy  moth- 
er: that  thy  days  may  he  long  upon 
the  land  which  the  Lord  thy  God 
giveth  thee."  Exodus  20:12. 

Among  the  Ten  Commandments 
that  God  gave  to  Moses  on 
Mount  Sinai,  was  one  telling  us  to 
honor  our  fathers  and  mothers.  To 
be  fathers  or  mothers  is  to  be  some- 
thing very  special.  It  means  that 
together  they  and  God  have  made 
it  possible  for  all  children  to  come 
to  this  earth.  Without  them  we 
would  not  be  here. 

If  we  truly  love  our  fathers  and 
our  mothers  we  will  be  very 
thoughtful  of  them.  We  will  try  at 
all  times  to  do  as  they  would  like  us 
to  do.  We  will  do  everything  we 
can  to  make  them  happy. 

Jesus  was  like  that  too.  He  hon- 
ored both  His  father  and  His  mother. 
You  will  remember  that  when  He 
was  12  years  of  age  He  went  on  a 
journey  to  Jerusalem  with  Mary, 
His  mother,  and  with  Joseph.  After 
the  Feast  of  the  Passover  had  been 
held  and  the  celebration  was  over, 
Mary  and  Joseph,  together  with 
their  friends  started  for  home.  They 
did  not  see  Jesus  as  they  left  Jeru- 
salem, but  there  was  such  a  large 
crowd  traveling  together,  that  they 
felt  sure  that  He  was  among  them. 
When  it  grew  dark  and  they  had 
prepared  their  camp  for  the  night, 
Mary  and  Joseph  began  looking  for 
Jesus.  When  they  found  that  no 
one  had  seen  Him  all  day,  they  hur- 
ried back  to  Jerusalem  to  find  Him. 

They  looked  and  looked  for  Jesus 
for  three  days.  Then  they  looked 
in  the  temple  where  Jesus  had  spent 
much  of  His  time  while  in  Jerusalem. 
There  He  was,  sitting  in  the  midst 


By  Marie  F.  Felt 


of  learned  men,  both  hearing  them 
and  asking  questions.  Although 
Jesus  was  busy,  Mary  could  wait  no 
longer.  She  had  been  so  worried 
about  Him  that  she  said,  ".  .  .  Son, 
why  hast  thou  thus  dealt  with  us? 
Behold  thy  father  and  I  have  sought 
thee  sorrowing."  {Luke  2:48.) 

Jesus  answered  His  mother  very 
kindly,  saying  "How  is  it  that  ye 
sought  me?  Wist  ye  not  that  I  must 
be  about  my  Father's  business?" 
{Luke  2:49.)  Mary  had  forgotten 
for  a  moment  that  Jesus  had  a  spe- 
cial work  to  do;  that  He  had  been 
sent  here  by  God,  his  Father,  to 
teach  the  people  those  things  that 
God  would  have  them  know. 

Although  Jesus  would  like  to  have 
stayed  longer,  he  bid  the  wise  men 
in  the  temple  good-by  and  went 
home  with  Mary  and  Joseph.  Even 
though  He  was  our  Heavenly  Fa- 
ther's own  Son  and  now  a  man  ac- 
cording to  the  Jewish  law.  He  so 
respected  His  mother  and  her  wishes 
that  ".  .  .  He  went  down  with  them, 
and  came  to  Nazareth,  and  was  sub- 
ject unto  them."  {Luke  2:51.) 

Throughout  all  His  life  Jesus  also 
respected  and  honored  God,  His 
Father.  Sometimes  people  tried  to 
get  Him  to  do  things  that  were  dif- 
ferent than  what  God  had  taught 
Him,  but  He  would  not  do  them. 

At  one  time  when  Jesus  had  been 
fasting  and  praying  in  the  wilder- 
ness Satan  appeared  to  Him.  Jesus 
was  standing  on  the  top  of  a  high 
mountain  looking  at  the  beautiful 
cities,  rich  vineyards  and  orchards. 
As  Jesus  looked,  Satan  said  to  Him, 
".  .  .  All  these  things  will  I  give  thee, 
if  thou  wilt  fall  down  and  worship 
me."  {Matthew  4:9.) 


-"    tW 


T^UTH  is  what  we  are  after,  and  we 
are  not  afraid  of  the  doctrines  of 
any  man;  we  are  willing  to  stand 
by  the  revelations  of  God. 

—The  Discourses  of 
Wilford  Woodruff. 


IVIan  is  an  able  creature,  but  he 
has  made  32,600,000  laws  and 
hasn't  improved  on  the  Ten  Com- 
mandments. 

—Guthrie  Center  {la.)  Times. 


When    Mary    and   Joseph   returned,    they 

found  Jesus  sitting  in  the  temple  in  the 

midst  of  learned  men. 


But  Satan  did  not  fool  Jesus.  God 
had  said  in  the  Ten  Commandments 
what  to  do,  and  Jesus  remembered. 
God  had  said,  "Thou  shalt  have  no 
other  Gods  before  me."  {Exodus 
20:3.) 

Jesus  knew  also  that  he  should 
bow  to  no  one  except  His  Father, 
who  is  God,  so  He  said  to  Satan, 
".  .  .  Thou  shalt  worship  the  Lord 
thy  God,  and  him  only  shalt  thou 
serve."  {Matthew  4:10.)  Again  He 
had  obeyed  His  father  and  had 
honored  Him. 

Just  before  Jesus  returned  to 
heaven,  when  the  people  were  be- 
ing so  unkind  to  Him  and  He  knew 
that  they  were  going  to  be  even 
more  so.  He  went  to  the  Garden  of 
Gethsemane  to  pray.  After  He  had 
told  God,  His  Father  what  He  would 
like  to  do.  He  said,  ".  .  .  Neverthe- 
less not  my  will,  but  thine,  be  done." 
{Luke  22:42.)  He  still  honored  God, 
His  Father  by  doing  those  things 
that  God  wanted  Him  to  do. 

Among  the  very  last  things  that 
Jesus  did  on  this  earth  was  to  be 
thoughtful  of  His  Mother,  As  she 
stood  there  looking  at  Him  and 
weeping,  Jesus  saw  her.  Standing 
by  her  was  John,  his  disciple  whom 
He  loved.  Jesus  then  said  to  ".  .  . 
his  mother.  Woman,  behold  thy  son! 
Then  saith  He  to  the  disciple.  Be- 
hold thy  mother!  And  from  that 
hour  the  disciple  took  her  unto  his 
own  home."  {John  19:26-27.) 

"Honour  thy  father  and  thy  moth- 
er" is  what  God  has  said  for  us  to 
do.  Jesus  showed  us  in  some  very 
special  ways  how,  this  should  be 
done. 

Text:  Exodus  20:12. 

Pictures:  Standard  Publishing  Co. 
No.  502,  "The  Temptation," 
No.  481,  "Gethsemane," 
No.  577,  "Christ  among  the 
Doctors." 


MARCH       1954 


81 


-1-;-- 


Lesson  Enrichment  Suggestions 


S. 


cience 


n 


<*^^ 


IS  NOT 


•".  J.WJI^^Ifii'  '-  ■*  '^"'?~  ' 


;ii 


C^, 


fioa 


9 


k 


,     *e^««*A»s*Siiwft»iikS: 


liUkitfJ*''* 


Charles  A.  Lindbergh  and  the  Wright  Brothers  Memorial  Trophy 

presented  to   him   because  of  his  outstanding   contributions  to 

aviation  and  high  public  service. 


As  a  young  man,  Charles  A.  Lindbergh,  the  "Lone 
Eagle,"  loved  aviation  and  worshiped  science.  Grow- 
ing in  understanding,  he  realized  that  they  "lit"  only 
a  "middle  chapter"  and  that  he  must  look  beyond  their 

material  strength. 


By  Minnie  E.  Anderson 


Science  Lights  a  Middle  Chapter 

Reprinted  from  "This  Week"  Magazine;  this 
condensation  is  from  Of  Flight  and  Life  by 
Charles  A.  Lindbergh;  pubHshed  by  Charles 
Scribner's  Sons;  copyright  1948  by  Charles  A. 
Lindbergh. 

nreachers  of  all  Sunday  School 
classes  will  benefit  from  reading 
this  short  excerpt  from  Lindbergh's 
book: 

"To  me  in  youth,  science  was  more 
important  than  either  man  or  God. 
I  worshiped  science.  I  was  awed 
by  its  knowledge.  Its  advances  had 
surpassed  man's  wildest  dreams.  In 
its  learning  seemed  to  lie  the  key 
to  all  mysteries  of  life.  It  took  many 
years  for  me  to  discover  that  science, 
with  all  its  brilliance,  lights  only 
a  middle  chapter  of  creation.  I  saw 
the  science  that  I  worshipped  and 
the  aircraft  that  I  loved  destroying 
the  civilization  I  expected  them  to 
serve,  and  which  I  thought  as 
permanent  as  earth  itself. 

"Now,  I  realize  that  to  survive, 
one  must  look  beyond  the  speed  and 
power  of  aircraft— beyond  the  ma- 
terial strength  of  science.  And, 
though  God  cannot  be  seen  as  tan- 
gibly as  I  had  demanded  as  a  child, 
His  presence  can  be  sensed  in  every 
sight  and  act  and  incident.  Now  I 
know  that  when  man  loses  this 
sense,  he  misses  the  true  quality  of 
life— the   beauty   of    earth,    its    sea- 


sons and  its  skies;  the  brotherhood 
of  men;  the  joy  of  wife  and  chil- 
dren. He  loses  the  infinite  strength 
without  which  no  people  can  sur- 
vive .  .  .  the  element  which  war 
cannot  defeat  or  peace  corrupt. 

"Now,  I  understand  that  spiritual 
truth  is  more  essential  to  a  nation 
than  the  mortar  in  its  cities'  walls. 
For  when  the  actions  of  a  people 
are  unguided  by  these  truths,  it  is 
only  a  matter  of  time  before  the 
walls  themselves   collapse. 

"The  most  urgent  message  of  our 
time  is  to  understand  these  truths, 
and  to  apply  them  to  our  way  of 
modern  life.  We  must  draw  strength 
from  the  almost  forgotten  virtues  of 
simplicity,  humility,  contemplation, 
prayer.  It  requires  a  dedication  be- 
yond science,  beyond  self— but  the 
rewards  are  great,  and  it  is  our  only 
hope." 

(See  Ward  Faculty  Lesson,  "Sci- 
ence and  Religion  Can  Be  a  Team," 
page  89. ) 

»     «     * 

Make  Bible  a  Teaching  Aid 

The  Making  of  the  Old  and  New 
Testament,  a  historical  study,  by 
Mallory  Beattie,  published  by  Ex- 
position Press,  $3.00. 

T  et's     get    acquainted    with    the 
Bible!  There  is  no  better  way  to 


make  the  Bible  a  useful,  enjoyable 
tool  for  Sunday  School  teaching 
than  through  the  study  of  its  origin, 
background  and  long  period  of  de- 
velopment. 

Teachers  of  both  Old  and  New 
Testament  will  find  a  wealth  of  in- 
teresting new  facts  about  how  the 
Bible  came  into  being  in  Mrs.  Mal- 
lory Beattie' s  book,  as  she  carefully 
unfolds  the  history  of  the  Bible. 

The  centuries  of  laborious  effort 
that  went  into  the  editing,  revising, 
translating,  choosing  and  arrang- 
ing of  the  Bible's  historic  writings 
gives  the  reader  a  deep  appreciation 
for  the  "timeless  Book"  that  has 
been  the  spiritual  guide  for  the 
Christian  world  for  centuries. 

Reviewer's  note:  "Modern  revela- 
tion supports  our  Latter-day  Saint 
belief  that  Moses  was  commanded 
by  God  to  write  Genesis  when  Moses 
talked  with  God  upon  the  mountain. 
This  differs  with  views  of  sectarian 
Bible  students." 


A  Gospel  Witness 

Lorin  Farr,  Pioneer,  by  T.  Earl 
Pardoe,  published  by  Brigham 
Young  University  Press,  $5.00. 


82 


THE       INSTRUCTOR 


Another  fine  addition  to  Church 
biographies  is  Lorin  Farr,  Pio- 
neer, by  T.  Earl  Pardoe,  former 
Dean  of  the  speech  department  of 
Brigham  Young  University.  Dr.  Par- 
doe  is  a  grandson  of  Lorin  Farr. 

The  faith-promoting  experiences 
of  such  men  of  great  character  as 
Lorin  Farr,  who  hved  through  those 
perilous  days  of  Missouri  and  Nau- 
voo,  is  to  bring  into  sharp  focus  the 
inspiring  lives  of  our  early  Church 
leaders. 

Lorin  Farr,  born  July  27,  1820,  at 
Waterford,  Vt.,  first  heard  the  Gos- 
pel with  his  parents,  Winslow  Farr 
and  Olive  Hovey  Freeman  Farr  in 
May  of  1832.  Orson  Pratt  and  Ly- 
man Johnson  visited  the  Farr  fam- 
ily in  Charleston,  Vt.,  and  taught 
them  the  principles  of  the  Restored 
Gospel,  These  two  young  mission- 
aries, not  yet  21,  had  traveled  the 
entire  distance  from  Ohio  to  Ver- 
mont 800  miles  on  foot. 

They  preached,  in  the  school 
building,  to  a  crowded  house. 

Orson  Pratt  was  invited  to  stay 
for  the  night  at  the  Farr  home.  Be- 
fore retiring,  Winslow  Farr  asked 
Orson  to  pray.  Following  the 
prayer  Orson  Pratt  walked  to  the 
bed  where  Olive  Farr  was  lying  ill; 
she  had  been  confined  to  her  bed 
most  of  the  time  for  seven  years 
with  a  liver  ailment.  He  asked  her  if 
she  had  the  faith  to  be  healed.  When 
she  answered  in  the  affirmative,  he 
took  her  hand  and  commanded  her 
in  the  name  of  Jesus  Christ  to  be 
healed.  She  immediately  sat  up  and 
asked  for  her  clothes  and  left  her 
bed. 

The  family  stayed  up  most  of  the 
night  rejoicing  over  her  recovery. 
This  blessing  caused  great  excite- 
ment throughout  Charleston,  When 
the  Farr  family  left  Charleston  in 
1837  to  join  the  Church  members 
at  Kirtland,  Ohio,  Olive  was  a  vig- 
orous woman.  She  lived  to  be  93 
years  of  age. 

Lorin  Farr  lived  in  the  home  of 
Joseph  and  Emma  Smith  at  Jack- 
son County,  Mo.  He  learned  to  love 
them  both  and  was  a  witness  to 
Emma's  concern  for  the  Prophet's 
welfare.  When  mob  violence  seemed 
likely,  Lorin  stood  guard  on  the 
doorstep  of  the  Smith  home  or  at 
times,  when  necessary,  even  in  the 
Prophet's  bedroom. 

Lorin  Farr  was  one  of  the  im- 
portant figures  in  the  building  of  the 
Mountain  West.  He  was  stake  presi- 
dent for  20  years  over  Weber  Stake. 
He  served  as  mayor  of  Ogden  for 
ten  consecutive  terms  and   drafted 


THE  HOLY  GHOST 
Compiled  by  Gretchen  Schreiner 

FOURTEEN  questions  are  listed  below.  You  select  the  correct  answers  with  the 
help  of  your  Church  books,  then  place  the  key  letters  in  the  blank  spaces. 
When  all  the  spaces  are  filled  with  the  correct  key  letters,  the  vertical  line  will 
spell  out  an  important  name  in  recent  Church  history.  To  give  you  the  idea,  the 
first  answer  is  shown. 


S 

i 

i 


I 


s 


"We  beHeve  that  the  first  principles  and 
ordinances  of  the  Gospel  are:   .   .   .  fourth, 
laying  on  of  hands  for  the  gift  of  the  Holy     G 
Ghost."  Which  Article  of  Faith  is  this?  


I 
I 

i 


% 

i 

I 
I 

i 
I 


".  .  .  Verily,  verily,  I  say  unto  thee,  Except 
a  man  be  born  of  water  and  of  the  Spirit, 
he  cannot  enter  into  the  kingdom  of  God." 
{John  3:5.)    Who  said  this? 


".  .  .  And  ye  shall  receive  the  gift  of  the 
Holy  Ghost."  Who  said  this?  {Acts  2:38.) 

'■.  .  .  Every  soul  who  believeth  on  your 
words,  and  is  baptized  by  water  for  the  re- 
mission   of    sins,    shall    receive    the    Holy 

Ghost."   ( 84:64.)   Where  is  this 

found? 

"...  I  will  pray  the  Father,  and  he  shall 
give  you   another   Comforter,  that  he  may 

abide  with  you  for  ever."  ( 14:16.) 

Where  is  this  found? 


"...  The  Holy  Ghost  has  not  a  body  of 
flesh  and  bones,  but  is  a  personage  of  Spirit." 
( 130:22.)  Where  is  this  found? 

".  .  .  No  man  can  say  that  Jesus  is  the 
Lord,  but  by  the  Holy  Ghost."  ( I  Corinthians 
12:3.)  Who  said  this? 

"Howbeit  when  he,  the  Spirit  of  truth,  is 
come,  he  will  guide  you  into  all  truth  .  .  ." 
{John  16:13.)  Who  said  this? 

"And  I  was  led  by  the  Spirit,  not  knowing 
beforehand  the  things  which  I  should  do." 
( 4:6.)  Where  is  this  found? 

"The   Holy   Ghost   shall  be  thy  constant 

,   and  thy  scepter   an  unchanging 

scepter  of  righteousness  .  .  ."  ( Doctrine  and 
Covenants  121:46.) 

"For  the  fruit  of  the  Spirit  is  in  all  good- 
ness and  righteousness  and  {Ephe- 

sians  5:9.) 

".  .  .  holy  men  of  God  spake  as  they  were 
moved  by  the  Holy  Ghost."   ( 1:21.) 

"And  grieve  not  the  holy  Spirit  of  God, 
whereby  ye  are  sealed  unto  the  day  of 
redemption."  ( 4:30. ) 

".  .  .  The  fruit  of  the  Spirit  is  loye,  joy 
peace,  longsufFering,  gentleness,  goodness, 
faith, 

"Meekness,  temperance :  against  such  there 
is  no  law."  ( 5:22-23.) 


F)  Third 

G)  Fourth 
H)     Fifth 


C)  John 

D )  Nicodemus 

E )  Jesus 

O)  Peter 

P)  John 

Q )  James 


A)  Doctrine  and 
Covenants 

B)  1  Nephi 

C )  Matthew 


K )  Matthew 

L )  John 

M )  Mark 

A)  Book  of  Mormon 

B)  Doctrine  and 
Covenants 

C)  Acts 

C)  Peter 

D )  James 

E)  Paul 


R) 

S) 
T) 

T) 

U) 
V) 

R) 
S) 
T) 

L) 
M) 
N) 

G) 
H) 

I) 

R) 

S) 
T) 


H) 

I) 

J) 


Jesus 
James 
John 

1  Nephi 

2  Nephi 

3  Nephi 

guide 

companion 

leader 

strength 

truth 

Hght 

Revelation 
I  Peter 
n  Peter 

Hebrews 

Colossians 

Ephesians 


Galatians 

Titus 

I  Timothy 


t 
i 

i 


{For  answer  turn  to  page  94.) 


S 


I 


ih^f%iijsr^r^i^r^hir^f%s,i^r^h^r^hs^r^hsr\f%&\^ 


for  another  two  years.  He  took  an 
active  part  in  the  building  of  the 
transcontinental  railroad.  For  28 
years  he  represented  Weber,  Box 
Elder  and  Cache  Counties  in  the 
territorial  legislature. 


Teachers  of  Courses  No.  6  {"His- 
tory of  the  Church  for  Children") 
and  No.  12  ("History  of  the  Re- 
stored Church")  will  find  much  val- 
uable, authentic  information  in  this 
revealing  biography. 


MARCH       1954 


83 


^^. 


Suggested  Mother's  Day  Program— May  9,  1934 


How  Great  Her  Love! 


FOR  SENIOR  SUNDAY  SCHOOL: 

Opening  Song:  "There  Is  Beauty  All  Around,"  No.  169, 

Hymns— Church  of  Jesus  Christ  of  Latter-day  Saints. 
Invocation:  To  be  given  by  a  young  boy  holding  the 

Aaronic  Priesthood. 
Sacramental  Song:  "Hovv^  Great  the  Wisdom  and  the 

Love,"  No.  68,  Hymns— Church  of  Jesus  Christ  of 

Latter-day  Saints. 
Sacramental  Service. 

Word  of  Welcome  to  Mothers:  Superintendent. 

Songs  and  Verse:  Junior  Sunday  School  Children. 
( It  is  suggested  that  the  boys  and  girls  of  the  Junior 
Sunday  School  come  into  the  Senior  Sunday  School 
to  participate  in  the  program.  After  their  parts, 
they  should  be  excused  to  go  back  into  their  own 
classes  where  regular  lessons  are  scheduled  in  keep- 
ing with  the  observance  of  the  day.  As  the  children 
enter,  the  organist  plays  soft  organ  music,  "Lullaby 
and  Goodnight,"  No.  134,  The  Children  Sing.) 

Song:  "My  Mother,"  page  322,  Growing  Spir- 
itually,  Part  I    (Kindergarten    Manual). 

Song:  "Mother  Dear,"  page  274^  Sunday  Morn- 
ing in  the  Nursery  (Nursery  Manual). 
Verse: 

"When  I'm  loving,  kind,  and  true; 
Mother  Dear  and  Father,  too, 
Are  as  happy  as  can  be 
For  a  helpful  child  like  me." 

—Moiselle  Renstrom. 
(As  the  children  leave  to  return  to  their  own  classes, 
the  organist  plays  the  same  soft  music.    She  con- 
tinues to  play  as  participants  of  next  group  arrange 
themselves  on  the  rostrum.) 

Classroom   Scene:    One  teacher,   four  boys   and   four 
girls  from  Course  No.  6. 

Setting:  Children  are  seated  in  classroom  situation. 
On  a  large  flannelboard  the  teacher  has 
placed  the  letters  M  O  T  H  E  R  and  a 
large  colored  picture  of  a  mother.  (This 
could  be  cut  from  a  magazine  or  could  be 
a  photograph  of  a  real  mother.) 

Teacher's  Explanation: 

Suggestion:  Begin  by  reading  a  poem.  (Use  "My 
Blessings,"   page    207,    or   "Flowers 


for  Mothers,"  page  54,  Growing  Spir- 
itually, Part  I. ) 


Our  Heavenly  Father  gave  us  our 
mothers. 

This  is  the  day  set  aside  for  honor- 
ing them. 

We  should  honor  them  every  day. 

We  usually  give  flowers  to  Mother. 

How  much  better  to  give  honor  and 
love  each  day 
through  acts  of  kindness. 

Such  gifts  would  make  the  sweetest 
bouquet. 

They  would  be  lasting. 

Let  us  suggest  things  we  might  do. 

Children's  Pledges: 

Suggestion:  Each  child  steps  to  microphone  and 
says  his  lines.  He  then  puts  a  cutout 
flower  on  the  flannelboard.  (The 
flower  could  be  cut  from  a  florist's 
catalog  or  could  be  one  made  and 
colored  by  the  children  in  Sunday 
School  the  week  preceding  pro- 
gram.) 

First  Boy: 


My  flower  means  I'll  quickly  come 
Whenever  Mother  calls; 

And  this   means   I'll  pick  up  my 

toys, 
My  roller  skates  and  dolls. 
My  flower  means  I'll  always  help 
My  Mother  with  the  dishes; 
Second  Boy:   And  this  means  I'll  try  my  best 
To  do  the  things  she  wishes. 

My  flower  means   I'll   share  with 

others 
As  Mother  would  have  me  do; 
And  this  means  I'll  be  honest 
And  say  only  what  is  true. 
Fourth  Girl:    My  flower  means,   when   Baby 
sleeps, 
I'll  be  quiet  as  a  mouse; 
Fourth  Boy:    And  this  means  I'll  reverent  be 
In  my  Heavenly  Father's  house. 
These  many  pledges   you  have 

made 
With  these  flowers  so  gay. 
Should  please  your  Mothers   and 

help  to  make 
Every  day  a  Mother's  day. 
soft   music   as   participants    leave 


First  Girl: 


Second  Girl: 


Third  Boy: 


Third  Girl: 


Teacher: 


(Organist  plays 
rostrum.) 


( Concluded  on  opposite  page. ) 


84 


THE       INSTRUCTOR 


Superintendents 


To  Help  You  Remember 


By  Superintendent  Lynn  S.  Richards 


TV/Jen  carry  many  different  kinds  of 
books  and  memo  pads  in  their 
pockets  to  help  them  remember  their 
meetings  and  appointments.  Among 
them,  here  is  one  reminder  book  that 
will  be  prized  highly,  for  it  is  the 
superintendent's  memoranda  loose- 
leaf  booklet  with  pages  grouped  into 
four  catagories. 

The  first  section  consists  of  52 
pages,  one  for  each  Sunday  of  the 
year.  Every  portion  of  the  Senior 
Sunday  School  exercise  for  each 
Sunday  is  listed.  Opposite  each,  a 
blank  is  provided  for  use  in  planning 
and  setting  down  in  writing  each 
part  on  the  program  as  it  is  assigned, 
approved  or  accepted. 

Some  matters  are  determined  sev- 
eral weeks  in  advance.  Date  the 
sheet  for  that  particular  Sunday, 
write  the  name  of  the  member  of 
the  superintendency  conducting  the 
school  on  that  day,  and  make  note  of 
the  item.  The  written  form  helps 
you  to  remember. 

These  sheets  are  available  in  con- 
ducting a  worship  service.  With 
every  part  of  the  exercise  listed  and 
■complete,  you  will  stand  with  con- 
£d(3nce  as  you  conduct  the  school. 
Details  are  there,  even  to  the  song 
page  number. 

The  second  part  provides  for  no- 


tations on  planning  prayer  meetings, 
next  month's  union  meeting,  week- 
ly council  meetings  and  the  ward 
faculty  meeting.  These  meetings 
come  regularly,  and  when  mem- 
oranda sheets  are  properly  filled  in 
and  dated  fewer  mistakes  occur. 
Adequate  space  is  provided  for  all 
details  of  your  prayer  meetings. 

Planning  ahead  for  transportation 
of  teachers  to  union  meetings  is 
kept  fresh  in  mind  when  you  have 
a  note  in  your  pocket  to  call  your 
teachers  on  a  certain  day.  The 
weekly  council  meeting  date  and 
time  is  noted.  It  is  in  this  meeting 
that  the  most  use  is  made  of  these 
forms.  Plan  your  work,  fill  in  the 
forms  and  you  are  well  on  the  road 
to  a  complete  preparation  of  your 
next  conducting  assignment  when 
the  council  meeting  adjourns. 

The  third  part  is  new.  Have  you 
often  wanted  a  detailed  outline  to 
assist  you  in  planning  enlistment 
work?  This  is  now  provided.  In 
the  first  column  you  can  note  the 
classes  for  which  you  are  responsible 
and  see  that  they  are  organized  with 
a  class  presidency.  In  the  next 
column  write  visiting  assignments  to 
be  made  by  active  to  potential  class 
members.  Third,  after  these  assign- 
ments are  made,  determine  whether 


visits  resulted,  and  if  the  potential 
members  became  active  in  class  par- 
ticipation. Spaces  are  provided  for 
each  step  including  suggestions  on 
following  up  without  confusion  or 
a  duplication  of  effort. 

The  fourth  part  is  the  Junior  Sun- 
day School  order  of  exercises.  This 
is  new  on  the  memoranda.  It  is  most 
valuable  to  the  superintendent  in 
charge  of  Junior  Sunday  School  and 
to  the  coordinator  of  Junior  Sunday 
School.  Well  in  advance,  notations 
are  made  on  the  order  of  exercise 
forms  so  that  the  whole  program 
is  planned  before  Sunday  arrives. 

The  Senior  Sunday  School  memo 
does  not  include  any  part  of  the 
Junior  Sunday  School  order  of  exer- 
cises. Where  worship  services  of 
Junior  and  Senior  Sunday  Schools 
are  held  together,  the  forms  include 
a  combination  Junior-senior  Sunday 
School  memoranda  instead  of  the 
Senior  memo  only. 

You  will  want  to  own  and  carry 
these  superintendent's  memoranda 
sheets  in  your  pocket.  You  will  be 
surprised  at  the  convenience  of  hav- 
ing your  Sunday  School  information 
always  with  you,  and  the  satisfaction 
gained  from  well-conducted  exer- 
cises and  worship  services. 


HOW  GREAT  HER  LOVE!  

( Concluded  from  opposite  page. ) 

Five-minute  Talk: 

Title:  "How  I  Can  Make  Every  Day  a  Mother's 

Day." 
Participant:  A  young  man  from  Course  No.  16. 

Pive-minute  Talk: 

Title:  "A  Tribute  to  Mothers." 

Participant:  The  bishop,  the  father  of  the  ward. 

Distribution  of  Tokens  to  Mothers:  (optional) 

(The  committee  feels  that  the  program  can  be  made 
very  effective  without  the  actual  giving  of  gifts  to 
Mothers.  However,  this  should  be  a  local  decision. 
If  something  is  given,  make  sure  it  is  done  simply 


yet  beautifully.    Young  girls  from  Course  No.  12 
could    help   with   the    distribution.     Organ    music 
.  could  make  an  effective  background.) 
Closing  Song:  "O  My  Father,"  No.  138,  Hymns-Church 

of  Jesus  Christ  of  Latter-day  Saints. 
Benediction:  To  be  given  by  young  lady  from  Course 
No.  14. 

—Committee : 
Edith  Nash, 
Beth  Hooper, 
Margaret  Hopkinson, 
Lorna  C.  Alder, 
Hazel  F.  Young,  Chairman. 


ANARCH       1954 


85 


Secretaries 


Show  Your  Minute  Book 


By  Richard  E.  Folland 


A  large  section  of  the  secretary's  minute  book  is  de- 
voted to  the  recording  of  lesson  number,  subject 
(or  objective)  and  name  of  teacher  each  Sunday.  This 
information  is  most  important.  If  accurately  recorded, 
it  gives  to  the  superintendency,  stake  board  members 
and  others  who  may  be  interested,  a  picture  at  a 
glance  of  the  subject  matter  and  the  teacher  who 
treated  it  in  each  Sunday  School  department. 

A  wise  secretary  will  be  careful  in  obtaining  this 
information.  He  or  she  may  use  the  "Teacher's  Weekly 
Report"  or  slips  of  paper,  attached  to  the  roll  book, 
for  obtaining  it  from  the  teacher  or  class  secretary. 
Other  methods  may  be  employed  effectively.  But  in 
all  cases  the  minute  book  should  tell  a  true  story,  for 
inaccurate  records  are  worthless  and  often  harmful. 

To  simply  record  the  lesson  titles  as  they  appear 
in  the  manual  or  on  the  lesson  chart  is  an  easy  but 


careless  way  of  obtaining  lesson  titles.  It  may  be 
that  a  teacher  is  not  following  the  prescribed  course 
of  study.  In  such  case  the  minute  book  should  tell 
the  truth. 

When  the  secretary  records  this  information  ac- 
curately, he  or  she  should  apprise  the  superintendency 
of  its  availability,  so  that  counsel  and  help  and  com- 
mendation may  be  given  teachers  where  needed  or 
deserved. 

Your  records  in  the  minute  book  and  monthly  re- 
ports, if  compiled  accurately,  tell  an  illuminating  story 
about  each  of  your  Sunday  School  departments.  Call 
the  attention  of  your  superintendency  to  them  peri- 
odically at  council  meetings.  They  can  be  of  tre- 
mendous value  in  helping  to  improve  teaching  and 
Sunday  School  performance  in  general. 


Is  Teaching  Talent  Being  Neglected? 

By  William  E.  Bcrrett* 


In  1933  I  was  seminary  principal  in  Kanab  Stake,  at 
Kanab,  "Utah's  little  Hollywood."  I  arrived  in  Ka- 
nab in  August,  and  was  almost  immediately  appointed 
superintendent  of  the  Ward  YMMIA.  On  inquiring 
what  officers  and  teachers  would  be  under  me  in  that 
capacity,  I  was  informed  that  the  entire  group  had 
been  dismissed  because  most  of  them  had  moved  away 
and  it  would  be  necessary  to  re-stajBF  the  organization. 
Upon  inquiring  of  the  Bishop  as  to  who  might  be 
called,  he  expressed  concern,  since  all  organizations 
were  finding  difficulty  obtaining  teaching  material.  I 
asked  the  Bishop  if  he  would  care  to  cooperate  in  a 
little  experiment.  I  suggested  that  he  send  to  each 
member  of  the  ward,  by  way  of  the  ward  teachers,  a 
brief  questionnaire  containing  the  following  questions: 

1.  Have  you  ever  taught  in  any  of  the  auxiliaries  of 
the  Church?  If  so,  which  one? 

2.  Are  you  teaching  now?  If  so,  in  which  organiza- 
tion? 

3.  Regardless  of  whether  you  have  ever  taught 
before,  would  you  desire  to  teach  now  if  you  were 
called?  If  so,  in  which  organization  would  you  prefer 
teaching? 

*Vice  president  in  charge  of  religious  instruction,  Church  Department 
of  Education,  and  member,  Deseret  Sunday  School  Union  Board. 


4.  Would  you  be  willing  to  take  a  course  in  teacher 
training  prior  to  being  called  to  serve  so  as  to  better 
equip  yourself  for  that  task? 

The  response  to  the  above  questionnaire  was,  to 
say  the  least,  surprising.  We  discovered  in  that  ward 
many  people  who  had  previously  been  teachers  and 
officers  in  the  Church,  but  who  had  become  inactive. 
Now  they  desired  a  chance  to  participate  again.  Most 
of  these  were  young  mothers  who  had  given  up  teach- 
ing positions  while  rearing  their  families,  but  whose 
children  were  now  old  enough  so  that  they  felt  able 
to  resume  positions  of  responsibility.  Some  were  men 
who  had  previously  been  heads  of  auxiliaries,  in  bish- 
oprics, and  even  in  stake  presidencies  before  they 
had  moved  into  this  particular  ward.  Their  talents 
had  been  unknown  to  the  local  bishopric. 

This  experience  and  others  which  have  followed 
over  the  years,  have  brought  me  to  realize  how  much 
talent  is  being  bypassed  in  our  wards.  We  are  making 
a  grave  mistake  if  any  person  is  allowed  to  carry  two 
or  three  positions  of  responsibility  while  their  brothers 
and  sisters  are  denied  the  opportunity  of  leadership 
development. 


Tf  the  spiritual  needs  are  not  sup- 
plied, the  material  ones  will  fail 
us  —  and  we  shall  lose  both  alike. 
—General  Matthew  B.  Ridgway, 
Army  Chief  of  Staff. 


As  you  give,  so  shall  you  receive. 

Contribute  more  and  you  will 
receive  more.  If  you  want  a  stronger 
rebound,  throw  the  ball  harder. 

—John  Davis  in  Good  Business. 


"C^BOM  David  learn  to  give  thanks 
for  everything.    Every  furrow  in 
the  Book  of  Psalms  is  sown  with  the 
seeds  of  thanksgiving. 

—Jeremy  Taylor. 


86 


T  H  E 


NSTRUCTOR 


Hymn  .for  the  Month  of  May 


"In  Memory  of  the  Crucified" 


lyfAY,    1954,    "In    Memory    of    the 
Crucified,"    Hymns— Church    of 
Jesus   Christ   of   Latter-day    Saints, 
No.  99. 

FOR  CHORISTERS:  When  only 
8  years  old.  Brother  Alexander 
Schreiner,  famed  Tabernacle  organ- 
ist and  composer  of  our  hymn  for 
the  month,  had  his  first  Sunday 
School  assignment  playing  Gospel 
hymns  for  the  Saints  in  Nuremberg, 
Germany,  His  father  served  as 
branch  president  and  today  his  son, 
John,  is  in  Nuremberg  as  a  mis- 
sionary. 

What  could  be  more  appropriate 
than  to  have  the  musical  setting  for 
this  sacramental  hymn  written  in 
the  style  of  the  old  German  chorale? 
A  style  so  ideal  for  congregational 
singing. 

Frank  I.  Kooyman,  former  presi- 
dent of  the  Netherlands  Mission  is 
author  of  this  hymn  text.  It  is  in- 
teresting to  note  that  he  has  trans- 
lated more  than  fifty  of  our  Gospel 
hymns  into  the  Dutch  language. 

Since  the  final  note  in  each  of 
the  four  phrases  of  our  hymn  has  a 
fermata  (pause),  it  would  be  well 
for  us  to  examine  our  conducting 
technique  for  this  particular  prob- 
lem and  see  that  the  baton  comes 
to  an  upward  position  of  rest  on  the 
fermata.  Let  us  make  certain  that 
the  first  three  phrases  are  free  from 
retard.  The  fermata  suggests  holding 
the  particular  note  for  a  longer  time 
than  its  designated  value. 

It  is  important  that  our  baton 
technique  be  well  defined.  This 
helps  to  assure  a  prompt  vocal  at- 
tack and  entrance  from  the  con- 
gregation.     —Vernon  J.  LeeMaster. 

FOR  ORGANISTS:  Use  eight-foot 
and  four-foot  stops  in  the  manuals 
and  sixteen-foot  and  eight-foot  stops 
in  the  pedals.  This  hymn  will  ex- 
press itself  best  when  played 
smoothly  legato,  in  a  quiet,  devo- 
tional style.  Note  well  that  this  de- 
votional style  is  rather  opposite  to 
the  spirited  style  which  results  when 
playing    somewhat    detached     and 


"marked."  This  hymn  is  prayerful 
rather  than  exultant.  Here  we  ex- 
amine our  inward  hearts  while  we 
sing  it,  rather  than  shouting  in  joy 
and  enthusiasm.  Let  your  method 
of  playing  this  hymn  demonstrate  to 
the  congregation  the  way  in  which 
they  are  to  sing  it. 

Since  it  was  my  privilege,  by  ap- 
pointment, to  write  the  music  to 
these  beautiful  words,  let  me  sug- 
gest exactly  how  these  holds  are  to 
be  used.  The  quarter  notes  with 
holds  above  them  may  be  held  two 
beats,    and    then    followed    by    an- 


other beat  of  rest.  By  this  means 
the  pulse  will  continue  right  on 
through  the  entire  hymn,  and  each 
stanza  may  be  finished  with  a  very 
slight  broadening  pulse. 

There  is  no  need  to  either  play 
or  sing  this  hymn  in  a  boisterous 
way.  Let  the  loudness  be  merely 
medium,  as  also  the  tempo.  The 
message  of  the  hymn  is  all  impor- 
tant always.  The  music  is  merely 
an  accompaniment  —  one,  we  hope, 
that  will  touch  our  hearts  and  open 
them  to  the  delights  of  heavenly 
discourse.        —Alexander  Schreiner. 


Sacrament  Music  and  Gem 

For  the  Month  of  May 


I 


Adagio 


ALEXANDER  S  CHREINER 


i 


P 


r  ^r  r  "r 


s 


22j 


fe 


^ 


T T 


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TJ- 


J      i 


-»- 


TT 


:B- 


SACRAMENT  GEM 

Esus  said,  ".    .    .    A  new  commandment  I  give 
unto  you,  That  ye  love  one  another;  as  I  have 
loved  you,  that  ye  also  love  one  another." 


J 


*5^ 


^^ 


Jq^J  -I  .    ^ 


^^ 


i 


r 


s 


r 


i 


s 


T3r 


J        i 


-o- 


-cr 


:& 


MARCH       1954 


87 


In  the  best  part  of  the  Ontario  Ward,  Nyssa  Stake,  meetinghouse  are   ( I.  to  r. )   Elsa 
btotters,  ward  librarian;  Beth  Archibald,  stake  librarian;  and  Nedra  Stiener,  assistant 

librarian. 


Librarians 


Best 


Part  of  the 
Building 


By  J.  Holman  Waters 


^^'npHE  library  is  the  best  part  of 
the  building,  if  members  will 
only  use  it."  This  was  the  observa- 
tion of  President  David  O.  McKay 
during  his  tour  of  the  new  Ontario 
Ward  meetinghouse,  Nyssa  Stake,  at 
the  time  he  dedicated  the  building 
in  1953. 

Planned  as  a  part  of  the  building 
from  the  time  it  was  little  more 
than  a  skeleton  of  2  x  4's  and  con- 
crete, the  library  is  a  valued  part 
of  the  ward  used  by  all  organiza- 
tions. 

When  construction  of  the  build- 
ing was  under  way.  Sister  Beth 
Archibald,  Nyssa  Stake  librarian, 
went  to  Bishop  Blaine  J.  HoUaday, 
long  an  advocate  of  visual  aids  in 
teaching  the  Gospel.  She  reminded 
him  that  the  meetinghouse  should 
include  a  library  and  members 
would  need  a  good  one.  Later,  at 
a  faculty  meeting  in  the  nearly 
completed  building.  Bishop  Holla- 
day  designated  the  room  to  be  used 
as  the  library. 

The  next  night  Sister  Archibald, 
Bishop  Holladay,  Stake  Sunday 
School  Superintendent  Richard 
Christiansen,  and  Sister  Elsa  Stof- 
fers,  ward  Sunday  School  librarian, 
met  to  make  plans  for  the  library. 
Specifications  and  recommendations 


pRAYER  must  not  come  from  the 
mouth,  but  from  the  root  of  the 
heart. 

—Information. 

TVToTHiNG  worth-while  is  ever  lost 
by  taking  time  enough  to  do  it 
right. 

—Abraham  Lincoln. 


of  the  Sunday  School  General  Board 
were  accepted,  and  the  next  morn- 
ing a  carpenter  reported  to  com- 
mence building  library  cabinets  and 
shelves.  Sister  Stoffers  supervised 
the  construction  to  make  sure  that 
every  thing  was  "just  right."  As  a 
result  of  far-sighted  planning  and 
close  attention  to  details,  the  li- 
brary, now  is  finished  and  in  con- 
stant use. 

Besides  having  adequate  facilities 
for  storing  teaching  aids,  certain 
special  features  are  proving  most 
valuable  and  practical:  One  is  a 
closet  with  built-in  slots  for  more 
than  three  hundred  recordings  and 
additional  shelves  for  maps  and 
charts.  Another  is  a  large  cabinet 
that  holds  a  16-mm.  movie  pro- 
jector, a  recording  machine,  a  record 
player  and  hectographs. 

Drawers  have  been  built  to  accom- 
modate pictures  that  are  mounted 
and  stored  in  folders.  Picture 
frames  to  show  pictures  more  at- 
tractively are  available.  Frames  are 
a  voluntary  donation  of  Richard 
Breckon,  ward  member. 

Book  shelves  contain  all  oflBcial 
Church  publications  along  with  all 
the  Standard  Works  of  the  Church 
and  many  other  valuable  reference 
books. 


A  blackboard  is  placed  on  one 
wall  for  use  when  the  library  dou- 
bles as  a  classroom  while  a  bulletin 
board  occupies  a  prominent  place 
in  the  room  for  notices  and  calen- 
dars. 

A  novel  library  idea  is  a  "return" 
box  that  was  conceived  and  built 
by  Sister  Stoffers'  husband.  Ma- 
terial is  checked  in  and  out  to  all 
auxiliary  organizations,  and  Sister 
Stoffers  keeps  a  step  ahead  of  the 
teachers.  If  they  don't  use  the  li- 
brary facilities,  they  are  invited  and 
urged  to  do  so. 

The  work  has  grown  to  such  an 
extent  that  an  assistant  librarian. 
Sister  Nedra  Stiener,  has  been 
named. 

Under  the  gentle  urging  of  Sis- 
ter Stoffers,  many  of  the  classes 
have  provided  such  aids  as  figures  of 
oxen,  pioneers  and  covered  wagons. 
There  are  many  other  features  that 
make  this  a  wonderful  library. 

Believing  that  a  library  is  only  as 
good  as  it  is  easy  to  use,  either 
Sister  Stoffers  or  Sister  Stiener  is  on 
hand  at  every  ward  meeting,  usually 
one-half  hour  early  to  open  up 
facilities  and  check  out  material. 

This  is  truly  the  story  of  a  suc- 
cessful arid  useful  library! 


"IAThat  is  religion?  Religion  is  what 
spoils  life  if  you  leave  it  out. 
Religion  is  what  spoils  the  home  if 
there  is  not  any  in  it.  It  is  what 
destroys  character  if  it  is  deleted. 
It  is  what  leaves  Iffe  flat  and  taste- 
less when  it  is  omitted. 

—Alfred  W.  Swan, 
Watchman-Examiner. 


'TPhe   age-old  choice  has  come   to 
every  human:  "To  be  ministered 
unto,  or  to  minister." 

—Plaque. 

Tf  I  have  sown  one  seed  that  grows 
to   ripened    grain,    what   matter 
who  shall  reap?   Mine  is  the  gain. 
—Sunshine  Magazine. 


88 


THE       INSTRUCTOR 


VV^n/  Faculty  Lesson  for  May 

Science  and 
Religion 

Can  Be  a  Team 


"'''"•^BlHSSfi 


PoPERNicus  (1473-1543),  a  Pole, 
born  and  reared  of  Christian 
parents  and  relatives,  studied  and 
became  eflFective  in  such  diversified 
fields  as  medicine,  theology,  art, 
astronomy,  and  even  practical  me- 
chanics. 

His  first  academic  interest  was 
astronomy.  Beginning  in  1499,  he 
became  a  professor  of  astronomy  at 
the  University  of  Rome.  There  he 
lectured  brilliantly  about  the  Ptole- 
maic theory  which  held  that  the 
earth  was  the  center  of  the  universe 
and  that  all  other  heavenly  bodies 
revolve  around  it.  This  theory, 
taught  by  Ptolemy  of  Egypt  in  the 
second  century  A.D.,  had  been  ac- 
cepted by  the  Catholic  Church  and 
by  scholars  all  these  centuries. 

As  Copernicus  dug  into  his  sub- 
ject, he  came  more  and  more  to 
question  it.  Finally,  after  four  years 
of  teaching,  he  gave  up  his  profes- 
sional chair,  entered  the  priesthood, 
spent  his  life  as  a  priest  and  physi- 
cian, and  privately  studied  the 
stars, 

Copernicus  established  to  his  own 
satisfaction  —  and  to  that  of  all  the 
great  astronomers  who  have  fol- 
lowed him  —  that  the  Ptolemaic 
theory  is  false,  and  that  our  earth 
and  the  other  planets  revolve  around 
the  sun,  while  they  themselves  are 
also  "spinning  like  a  top." 

*Dr.  Bennion  is  the  director  o£  the  Salt  Lake 
Institute  of  Religion. 


BY 


LOWELL 

L. 

BENNION* 


Brigham  Young  Uni- 
versity coed,  Diane 
Manwaring,  realizes 
that  both  religion  and 
science  are  essential  in 
her  education  for  life. 


The  dominant  church  of  Western 
Europe,  the  Roman  Catholic,  had 
held  for  centuries  that  the  Ptolemaic 
theory  of  astronomy  was  in  harmony 
with  God's  word.  Copernicus  knew 
that  his  views  would  not  be  ac- 
cepted by  the  church.  So  it  was  not 
until  the  year  of  his  death  that  his 
astronomical  system  was  published 
for  the  world,  and  then  by  a  friend, 
under  the  pretext  that  it  was  "not 
a  scientific  fact,  but  a  playful  fancy." 

Men  who  successfully  followed 
Copernicus  in  searching  out  the 
secrets  of  nature,  through  observa- 
tion and  experimentation,  were  like- 
wise opposed  by  the  church.  Bruno 
was  burned  at  the  stake  as  a  heretic 
in  1610.  Galileo  was  forced  to  re- 
cant his  theories  through  a  Catholic 
inquisition.   He  died  in  disgrace. 

Continuous  Conflict 

Ever  since  the  rise  of  modern 
science,  there  has  been  continuous 


Photos  by  BYU  Audio-Visual  Center. 

conflict  between  some  men  of 
science  and  some  men  of  the  church. 
The  church  first  fought  the  scientist 
as  destructive  of  faith;  some  scien- 
tists in  turn  have  fought  back  at 
the  church  for  blocking  the  road 
to  progress  and  truth. 

Much  of  the  fighting  between 
scientist  and  religionist  has  ceased 
in  recent  decades.  We  have  many 
men  in  science  who  are  deeply  and 
devoutly  religious;  and  many  in  re- 
ligion who  know  something  of 
science  and  have  respect  and  ap- 
preciation for  this  approach  to  an 
understanding  of  life.  Even  as  Co- 
pernicus achieved  a  full  life  by 
being  a  "servant  of  God"  and  a 
"student  of  the  works  of  God,"  many 
men  today  have  achieved  a  working 
harmony  between  their  science  and 
religion. 

From  the  beginning  of  our  history. 
Latter-day  Saints  have  been  en- 
couraged to  study  "of  things  both 


MARCH       1954 


89 


in  heaven  and  in  the  earth,  and 
under  the  earth."  They  were  told 
that  God's  world  is  one  of  law  and 
order,  for  ".  .  .  unto  every  kingdom 
is  given  a  law;  and  unto  every  law 
there  are  certain  bounds  also  and 
conditions."  ( See  Doctrine  and 
Covenants  88:34-47,  77-79.) 

The  prophet  Joseph  Smith,  Brig- 
ham  Young,  and  later  leaders  have 
encouraged  education,  scientific 
studies,  and  an  earnest  search  for 
truth  in  all  constructive  avenues  of 
living.  We,  living  in  a  later  age  and 
being  recipients  of  new  revelation, 
have  not  been  bound  by  Ptolemaic 
astronomy. 

Some  Conflicts  Now 

This  does  not  mean  that  Latter- 
day  Saint  students  do  not  have  con- 
flicts in  trying  to  reconcile  their 
scientific  studies  with  their  "Mor- 
mon" faith.  Many  Latter-day  Saint 
students  have  turned  their  backs 
either  on  science  or  religion,  feel- 
ing that  they  could  not  maintain 
their  personal  integrity  and  believe 
in  both  approaches  to  truth. 

The  Sunday  School  teacher  can 
either  increase  the  conflict  and  tur- 
moil in  the  student's  mind  or  greatly 
alleviate  it.  This  article  aims  to  sug- 
gest a  few  things  to  do  and  not  to 
do  which  will  help  our  brilliant, 
honest  students  of  science,  philos- 
ophy and  the  arts  to  keep  and  en- 
rich their  faith  in  the  Gospel  of 
Jesus  Christ.  Even  a  teacher  not 
trained  in  science  can  be  under- 
standing and  helpful  if  he  has  wis- 
dom, insight  and  humility. 

Do  Not  Discredit  Science 

Sometimes  Sunday  School  teach- 
ers have  been  known  to  discredit 
science  and  education  in  general. 
More  often  than  not,  they  are  men 
who  know  the  least  about  science. 
(We  are  most  prejudiced,  as  a  rule, 
toward  the  things  about  which  we 
know  the  least. ) 

Scientists  are  not  infallible.  Their 
conclusions  at  any  given  time  may 
contain  errors  and  will  be  super- 
seded by  more  correct  interpreta- 
tions. Also,  things  are  paraded  in 
the  name  of  science  which  are  not 
science  at  all,  but  the  work  of 
quacks,  or  of  writers  with  commer- 
cial interests.  We  all  need  to  be 
critical  of  the  conclusions  of  science. 
Good  scientists,  themselves,  are  as 
aware  of  this  as  anyone  else.  Still, 
we  should  not  discredit  scientists 
as  a  body  any  more  than  we  should 
the  prophets,  poets,  or  mothers  be- 
cause of  some  individual  failures. 


Any  student  who  has  studied 
science  seriously  has  found  the 
scientific  method  a  fruitful  and 
satisfying  approach  to  life.  If  he  has 
read  history,  he  knows  of  the  won- 
derful value  to  mankind  of  the  work 
of  Copernicus,  Galileo,  Newton, 
Pasteur,  Mendel,  Curie  or  Einstein. 
To  attack  science  in  general  will 
certainly  not  in  the  long  run  build 
faith  in  religion.  Science  has  con- 
tributed much  to  life,  and  our 
brighter  students  know  it. 

There  is  another  reason  why  it  is 
foolish  for  a  Sunday  School  teacher 
to  attack  science  and  education.  An 
attack  on  a  person  often  increases 
sympathy  and  interest  in  that  per- 
son. The  mother  who  doesn't  wish 
her  daughter  to  marry  a  certain  boy 
sometimes  drives  her  to  it  by  de- 
preciating the  boy's  character.  Either 
out  of  sympathy  for  the  boy  or  to 
maintain  her  own  freedom  and  self- 
respect,  the  girl  will  go  against  her 
mother's  wishes.  Likewise  the  stu- 
dent, in  love  with  science,  will  love 
it  the  more  if  it  is  persecuted. 

Many  Views  of  Life 

There  is  a  simple,  effective  and 
honest  way  to  eliminate  much  con- 
flict between  science  and  religion 
and  to  leave  the  student  free  to  en- 
joy a  sincere  interest  in  both.  Let  us 
illustrate  before  we  explain  this 
method. 

An  Idaho  school  teacher,  whose 
name  we  have  never  heard,  used  this 
analogy.  "We  look  at  life,"  he  said, 
as  though  we  were  looking  through 
knotholes  in  a  barn.  Look  through 
one  and  we  may  see  nothing  but  a 
haystack.  If  this  be  our  only  view, 
we  may  think  the  world  is  a  hay- 
stack. Look  through  a  hole  in  the 
roof  and  the  world  will  appear  to 
be  nothing  but  sky.  Through  an- 
other hole  it  may  be  a  field  of  wheat. 
Each  knothole  gives  us  a  different 
but  only  a  partial  view  of  life.  We 
need  to  walk  around  in  the  barn 
and  look  through  many  knotholes, 
and  not  expect  to  see  the  same  thing 
through  each  one.  If  we  could 
climb  up  on  top— after  having  looked 
through  many  knotholes— we  would 
see  how  our  various  views  blended 
harmoniously  into  one  grand  view." 

The  Creator  must  have  such  a 
view  of  his  creations,  but  man  does 
not.  ".  .  .  The  heavens,  they  are 
many,  and  they  cannot  be  num- 
bered unto  man;  but  they  are  num- 
bered unto  me,  for  they  are  mine." 
(Moses  1:37).  Our  Father  in  Heaven 
likely  does  not  think  of  himself  as 
first  scientist,  then  philosopher,  then 


artist  or  theologian.  More  than 
likely,  all  of  these  views  of  life  are 
merged  into  one  grand  view  in  the 
brilliance,  breadth  and  depth  of  his 
mind.  Not  so  with  man.  For  we  are 
finite  and  greatly  limited  in  our 
knowledge  of  life  and  the  universe 
in  which  we  live.  We  know  only  a 
small  part  of  what  is  to  be  known 
about  anything  of  real  consequence. 

Like  the  boy  looking  through 
various  knotholes  in  the  barn,  man 
has  learned  that  he  can  look  at  life 
through  more  than  one  method,  in 
more  than  one  way.  A  Beethoven 
conveys  his  feeling  for  life  through 
a  symphonic  composition;  Shake- 
speare through  poetry;  Socrates 
through  rational,  disciplined  discus- 
sion; Galileo  through  observation 
and  experimentation;  Moses  by  go- 
ing up  to  Mount  Sinai  and  commun- 
ing with  God. 

Who  among  us  would  want  to  be 
without  the  works  of  any  of  these 
men?  Life  is  too  full  and  rich  for 
man  to  understand  it  from  any  single 
approach.  So  men  have  discovered 
the  arts,  science,  philosophy,  re- 
ligion, and  even  everyday  life  as 
fruitful  sources  of  their  views  of  life. 

It  is  important  to  let  each  ap- 
proach to  life  be  different  —  have  its 
own  language,  tools,  methods,  and 
interest,  or  point  of  departure. 
Science  and  art  are  quite  different  in 
nature,  though  there  is  some  inter- 
dependence between  them.  Beethov- 
en's "Ninth  Symphony"  is  based  on 
the  physics  of  sound  to  some  degree. 
The  full  symphony  orchestra  could 
not  have  been  until  a  scientific 
knowledge  of  sound  was  available  to 
make  some  musical  instruments  pos- 
sible. Although  the  symphony  is 
based  on  science,  science  does  not 
make  it  a  great  work  of  art.  Beethov- 
en did  that  through  his  own  wonder- 
fully aesthetic,  creative  feeling  — 
something  utterly  different  in  char- 
acter from  scientific  method. 

Different  Views  of  Life 

Likewise,  science  and  religion 
give  different  views  to  life.  The 
specific  purpose,  method  and  lan- 
guage of  each  is  quite  different. 
Science,  for  example,  is  trying  to 
establish  cause  and  effect  relation- 
ships which  can  be  stated  as  laws. 
Science,  in  all  of  its  many  branches, 
is  simply  trying  to  understand  what 
is,  and  how  things  work.  Religion, 
on  the  other  hand,  is  concerned 
basically  with  why  we  have  life, 
what  is  its  meaning,  purpose  and 
value. 

(Concluded  on  page  93.) 


90 


THE       INSTRUCTOR 


By  Addie  J.  Gilmore 


Junior  Sunday  School 


\    small  upturned  face— now  glar- 
"^  ing— now  sober 

Looks  deep  into  your  eyes 

And   reads  there  the   message 
of  love  from 
Your  heart. 

The  doubt  of  the  child  wavers— then 
slowly  dims 
As  he  becomes  enthralled 
With  the   story  you   tell. 

Slowly  you  feel  the  bond  between 

the  child  and  yourself  tighten. 

You   answer  his  smile  with  your 

smile 

And   the    joy   that  you   feel    is 

unending. 

—Lucille  A.  Larkin. 


HOLD  THEIR  INTEREST 


T  ovE  sincerely  the  children  of  God. 
Desire  wholeheartedly  to  "feed 
His  sheep." 

This  is  the  first  requisite  of  a  suc- 
cessful Sunday  School  teacher.  To 
teach  successfully  we  must  influence 
the  lives  of  our  learners.  To  have 
and  to  hold  the  interest  which  brings 
about  this  success,  we  must  have 
the  interest  of  the  learner  at  heart. 

Jesus,  the  Master  Teacher,  had  a 
deep  sympathetic  understanding  of 
human  beings,  of  their  interests  and 
needs.  To  read  the  minds  and 
hearts  of  his  listeners  was  His  rare 
skill. 

Of  children,  Jesus  said,  "Forbid 
them  not,  to  come  unto  me:  for  of 
such  is  the  kingdom  of  heaven." 
{Matthew  19:14.)  He  knew  of  their 
faith,  sincerity  and  eager  whole- 
someness.  He  knew  also  of  their 
need  of  love,  security,  confidence, 
and  how  careful  they  must  be  nur- 
tured by  those  upon  whom  they  de- 
pend for  guidance.  Let  us  under- 
stand the  hearts  and  minds  of  our 
learners! 

Catching  Their  Interest 

Meet  the  learner  on  his  own 
ground!  How  keen  and  constant  is 
the  interest  of  a  child!  How  "won- 
der filled"  to  him  are  the  many 
things  so  commonplace  to  us. 

He  is  exploring  his  new,  wide 
world  with  vigor  and  enthusiasm. 
His  tempo  is  fast.  His  attention 
span  is  short— there  is  so  much  to 
discover.  He  comes  and  goes— at- 
tends to  many  things  at  once. 


His  interest  is  keen  and  high,  but 
it  changes  quickly.  Can  we  meet 
this  challenge  with  understanding? 
The  teacher's  attitude,  interest  and 
enthusiasm  are  important  factors  in 
the  child's  interest  response. 

Keep  their  interest  alive  by: 

1.  Preparing  carefully  all  lesson 
material  on  the  child's  level  of 
understanding. 

2.  Making  it  meaningful  —  within 
range  of  activities  and  experi- 
ences. 

3.  Letting  new  concepts  be  linked 
with  familiar  ones. 


4.  Using    variety    in 

lesson    pre- 

sentation : 

a. 

Stories. 

b. 

Conversations. 

c. 

Blackboards. 

d. 

Flannelboards. 

e. 

Lighted  picture 

boxes. 

f. 

Sand  tables. 

g- 

Groove  boards. 

h. 

Motion  picture  boxes. 

5.  Enriching  with  pictures,  objects 
and  carefully  selected  visual 
aids.  Choose  those  which  make 
the  lesson  vivid,  colorful  and 
strong  in  interest  appeal. 

6.  Letting  them  participate.  Chil- 
dren love  action.  They  are  pro- 
foundly interested  in  "doing" 
and  "sharing."  Learning  is  at 
its  best  when  children  are  liv- 
ing experiences  together. 

7.  Balancing  the  lesson  plan.  At- 
tention  span   is   short.    As   in- 


terest seems  to  lag,  shift  from 
a  "listening"  to  a  "doing"  ex- 
perience (a  song— a  rythm  ac- 
tivity, dramatization,  drawing, 
etc.).  Return  when  rested  to 
the  listening  experience. 

8.  Speaking  in  the  language  of  the 
child: 

a.  Simple,  carefully  chosen 
words. 

b.  Short  sentences. 

c.  A  voice  that  is  heard  but 
well  modulated. 

d.  Adapt  new  concepts  to  his 
understanding  —  even  pro- 
found doctrine  can  be  made 
simple  and  comprehensive. 

Remember,  the  Master  Teacher 
was  followed  by  multitudes,  people 
from  all  walks  of  life.  He  held  their 
interest!  He  loved;  He  understood. 
He  met  His  listeners  on  their  own 
ground! 


NEXT  MONTH'S  ARTICLE 

VText  month's  article  will  be  "Pupil 
^  Participation  Is  Important,"  by 
Margaret  Hopkinson. 


SACRAMENT  GEM 

Jesus,  Savior,  I  love  Thee 
And  I'll  quiet  be. 

As  I  take  the  sacrament, 
I'll  remember  Thee. 


MARCH       1954 


91 


Junior  Sunday  School 
SONG  OF  THE  MONTH 

for  May 

Thou  shalt  thank  the  Lord  thy 
Godwin  all  things.  —  Doctrine  and 
Covenants  59:7. 

<'<'pATHER,  We  Will  Quiet  Be,"  No. 
3,  The  Children  Sing. 

The  suggested  song  this  time  is 
very  brief.  However,  we  still  need 
to  arouse  the  children's  interest  be- 
fore teaching  it.  By  doing  this  we 
are  more  likely  to  impress  them  with 
the  message  of  the  song.  Perhaps 
we  want  to  begin  by  referring  to  the 
opening  prayer.  In  this  prayer  the 
child  thanked  his  Heavenly  Father 
for  several  things.  Why  did  he  do 
this?  Because  everything  we  have  is 
ours  through  the  goodness  of  the 
Lord. 

Another  Sunday  we  may  prefer  to 
show  a  picture,  perhaps  No.  24,  from 
the  Primary  department  black-and- 
white  picture  packet.  This  picture 
shows  children  listening  to  their 
teacher.  Our  Heavenly  Father  likes 
us  to  come  to  Sunday  School  and 
learn  about  Him.  He  likes  us  to 
be  quiet  in  the  chapel.  He  likes 
to  hear  us  sing  songs  to  Him.  He 
also  likes  us  to  thank  Him  for  our 
blessings.  Reverence  in  the  House 
of  the  Lord  can  also  be  stressed  with 
the  teaching  of  this  song. 

Junior  Sunday  School  children 
under  the  direction  of  their  chor- 
ister should  learn  to  start  and  to 
end  together  when  singing.  If  this 
song  is  sung  too  fast,  it  will  lose  its 
effectiveness.  It  should  be  sung  in 
a  sweet,  quiet,  reverent  manner.  Be 
sure  the  children  hold  the  end  of 
each  phrase  its  full  value. 

—Edith  M.  Nash. 


IDEA  EXCHANGE 

Program  Idea 

\  group  of  Junior  Sunday  School 
children  singing  on  a  special 
program  for  the  Senior  Sunday 
School  wore  large,  white  paper  col- 
lars and  red  bow  ties.  The  collars 
were  made  of  butcher  paper  and 
the  ties  of  crepe  paper.  It  was  very 
simple,  but  most  eflFective  and 
festive. 

Visual  Aid  Idea 

One  Sunday  School  teacher  has 
made  a  very  unique  collection  of 
pictures  that  is  unusually  workable 
with  a  small  group  of  children 
seated  in  a  semicircle  for  the  Sun- 


day School  class.  She  obtained  a 
large  spiral  notebook  with  a  hard 
cover.  In  the  book  she  has  mounted 
pictures  found  in  magazines  which 
will  be  helpful  illustrations  for  her 
lessons.  The  stiff  cover  makes  it 
possible  to  stand  the  book  on  the 
floor.  The  pictures  needed  may  be 
displayed  during  the  lesson  in  clear 
sight  of  all  the  children.  The  teach- 
er's hands  are  free  to  gesture  and 
to  help  the  children  as  necessary. 

—Margaret  I.  Kitto. 


QUESTIONS  FROM  THE  FIELD 

QUESTION:  When  fast  meeting  fol- 
lows Junior  Sunday  School,  what 
is  the  recommended  procedure  con- 
cerning administration  of  the  sacra- 
ment? 

Answer:  In  Junior  Sunday  School 
the  sacrament  is  administered  as 
part  of  the  Sunday  School  service. 
This  is  in  accordance  with  a  letter 
written  by  President  Stephen  L 
Richards,  June,  1943.  This  letter 
is  reproduced  in  The  Sunday 
School  Handbook,  p.  47. 

—Eva  May  Green. 


ENRICHMENT  MATERIAL 

HPhe  following  enrichment  material 
may  be  used  in  any  of  the  de- 
partments   of    the    Junior    Sunday 
School: 

A  Rest  Game 

I  LIFT  MY  HANDS 

I  lift  my  hands  up  high 

And  stretch  my  fingers  wide. 
Then  I  slowly  drop  my  arms 

Close  down  by  my  side. 
I  turn  my  body  this  way 

To  this  side  I  repeat, 
Then  I  quietly  fold  my  arms 

And  now  I'll  take  my  seat. 

—Lucille  A.  Larkin. 

A  Story  to  Tell 

TOMMY  SCOUTS  THE  INDIANS 

nPHE  long  wagon  train  formed  into 
a  big  circle  and  came  slowly  to 
a  halt.  The  sun  was  sinking  over 
the  western  hills  and  twilight  had 
begun  to  settle  on  the  prairie. 

Tommy,  kicked  at  a  clump  of 
buffalo  grass  with  the  toe  of  his 
shoe  and  stared  resentfully  at  the 
back  of  his  father's  wagon.  "Why 
did  day  have  to  stop  anyway?"  he 
wondered.  Every  time  night  came 
he  had  to  be  scrubbed  and  combed 
and  cleaned  up  before  he  could  eat 


his  supper.  Besides,  Emily's  hands 
were  rough  and  quick,  not  gentle 
like  mother's.  Emily  was  his  big 
sister. 

Every  time  the  wagon  train 
camped  by  a  creek.  Tommy's  two 
big  sisters  would  carry  buckets  of 
water  up  to  the  wagon  to  fill  the 
wooden  tub,  and  then  all  of  the 
younger  children  would  get 
scrubbed  clean.  Tommy  wished  that 
he  could  go  down  to  the  creek  and 
take  off  his  clothes  and  then  jump 
right  into  the  cool,  clear  water.  He 
wouldn't  mind  taking  a  bath  that 
way. 

Suddenly  Tommy  sat  down  and 
began  to  think.  Maybe  tonight  he 
could  have  a  real  bath  in  the  creek. 
He  would  wait  and  watch  until 
Emily  and  Lizzie  left  to  go  for  the 
bath  water,  then  he  would  slip 
quietly  into  the  bushes  that  grew 
along  the  bank.  Then,  when  his 
sisters  came  back,  he  would  hurry 
quickly  and  have  his  bath  before 
they  could  find  him. 

Tommy  knew  that  his  plan  was 
wrong  and  he  would  be  disobeying 
both  his  father's  and  the  captain's 
orders.  Nobody  was  ever  to  leave 
the  camp  without  permission,  but 
he  said  to  himself  angrily,  "I  don't 
care!  I'm  tired  of  Emily's  old  fingers 
digging  in  my  ears!" 

His  father  had  finished  building 
the  fire  and  his  mother  was  be- 
ginning to  prepare  supper.  The  girls 
had  started  picking  their  way 
through  the  bushes  toward  the 
creek.  Looking  carefully  to  see  that 
no  one  was  watching  him.  Tommy 
moved  quietly  to  the  nearest  bush 
and  dropped  down  behind  it;  then. 


Tommy  peeked  around  the  bush. 


92 


THE       INSTRUCTOR: 


crawling  very  carefully  and  without 
making  any  noise,  the  way  his  friend 
Jim,  the  pioneer  scout,  had  taught 
him,  he  made  his  way  slowly  toward 
the  creek. 

In  a  few  minutes  he  was  close 
enough  to  hear  his  sisters  laughing 
as  they  washed  their  faces  and 
splashed  their  hands  in  the  cool 
water.  Tommy  shivered  with  ex- 
citement as  he  crawled  toward  a 
big  clump  of  bushes.  Then  he 
stopped  and  his  eyes  grew  big  with 
wonder,  for  the  clump  of  bushes 
moved!  He  heard  a  whippoorwill 
call,  and  then  another;  then,  the 
clump  of  bushes  moved  again.  This 
time  it  came  closer  to  Tommy  and, 
through  the  gathering  dark,  he  could 
see  the  outline  of  a  man  behind  the 
bush  —  a  man  with  feathers  sticking 
up  on  the  back  of  his  head— Indians! 

Tommy's  heart  almost  stopped 
beating.  The  Indian  raised  his  head 
and  Tommy  heard  him  call  like  a 
whippoorwill.    Again  the   call  was 


answered  all  up  and  down  the  creek, 
and  Tommy  knew  all  at  once  that 
the  bushes  were  full  of  Indians— and 
friendly  Indians  didn't  hide  in  the 
dark  behind  bushes! 

Then  another  thought  struck  him, 
his  two  sisters  were  still  at  the 
creek,  right  in  the  middle  of  all 
those  Indians.  Somebody  had  to 
help  them  quick.  Somebody  had  to 
tell  father  and  the  captain  before 
it  was  too  late. 

For  one  second  Tommy  closed  his 
eyes  tight  and  whispered,  "Please, 
Heavenly  Father,  I'm  sorry  I  was  a 
naughty  boy,  and  if  Thou  wilt  please 
help  me  warn  the  camp  and  save 
Emily  and  Lizzie,  I'll  let  them  wash 
my  ears  all  they  want  to." 

Then  he  started  crawling  on  his 
stomach  silently  and  slowly  back 
toward  the  wagons.  His  teeth  were 
clenched  as  tight  as  his  fists  as  he 
crawled,  expecting  every  moment  to 
feel  a  tomahawk  on  the  back  of  his 
head. 


At  last  he  reached  the  clear  space 
around  the  camp.  Rising  to  his 
knees,  he  crawled  faster,  then,  as  he 
came  closer  to  the  fire,  he  jumped 
and  ran  straight  to  his  father's  side. 
"Quick,  Father!"  he  cried,  "there's 
Indians  in  the  bushes." 

One  look  at  Tommy's  terrified 
face  assured  his  father  that  he  was 
telling  the  truth.  Sending  him  to 
warn  the  captain,  Tommy's  father 
turned  and  walked  steadily  and 
bravely  straight  to  the  creek,  where 
he  took  Emily  and  Lizzie  by  the 
hand  and  led  them  safely  back  to 
the  camp. 

All  night  the  guards  watched  and 
waited,  and  next  morning  they 
found  four  of  their  horses  and  two 
milk  cows  were  missing.  But  every- 
one in  camp  was  grateful  that  they 
had  not  been  attacked,  and  they 
all  said  that  Tommy  was  a  real 
pioneer  scout. 

—Helen  Hooper. 


SCIENCE  AND  RELIGION  CAN  BE  A  TEAM 

( Concluded  from  page  OO. ) 


Science  and  religion  are  no  more 
alike,  in  the  hands  of  man,  than  are 
beefsteak  and  a  vegetable  salad  on 
one's  dinner  plate.  What  person  of 
normal  appetite,  on  a  cold  January 
day,  would  argue  vehemently  over 
which  was  good— a  T-bone  steak  or 
a  plate  of  fresh  vegetable  salad? 
Would  he  not  rejoice  that  they  were 
uQt  both  beefsteak  or  both  salads, 
but  that  they  were  different,  each 
complementing  the  other  and  to- 
gether better  nourishing  the  whole 
man? 

Science  and  religion  are  two  es- 
sentially different  approaches  to  life. 


Both  are  good,  and  both  are  needed. 
And  they  can  go  along  in  the  same 
mind  too,  if  a  person  will  not  ex- 
pect them  to  be  identical  twins. 
Copernicus  expressed  religion  in 
many  ways  and  studied  nature 
eagerly  and  earnestly  at  the  same 
time,  and  would  have  done  so  with 
little  conflict,  it  would  appear,  had 
the  Catholic  Church  not  interfered 
with  its  lack  of  appreciation  for 
science. 

Both  science  and  religion  have 
established  themselves  as  fruitful 
and  necessary  sources  of  the  abun- 
dant life.    Each  is  justified  by  its 


own  contribution.  Instead  of  fight- 
ing each  other,  they  should  be  mar- 
ried and  build  life  together.  This 
they  can  do  if  they  will  let  each  be 
different— as  different  as  man  and 
woman  are  by  nature,  by  role,  by 
contribution.  Like  husband  and 
wife,  in  a  young  marriage  there  will 
always  be  some  conflict  between 
science  and  religion,  some  need  for 
adjustment,  for  "give  and  take"  on 
non-essentials.  But,  together,  what 
a  team  they  can  make! 

(See  Lesson  Enrichment  Sugges- 
tions, "Science  Is  Not  Enough,"  page 
82.) 


About  a  year  ago,  I  was  stricken 
"^  with  polio.  After  about  ten  days 
of  fever  and  sickness,  I  was  par- 
alyzed from  my  hips  to  my  knees, 
and  the  muscles  from  my  knees  to 
my  feet  were  bad. 

Judging  from  the  amount  of 
paralysis  involved  in  my  legs  and 
back,  we  were  told  that  I  would 
have  to  wear  braces  on  both  legs 
and  maybe  on  my  left  arm. 

Bishop  Ferrel  E.  Carter  and  his 
counselors  came  to  the  hospital  and 
administered  to  me.  The  bishopric 
from  my  grandparents'  ward  in 
Morgan  came  and  administered  to 
me,  too.  After  each  blessing  I  felt 
no  better.    I  still  could  not  move. 


I  Can  Not  Doubt 

By  Georgia  Triscek* 

I  was  still  paralyzed.  I  told  my  folks 
I  thought  that  after  I  was  blessed 
with  such  wonderful  prayers  I 
would  be  healed  and  able  to  walk 
again.  My  parents  told  me  that 
prayers  are  not  always  answered 
immediately.  We  must  have  faith 
and  work  and  show  the  Lord  we  do 
want  our  prayers  answered  and  are 
willing  to  help  Him. 

I  did  work,  and  I  did  try.  After 
those  prayers  I  knew  I'd  walk  again 
if  I  did  as  the  doctors  and  nurses 
told  me. 

I  was  told  that  the  ward  members 
prayed  for  my  recovery  in  Sunday 
School     and     sacrament    meetings. 


Those  prayers  were  answered,  and 
I  am  thankful. 

In  two  months  I  was  out  of  the 
hospital  without  braces  on  my  legs 
or  on  my  arms.  I  used  only  a  pair 
of  crutches.  Very  soon  afterward  I 
did  not  need  the  crutches,  and  now 
I  have  a  back  brace  to  improve  the 
weakness  in  my  back. 

Can  anyone  doubt  the  power  of 
prayer?  I  know  God  hears  and 
answers  prayers.  I  hope  I  shall 
prove  worthy  to  show  God  how 
thankful  I  am  for  this  wonderful 
blessing. 

*A  2%-inmute  talk  given  by  Georgia  TriScek, 
aged  13,  in  Ogden  Thirty-seventh  Ward,  South 
Ogden  Stake. 


MARCH      1954 


93 


I  WAS  THERE  .  .  . 
(Concluded  from  page  75.) 


r   '^         ,.,  _ 

Plioto  courtesy  of  South  African  Mission. 

Full    of    youthful    exuberance.    President 

McKay  stands  on  top  of  Table  Mountain. 

Cape  Town  is  below. 

The  newspapers  have  given  ex- 
cellent reports  on  President  McKay's 
visit.  The  "African  Mirror"  was  at 
the  airport  to  cover  President  Mc- 
Kay's arrival.  These  pictures  are 
now  being  shown  in  all  of  the 
theaters  in  South  Africa  together 
with  an  excellent  commentary  re- 
garding President  McKay's  visit  to 
this  land. 

I  am  positive  that  the  visit  of 
President  McKay  is  the  greatest 
blessing  that  has  come  to  the  South 
African  Mission,  and  I  am  confident 
that  we  shall  see  the  Church  grow 
in  this  land. 

President  McKay  was  sorry  that 
he  did  not  have  time  to  go  through 
the  Kruger  National  Park  and  see 
Victoria  Falls.  I  told  him  that  would 


be  a  good  reason  why  he  should 
come  again.  He  told  me  to  be  care- 
ful because  I  was  giving  him  ideas. 


From  Elder  Jack  Dahl: 

HThe  plane  arriving  one  hour  late 
at  the  Johannesburg  airport 
added  to  the  excitement  of  the  oc- 
casion, and  when  it  finally  touched 
wheels  at  7:30  p.m.  the  platform  was 
crowded  with  Saints. 

President  McKay  and  party  were 
requested  to  remain  on  the  plane 
until  all  other  passengers  were 
cleared.  Then  Sister  McKay  ap- 
peared, followed  by  President  Mc- 
Kay and  President  Reiser  as  they 
stepped  from  the  plane  onto  a 
ramp.  Spotlights  came  on;  press 
cameras  flashed.  The  newsreel 
movie  camera  from  the  "African 
Mirror"  purred  into  action.  (This 
newsreel  is  now  being  shown  with 
favorable  commentary  in  every  the- 
ater in  South  Africa.)  President  Mc- 
Kay stood  in  majesty  with  his  wife 
and  President  Reiser  on  each  side. 

Reporters  marvelled  that  a  man  of 
80  years  could  think  and  speak  so 
fluently,  carry  himself  so  straight 
and  upright,  and  possess  such  pa- 
tience and  graciousness  towards  his 
people,  though  tired  from  the  jour- 
ney just  completed.  President  Dun- 
can then  took  President  McKay  and 
party  to  a  hotel  for  needed  rest. 

Besides  the  love  and  best  wishes 
which  President  and  Sister  McKay 
received  from  the  Saints  and  mis- 
sionaries gathered  at  Johannesburg, 
they  were  presented  a  gift  as  a 
memento  of  their  visit.  It  was  a 
dinner  bell  made  from  an  empty 
artillery  shell  which  hung  from  the 


top  of  a  36-inch  elephant  tusk  that 
was  mounted  on  a  base  of  imbuia 
wood— truly  a  South  African  gift. 
On  the  wooden  base  was  a  brass 
map  of  Africa  with  the  following 
inscription  engraved  upon  it: 

"To  President  and  Sister  David  O. 
McKay,  from  the  Saints  of  the  Trans- 
vaal District  of  the  South  African 
Mission,  January  10th,  1954." 

As  a  concluding  tribute  to  Presi- 
dent McKay  by  the  members  of  the 
Cape  District  and  missionaries,  he 
was  presented  with  a  clock  made 
from  beautiful  stinkwood,  a  type 
of  wood  unique  to  South  Africa,  and 
a  set  of  ebony  elephant  book  ends. 
President  McKay  thanked  and  told 
the  people  he  would  always  treasure 
these  gifts. 

Tuesday,  January  19,  the  day 
our  beloved  President  and  Sister 
McKay  and  President  Reiser  were 
to  leave  Cape  Town,  special  time 
was  taken  to  visit  one  of  the  faith- 
ful sisters  who  was  in  a  hospital 
and  had  not  been  able  to  see  the 
prophet. 

«     *     # 
From  Robert  R.  McKay: 

EARLY  this  morning,  Feb.  3,  Mr.  Gilbert 
Chase  of  the  U.  S.  Embassy  in  Argen- 
tina called  by  telephone  to  inform  us  that 
President  Juan  D.  Peron  had  granted  an 
interview  with  Father  at  9:55  a.m. 

Getting  into  Mr.  Chase's  automobile 
we  were  driven  to  the  "Casada  Rosada"^ 
or  the  "Pink  House,"  the  working  offices  of 


Answer  to 

"The  Holy  Ghost" 

found  on  page  83  is: 

GEO.  ALBERT  SMITH 


'W'-ff-if  ^t^),^^,  i^^^^  '.lj^M:mhd 

Photo  courtesy  of  South  African  Mission. 

Always  a  friend  of  animals.  President  McKay  has  his  picture 

taken  with  a  small  herd  of  zebras.    These  animals  were  so  timid 

that  the  President  could  not  get  close  to  them. 


Photo  by  South  African  Railways. 

This  road-blocking  elephant  is  challenging  the  right-of-way.   One 

sister  drove  1,900  miles,  much  of  it  through  dangerous  elephant 

country,  to  see  President  McKay. 


94 


THE       INSTRUCTOR 


the  president  and  his  cabinet.  The  cHck  of 
heels  and  a  snappy  salute  from  two  guards 
gave  notice  that  we  could  enter  the  main 
hall.  We  were  ushered  to  another  room, 
a  long  hall,  another  room,  around  a  corner, 
and  then  were  received  and  asked  to  have 
seats  until  the  president  finished  his  other 
conference.    It  was  then  9:55. 

Forty  minutes  later,  however,  we  were 
told  it  would  be  just  a  minute  longer  and 
that  it  would  be  all  right  for  all  four  of 
us,  including  Mr.  Chase  and  myself  to  go 
in. 

By  this  time  we  thought  Peron  was  en- 
joying keeping  us  waiting,  and  that  we 
could  expect  an  arrogant,  pompous  fellow 
who  would  sit  back  in  Henry-the-VIII 
style  and  honor  us  with  a  look  at  him. 

Well,  when  the  time  came  to  go  into 
his  office,  what  a  delightful  surprise 
awaited  us!  President  Peron  was  right  at 
his  door  to  greet  each  of  us  with  a  charm- 
ing smile  and  a  sincere  handshake.  Greet- 
ings were  exchanged  in  Spanish  and  Eng- 
lish as  the  line  went  through  the  office 
door. 

Present  at  the  interview  beside  the  prin- 
cipals were  Dr.  Raul  Margueirat,  chief  of 
protocol;  Dr.  Jeronimo  Remorino,  minister 
of  foreign  affairs;  Gilbert  Chase,  U.  S.  em- 
bassy; President  Lee  B.  Valentine  and 
myself. 

President  Peron  was  a  gracious  host. 
After  the  exchange  of  courtesies,  he  an- 
swered Father's  expression  of  delight  at 
being  in  this  great  country  by  saying  that 
he  was  happy  to  have  our  people  here. 
He  added  that  he  has  a  great  deal  of  re- 
spect and  admiration  for  a  people  who 
have  to  work  and  fight  for  what  they 
have.  He  further  mentioned  the  number 
of  members  we  have  in  Argentina,  and 
in  several  remarks  made  throughout  the 
interview  displayed  a  surprising  interest  in 
and  knowledge  of  our  Church. 

President  Peron  is  well  informed,  even 
to  knowing  our  social  habits.  He  said  that 
he  would  like  to  offer  us  something,  but 
since  we  don't  drink,  take  tea  or  coffee  or 
smoke  he  gestured  and  good  naturedly 
said  that  he  would  like  to  make  us  happy 
with  something.  Father  responded  with  a 
winning  smile,  acknowledged  the  kind- 
ness extended  and  said  that  the  host  had 
already  made  us  happy  with  his  gracious 
reception. 

The  conversation  took  a  turn  to  the 
conference  being  held  on  Sunday.  When 
Peron  heard  that  we  were  planning  to 
hold  the  meeting  in  the  building  used  by 
the  "Consejo  de  Mujeres"  he  shook  his 
head  and  said  that  that  place  would  be 
too  small.  He  would  place  any  theater  at 
our  disposal  for  such  an  important  event, 


even   the   Cervantes,   a   beautiful   theater, 
second  only  the  Colon  Opera  House. 

President  Peron  at  this  point  made  it 
clear  that  his  praises  of  the  Church  and 
the  considerations  made  were  not  over- 
tures made  just  because  we  were  in  his 
presence.  None  in  the  room  could  ques- 
tion his  sincerity. 

Father  accepted  this  unexpected  kind 
offer,  and  it  was  decided  that  the  Cer- 
vantes Theater  would  be  used  on  Sunday. 
This  spontaneous  display  of  courtesy  on 
the  part  of  the  nation's  president  shown 
to  the  President  of  the  Church  and  to  the 
Chiurch  itself  carries  a  real  significance. 

President  Peron  is  a  gentleman  and  a 
progressive  leader.  It  is  said  that  he 
mentioned  to  an  important  ecclesiastical 
group  the  work  of  the  Relief  Society  of 
the  LDS  Church  and  that  it  is  worthy  of 
imitation. 

Father  presented  President  Peron  beau- 
tiful leather-bound,  gold-lettered  copies  of 
the  Book  of  Mormon,  the  Doctrine  and 
Covenants  and  Pearl  of  Great  Price,  all 
in  Spanish.  President  Valentine  had  seen 
to  it  that  special  volumes  were  prepared 
and  when  they  were  inscribed  by  Father 
they  made  an  impressive  gift. 

Peron  accepted  the  books  graciously  and 
said  he  would  read  them.  I  believe  he 
will,  too. 

The  inscription  is  as  follows:  "TO  HIS 
EXCELLENCY,  PRESIDENT  JUAN  D. 
PERON,  WITH  APPRECIATION  FROM 
DAVID  O.  McKAY,  PRESIDENT  OF 
THE  CHURCH  OF  JESUS  CHRIST  OF 
LATTER-DAY  SAINTS,  FEBRUARY  3, 
1954." 

The  meeting  of  these  two  men  was 
something  to  behold.  It  was  so  different 
from  anything  we  had  hoped  to  have  hap- 
pen in  a  country  thought  to  have  no  re- 
ligious freedom  outside  of  the  dominant 
church. 

At  the  end  of  the  conference  Father 
and  Peron  parted  most  cordially.  Going  to- 
ward the  door.  President  Peron  put  his 
arm  around  my  shoulder  and  said,  "You 
have  a  wonderful  father.  He  is  a  great 
man.  And  what  a  tall,  handsome  man, 
and  how  young  he  is  at  his  age!" 

When  President  Valentine  went  this 
evening  to  check  on  the  theater,  he  found 
that  there  were  no  seats  in  it.  There  was 
general  remodeling  going  on. 

The  workers  had  been  notified  that 
Peron  had  offered  the  theater  for  the  Sun- 
day meetings.  (Peron  did  not  know  the 
condition  of  the  theater. )  The  workers 
explained   to   President   Valentine   that   it 


l^"™*-"*-     > 


•Hff^- 


Hx 


M' 


^^4 


President  Juan  D.  Peron  of  Argentina  rec- 
ognized the  Church  in  an  interview  with 
President  McKay. 


would  be  impossible  to  put  the  house  in 
order  for  Sunday.  President  Valentine  said 
that  it  would  be  perfectly  all  right— that 
the  original  hall  could  be  used  for  the 
conference. 

The  five  spokesmen  then  said  to  wait  a 
minute  while  they  went  to  another  room. 
Within  a  few  minutes  they  returned,  and 
one  of  them  announced  that  the  Cervantes 
would  be  ready  by  Sunday,  completely  in 
order,  that  their  president's  wishes  would 
be  carried  out.  The  next  day  60  workers 
were  on  the  job,  and  the  next  day  the 
theater  was  ready  for  use. 

Word  of  the  interview  between  the 
"Mormon  Leader"  and  President  Peron 
soon  spread.  The  radio  here  has  been  an- 
nouncing it  all  day.  It  is  a  red-letter  day 
in  the  history  of  the  mission.   . 

All  Latter-day  Saints  here  are  thrilled 
that  their  country's  president  would  recog- 
nize the  Chiurch  and  President  McKay  so 
openly  and  in  complete  disregard  for 
the  inevitable  criticism  which  would  be 
sure  to  follow.  He  has  been  that  bold 
in  other  matters.  His  profound  desire  to 
help  the  masses  has  brought  him  great 
popularity.  Father  told  him  that  we  want 
our  people  in  Argentina  to  be  loyal  citi- 
zens of  the  country— to  be  true  Argentines. 

United  Press,  Reuters  and  the  local 
paper  have  called  all  day  to  get  reports 
on  the  Peron  interview.  Father  is  truly 
an  international  figure.  What  a  mission- 
ary and  what  an  ambassador  of  good  will! 


TRANQUILITY 


'TPhe  sun  has  just  been  buried  in  its  grave  o£  blue;  the 
wind  has  forgotten  its  cunning,  and  the  sea  no 
longer  frets;  a  lavish  hand  has  sprinkled  midnight  with 
a  powdered  drift  of  stars,  and  a  feverish  soul  is  hushed 
by  the  crooning  of  a  sylvan  lullaby.  Beneath  doubt's 
eagle  wings  the  dove  of  faith  warms  her  chilled  bosom. 
Aspiration,  wearing  seven-league  boots,  is  beating 
against  the  stars,  and  all  the  world's  a  fairlyand  of 
dreams. 

Deep   feelings,   noble   thoughts,   high   resolves    are 


vagrants  trained  to  serve  the  heart's  most  fond  desires. 
Lawless  emotions  are  bridled  to  carry  the  soul  upward 
and  outward  amid  eternally  green  pastures,  where  a 
shepherd-spirit  answers  to  the  heart's  deepest  needs. 
Suddenly  the  eastern  horizon  is  arched  with  a  rainbow, 
and  hope  answers  to  the  call  of  trust.  How  good  it  is 
to  live  in  such  a  depthless  ocean  of  tranquility,  know- 
ing that  for  every  longing  soul  there  is  a  land  where 
from  within  the  heart  doth  find  its  rest! 


MARCH       1954 


95 


EVEN  TO  THE  EARTH'S  FAR  CORNERS 
( Concluded  from  pa^e  80. ) 

Elders  McKay  and  Cannon,  was  a  very  remarkable  and 
distinctly  historical  event,  and  it  should  be  perpetuated 
in  all  current  Church  literature  because  of  that  signifi- 
cance—not only  so  far  as  the  Samoan  Mission  is  con- 
cerned, but  in  all  of  the  fields  whither  their  trip  has 
taken  or  will  take  them;  for  there  has  never  been  a 
commission  like  their  present  one  since  the  Church  was 
organized.  It  is  the  first  time,  also,  that  one  of  the 
General  Authorities  of  the  Church  has  set  foot  in  Samoa, 
and  considering  everything,  the  splendid  impression 
made  among  strangers  of  prominence,  as  well  as  the 
abundance  of  inspiration  brought  to  Saints  and  mission- 
aries, I  feel  led  to  mail  you  the  accompanying  article." 
(John  Q.  Adams,  Mission  President,  Samoa.) 

Everywhere  those  two  brethren  went,  on  that  long 
journey,  the  reactions  of  the  people  were  largely  the 
same.  There  was  an  outpouring  of  mutual  love  and 
devotion  among  the  Saints,  the  missionaries  and  the 
visitors.  In  fact,  the  journey  was  a  triumphal  march  of 
rejoicing  and  spiritual  uplift,  beginning  with  the  first 
stop,  in  Portland,  and  ending  with  the  return  to  their 
homes  on  December  23,  1921. 

Of  course,  there  were  times  of  deep  concern,  too; 
and  only  men  of  rugged  constitutions  could  meet  the 
hardships  of  so  long  a  journey  with  good  health  in  mind 
and  body.  In  Peking,  China,  there  were  doubts  and 
misgivings.  Both  men  were  deeply  distressed  by  the 
abject  misery  and  poverty,  materially,  spiritually  and 
mentally  of  hordes  of  the  Chinese. 

Nevertheless,  President  McKay  felt  impelled  by  the 
Spirit  of  the  Lord  to  dedicate  the  land  of  China  for 
the  preaching  of  the  Gospel.  Elder  Cannon  relates  that 
on  Sunday  morning,  Jan.  9,  1921,  Elder  David  O. 
McKay  dedicated  the  land  and  set  it  apart  for  the 
preaching  of  the  Gospel  of  the  Lord  Jesus  Christ.  This 
prayer  and  dedication  took  place  in  a  cypress  grove  in 
the  heart  of  Peking,  in  a  part  of  the  city  known  as  the 
"Forbidden  City."  For  a  more  complete  account  of 
that  dedication,  and  the  remarkable  prayer  there  of- 
fered, see  the  Juvenile  Instructor,  Vol.  56,  pp.  115-117. 

Again  there  were  times  of  distress  and  worry  when 
it  was  imperative  that  the  brethren,  now  in  Palestine, 
find  President  Joseph  W.  Booth,  for  the  Armenian 
Saints  were  in  a  desperate  plight  and  needed  help. 
Miraculously  they  did  meet  President  Booth,  at  Haifa 
by  2:00  p.m.  on  Nov.  4,  1921.  The  three  were  able, 
with  the  help  of  the  Lord,  to  effect  the  removal  of 
Saints  from  Aintab  to  a  place  of  safety. 

We  have  not  the  space  here  to  recount  the  many 
travels  of  President  McKay  during  that  earlier  journey, 
his  later  travels  among  the  missions  of  Europe  and  the 
Near  East,  nor  of  his  more  recent  trips  with  his  com- 
panion, Sister  McKay.  A  book  might  well  be  written 
about  her,  for  she  is  in  her  own  right,  a  choice  messen- 
ger of  good  will,  an  exemplar  of  the  ideals  and  prin- 
ciples that  the  womanhood  of  the  Church  holds  ever 
sacred. 

Almost  immediately  after  returning  home,  Presi- 
dent McKay  was  sent  back  to  England  to  preside  over 
the  entire  European  Mission.  During  the  two  eventful 
years  that  followed,  he  visited  all  the  centers  of  mis- 
sionary activity  throughout  the  British  Isles,  Scandina- 
via,, the  Netherlands,  Belgium,  Germany,  Switzerland, 
France  and  the  Near  East. 

After  completing  his  European  assignment,  Presi- 
dent McKay  returned  to  devote  his  efforts  vigorously 


to  the  affairs  of  the  Deseret  Sunday  School  Union  and 
to  his  responsibilities  as  a  member  of  the  Council  of 
the  Twelve.  In  these  two  capacities,  he  traveled  con- 
stantly among  the  stakes,  missions,  wards  and  branches 
of  North  America. 

In  1952  President  and  Sister  McKay  again  visited 
the  Saints  in  Europe.  This  time  the  mission  was  to 
select  temple  sites  in  Switzerland  and  England.  This 
was  a  history-making  journey;  for  the  Saints  of  Europe, 
since  the  Gospel  was  first  brought  to  those  lands,  have 
had  no  opportunity  to  enjoy  the  blessings  of  temple 
work. 

After  the  sites  had  been  selected,  and  all  prelimi- 
nary matters  taken  care  of.  President  and  Sister  Mc- 
Kay again,  in  1953,  visited  these  sites,  where  President 
McKay  dedicated  the  ground  for  these  magnificent 
temples. 

It  is  difficult  to  find  one  picture  that  typifies  South 
Africa.  In  Hawaii,  Diamond  Head  is  a  kind  of  trade- 
mark of  those  lovely  islands.  The  Rock  of  Gibralter 
symbolizes  Spain,  the  Mediterranean,  and  the  storied 
countries  along  its  winding  shores.  But  for  South  Africa 
we  have  selected  Table  Mountain,  which  rises  abruptly 
back  of  Cape  Town,  forming  a  dramatic  backdrop  for 
that  great  city  and  its  harbor,  away  down  at  the  south- 
ern tip  of  Africa.  The  picture  is  a  night  photo  taken 
during  the  Tri-centennial  celebration,  1952. 

To  the  hundreds  of  our  missionaries  who  have 
labored  in  South  Africa,  Table  Mountain  has  an- 
nounced the  end  of  the  outbound  voyage  from  home, 

Table  Mountain,  landmark  of  the  Union  of  South  Africa,  is  illuminated  by 

spotlights.     Photo   is    available   for   publication   by   June    B.    Sharp,    former 

mission  president  there,  and  was  taken  by  Honeyman. 

the  entrance  into  their  new  field  of  labor.  No  doubt 
those  pioneer  missionaries,  Elders  Jesse  Haven,  Leon- 
ard I.  Smith  and  William  H.  Walker,  first  looked  upon 
Table  Mountain  in  1852  with  mixed  feelings  of  joy 
and  apprehension;  for  they  knew  not  what  would  be 
their  reception  when  they  should  set  foot  upon  the 
strange  shore. 

But  those  years  are  far  back  in  Church  history.  To 
President  and  Sister  McKay,  Table  Mountain  would 
serve  but  to  emphasize  the  fact  that  they  were  still 
among  their  brethren  and  sisters;  that  here  they  had 
reached  the  limit  of  their  African  visit,  and  must  turn 
to  the  Western  Hemisphere,  to  visit  among  the  mis- 
sions of  South  America. 

Thirty-three  years  of  world  traveling!  Yet  the  story 
is  ever  the  same;  infinite  regard  for  all  people  .  .  . 
kindly  interest  in  each  individual  .  .  .  affection  for 
God's  children  of  every  land  and  clime.  The  Poly- 
nesians of  Samoa  erected  a  monument  to  commemorate 
the  visit  of  this  beloved  man.  ".  .  .  There  has  never 
been  a  commission  like  their  present  one  since  the 
Church  was  organized."  (Words  of  the  mission  presi- 
dent in  Samoa)  That  was  33  years  ago. 

Now,  in  his  80th  year,  people  say  ".  .  .  These  in- 
comparable travelers  .  .  .";  "Isn't  he  wonderful  to  see! ' 
"Sister  McKay  is  lovely!";  "Listen  to  his  voice!";  "We've 
waited  years  .  .  .";  "We  never  dared  to  hope  .  .  .";  "To 
think  we  have  such  an  honor  away  off  here  in  South 
Africa!"  And  always  they  sing,  "We  thank  thee,  O 
God,  for  a  prophet  To  guide  us  in  these  latter  days." 

In  order  to  display  briefly  yet  clearly  the  travels  of 
our  great  leader.  Artist  Dick  Carter  has  prepared  a 
map  of  the  world  and  has  indicated  on  it  the  journeys 
of  President  McKay.  (See  center  spread.  The  map, 
front  and  inside  back  covers  should  be  carefully  pre- 
served for  future  use.) 


96 


THE       INSTRUCTOR 


IV  ?- ;  ^ 


^^^^^ 


J#^ 


'.^' 


.'*-;' 


r 


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/. 


/■: 


■*«, 


LIONS 


r4?-,m  ARE  ONLY  BIG  CATS 


AFRICAN  LION 

Nothing  was  so  ferocious  as  a  lion  until  .  .  . 

Among  my  dreams  is  to  one  day  hunt  big  game  in 

Africa,  with  a  camera  if  not  a  gun. 

As  a  boy,  I  feasted  in  our  home  on  a  big,  olive  green 
book  with  a  herd  of  wild  elephants  pictured  on  the 
cover.  The  book  was  full  of  photographs  and  sketches 
of  thrills  in  battling  the  beasts  of  the  dark  continent. 

I  recall  one  particular  drawing  in  that  fascinating 
book.  It  showed  a  huge  male  lion,  his  hair  bristling  and 
tail  outstretched,  charging  through  the  tall  grass  at 
some  hunters.  In  that  sketch  I  saw  fury  in  the  animal 
kingdom's  wildest  form.  I  have  since  stood  before  the 
king  of  beasts  in  zoos  and  circuses.  With  a  twitch,  I 
have  looked  at  his  massive  paws  and  jaws,  and  his 
long,  dagger-like  fangs,  and  his  bullyish  mane.  I  have 
felt  the  terror  of  his  raucous  roar. 

Until  the  other  night,  there  was  no  living  thing 
in  the  world  as  brutally  ferocious  as  an  African  lion. 
Then  I  picked  up  a  new  book,  Animals  in  Africa.  Its 
text  was  written  by  L.  S.  B.  Leakey,  director  of  the 
Museum  of  National  History  at  Nairobi  in  Kenya.  He 
is  a  leading  authority  on  Africa's  animals.  Once  I  got 
into  his  section  on  lions  I  could  not  put  the  book  down. 

Mr.  Leakey  begins  by  describing  the  lion  pictured 
by  early  travelers  and  hunters.  To  them,  the  lion  was 
a  cruel  killer.  He  was  a  man-eater,  ready  to  rip  into 
a  human  being  at  the  drop  of  a  breath. 

That  is  not  the  lion  Mr.  Leakey  knows.  And  he 
has  lived  in  lion  country,  not  just  passed  through  with 
a  hunter's  gun  or  explorer's  binoculars.  To  him,  the 
king  of  beasts  is  a  big  cat— playful,  cooperative  with 
other  lions,  and,  most  of  all— very  curious.  Mr.  Leakey 
thinks  the  lion  was  the  same  big  cat  years  ago.  He 
explains  how  the  lion  got  its  early  reputation  for 
human  savagery.  That  reputation  came  through  the 
animal's  curiosity. 

In  early  days,  it  was  the  custom  of  the  traveler 
through  lion  country  to  build  a  thorn  fence  around  his 
camp.  The  fence  was  to  keep  out  the  lions  at  night. 
The  presence  of  the  camp  was  something  new  in  lion 
land.  The  curiosity  of  every  big  cat  around  was 
aroused.  So  when  darkness  fell,  the  lion  approached 
the  camp  to  investigate,  not  to  kill.  He  found  an 
opening  in  the  fence  and  wandered  among  the  tents 
to  satisfy  his  feline  curiosity.  Then,  someone  dis- 
covered the  lion's  presence.   The  lion's  reaction  was  to 


get  away.  But  often  he  could  not  readily  find  the 
opening  in  the  thorn  fence.  Trapped,  he  attacked 
those  who  were  attacking  him. 

Mr.  Leakey  adds  that  there  are  some  man-eaters 
among  the  big  cats,  but  they  are  rare  —  like  killers 
among  human  beings.  Often  these  lions  are  really  old 
ones,  social  outcasts,  or  in  some  way  maimed. 

To  this  animal  authority,  the  average  lion  is  among 
the  least  dangerous  of  Africa's  big  game. 

After  reading  Mr.  Leakey's  account,  I  am  not  ready 
to  climb  into  the  lion's  cage  at  the  next  visiting  carnival 
show  in  our  town.  But  I  am  no  longer  going  to  think 
of  the  lion  as  the  terrorizing  king  of  beasts.  He  is  just 
a  big  cat— playful,  curious  and  interesting. 

Come  to  think  about  it,  there  have  been  a  number 
of  "lions"  in  my  life  that  have  become  beasts  instead 
of  big  cats.  Like  most  children,  I  was  frightened  of 
darkness.  At  night  was  when  wild  animals  prowled, 
burglaries  occurred,  and  people  stumbled  into  deep 
wells.  But  I  have  learned  to  love  the  night.  Only  this 
evening,  during  a  snow  storm,  the  lights  went  out  in 
our  home.  Our  children,  frightened,  gathered  around 
their  mother.  Then  she  pointed  through  the  kitchen 
window.  "Look  how  beautifully  clean  and  pretty  it  is 
outside,"  she  whispered.  They  looked  out  at  silhouettes 
of  fruit  trees  outlined  in  white  by  the  new-fallen  snow. 
The  children  called  to  me  in  my  study  downstairs.  They 
wanted  me  to  see  the  fantasy  of  a  winter  night  through 
the  window  of  a  lightless  house! 

There  are  other  things  that  have  frightened  me 
through  the  years— policemen,  gypsies,  doctors,  hos- 
pitals, airplane  rides  and  even  some  teachers.  But  I 
have  learned  to  like  them  all.  Once  in  high  school  I 
walked  out  of  a  class  in  Spanish  because  it  was  so 
terrifying.  But  a  few  months  ago,  as  our  family  toured 
across  Mexico,  we  were  charmed  with  learning  Spanish 
—through  the  road  signs,  the  greetings,  the  bargaining 
terms  at  the  stores  and  stands,  and  the  menus. 

All  of  us  have  fears  that  keep  bobbing  up.  Some 
of  them  come  in  Sunday  School.  Some  teachers 
actually  fear  some  pupils  .  .  .  fear  their  actions,  their 
knowledge  or  their  social  standing.  Other  teachers 
may  be  frightened  about  some  lessons.  Everyone  has 
some  fears— illness,  bills,  misunderstandings  or  disap- 
pointments. Like  many  people,  I  have  built  thorn 
fences  of  worry  around  some  of  them,  only  to  worsen 
the  situation. 

Death,  which  I  suppose  terrifies  people  more  than 
any  other  thing,  could  not  have  been  so  bad  to  Job. 
He  knew  that  "though  .  .  .  worms  destroy  this  body, 
yet  in  my  flesh  shall  I  see  God." 

The  next  time  another  big  problem  or  worry  looms 
up,  I  hope  I  can  think  of  it  as  a  big  cat,  not  a  king 
of  beasts.  Then,  I  am  sure,  the  Lord  will  have  it  easier 
in  answering  a  prayer  for  the  "majesty  of  calmness," 
the  faith  to  understand,  and  the  wisdom  and  strength 
to  conquer.  —Wendell  J.  Ashton.