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Full text of "Juvenile Instructor"

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THE JUVENILE INSTRUCTOR, Vol. 64, No. 8 

Published the first of every month. Price $1.60 a, year, payable in advance. 
Entered at the Post Office, Salt Lake City, as Second Class matter. 

Acceptance for mailing: at special rate of postage provided for in Section 1103, Act of October 
3, 1917, authorized on July 8, 1918. 

Copyright, 1929 by Heber J. Grant, for the Deseret Sunday School Union. 

CONTENTS FOR AUGUST, 1929 



The Last Supper Frontispiece 

General Pact for the Renunciation of War 433 

The Last Supper 435 

Our General Superintendent. .Elder Charles H. Hart 436 

True Pioneer Stories .Harold H. Jenson 43S 

True Stories Prom My Journal . Horace H. Cummings 440 

Thrice Blessed (Poem) Bertha A. Kleinman 441 

The Things That Count Christie Lund 442 

The Children's Poet Bruce Jennings 444 

L. D. . Sunday School, Kelton, Utah 445 

The Village of Perfect Children Frank C. Steele 446 

Please Give Us Plenty of Water This Summer 447 

Editorial Thoughts — A Notable Event 448 



The Influence of Religion 449 

The Only Way 449 

Signs of the Times /. M. Sjodahl 450 

Why Children Want Stories 453 

A Girl's Tribute to Mother 454 

Sunday School Work 455 

L. D. S. Sunday School, Gaffney, S. C 458 

L. D. S. Sunday School, Spokane, Wash 464 

The Three Cakes 485 

Tiny Ted and the Temper-Tykes. Estelle Webb Thomas 486 

The Children's Budget Box 488 

Little Scissor Stories 494 

The Funny Bone 496 



ANNOUNCEMENT 
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SEPTEMBER SIXTEENTH 

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The 

Baby Giraffe 
,os ls Collar 



Danny, the baby giraffe, finally managed to escape 
from the hunters who had caught him the week 
before. But the heavy wooden collar around his 
neck dragged poor Danny's head down until he 
cried bitterly. Just then, along came his friend, 
Tommy Titmouse. It didn't take Tommy long to 
see what was the trouble, and in a jiffy he had called 
his whole family. Now, the Titmouses have strong, 
sharp teeth, because they eat hard, crisp foods. You 
may be sure Danny is glad of it! For they gnawed 
away at the heavy collar, and soon set him free. ^ 

Your teeth can be kept strong and healthy, too! 
Just clean them well, as Mother tells you. And eat 
lots of nice, crisp foods. Grape-Nuts is a crisp food 
that helps to strengthen your teeth and gums. And 
it is so good to eat you'll just love it. Grape-Nuts 
helps you to be strong and sturdy, too. 

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General Pact for the 

Renunciation of War 

Signed at Paris, August 27, 1928 

HE President of the German Reich, the President 
of the United States of America, His Majesty 
the King of the Belgians, the President of the 
g^5J£|=p French Republic, His Majesty the King of Great 
Britain, Ireland the British Dominions beyond 
the Seas, Emperor of India, His Majesty the King of Italy, 
His Majesty the Emperor of Japan, the President of the 
Republic of Poland, the President of the Czechoslovak 
Republic, 

Persuaded that the time has come when a frank renunciation 
of war as an instrument of national policy should be made 
. . . Convinced that all changes in their relations with one 
another should be sought only by pacific means ... Hope- 
ful that, encouraged by their example, all the other nations 
of the world will join in this humane endeavor . . . Have 
decidel to conclude a Treaty . . . 

ARTICLE 1 

The High Contracting Parties solemnly declare in 
the names of their respective peoples that they 
condemn recourse to war for the solution of 
international controversies, and renounce it as an 
instrument of national policy in their relations with 
one another. 

ARTICLE 2 

The High Contracting Parties agree that the settle- 
ment or solution of all disputes or conflicts of 
whatever nature or of whatever origin they may 
be, which may arise among them, shall never be 
sought except by pacific means. 









Vol. 64 



AUGUST, 1929 



No. 8 



The Last Supper 



We have here a remarkable paint- 
ing- of the Last Supper by the artist 
Zimmerman. 

As you study the picture, notice 
that the attention of all the figures 
except three is directed upon Jesus, 
the central figure, and, in the case 
of these three, the interest is in 
Jesus by indirection, for Judas is 
meditating the betrayal of Jesus, and 
the two disciples at the right (is 
one of them Thomas?) are watching 
the betrayer with suspicion. 

Look at Jesus' head, and particu- 
larly His face. You see trouble, 
strain and sorrow — but you see also 
determination and dedication. Be- 
hind Him looms a shadow. Now 
look at His hands ; there is volun- 
tary sacrifice, a generous giving of 
the self. 

On Jesus' right is John, leaning 
forward in eager, but uncompre- 
hending, devotion. He worships his 
Master, but he can not believe what 
he hears Jesus say. 

Which is Peter? He usually is 
represented as an elderly man. At 
the Supper he had to signal John to 
ask Jesus a question so would seem 
not to have been sitting next to the 
Lord. Is that he leaning back on 
the far side of John? Or is this 
older one of the two suspicious ones 



he? Or did this artist seat him there 
on Jesus' left? 

One other character we do recog- 
nize — very clearly. Judas is in the 
foreground, at our left, partly turned 
from the table, where the broken 
bread reminds us of the baseness of 
his having eaten with One he was 
to betray. 

The contrast between him and 
Jesus is striking : Jesus is in white ; 
Judas in dusky raiment. Jesus is 
in the full flood of light; Judas is 
turned from the light. The light 
brightens Jesus' face; the light 
shines upon Judas' face in such fash- 
ion as to accentuate the sullen dark- 
ness, and remind us that he has had 
his opportunity to live in the Light 
of the world. Jesus faces the table 
squarely; Judas is turned from it 
in hesitation. Jesus' hands are open 
and laid frankly upon .the table ; 
Judas' hands are closed and in the 
shadows below the table. They are 
on opposite sides of the table, and 
between them stands the bowl from 
which they have eaten together. 

How forcefully the picture speaks 
to us of loyalty to Christ as the 
central fact of our religion! How 
insistently it calls to us to keep our 
covenant with Him, our Redeemer 
and our Lord ! 

— Standard. 



Our General Superintendent 

By Elder Charles H. Hart, President Canadian Mission 

A few items as to the recent tour of distance a number of the Council of 

the Canadian Mission by General Su- the Twelve for a number of years ; but 

perintendent David O. McKay will be it was indeed a privilege recently to 

of interest to the officers and teachers come in personal touch with Elder 

of the Deseret Sunday School Union. David O. McKay at the Mission Home 

After covering a distance of over at Toronto and in the meetings held by 

2,500 miles from Salt Lake City to him in the Toronto and London Dis- 

Portland, Me., a like distance from tricts. These were great days for me. 

Portland, Me., through the Canadian The realization and the anticipation of 

Mission was taken during the fifteen his visit to the Mission will remain a 

days from May 25th to June 9th. Meet- bright spot in life after other events of 

ings were held in Portland and Bangor, importance have faded into the dim 

Me., Saint John, N. B., Halifax and past. The toleration shown and ideals 

Amherst, N. S., Burlington, Vt, presented by him should be an inspira- 

Montreal, P. Q., at Ottawa, Toronto, tion in the life of any Latter-day 

Hamilton, Brantford, London, Chat- Saint." 

ham and Windsor, in the Province of Brother James M. Rosevear, To- 

Ontario. The tour extended through ronto Sunday School Superintendent, 

the State of Maine to the historical said: 

city of Saint John, N. B., and from "The members of the Toronto 

there across the Bay of Fundy through Branch of the Church of Jesus Christ 

the Annapolis Valley made famous by had a spiritual feast afforded them in 

the ^poet Longfellow in his "Evangel- the two most inspirational talks given 

me." Apple-blossom-time in Nova by Elder David O. McKay, of the 

Scotia was not quite at its best owing Council of the Twelve, while on his 

to the backwardness of the season this recent tour through the Canadian Mis- 

year. One regrettable feature of the sion. His treatment of the subject 

trip was the long distance to be trav- 'What is the greatest thing in the 

eled in the short time allotted for the world?' wherein he proved man to be 

journey and the holding of some thirty the supreme creation of God, could not 

meetings during the same time. This fail to instil within each one present 

seemed to be necessary in order that the desire to live more perfectly the 

the saints in each of our nine districts laws of God, and to strive to reach that 

should have the opportunity of meet- 'more abundant life', which Christ said 

mg and hearing our General Super- He came that man might have, and 

intendent. which was so beautifully pointed out 

To give some idea of how Elder by Elder McKay, while his talk on 

McKay was appreciated, may I men- 'The Word of Wisdom', given more 

tion a few of the many reactions of his particularly to the young people of the 

work in Toronto which are typical of Branch, was equally well treated and 

his reception m each district of the was a powerful incentive to both young 

Mission : an( j j d to ^ e clean an( j pure - m bought. 

Mission Secretary, Geo. A. Ander- word and action. The members of the 

son, said : Branch will long remember Elder Mc- 

"It is _ one thing to know a man Kay's visit with keen appreciation, and 

from a distance but quite another mat- our prayers are that God will bless the 

ter to know one from a close-up leaders of our Church with divine 

acquaintance. I have known from a guidance in the mighty work they are 



Aug., 1929 



OUR GENERAL SUPERINTENDENT 



437 



doing in proclaiming the Gospel of 

Jesus Christ." 

Mr. A. Walson, a Bible Student, and 
one who holds a responsible position 
with a large motor concern in Toronto, 
who heard Elder David O. McKay 
speak in Toronto, paid the following 
tribute to our leader: 

"A man whose Christ-like character- 
istics stand out in his face. One can 




ELDER DAVID O. McKAY 

General Superintendent Deseret Sunday 

School Union 

read the love, devotion and toleration 
that make up his being. It is these 
things that draw people to him in his 
soul-saving work." 

A Mrs. Grant, a non-member, when 
asked her impressions of Elder David 
O. McKay replied : 

"I cannot express all I feel; but he 
has a most wonderful personality. I 
and my daughter will never forget his 
message, his face, or his smile ; we have 
both been deeply impressed." 

Brother James Ayres, Librarian of 



the Toronto Sunday School, after 
quoting his neighbors Mr. Walson and 
Mrs. Grant as above, said : 

"If such lovely tributes are paid to 
our beloved leader by non-members 
of the church, how much more should 
we as members have been impressed 
by Brother McKay's presence? To 
have felt of his influence and to have 
heard his living, vital message, should 
fill us all with a desire for sacrifice and 
service." 

Branch President Adolph Zuber re- 
marked : 

"It was indeed a great reward for 
patience that the members of the 
Toronto Branch received by coming 
into personal contact with Elder David 
O. McKay after a long period of antic- 
ipation. It has been said that antic- 
ipation is better than realization, but 
in this instance the realization was the 
most pleasurable. 

"All who had the opportunity to at- 
tend the meetings at which Elder David 
O. McKay spoke felt greatly benefited, 
We all felt the influence of his person- 
ality, and it was an inspiration to us to 
accede strictly to the teachings laid 
down for us. 

"Members and friends were greatly 
impressed by his attitude toward the 
children and we realize that it was 
through divine inspiration that he was 
chosen to preside over the Deseret Sun- 
day School Union. 

"Our only regret was that we were 
not favored with Elder McKay's pres- 
ence on the Sabbath day; but we hope 
and pray that in some future time we 
shall have the opportunity to meet with 
him again." 

While such expressions could be du- 
plicated from each one of the other 
eight districts, the above is sufficient to 
indicate that our General Superinten- 
dent will be welcomed to the Canadian 
Mission whenever he can find time to 
come again over the international boun- 
dary line. Success to the Deseret Sun- 
day School Union. 




STORIES 




By Harold H. Jenson 



Julia Hester Sims Allen 

Eighty-one years of age, but able to 
dance as gayly as a young girl in her 
teens is the record of Julia Hester 
Sims Allen, a familiar figure in many 
Salt Lake wards, who is not only a 
terpsichorean artist, but a singer, 
painter and writer of no mean ability 




JULIA HESTER SIMS ALLEN 

for her age. She is also a pioneer of 
1853. The writer has always had a 
failing for dancing himself, and Mrs. 
Allen proved her ability in a way that 
would do credit to many a younger 
lady partner. 

Mrs. Allen is a lover of art, music 
and culture. She has had a varied ex- 



perience and in her own words can 
best tell her story : 

"I don't often tell my age, because 
I don't feel as old as I am and I hope 
T don't look as old as I am. But since 
you ask me, here's a secret — I was 
born in London, England, May 18, 
1848, the daughter of George and 
Caroline Sims. With my parents I 
emigrated to America, crossing the 
plains in 1853 and settling in the Four- 
teenth Ward. Abraham Hoagland 
was then the bishop. 

"My father was drowned in the 
Platte river a few years after we ar- 
rived in the Valley. He had gone to 
England on a mission and had con- 
siderable money. This was tied around 
his waist in money bags and in the 
pockets of a new overcoat. His horse 
went down in the water and his gold 
weight carried father down also. He 
was never found. 

"I was cared for later on when my 
mother died, by 'Ma' Colebrook, as I 
called her. She was mother of Nellie 
Colebrook, the popular Salt Lake 
actress. To this lady I owe my love 
for art and literature. She encour- 
aged the young girls in all that was 
fine and noble. 

"I well remember the Salt Lake 
Theatre, and also the old Social Hall. 
Many were the parties I attended in 
both places. I can take pride in being 
one of the few who was present at the 
first performance in the Salt Lake 
Theatre, now torn down, when "The 
Pride of the Market" was presented. 
I also attended the final performance 
and regret exceedingly that this 
"Cathedral in the Desert," as George 
D. Pyper's book so appropriately terms 
it, had to pass. I remember David 
McKenzie, pioneer actor, particularly. 



Aug., 1929 



TRUE PIONEER STORIES 



439 



I went that first time with John T. 
Caine's family. He was associated 
with Hiram B. Clawson in the manage- 
ment and had choice seats. I could 
never figure out why we sat in the sec- 
ond circle until, years later, I learned 
that the seats in the circles were con- 
sidered the best in the house. I recall 
seeing President Young sitting in his 
rocking chair at many early perform- 
ances. I remember hearing Mrs, Sten- 
house sing, and seeing Phil Margetts 
and other pioneer actors act. Indeed, 
that was the center of cdture and the 
Salt Lake Theatre will ever live in my 
memory. 

"We had to suffer poverty in those 
early days. As a child I can recall 
how ragged were my clothes. The 
teacher said, 'a stitch in time saves 
nine,' but my dresses were sometimes 
beyond stitches. I can still remember 
how timid I felt when comparing my 
frocks with others, and how I envied 
them. We also had to dig segos and 
pig weeds, many a time for food. 
Father had brought some boxes of 
crackers with him from the East and 
these lasted us for a long time, and 
kept us from starving on more than 
one occasion. When the famine was 
on there was no breadstuff's. 

"Here is where Sister Almond, 
started making the first yeast, trading 
a start for a little flour. This grew 
into an industry, and made a livelihood 
for this good sister, who had a large 
family. 

"I went; to school under crude con- 
ditions in the old Fourteenth Ward 
school house. My feet were bare and 
I have described my dress. The teach- 
er took pity on me. His name was 
Brother Louis S. Mouseley, and when 
I was given money to pay for my 
schooling, he said: 'Take this re- 
ceipted bill, you keep the money for 
yourself, you need it more than I do." 

"From poverty, however, my luck 
turned to plenty when I married J. M. 
Allen who died many years ago. My 
brother George Sims, started the pio- 
neer transfer company in Salt Lake 



and also became well-to-do. Still 
memory recalls our days of pioneer 
suffering and I wonder today how 
many young folks really appreciate 
the luxuries they enjoy. How many 
take advantage of the opportunities 
offered them? If they but realized 
how much these would mean to them 
later on in life, they would grasp them 
eagerly when they come their way. 

"Whatever talent God gives us, I 
think we should use. I recall the pio- 
neer methods of teaching us to sing 
and dance. We, as young folks, 
thought it the greatest privilege in the 
world to be allowed to go to Social 
Hall with the older folks and espe- 
cially to be near President Young and 
the Church authorities. My mother 
loved to dance, and although she had 
to work all day, she would slave right 
up to the time to go to the ballroom 
and then dance. To dance with Pres- 
ident Young was considered the great- 
est honor in the world, and mother 
said he was a wonderful dancer. 

"In those days we had mostly the 
square dances and they were very 
graceful. I get as much joy out of 
dancing as the young folks do. Some 
of the young men have been kind 
enough to tell me I was just as light on 
my feet as their youthful lady friends. 
I think dancing keeps one young, and 
attribute my youthfulness to it. I 
hope I will never get too old to dance 
or sing." 

Sister Allen recently had the thrill 
of her lifetime, as she terms it. She 
received an invitation to go out to the 
Salt Lake Airport and go over the 
city. "I had tried every other form 
of transportation," she said, "but 
never this. I wondered whether it 
was safe for a woman of my youth, to 
go. I asked Brother Jenson, the 
writer of this article, what he thought. 
"Why it's the chance of chances. 
That's one experience everyone ought 
to have." This helped instil confidence 
in me, so I went out. Never have I 
enjoyed such an experience. To look 
down on the famous Temple Block 



440 THE JUVENILE INSTRUCTOR Aug., 19^9 

from above is beyond description. In- ought to leave a diary or record of 

stead of making me feel older, it made their life's mission for those who fol- 

me feel younger. I am a keen booster low after. I am taking Brother Jen- 

for aviation and want to go again son's advice and starting right now 

sometime. In fact, I have always keeping a record of the many and 

liked to write and shall add this to varied experiences of my life, which 

my collection of writing memories, may or may not be of benefit to those 

This reminds me also that everyone who follow." 

True Stories from My Journal 

By Horace H. Cummings 

I. — A Deplorable Accident came to me through this habit has al- 

_•„ . ,1 1 -r •, ways made me feel to encourage the 

When quite a small boy I acquired to attend church , where the 

the habit of attending very regu- best men ava ii ab l e say the best 

I f rl T^ the ^ S V nday , m S et l n ? S , he , ld m things they know, and best of all, 

the Big Tabernacle. I don t know them under the influence of the 

whether it was more common in Hol Ghost so the will be reme m- 

those days for the very young to bered when nee ded. 

attend Sunday services than it is At one of these mee tings, when 

today, or whether I adopted this only thirteen yea rs of age, I heard 

habit because of being of a bashful, Wilford Woodruff preach a verv 

retiring, disposition, stammering in str0 ng sermon on the necessity and 

speech, and not a good mixer with value of k eep mg- a journal. He 

other boys, that I took up this habit quote d what the Prophet Joseph 

as a good way of passing the time.. Smith taught concerning it, and 

for I have no recollection of my gave an out ii ne of what should be 

parents urging me to go. Of course, written j n one. He concluded by 

there were then no parks, public telling the brethren to "go right 

play-grounds, resorts, picture shows, home and begin journals at once." 

or other allurements to take us else- In my boyish simplicity I sup- 

w ' iere - posed he meant me as well as any 
At all events, I got the habit, of those pre sent, so I went home, 
and selected a certain post right in got an old no te-book that had a few 
front of the speaker as the best blank i eav es in it, (for writing paper 
place to hear and see. The Taber- j n those days was scarce) sat down 
nacle was not then finished, and a beside my mother and asked her 
large curtain divided the west half manv questions about our family, 
from the unfinished east part, and Her' answers gave me quite a his- 
the great timbers rose from the floor t ory of our family, which I wrote, 
in various places to support the scaf- and wne n older copied into a pro- 
folding and ceiling. per record book. Ever since that 
I had to be early to insure getting time I have kept a daily journal, 
my favorite place, and while I have writing in it each month the princi- 
distinct recollections of inattention pal things that came in my way, 
and even mischieviousness that must until several volumes have been 
have annoyed older ones near me, filled. 

I can also remember very well the wise Since in reading a journal, like 

sayings of Brigham Young, Heber reading a dictionary, the subject 

C. Kimball and others of our leaders changes so often that interest soon 

who addressed us. The good that dies, I am now re-writing it, col- 



Aug., 1929 



TRUE STORIES FROM MY JOURNAL 



441 



lecting together parts of interesting 
experiences that may be scattered 
through two or more volumes, and 
bringing them together into their 
proper relations into a connected 
whole as no one else could do, since 
an ordinary reader would scarcely 
recognize the true relation of the 
scattered parts. 

One of the first incidents recorded 
which greatly impresed my mind 
and which may convey a useful les- 
son was related by my father. His 
parents, who had a large family, 
lived in Nauvoo, and were quite in- 
timate with the Prophet Joseph. In 
fact, his father, being a Master Ma- 
son, officiated in conducting the 
Prophet through all the degrees of ma 
sonry. In doing this the Prophet 
explained many things about the 
rites that even Masons do not pre- 
tend to understand but which he 
made most clear and beautiful. 

On Sunday, August 4, 1844, two 
of father's brothers, Hyrum and Jo- 
siah, desiring to go with some com- 
panions down to the river to swim, 
asked their father's permission, but 
as it was Sunday the request was 
denied, to the great disappointment 
of the boys. 

In Nauvoo at that time there was 
little to amuse boys of that age on 
Sunday, and having no work to do, 
they naturally sought other ways to 
pass the time, one way being bathing in 
the Mississippi river. 
• "Well, if you cannot go swim- 



ming with us, at least you can go 
down with us to the river," they 
urged, until at last they consented. 

But when they reached the river 
and all the other boys stripped and 
went in, and were having great 
sport, the brothers watched them 
longingly from the bank, and the 
boys coaxed them to come in also. 

"The water is fine. It's lots of 
fun. Come on in. We wont tell," 
they urged. "There is no harm in 
having a little swim." 

At last one of the brothers yielded 
to their persuasions, undressed and 
went in, while the other remained 
on the bank unwilling to disobey 
his father even if no one would tell 
on him. 

At first he seemed to enjoy the 
sport, but after a time he suddenly 
stepped into a deep hole, or where 
the water was beyond his depth and 
called loudly for help. This fright- 
ened his companions who dared not 
venture out to where he was, but 
the brother on the bank did not 
hesitate. He quickly pulled off his 
coat and jumped in to rescue his 
drowning brother. 

For a time he struggled manfully 
against the mighty current, but in 
vain. The two brothers were 
drowned ! 

His companions had to return 
with the sad word to the sorrowing 
family. In this way I lost two 
uncles before I was born, but their 
death has been a great lesson to me. 



Thrice Blessed 

You climb my knee — O little erring tad, 
Your big eyes drowned in wonder, 

And pray to someday be as good as dad, 
To never fail or blunder. 



I kneel to you— O little trusting lamb, 

In humble re-adjusting, 
And pray to be the man you think I am, 

Thrice blessed in your trusting! 



-Bertha A. Kleinman 



The Things That Count 

By Christie Lund 



The warm summer sun beat un- 
mercifully down, making the small 
frame house on Gray street like a 
veritable sweat box. The cluttered 
room was hot and crowded. A wom- 
an sat near the open door, fanning 
herself with the corner of her apron. 
Her eyes were weary and had a far- 
away look in their depths ; her 
mouth was drawn in a hard, firm 
line. 

"Ah, what is it worth? What is, 
the use ? Work, work, work, a con- 
tinuous struggle for existence. 
What is it that counts in this world ? 
Goodness? No! It's money. That 
is what counts and some have 
millions and others live and die and 
never have even the things they 
really need, never know anything 
but this — drabness, proverty, want. 
I'm sick of it all. Why did I leave 
my home and comfort to come out 
here?" 

Her twelve year old daughter who 
was standing by a nearby window, 
turned toward her and said: 

"You came for your religion, 
mother. You've told me so many 
times that it was the most wonder- 
ful thing in the world. Don't get 
discouraged. Daddy will soon have 
work and then you will be happy 
again. Remember that story about 
the Devil's workshop, and how his 
most important weapon was dis- 
couragement." 

The mother put her hand over her 
eyes and murmured, "Oh, if I could 
only cry, but it seems that I can't." 

The little girl knelt beside her 
and said, smiling, "You know 'God 
must love the poor, cause he made 
so many of them.' " 

"Oh, you dear and your optim- 
ism. I am a mean woman, but my 
head aches so, and I am so tired — 
tired." 



Twilight settled'over the world, 
silently, beautifully. From the door- 
way she could see the form of a man 
coming slowly down the street. His 
feet dragged until he saw her stand- 
ing there, when he squared his 
shoulders and waved his hand at 
her. 

"Well?" she asked, as he entered. 
He did not speak but removed his 
hat and went on into the house. 

"Did you have any luck?" she 
asked, almost fiercely. 

"No," he answered quietly, "not 
yet ; both of those places were filled, 
but one place is going to call me 
in the morning. It will be all right." 

She laughed, a high hysterical 

laugh. He seized her hand, trying 

to quiet her : "Don't dear, the doctor 

told you that you mustn't excite 

yourself — please." 

* * * * 

The doctor was standing over the 
bed, his brows drawn in a concen- 
trated expression. The husband 
was standing close by and the little 
girl was shivering nervously in the 
doorway. She wrung her hands in 
agitation. What if her mother 
should die ! She looked like she was 
going to. Her face was blue, she 
was gasping for breath. The little 
girl dropped to her knees and began 
praying, fervently, "Oh, God, don't 
let mamma die — please don't let her 
die — please God." Then the doctor 
said, slowly, gravely, "I am afraid it 
is over." 

"No! no!" cried the child, "She's 
not dead. Daddy, administer to her; 
that will save her." 

The mother opened her eyes slow- 
ly and reached her hand toward her 
husband and daughter. "My baby," 
she whispered. 

The girl ran from the room and 
came back with a three year old, 



Aug., 1929 



THE THINGS THAT COUNT 



443 



tousled headed boy, "dewy-eyed after 
his childish sleep. The three of 
them knelt beside the bed, crying. 
The father laid his hands upon her 
head and tried to pray. The mother 
smiled ; there was a peace in her 
eyes. She wondered vaguely why 
they were crying — and yet it didn't 
seem to matter. She was looking 
beyond, beyond the squalor of the 
room, beyond the darkness to a 
place where it was light and there 
was music. 

She saw crowds of people, people 
she had looked upon in life as dead; 
but there seemed to be sadness in 
the place ; some were walking with 
their heads bent. Someone said, 
softly, "She has come back." 

Another whispered, "Think of 
what she is leaving. Think of what 
she has missed, the services she did 
not do." 

The woman wondered what they 
meant and then as though a curtain 
was lifted from her eyes she saw the 
whole of her life. Then she under- 
stood what they meant by 'What 
she missed — the services she did 
not do.' She saw a number of earth- 
ly friends who were sick and lonely; 
friends she had often meant to visit 
but in her selfish absorption had 
neglected to do. She saw the un- 
filled Relief Society reports lying on 
a table> forgotten because she had 
been too discouraged to go out to 
these seeking people. 

She saw a group of people who 
were reaching for her, and yet who 
seemed to be more sad than the 
others. These she recognized as 
relatives of hers that had preceded, 
her in life. They were speaking to 
her. Someone said, "You had the 
light that could have saved us ; we 
had faith in you and you failed us." 
She saw, then, the neglected oppor- 
tunities to go through the Temple. 
She could have saved all these, made 
them glad to have her come back 
instead of sorrowful; she could have 
brought peace to her own soul by 



going to the Temple of God — and 
she had not gone more than once 
or twice. 

There were other hosts and some 
of them told her, "We are those 
who did not have the opportunity 
for mortality in that wonderful 
world. Ah, if we had had your 
chance." 

Someone she loved very much 
said to her, "Why did you doubt? 
Why were you afraid? God is good. 
We were near you always, trying 
to help you, show you the way but 
you could not hear." 

She heard her own lips crying, 
"God, give me another chance!" 

Then she heard a voice that was 
sweeter than any voice in heaven, a 
voice that made the hosts of people 
lift their heads. It was the voice 
of her little boy, crying, "I want my 
mamma." And also she heard the 
voice of her husband, praying, "Our 
Father who art in heaven — " 

"I am coming back." She answer- 
ed them, but she could not make 
them hear. And then someone in 
heaven, cried : "According to thy 
faith." 

The doctor's voice was unbeliev- 
ing, "It is a miracle." He cried, 
"Why, she is breathing; her pulse 
is as regular as mine." 

She opened her eyes. The morn- 
ing sunlight was streaming into the 
room. She looked about her, at 
the soft lace curtains moving in the 
morning wind, the flowers in 
the window. Had there ever 
been a time when she had 
seen nothing but drabness in 
this room? Here where there 
were little gifts all about that her 
husband and children had given her, 
— tokens of love. She looked into 
the wan sad face of her husband and 
smiled and he buried his face in her 
dark, thick hair and cried and thank- 
ed God. And her two children put 
their arms about her and kissed her. 
"Don't be sick no more" pleaded 



444 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



the little boy, through his tears, love, and thankfulness. Why had 

"I be a good boy." she been afraid? God was good. 

A sob tore through her body and She was sure now that all would be 

the floodgates of her emotions broke well for she had learned the things 

and she wept, tears of regret, and that really count. 



The Children's Poet — Robert Louis Stevenson 

By Bruce Jennings 



"'Go little book, and wish to all, 
Flowers in the garden, meat in the hall, 
A living river by the door, 
A nightingale in the sycamore." 

With this injunction Robert Louis 
Stevenson sent his charming little vol- 
ume, "A Child's Garden of Verses," 
out into the world to make a host of 
friends among children and adults. 

Other volumes of poetry for chil- 
dren were written — "A Child Alone," 
"Garden Days," and "Envoys;" but 
these poems lack the charm and light- 
ness which are so much a part of "A 
Child's Garden of Verses" and have 
made it a classic for children. 

"A Child's Garden of Verses" was 
published in 1885, when Stevenson 
was thirty-five years old. But as his 
Verses clearly reveal, he was still very 
much a boy in his enthusiasm, his ex- 
uberance, and his buoyant spirit. Van 
Dyke characterizes him as an Adven- 
turer in a Scarlet Jacket. A boy ad- 
venturer he was ; otherwise how could 
he write: 

"How do you like to go up in a swing, 
Up in the air so blue? 
Oh, I do think it the pleasantest thing 
Ever a child could do!" 

In his Verses, Stevenson does not 
write "down" to children ; he does not 
even write to children ; he writes as a 
child would write — for in gayety, in 
playfulness, and in simplicity, he was 
as a child. 

He views things through the child's 
eyes and says them in the naive direct 
way of a child. Consider the four 
lines "Looking Forward": 



"When I am grown to man's estate 
I shall be very proud and great, 
And tell the other girls and boys 
Not to meddle with my toys." 

The Verses have a rhythm and a 
grace all their own. Many of them 
are written in the first person singular. 
It is like a child speaking. 

"When I was down beside the sea 
A wooden spade they gave to me 
To dig the sandy shore. 
My holes were empty like a cup. 
In every hole the sea came up 
Till it could come no more." 

A trace of his careful Scotch train- 
ing is noted in the short stanza which 
sounds very much like a prayer that 
a child has learned by rote: 

"A child should always say what's true 
And speak when he is spoken to, 
And behave mannerly at table: 
At least as far as he is able." 

It is of the things about which a 
child thinks and dreams that he 
rhymes. Many of the titles are fa- 
miliar to every one: "My Shadow," 
"Pirate Story," "Foreign Lands," 
"The Land of Counterpane," and a 
score of others, all of which have 
charmed half a dozen generations of 
children. Who does not remember 
the lines : 

"I saw you toss the kites on high 
And blow the birds about the sky ; 
And all around I heard you pass, 
Likeladies' skirts across the grass — 
O wind a-blowing all day long! 
O wind that sings so loud a song!" 

There is a lyrical quality about the 



Aug., JQ2Q 



THE CHILDREN'S POET 



445 



Verses, a spontaneous outburst of 
pure rhyme, which will attract the 
older reader and stir the imagination 
of the younger, as in "Windy Nights" : 

"Whenever the moon and stars are set, 
Whenever the wind is high, 
All night long in the dark and wet, 
A man goes riding by." 

The brevity, simplicity, and deft- 
ness of some of the Verses are quali- 
ties which are proving attractive to 
several modern poets. Emily Dickin- 
son might have written the lines called 
Singing : 

"Of speckled eggs the birdie sings 
And nests among the trees ; 
The sailor sings of ropes and things 
In ships upon the seas. 

"The children sing in far Japan, 
The children sing in Spain. 



The organ with the organ man 
Is singing in the rain." 

Edmund Gosse said of "The Child's 
Garden of Verses" : "To put such a 
book, with its simple style, its wise 
observations, its kindly sympathy, and 
fanciful humor into the hands of a 
boy or girl, is not only to make him 
happy, it is to start him on the straight 
path to culture." And Mr. Gosse is 
right. It is the brightness, the kindli- 
ness, the simplicity, and the whimiscal 
humor of the Verses which have made 
them classical and have given them a 
place in the heart of every child. 

Typically enough, Stevenson ends 
his little volume with the boyish appeal 
"To My Mother": 

"You, too, my mother, read my rhymes 
For love of unforgotten times, 
And you may chance to hear once more 
The little feet along the floor." 




Lr. D. S. SUNDAY SCHOOL, KELTON, UTAH 

Organized September 3, 192S 

1. J. Arthur Johnson, Superintendent and Chorister; 2. Japanese lady, who 
with Ave children have been in constant attendance; 3. Ann Newman, teacher; 
4. Mrs. Gus Fell lm an, wife of Assistant Superintendent; 5. Wm. J. Fehlman; 
Lonia D. Yates, Secretary, stands in front of number 5. 



The Village of Perfect Children 

By Frank C. Steele 

Admirable indeed is the polite celebrated village and thus described 

child. Particularly so is this the it in his paper : 

case in this jazz age when preco- "When I entered the village 

ciousness and bad manners are too schoolroom a class of rosy-cheeked 

frequently apparent in a child rather boys and girls stood up and chorused 

than those qualities which give the a shrill .'Good morning, sir.' Then 

child attractiveness and distinction, they returned immediately to their 



Parents, to a large degree, are 
responsible for the careless manners 
of their children. To curb or re- 
strain their rudeness seemingly is 



copy books. There was no simu- 
lated 'best behavior/ no side-long 
glances, no sniggers. It was just 
the innate breeding of English boys 



never thought of, hence the chil- ™d girls fostered by the idealism 

dren attain young manhood and of their headmaster GBAllerton. 

womanhood lacking in those little These W 5 a " d girls of Barnack- 

niceties and courtesies which spell s ° rts ai } d daughters for the most part 

good breeding. of agricultural workers-are being 

„ , , ° . r, ^- taught the code of honor, as well as 

Such neglect is a reflection upon the rudiments of the three R's." 
the home, and the parents of the 



child. It indicates a shirking of 
parental responsibility; for, to teach 
a child to speak well and behave well 



This wise, far-sighted headmaster 
himself said: "We make no claim 
to turn out prodigies in politeness. 
They are perfectly ordinary boys 



is one of the first duties of a parent. and ' {rl and gome of them can be 

There is nothing quite so charming im& devilg when tfa 1Jk but we 

and lovely as a polite child. And a aim at developing . thelr natura i kin d- 

po hte child usually develops into a Hnesg and ho b . them 

polite man or woman. on their honor tQ do what ; s dght 

There is a little village in North- It works successfully. The girls vote 

amptonshire, England, which has a for the boys, and the -boys for the 

unique distinction. This village, girls. We do not find that the girls 

Barnack, is called the "Village of pick the nicest-looking boys or the 

Perfect Children." It is said there ones who are best at games or at 

are playful boys but no "bad" boys school work; neither do the boys 

there; that there are many rollick- pick the prettiest girls — quite the 

ing girls but no "naughty" girls. In contrary. Their instincts are gener- 

fact, these young Barnackians are ally sound in their preference for 

said to be the politest children in the boys and girls who observe the 

England. Recently a special writer code, our code of politeness and 

for a London newspaper visited this honor." 

Where Responsibility Rests 



" 'The crux of the situation is right in 
that bottle you hold in your hand, Carter. 
There'd be no bribery, there'd be no cor- 
ruption, there'd be no murders if fellows 
like you bought no whisky! 

" 'I don't want to moralize. But the 
only thing these men fight over and steal 
about is the money you pay for whisky. 
It's your dollar that bribes and murders. 
You stop paying it and they'll stop fight- 



ing. You stop buying liquor and they'll 
stop bribing and taking bribes! 

" 'Any way you look at it, Carter, that's 
the one source of all these rum killings. 
To save my soul, I can't see where these 
bribed officials are any more criminals 
than you are. And when I say you, 
Carter, I mean every man in America that 
buys a bottle of booze!' " — From 
"Hooch," a new book by Charles Francis 



^^^^^^^^^^^^^^^M^^^^^^^^^^^^M 





DITOMAL 
THOUGHTS 




JUVENILE INSTRUCTOR 

Organ of the Deseret Sunday School Union 

President ITeber J. Grant, Editor 
George D. Pyper, Associate Editor 
Albert Hamer Reiser, Business Manager 

Published Monthly 
Price $1.50 a year, payable in advance 

Entered at the Post Office, Salt Lake City, as 
Second Class Matter. 

Acceptance for mailing at special rate of postage 
provided for in Section llo$, Act of October 3, 
1917, authorised on July 8, I9I8. 

Copyright, 1929 by Heber J. Grant, for the 
Deseret Sunday School Union. 

Officers of the Deseret Sunday School Union 

David O. McKay General Supt. 

Stephen L. Richards 1st Asst. General Supt. 

George D. Pyper 2nd Asst. General Supt. 

John F. Bennett General Treasurer 

Albert Hamer Reiser General Secretary 

MEMBERS OF THE GENERAL BOARD 



David O. McKay 
Stephen L. Richards 
George D. Pyper 
John P. Bennett 
George M. Cannon 
Horace H. Cummings 
William A. Morton 
Henry H. Rolapp 
Howard R. Driggs 
Milton Bennion 
Charles H. Hart 
Adam S. Bennion 
Edward P. Kimball 
Tracy Y. Cannon 
T. Albert Hooper 

David A. 



Alfred C. 
Robert L. 
Charles J, 



Rees 
Judd 
Ross 



Frank K. Seegmiller 
Albert E. Bowen 
P. Melvin Petersen 
Albert Hamer Reiser 
George R. Hill, Jr. 
Mark Austin 
Elbert D. Thomas 
Joseph Fielding Smith 
George A. Holt 
James L. Barker 

J. Percy Goddard 
esse R. S. Budge 
Smith 



DEPARTMENT ASSOCIATES 

Florence Horne Smith Tessie Giauque 
Inez Witbeck Lucy Gedge Sperry 



Salt Lake City - - August, 1929 



A Notable Event 

For eighty-two years July Twen- 
ty-fourth has been an auspicious day 
to Latter-day Saints, for it was on 
that day, in 1847, that the Pioneers, 
after their long and thrilling journey 
across the plains, entered Salt Lake 
Valley. Here, in the fastness of the 
mountains, a new civilization was 
begun which in so short a time has 
changed the wilderness into a garden 



and the "desert to blossom as the 
rose." 

Now our State and Intermountain 
holiday has been changed to one of 
International importance, for on 
July Twenty-fourth, Herbert Hoo- 
ver, President of the United States 
of America, in a simple yet solemn 
ceremony in the East Room of the 
White House, proclaimed the Kel- 
logg-Briand treaty for the renuncia- 
tion of war in force. 

Around the table was a notable 
gathering. In addition to President 
Hoover were former President Cool- 
idge, under whose administration the 
treaty was initiated; the title-giver, 
Frank B. Kellogg, ex-Secretary of 
St,ate; Senator Borah of Idaho, 
Chairman of the Foreign Relations 
Committee; Henry L. Stimson, Sec- 
retary of State; Secretaries Good, 
Wilbur, Lamont, Davis ; Postmaster 
General Brown, and the diplomatic 
representatives of forty-six nations, 
signers of the treaty. The ratifica- 
tion was proclaimed after the Japan- 
ese Ambassador had deposited with 
the Secretary of State that nation's 
confirmation of the instrument. 

It is not claimed that this pact will 
prevent war, but it is a world-wide 
gesture in that direction, and which, 
in the language of President Hoover, 
is "a proposal to the conscience of 
idealism of civilized nations." 

It is interesting to note how that 
two of our Latter-day Saint anniver- 
saries have been brought into na- 
tional and international light. One, 
April 6th, the date of the organiza- 
tion of the Church, when the United 
States formally entered the World 
War ; the other, July Twenty-fourth, 
our great State holiday, when the 
peace pact was ratified. But how dif- 



Aug., 1929 



EDITORIAL THOUGHTS 



449 



ferent the objectives! The first an 
entrance into the world's most trag- 
ic conflict, with all its frightful and 
portential anxieties; the second, a 
harbinger of peace, the vitality of 
which even before its ratification 
has been evidenced by its effect upon 
what for a time threatened a China- 
Russian war. 

Verily "God moves in a mysteri- 
ous way. 

The Influence of Religion 

John M. Zane, a former resident of 
Utah, now of Chicago, son of the 
former Chief Justice of the Supreme 
Court of Utah, in a volume entitled 
"The Story of the Law," pays the fol- 
lowing tribute to religion as an influ- 
ence to mold the human race to a reign 
of law: 

"Religion in its better part with 
its great emotional appeal has done 
probably more than all other in- 
fluences to mold the human race 
to a reign of law. We have 
seen that throughout history it is 
from the priest that the lawyer 
it is from the priest that the lawyer 
in all the civilizations that have been 
examined has received the torch of 
legal enlightenment. And when the 
torch was handed to the lawyer the 
priest still kept the sacred fire burn- 



ing on the altar by his rites and cere- 
monies enforcing the moral law. 
The moral law standing behind and 
upholding the legal system and im- 
proving as religion has improved, 
has done more for the law than all 
human statutes. The ordinary man, 
little of a religionist though he may 
be, unconsciously acts from his long 
inherited training in the conception 
of the moral law. The ideals, faith 
in the things that are good, joy in a 
well-spent life, hope, mildness, char- 
ity and self-control, and all things 
that are of "good report" are yet, 
though we know it not, the most 
powerful instinctive emotions to 
make men just and law-abiding 
souls. Nowhere has this essential 
mingling of law and religion been 
better expressed than by the old 
lawyer-priest, Bracton, who wrote 
the first great English law book, and 
who while his companions slept was 
toiling upward in the night. "Law," 
he said, "is called the science of the 
just and right, whose priests some- 
one has said we are; for justice is 
our religion and we minister its holy 
rites." Now and then a noble soul 
stands forth in the history of the 
law to tell us that our science is not 
a low system of chicane, but has 
truly done much for the progress of 
humanity and more perhaps than all 
other sciences put together." 



The Only Way 

You brethren, you sisters of the Auxiliary Associations — you brethren 
in all the quorums of priesthood, let us get this into our hearts, minds and 
souls : that we are charged with the responsibility to oversee some portion 
of the work of the Lord ; that by the Spirit of the living God, and only by 
that power and spirit, can this work grow and prosper and be established. 
That power and spirit does not come from the wisdom of man. It pertains 
to the glory of God, which is intelligence, the kind of intelligence which 
forsaketh the evil one. — President Charles W. Nibley 




igns<*th E time 

BY J.M. SJODAHL 



Nature's Storehouse 

Off and on scientists are concerned 
about the ability of Mother Earth to 
take care of her children. Prof. 
Matthus, in 1798, thought he had dis- 
covered that the population increases 
faster than the means of subsistence. 
Others have accepted this proposition 
as self-evident. 

A short time ago, Prof. Durig de- 
livered a lecture in the Academy of 
Sciences in Vienna, in which he main- 
tained that the earth's supplies will 
last only a few years longer. He 
reasoned something like this : 

The earth can take care of the popu- 
lation only as long as there is vege- 
tation. Without vegetation, there can 
be no animals, no human beings. But 
vegetation is depending on the existing 
elements, and some of these are not 
plentiful. If the human family con- 
tinues to increase at the rate of one 
half per cent annually, he said, the 
resources of the earth will be ex- 
hausted in 150 years. Others think 
this calculation is too low. They give 
us at least 300 years' lease of life. But 
they all advise birth control for the 
prolongation of the life of the race. 

To me such calculations seem fool- 
ish. No human being can measure the 
length and the breadth and the depth 
of the storehouses of nature, or tell 
us when the producing, creative forces 
have exhausted themselves. A purser 
knows just how long his supplies on 
the ship will last, but no man can 
know all about the equipment of the 
earth for its journey through space. 
'God has seen to that. And it is a safe 
supposition that when God planned 
and built this world, He made it large 
enough for all His children who were 
to come here. In Deuteronomy 32:8, 




9, we have Scriptural authority for the 
belief that the earth, in the early ages 
and by divine inspiration, was divided 
between the nations according to the 
number of the intelligences who, as we 
read in the Pearl of Great Price, sur- 
rounded the throne of the Eternal Fa- 
ther before this world was prepared 
for them to live upon in mortality. 
Who can say that ample provision was 
not made for all? But, undoubtedly, 
it takes intelligent planning, hard work, 
and honest co-operation — more so now 
and in the future than ever before— 
to obtain from Nature her stored-up 
supplies. And it seems that this 
thought is taking hold of the hearts 
of men and nations more firmly than 
ever. 

A United States of Europe 

On July 11, Aristide Briand, the 
French minister of foreign affairs, 
made the announcement through the 
press that he considered the time ripe 
for the formation of a United States 
of Europe, and that he would submit 
a plan for a union to the Assembly of 
the League of Nations at Geneva next 
September. Just what his plan is, he 
did not state, except that he thought 
that a financial and commercial union 
would have to precede a political 
federation. 

It is possible that there is more in 
the announcement of M. Briand than 
what appears on the surface. Time 
alone can tell. To a. great many peo- 
ple in Europe it appears as if our 
government, while it insists on the 
payment of the enormous and worse 
than useless war expenses, to the full- 
est possible extent by Europe, it at the 
same time closes, by rigid tariff legis- 
lation, the only avenues through which 
the payments can be made, viz., the 



Aug., 1929 



SIGNS OF THE TIMES 



451 



markets. To those who view the situa- 
tion in this light, the organization of 
a United States of Europe would seem 
to afford some of the great powers an 
opportunity to gain an advantage in 
the competition with the United States 
of America. And it may well be that 
M. Briand has some such possibility in 
view. 

Be that as it may, a union in Europe, 
would be the salvation of that war-torn, 
tariff-burdened and passport-shackled 
continent, and I have no doubt that it 
will come in time. I believe that all the 
kingdoms of the world will ultimately 
be united under the supreme rule of 
our Redeemer, no matter what their 
form of government now is. I believe 
that the united world will be a federa- 
tion of nations with popular govern- 
ments and Jesus Christ the Supreme 
Ruler through His Priesthood, some- 
what after the order of Israel during 
the reign of the judges, from Joshua to 
Samuel ; or, rather, resembling the con- 
ditions among the Nephites on this 
continent, when our Lord left the peo- 
ple in charge of His Apostles. They 
were then united in all things, temporal 
and spiritual. Love, joy, harmony 
reigned supreme. In fact, a Millen- 
nium in miniature was set up here, a 
type of the Millennium that is to come. 
It lasted about 150 years, and its proves 
the possibility of Millennium condi- 
tions on this earth. 

Signs of Peace 

The world may not yet be prepared 
for universal peace and good will, but 
the signs are more favorable now than 
ever. 

President Hoover has taken the lead 
in the movement for disarmament on a 
practical basis, and in conformity with 
his views, Ambassador Dawes, on June 
18, in an address before the members 
of the Pilgrims' Society, London, 
urged the reduction of navies. The 
British Premier, MacDonald, at the 
same time, in an address at a dinner 
given in his honor in Scotland, voiced 
the same sentiment. On July 2, on 



the occasion of the opening of the new 
British parliament, the king, in his 
speech from the throne, expressed the 
hope for speedy action on the arma- 
ment question. Japan, on June 26, rati- 
fied the Briand-Kellogg anti-war pact 
without reservations, which means that 
the leading power in Asia will join the 
rest of the world for peace. And 
behind the leading statesmen the 
masses of the people who must pay 
the enormous costs of war in money 
and blood, are demanding a change in 
policy from the arbitrament of violence 
to the arbitrament of law. 

The National Origin Law 

On July 1, as is well known the new 
immigration law went into effect, 
which fixes an arbitrary "national 
origin" of our vast population as a 
basis upon which to calculate the num- 
ber of immigrants to be admitted an- 
nually. 

The law has been fought with some 
vehemence in Congress. Mr. Hoover, 
in his campaign speeches expressed 
himself as opposed to it, and he ob- 
tained a number of votes on that ac- 
count. As president, he urged congress 
to repeal the national origin clause, and 
when congress ignored this appeal and 
it became his duty to proclaim the 
law. he did so under protest. 

The chief effect of this law, as 
interpreted by its framers, is that 
it increases the annual immigration 
quota from Great Britain, including 
Ulster, from 34,007 to 65,721, which 
decreases the quota from Ireland from 
28,567 to 17,583 ; from Germany from 
51,227 to 25,957; from Switzerland 
from 2,081 to 1,707; from Denmark 
from 2,789 to 1,181; from Norway 
from 6,453 to 2,337 and from Sweden 
from 9,561 to 3,314. 

The increase in immigration is, 
curiously enough, from the following 
countries, besides Great Britain, — 
Austria (from 785 to 1,413) ; Belgium 
(from 512 to 1,304); Italy (from 
3,845 to 5,802) ; also from Poland and 



452 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



Spain (all Catholic countries), and 
from Finland, Greece, Hungary, 
Russia, Syria, and Turkey. The Ne- 
therlands gets an increase to 3,153 
from 1,648. 

Personally I have no objection what- 
ever to the exceptional favor congress 
in this law confers upon Great Britain. 
I love the British people. The two 
peoples are -close relatives, and ought 
never to be anything but warm and 
sincere friends. The law should be a 
Godsend to the British Isles, in-as- 
much as it permits the people there to 
send 60,000 of its unemployed laborers 
over to the United States annually, to 
seek employment here. And they ought 
to be welcomed here as friends in the 
house of friends. But when cham- 
pions of the new law, privately and 
publicly allege that it is solicitude for 
the purity and morality of the race that 
is the motive of it, then they offer a 
deliberate insult to a large and honored 
portion of the American people, which 
justly has been resented, especially in 
view of the fact that a liberal portion 
of the British is of German and Scan- 
dinavian descent. 

May I be pardoned for a word about 
Swedish people in this connection ? 

A short time ago, I stood in the 
Library of Congress and looked upon 



the portraits and signatures of the men 
who signed the Declaration of Inde- 
pendence, July 4, 1776. Among these 
I noticed the signature of. John Mor- 
ton, the delegate from Pennsylvania, 
who is said to have cast the deciding 
vote for Independence, And John 
Morton was of Swedish descent. 

In another place I saw a model of 
the Monitor, the craft that crippled the 
Merrimac, March 9, 1862, and thus 
contributed so much to the preserva- 
tion of the Union. The inventor of 
that type of ship was the famous John 
Ericsson, also a Swede. 

Then I saw the Spirt of St. Louis, 
the plane in which the greatest and 
most modest of aviators, Charles 
Lindbergh, May 20, 1927, crossed the 
Atlantic and set the world aflame with 
enthusiasm. And he, too, is an Amer- 
ican of Swedish descent. 

It seems to me that nations who 
make such contributions to American 
history deserve well of American legis- 
lators. 

However, I have no doubt that all 
will be well. Fair play always has the 
last word in American controversies. 
That, I think, we have learned from 
the history of the dealings of the 
Church of Jesus Christ of Latter-day 
Saints with the American government. 




Part of Group Attending Sunday School Gathering at Opening of New Portland, 
Oregon.Braneh Chapel Fehruary 17, 1929. Conducted toy the Portland Branch 
Sunday School. Floyd S. Dowsy, Superintendent, 



Why Children Want Stories 

By David Hamilton 



Of course, you know already that 
the town of Hamelin once suffered 
from a plague of rats. Almost any- 
where could be found rats of every 
description. In the cellars and the gar- 
rets, in the churches and the markets, 
in the pantries and the parlors, in the 
streets and the filds — everywhere one 
would find rats. All kinds of rats 
there were — some long, some short, 
some fat, some lean. There were 
fathers and mothers, uncles and aunts, 
brothers and sisters, nephews and 
cousins, grandfathers and grand- 
mothers. So many and so trouble- 
some were they that the townspeople 
demanded that the town council do 
something to rid the town of rats. 

One day a meeting of the town coun- 
cil was called. Into it came a stranger 
in outlandish attire. Apparently he 
was a piper for he carried on his back 
a set of pipes. He offered to rid the 
town of rats for a rather substantial 
sum of money. The townsfolk were 
so desperate and the council so dis- 
tracted that it was decided to accept his 
offer, though it was doubtful that this 
odd fellow could do anything. 

Out into the streets he went and 
upon his pipes he played such a tune 
that the rats came from everywhere to 
follow him. Back and forth through 
the streets he led this strange proces- 
sion until every rat in town had 
joined the gay parade. Then off he 
led them to the river's brink where 
every one joyfully dived in and was 
drowned— every one BUT one big, fat 
fellow, who could not keep up with 
the rest. 

The piper returned to the council 
and asked for his money, but the coun- 
cil thought it would be wrong to pay 
him such a large sum for such a simple 
service and therefore offered him a 
smaller sum. He would have nothing, 
if not the first sum agreed upon and 
he told the councillors that if they 



would not pay him by the time he set, 
they would have cause to rue it. 

The time arrived and the money was 
not paid, so the piper stepped out into 
the streets again and this time he played 
another tune upon his pipes as he 
walked back and forth through the 
streets. And this time all the children 
followed him — everybody's children. 
Up and down the streets he went until 
all the children in the town had joined 
the gay parade. This time he strolled 
up the mountainside with the children 
gaily following. 

Very soon he came to a place on the 
mountainside where a great door 
opened. In he walked and all the chil- 
dren followed him — all but one little 
lame girl, who could not keep up with 
the rest, and before she got to the door 
it closed and the other children were 
never seen any more. 

When the big, fat rat, which could 
not keep up with the rest, told this 
strange story to his children and his 
grandchildren, they asked him why he 
followed the piper and he explained 
that the pipes promised him a great 
feast upon all the choice and tasty 
things that rats like to eat. 

When the little lame girl's friends 
asked her why she followed after the 
piper she said that the pipes told her 
o^ a land of eternal sunshine where 
little children could run and play all 
day and never grow weary. 

*!' ^4r ik ik v -' 

Stories, like the piper's pipes, prom- 
ise every child what his heart desires. 
Children desire most that for which 
they feel the greatest need. They feel 
the greatest need for that of which 
they have the least — experience. 
Through stories children gain expe- 
rience vicariously. The reading or 
listening child becomes Don Quixote, 
Robinson Crusoe, Goldilocks or Red 
Ridinghood by virtue of his vivid 
imagination, which is the alert child's 



454 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



ever-present tutor. This teacher takes 
him through storyland and introduces 
him to a great variety of experiences 
from which he comes to understand 
and enjoy life through finding a place 
in it. 

Nor is the story's power to charm 
limited to children. Indeed all men 
are children when measured by the 
standard of their yearning for expe- 
rience. One reveals the kind of expe- 
rience he yearns for by the kind of 
stories he enjoys. He, who yearns for 
"life on the ocean waves," will be 
found reading Conrad, Stevenson or 
other writers of sea tales. Whoever 
yearns for frontier experiences in the 
"wild and woolly West" can have it 
vicariously, if he will read Zane Grey. 



The successful teaching of religion 
is largely a matter of re-creating the 
experiences of life which have religious 
significance. The story provides the 
natural and universal means of re- 
creating such experiences effectively. 
The religious experiences of mankind 
are preserved in the immortal stories 
of the scriptures, ancient and modern. 

The skillful and popular Sunday 
School teacher is the one who has 
accumulated a large stock of appro- 
priate stories, and who has developed 
the art of story-telling to the degree 
that she is able naturally and impres- 
sively to carry her pupils vicariously 
through the vivid experiences of life, 
thereby preparing them to enjoy it 
more abundantly. 



A Girl's Tribute to Mother 

It was the beginning of a perfect help in our distress, our comfort in 
day. The soft mellow sunlight of May times of trouble and our best teacher, 
flooded valley and dale and turned the guide, and friend. 



dew drops to pearls. New life throbbed 
in every bird; the flowers were open- 
ing their hearts to send out their soul's 
fragrance to gladden the world, and 



The exercises closed with a fitting 
presentation to each of the mothers, 
of a beautiful potted flower. 

There was one mark of respect to 



the hearts of the birds were breaking mother, that day, which was neither 

with song. seen nor heard. Behind the high seat on 

It was a perfect occasion that the stand, occupied by the dignitaries, 

brought the people of the country sat a little brown-eyed girl, about nine 

village out in mass to Sunday School, years of age. In her lap was nestled 

It was Mother's day. snuggly a cooing little infant. During 

All the mothers were given seats rendition of the program she kept the 
in a body immediately in front of the baby asleep by her gentle swinging 
pulpit. When the exercises commenced motions. She was taking care of the 
every seat in the house was occupied, baby, so that mother could enjoy un- 
Everybody had come out to honor the interruptedly the exercises of the morn- 
noblest work of God, a devoted mother, ing. 

Through all the songs and stories This girl's tribute to mother was the 

and addresses ran one stirring note, most fitting of all. Her's was the 

All who sang, recited, or spoke glori- tribute of tender, loving service for 

fied that tender, consecrated soul who mother. 

was our strength in our weakness, our — Nephi Jensen. 



"The greatest men and women are always modest. Conceit can make a great? 
show sometime, but modesty never tries to do it. Modesty is eloquent and noble." 

"Prayer does not always bring the tangible thing for which we pray. Often 
the help that comes is heart help, a strengthening of the inner life, so that we are 
enabled to meet and master the outward circumstances." 




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General Superintendent, David O. McKay, Stephen L. Richards and Geo. D. Pyper 

Superintendents' Department 
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SACRAMENT GEM FOR OCTOBER, 1929 

In memory of the broken flesh 

We eat the broken bread; 
And witness with the cup, afresh, 

Our faith in Christ, our Head. 



Postlude 



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CONCERT RECITATION FOR OCTOBER, 1929 

(Third Nephi, 29th Chapter, 6th Verse. Words of Mormon.) 

"Yea, wo unto him that shall deny the revelations of the Lord, and 
that shall say the Lord no longer worketh by revelation, or by prophecy, 
or by gifts, or by tongues, or by healings, or by the power of the Holy 
Ghost." 



456 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



A FORCE FOR RIGHTEOUSNESS 

Superintendent Warren H. Lyon, of 
the Moapa Stake, in a letter to one of the 
General Superintendency, gives us the 
following thought: 

"It is wonderful to see the interest 
taken in Sunday School work, and it 
seems to me to be the one thing that 
stands out prominently as a force for 
righteousness as against all the forces of 
sin and degradation that encompass our 
young people." 

TWO AND A HALF MINUTE 

ADDRESSES 

Subjects for October 

6th. Subject to be chosen by local 
superintendency. 

13th. Why I believe that baptism, by 
immersion, is required by the Lord and 
essential to salvation. 

20th. Why I believe in the laying on 
of hands for the gift of the Holy Ghost 
and for confirmation in the Church of 
Jesus Christ of Latter-day Saints. 

27th. Why I believe that Jesus Christ 
is the Savior of the World. 

Tithing 

(The following is a two and a half 
minute talk on tithing given in the 
Second Ward chapel, Magrath, Alberta, 
about June 30th.) 

I think that I rather surprised the 
Bishop when I volunteered to talk on 
tithing. We have heard several talks on 
tithing lately but I felt that I had some- 
thing to offer that would be of benefit 
to us. 

For two days a boy, the son of a 
widow, has been working in my beets and 
earned the sum of four dollars. When 
I paid him last night he looked it over 
and said, "That makes forty cents tith- 
ing. 

Jokingly, but not letting him see it, I 
said: "I suppose you will pay that before 
anything else." 

"Yes," he said, quite seriously, "I will. 
I will not be happy till it is paid." 

I could not help but smile a -little at 
that but I thought it over three or four 
times and it quit being funny. 

Does it make us unhappy if we don't 
pay our tithing? If we could not be 
happy we would pay it. If we owe an- 
other man we are unhappy but we are 
too liable to regard tithing as a donation 
rather than as a debt. 

I know all about the theory of tithing. 
I know why we have it. I know what it 
is for. Too often the sermons on it have 
gone in one ear and out the other; I 



have heard them all lots of times. But 
the simple words of this boy went home — 
it was the best sermon I ever heard on 
tithing. 

I have been a poor tithe payer, brethren, 
but I hope in the future to be a good 
tithepayer. I do not know how this has 
helped you, but it has helped me and I 
felt that I would like to pass it on. 

The Habit of Prayer 

(Two and a half minute talk by Julia 
Billings, Age 11, 3rd Ward, Liberty Stake, 
delivered at the Stake Conference held 
in the Assembly Hall.) 

Why I believe the habit of prayer is 
the most vital habit that can be estab- 
lished. There are many good habits that 
we should have in our lives, but the habit 
of prayer is the most vital. First of all 
it is the best way we have of helping to 
form all the other good habits. 

In prayer we should be humble, we 
should acknowledge the greatness of God 
and the smallness of ourselves. We 
should always be grateful in prayer — 
thanking our Heavenly Father for every- 
thing we have and are, because they have 
been mercifully given unto us. The habit 
of prayer puts us in tune with the powers 
of heaven. Deeds performed under such 
an influence cannot help but be of the 
highest order. The habit of prayer keeps 
us continually in touch with the source 
of learning and of all that is worth while 
in our lives. 

If we form the habit of kneeling before, 
and talking to our Father in Heaven 
every morning and evening, we will soon 
become ashamed to do anything wrong, 
when we know that in a few hours we 
are again going to talk to God. He 
knows all about our journey through this 
life, the ups and downs, the joys and 
sorrows and all. He is the one therefore 
who can help us the most — so we should 
all get the habit of prayer. 

The habit of prayer will help us grow 
Along the lines God would have us go; 
So, whatever our task, or wherever our 

way, 
Work on, and on — don't forget to pray. 

Good Habits 

(Two and a half minute talk delivered 
by Edwin Erickson, age 10, at the Liberty 
Stake Conference held in the Assembly 
Hall.) 

Why I believe that the forming of 
good habits is the foundation for a suc- 
cessful life. I haven't lived long enough 
to know this from experience, so I must 
look at the men and women I know. 



Aug., 1929 



SUPERINTENDENTS' DEPARTMENT 



4S7 



A few weeks ago we had a Sunday 
School lesson entitled, "As the young 
sapling is bent so grows the tree." The 
small sapling or willow can be easily 
bent; and if it is bent often, or kept 
bent, it grows into a crooked tree. An 
old crooked tree is hard to make straight. 
So it is with boys and girls. We are 
saplings. We can be easily bent. Good 
habits formed now while we are young 
will help us all our lives. Solomon says, 
"Train up a child in the way he shall go 
and when he is old he will not depart 
therefrom." 

Our own Church leaders became suc- 
cessful because they had good habits. 
The Prophet Joseph Smith had the habit 
of reading the bible and the habit of 
prayer, and they led to his success. 

Hundreds of successful men were once 
asked what was the probable cause of 
failure and most of them answered bad 
habits. Since it is true that the forming 
of good habits is the foundation of a suc- 
cessful life— let's start now — in this new 
year, to form good habits: 

Come to Sunday School every Sunday. 

Study every lesson. 

Go with boys and girls who want to 
form good habits and who tell only 
clean stories. 

Pray to our Heavenly Father every 
morning and evening. 

Good habits are not formed on birth- 
days, nor Christian characters on New 
Years, but it is in the everyday living 
that the battle is lost or won. 

Our Church Sunday Schools 

(Two and one half minute talk by Tui 
Woolley, age 13, of Adams Ward, Los 
Angeles Stake.) 

How would you like to be a member 
of a Sunday School thousands of miles 
away from here in America, where there 
are only a few children belonging to our 
Church? In this little Sunday School 
five different languages are spoken, yet 
the same spirit which we have in our 
Sunday School is in theirs; they learn the 
same lessons, hear the same stories, and 
read the same books, only they are writ- 
ten in their own language. Our Church 
maintains Sunday Schools in twenty-four 
different countries, and has 1,800 Sunday 
Schools in the world. Every Sunday 
morning one boy and one girl in each 
of these, or 3,600 boys and girls in all, 
are giving two and one half minute talks, 
just as I am now. To whom are we in- 
debted anyway, for our wonderful Sunday 
Schools? To answer this question we 
must go back to the days of the pioneers. 
It was December 9, 1849, when Richard 



Ballantyne organized the first Sunday 
School in the Rocky Mountains. It was 
(held in one room about 18 by 20 feet in 
dimensions. There were no separate 
classes, but all heard the same lesson. 
There were about SO pupils in this school 
and in 50 years it had grown to 12,000, 
with separate classes for all ages. Today 
the membership of our Church Sunday 
School is 300,000 men, women and chil- 
dren and tWe schools are better or- 
ganized than ever. 

All the officers and teachers spend much 
time in preparing their lessons to give to 
us. They all have the same love for us 
that Brother Ballantyne had when he 
said, "I thought that the gospel was too 
precious to be withheld from the children. 
They ought to have the privilege of gospel 
teaching. It was precious to me and I 
thought it would be precious to them." 

So I thank Brother Ballntyne and all 
the other people who have helped make 
the Sunday Schools for me and my friends 
to enjoy and I ask God to bless them 
with happiness and joy in their Sunday 
work. Amen. 

Don't Put It Off 

Procrastination in matters important 
is wrong, for does not James tell us, 
"To him that knoweth to do good, and 
doeth it not, to him it is sin?" In this 
connection we are thinking of multitudes 
of Sunday School workers who read 
books teeming with suggestions and at- 
tend Sunday School conventions and 
institutes on a search for ideas and suc- 
cessful methods, who never use them, 
nor do they even try t'hem out. It would 
require a large building to house all the 
notebooks of convention-goers and sum- 
mer-school students, which lie unused 
and forgotten in desks and on closet 
shelves. The apparently hungry teachers 
and officers who made these notes in- 
tended to at once tise some of them but 
they have been laid aside for a more 
convenient season. 

Apropos to the above the following 
story carries its own application: _ A 
stuttering blacksmith who had a stuttering 
apprentice one day drew from the fire a 
piece of iron heated to a white glow, laid 
it on the anvil and lifted his hammer to 
strike. On the other side stood the ap- 
prentice who also lifted his sledge. There 
they stood, each waiting for the other to 
strike the first blow. "W-w-w-why d-d- 
d-don't you s-s-s-strike?" said the black- 
smith. "W-w-w-where sh-sh-sh-shall I 
s-s-s-strike?" replied the apprentice. 
When the blacksmith disgustedly said, 
"Never m-m-m-mind now, it's too c-c-c- 
cold."— S. S. Executive. 



General Secretary, A. Hamer Reiser 



SECRETARIES, SOLVE THESE 
PROBLEMS. 

Department Sessions for secretaries at 
Union Meetings afford excellent oppor- 
tunity for the discussion of the numerous 
practical and vital problems of Sunday 
School administration which comes nat- 
urally within the sphere of the secretary. 
The secretary should be a bureau of infor- 
mation about the Sunday School. Superin- 
tendencies have reason to expect that their 
secretaries will be in possession of great 
masses of facts which have an important 
bearing upon the progress and the wel- 
fare of the school. A short time ago 
a stake secretary asked for suggestions as 
to matters that might be discussed in 
the secretaries' department. In response 
the folowing suggestions were offered: 

Some secretaries have the ancient 
notion that a secretary is a mere minute 
taker. It is true a secretary is a minute 
taker, but he is more than that. He should 
be a statistical expert. He should serve 
tne Sunday Schools in much the same 
way that Babson's statistical organiza- 
tion serves modern business and industry. 

There are scores of problems to be sol- 
ved before we can claim any gratifying 
degree of success in our work. For in- 
stance: 

What can the secretary do within the 
scope of his office to help the teacher to 
teach more effectively? 

What can secretaries do to give superin- 
tendents adequate executive control over 
the organization? What is adequate ex- 
ecutive control? What is the basis of ade- 
quate executive control? 

Secretaries for the most part are young 
people who through their associations 
have rare opportunity to know the atti- 
tudes of the youth of today toward the 
Gospel, the Church and the Sunday 
School. 

It is a fact that the Church through 
none of its organizations holds the interest 
of the young people to the same decree 



that it holds the interest of children. Why 
is this? 

The tragedy is that when people lose 
interest in religion in their youth, other 
interests enter their lives to crowd out the 
religious interest and very few grow to 
adulthood and regain interest in religion. 
The loss is serious to the individual and 
to civilization. In other words, if we lose 
them in youth, too many of them are 
lost to us forever. We must hold them 
from the cradle to the grave. What has 
the secretary's work and records to do 
with thus holding them? 

Can secretaries devise some means of 
keeping the superintendents and teachers 
alert to the interests of the youth? Or at 
least aware of the fluctuations or changes 
in the degree of interest of the youth of 
the Church? 

Business men judge the efficiency of 
their sales policies, plans and salesmen in 
part by the number of "repeat orders" 
received. These seem to show whether 
the salesman is holding his own. What 
ways can the secretaries devise for show- 
ing whether the teacher is holding his 
own, going forward or losing ground? 
What effect have the seasons upon atten- 
dance at Sunday School? 

How can secretaries show that effect? 

When should efforts be made to over- 
come the seasonal effects of attendance? 

It is suggested that secretaries, both 
stake and ward, give careful consideration 
to these problems and that your solutions 
be prepared in writing and sent to the 
General Secretary. The substance of the 
various suggestions offered will be pub- 
lished in the Juvenile Instructor, Secre- 
taries' Department, for the benefit of all 
secretaries. It is permissible for groups 
of secretaries to discuss these matters and 
prepare group suggestions. 

The benefit from the exchange of solu- 
tions on a wide scale will no doubt be 
great. It is hoped that every secretary 
can make some contribution out of his 
experience. 



"Even in ordinary life the unselfish people are the happiest — those who worfls to 
make others happy and who forget themselves. The dissatisfied people are those 
who are seeking happiness for themselves." 



. „ .. • . __ _ ■ : ... ;,; ■ . •:•■.•..•.,. ■ 




mMMWm 



SCHOOLS! 




General Board Committee: David A. Smith, Chairman; Robert L. Judd, 



LESSONS FOR OCTOBER 

Where but three classes are conducted, 
lessons will be found in the following de- 
partments: 

For Children: Primary Department 
Course. See page 480. 

For Young People: New Testament, 
Course "A." See page 466. 

For Adujlts: Old Testament, Course 
"C." See page 470. 

A FASCINATING CONTEST IN THE 
GERMAN-SPEAKING MISSIONS 

By W. M. Home, for Edwin H. Calder, 

Superintendent of Sunday Schools and 

Mutuals, Swiss and German Mission 

Nowhere in the Church is the percent- 
age of Church members enrolled in the 
Sunday Schools greater than in the mis- 
sion field; and the average attendance is 
often equal to the enrollment, owing to 
the attendance of friends who are brought 
to the meetings by missionaries and the 
earnest workers of the organizations. In 
our German-speaking missions there are 
many thriving branches in which the at- 
tendance at Sunday School actually ex- 
ceeds the number enrolled in the books, 
and we have seldom had cause to com- 
plain about the general conditions exist- 
ing in our many scattered districts. On 
the other hand, however, there is always 
unlimited room for improvement, because 
our number is very small compared with 
the population of the cities in which our 
Sunday Schools are located. More than 
all else, we desire to win new friends and 
give them a knowledge and testimony of 
the truth through our Gospel classes. 
Just about a year ago Brother Arthur 
Gaeth and Brother George Albert Smith, 
Jr., superintendents of Sunday Schools 
and M. I. A. organizations in the Ger- 
man-Austrian and Swiss-German missions 
decided to introduce a plan which had as 
its aim the increasing of the attendance at 
Sunday School, both among members and 
friends. This plan was based upon the 
established fact that the children them- 
selves are the best missionaries in the 
world for their own organization. 

The Sunday Schools of the missions 
were divided into two groups, the first 
containing the smaller, the second the 
larger schools. The sixteen months from 
the 1st of September, 1928, to January 
1, 1930, were divided into five periods, the 
first to end on January 1, 1929, and the 
succeeding four including three months 



each. Both missions then offered the 
Sunday School showing the largest in- 
crease in attendance during the first 
period a prize consisting of a framed sil- 
ver plate, upon which was to be engraved 
a beautiful design and the name of the 
winning school. There was to be a trophy 
for each group, and these were to be 
traveling prizes, going to the winner of 
each period in succession, unless one 
Sunday School should win the coveted 
honor three times, in which case it would 
be entitled to take permanent possession 
of the trophy. 

In order to arouse enthusiasm among 
the pupils, a large roll containing the 
names of all class members was hung 
on the wall of every classroom in the 
missions and on these were to be pasted 
silver stars for attendance and a gold 
star for every new friend brought by 
the pupils. Each mission promised to 
present the child bringing the most 
friends during the separate periods, a 
special prize and also to give the pupil 
showing the best attendance record for 
all five periods a remembrance at the 
end of the contest. In addition, the in- 
dividual Sunday Schools offered prizes to 
the child and also to the adult bringing 
the most friends during each period. 
These rolls would show at a glance just 
who had the best attendance record to 
date and who was doing the most diligent 
missionary work. 

The first two periods of the big con- 
test are now past, and we feel greatly 
encouraged by the results indicated. In 
the four months from September 1, 1928, 
to January 1, 1929, the German-Austrian 
Mission, beginning with a basis of 3,489, 
raised the average weekly attendance to 
4,190, an increase of 701 pupils, or 20%. 
In the same period the Swiss-German 
Mission, with an original basis of 2,916, 
reached a new high figure of 3,437, an in- 
crease of 521.5, or 18%. During the sec- 
ond period, which included the three win- 
ter months, both missions registered a 
decrease, which was largely attributed to 
the severity of the winter, the coldest ex- 
perienced in these lands in several de- 
cades. The German-Austrian Sunday 
Schools fell back to their original basis 
of July 1st, showing a decrease of 18%, 
while the Swiss-German organizations 
lost 200, or 6%, recording a gain for the 
seven months of over three hundred 
pupils. 

The superintendents and members of 



460 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



the Sunday Schools of both missions are 
laboring zealously for the success of the 
plan and several of the prize-winners 
among the earnest youthful missionaries 
'have been friends and investigators of the 
Church. The return of favorable weather 
conditions has already been reflected in 
renewed activity, the spirit of the work 
has penetrated even to the smallest and 
remotest branches, and the united efforts 
of our thousands of workers promise to 



effect an improvement in our Sunday 
Schools that will be unsurpassed by any 
single achievement in the history of the 
German-speaking missions. With the 
faithful, enthusiastic cooperation of of- 
ficers, teachers and pupils and the con- 
stant assistance of the Lord our Sunday 
School contest is giving the missionary 
work in these countries a powerful im- 
petus, and we look forward with genuine 
pleasure to the months that lie ahead. 




C Nl O IM S T IE IKS AN D O KG AN II ST 

DEPAKTMENT 













Edward P. Kimball, Chairman; Tracy Y. Cannon, Vice Chairman; P. Melvin Petersen 



ORGANISTS 

Lesson IX. "Full Organ." 

Study Outline: 
I. The left knee swell. 

a. Its mechanical operation. 

b. Its musical function. 

c. Use in combination with right knee 
swell. 

d. It's use in hymn playing. 
II. Supplementary Material. 

D. S. S. Songs, Nos. 7, 20. 

Gems for the Organ, Jackson, Nos. 

36, 40. 
Pressure exerted on the left knee swell 
brings on full organ. It has the same 
effect as drawing all the speaking stops 
and couplers, but it does not actually 
move the stops themselves. Combina- 
tions of stops that are already drawn are 
affected only during the time the left 
knee swell is in open position. The mo- 
ment it is closed only the stops that are 
drawn will speak. 

Its ease of operation makes it a very 
useful adjunct in obtaining contrast in 
volume of tone. In passages that are 
bold or dignified in character the left knee 



swell may often be used with good effect. 
Unison passages and loud endings may 
sometimes be made more effective when 
played with full organ. Even soft pas- 
pages can be effectively played with full 
organ if the right knee swell is kept 
closed. This is the way it should be used 
in the Prelude and Postlude in this issue 
of the "Juvenile Instructor." But let the 
playing ever be made expressive by a 
judicious use of the right knee swell, both 
when the left knee swell brings on full 
organ and the two are used in combina- 
tion, and also when the left knee swell 
remains closed. 

In hymn playing the full organ may be 
used When large groups are singing and 
much volume and dignity are required. 
Full organ should not be used in accom- 
panying soloists or swell groups of singers 
(except in interludes) as the sixteen foot 
stops are too dark in color and too deep 
in pitch to blend where the volume of that 
which is being accompanied is not large. 

Any organist who will take the time and 
spend the effort necessary to master the 
uses of the left knee swell will be richly 
repaid in the added contrast in volume 
and color that will then enrich his playing 




L. D. S. SUNDAY SCHOOL,, GAFFNEY, SOUTH CAROLINA, 
SOUTHERN STATES MISSION 






r-ir^fWfr^ 




GOSPEL OOCTMNE DEPAIVTAVENT 



riiiiiiii'iiiir 




General Board Committee: Joseph Fielding Smith, Chairman; George R. Hill, Jr., Vict) 

Chairman; George M. Cannon, Charles H. Hart 



LESSONS FOR OCTOBER 

First Sunday, October 6, 1929 

No lesson. General Conference. In 
stakes remote from Salt Lake City, time 
may be used for review or in catching up 
with lessons missed. 

Second Sunday, October 13, 1929 

General Topic. Divine Authority. 

Lesson 77. Church Organization. 
Wards and Branches. 

Text: Sunday School Lessons, No. 77. 

References: Doc. and Cov. 20:63-65; 
81:84; 107:39. 

Objective': To point out the evidence 
indicating the divine origin of the Church 
as shown in the complete and perfect 
nature of its organization. 

Suggestive Groupings: 
I. The Branch the oldest and smallest 
unit of Church membership. 

a. The first organization, April 6, 
1830, was a branch. 

b. All other units for several years 
were branches, i. e., in New York, 
Kirtland, Ohio, in Missouri. 

c. The unit of membership in all mis- 
sions is the branch. 

d. Branch organizations presided over 
by Elders. 

e. Dependent Branches attached to 
Wards and under direct supervision 
of Bishoprics. 

f. Independent Branches function in 
similar way as Wards, but under 
presidency of an Elder and two 
assistants. 

g. Branches usually too small to be 
organized as Wards. 

II. The Ward as a unit of Church Mem- 
bership. 

a. First Wards organized in Nauvoo. 

b. The Presiding officers of a ward — 
the Bishopric. 

c. When a Ward is fully officered in 
all its departments in the Priest- 
hood and the Auxiliaries, what 
officers are acting? Who presides 
over them? 

d. Explain the duties of the Bishopric 
when acting in their office in the 
Aaronic Priesthood? 

e. What duties may the Bishop and 
his Counselors perform by virtue 
of their calling as a Presidency of 
the Ward holding the Melchizedek 
Priesthood? 

f. How should each individual mem- 



ber of the Church regard his stand- 
ing in the Ward? 
g. What procedure is required of a 
member transferring his member- 
ship from one ward to another? 
In considering this lesson consult Les- 
son No. 69. ' 

"My standing in the Church is worth 
to me more than this life — ten thousand 
times. For in this I have life everlasting. 
In this I have the glorious promise of the 
association of my loved ones throughout 
all eternity. In obedience to this work, 
in this Gospel of Jesus Christ, I shall 
gather around me my family, my children, 
my children's children, until they become 
as numerous as the seed of Abraham, or 
as countless as the sands upon the sea 
shore. For this is my right and privilege, 
and the right and privilege of every mem- 
ber of the Church of Jesus Christ of 
Latter-day Saints who holds the Priest- 
hood and will magnify it in the sight of 
God. Without it there is death and des- 
olation — disintegration and disinheritance; 
without it there may be a chance to be- 
come a ministering spirit, a servant unto 
servants throughout the endless ages; but 
in this Gospel there is a chance to become 
a son of God in the image and likeness 
of the Father and of His Only Begotten 
Son in the flesh. I would rather take my 
boys and girls to the grave while they 
are innocent, than to see them entrapped 
in the wickedness, the unbelief, and the 
spirit of apostasy so prevalent in the 
world, and be led away from the Gospel of 
Salvation." — President Joseph F. Smith, 
General Conference, April, 1912. 

"Some people may not care very much 
whether their names are recorded or not, 
but this comes from ignorance of the 
consequences. If their names are not 
recorded they will not only be cut off 
from the assistance which they would be 
entitled to from the Church, if they need 
it, but they will be cut off from the ordi- 
nances of the house of God; they will be 
cut asunder from their dead and from 
their fathers who have been faithful, or 
from those who shall come after them 
who shall be faithful, and they will be 
appointed their portion with the unbe- 
lievers, where there is weeping and gnash- 
ing of teeth. It means * * * that you 
shall have no portion or lot or inher- 
itance in the kingdom of God; both in 
time and in eternity. It has a very serious 
and far-reaching effect."— President Jos- 
eph F. Smith, Oct. Conference, 1899. 
This being true we should cherish 



462 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



above all else our standing in the Church. 

Third Sunday, October 20, 1929 

General Topic: Divine Authority. 

Lesson 78. Church Organization. 

Stakes of Zion. 

Text: Sunday School Lessons, No. 78. 

Reference: Isaiah 33:20 and 54:2; Doc. 
and Cov., 68:25; 82:13-14; 94:1; 104:40; 
109:39; 124:2. 

Objective: The same as stated in 
Lesson No. 76. 
Suggestive Groupings: 

I. Meaning of the term "Stake of 
Zion." 

a. Isaiah's comparison. Isa. 33:20 
and 54:2. 

b. It is improper to speak of Zion, 
the center place, or City of Zion, 
which is to be built, as "the Center 
Stake of Zion." Why? 

c. Explain when the expression 
"Stake of Zion" was first used in 
reference to a territorial division 
of the Church. — See Lesson Leaf- 
let. 

II. The Organized Stake of Zion. 

a. Explain how a stake is organized 
as to (1) wards and branches; 
(2) presiding officers; (3) priest- 
hood quorums and organizations; 
(4) auxiliaries, or "helps." 

b. What are the functions of the 
Stake Presidency. 

c. What are the specific duties of 
the High Council? What other 
duties may they perform and un- 
der whose direction? 

d. Show how the stake in its or- 
ganization is similar to the or- 
ganization of the Church. 

III. The Quarterly Stake Conferences. 

a. What has the Lord revealed con- 
cerning the gathering of the peo- 
ple in conference? Doc. and Cov. 
20:61-62, and verses 81-84. 

b. State the benefits to be derived 
from the quarterly conferences. 

c. Show the advantages which come 
to members of the Church in the 
opportunities to render service in 
the various organizations in wards 
and stakes. 

d. Point out the contrast between the 
Church of Jesus Christ of Latter- 
day Saints and the other churches 
in the opportunities given the 
membership to render service. 

e. Give reasons why the Lord dis- 
tributes responsibility in this way. 

f. What is the teaching of the 
Church in regard to responsibil- 
ities and labors in the life to come? 
What bearing upon the future life 
does activity in this life have, as 
explained in the revelations of the 
Lord? 



"Stakes of Zion. — Hear it, ye Gentiles! 
Hear it, O House of Israel! Jackson 
County, Missouri, is the chosen site for 
the City of Zion. No other place has 
been or will be appointed for that pur- 
pose. All other gathering places for 
God's people are Stakes of Zion, holding 
the outside cords and curtains of the 
spiritual Tabernacle of the Lord. 

"Zion's first Stake was at Kirtland, 
Ohio; and other stakes were organized in 
Missouri, Illinois, and Iowa. All these 
have been abandoned; but many others, 
since established, now flourish in the 
region of the Rocky Mountains. There 
was no stake organization in Jackson 
County, though that part is sometimes 
referred to as "The Center Stake." Zion 
is there, or will yet be there — the very 
City of God; but no Stake of Zion. 

"In Abeyance. — Zion is greater than 
any of her Stakes. It will require the 
Law of Consecration to bring forth Zion; 
while a lesser law suffices for the creation 
of stakes. When the building of Zion 
was postponed, the Law of Consecration 
was suspended, and the United Order 
went into abeyance. Then was intro- 
duced the Law of Tithing, a law adapted 
to the undeveloped conditions of the 
Church. Since that time the work of 
founding and maintaining Stakes of Zion, 
preparatory to the coming forth of Zion 
proper, has engrossed the attention of 
the gathered children of Ephraim."— 
Orson F. Whitney, Saturday Night 
Thoughts, pp. 183-4. 

Fourth Sunday, October 27, 1929 

General Text: Divine Authority. 

Lesson 79. Church Organization. 

Judiciary Councils. 

Text: Sunday School Lesson, No. 79. 

References: Doc. and Cov., Sections 
68, 102, 107. 

Objective: To point out the evidence 
indicating the divine origin of the Church 
as shown in the nature of its judiciary 
councils. 
Suggestive Groupings: 

I. The Bishop's Court. 

a. The purpose of the Bishop's 
Court. 

b. The spirit in which all cases are 
to be tried. Extent of jurisdiction 
of the Bishopric in trials of mem- 
bers without Priesthood, or those 
of the Aaronic Priesthood. 

d. Extent of jurisdiction of the Bish- 
opric in trials of those holding 
the Melchizedek Priesthood. 

e. Explain the differences between 
disfellowshiping and excommuni- 
cating a member of the Church. 

II. The Stake High Council. 

a. Organization of the First High 
Council. Doc. and Cov. 102. 



Aug., 1929 



GOSPEL DOCTRINE DEPARTMENT 



463 



b. The dividing of the Council by lot. 
Doc. and Cov. 102:12. 

c. How the accused and accuser are 
represented. 

d. The trial to be conducted in the 
spirit of prayer, equity and justice. 

e. Rendering of the decision. Sec. 
102:81-22. 

III. Temporary High Councils Abroad. 

a. The organization of a special High 
Council of High Priests in the 
mission fields. Doc. and Cov. 
102:24. 

b. The proceedings to be sefrt to the 
First Presidency. 

c. How appeals may be made. Sec. 
102:27. 

d. This council only to be called in 
most difficult cases. 

IV. The Traveling High Council of the 
Apostles. Doc. and Cov. 102:26-33. 

a. The Apostles have jurisdiction in 
all the world. 

b. The duty of the Apostles admin- 
istrative and judicial. 

c. Their duty as a trial High Council 
usually outside of organized stakes 
of Zion. 

V. The Council of the Presiding Bishop 
and twelve High Priests. 

a. To be organized in case of trial 
of a President of the Church. Sec. 
107:76, 82. 

b. State when this council was or- 
ganized. 

c. There is no appeal from the de- 
cision of this Council. 

VI. The Council of the First Presidency. 

a. To be organized to pass upon 
cases which are appealed. 

b. There is no appeal from the de- 
cision of this Council. Sec. 107: 
78-80. 

c. May be organized to consider doc- 
trine. Doc. and Cov., 102: 

There is no member or officer in the 
Church who is not amenable to the 
judicial councils of the Church. Members 
of the Church and those who hold the 
Aaronic Priesthood, may be tried before 
the Ward Bishopric in the ward where 
they reside, and if found guilty of trans- 
gression may be disfellowshiped or ex- 
communicated according to the merits of 
the case. Men holding the Melchizedek 
Priesthood may be tried before the Bish- 
op's court and if found guilty may be dis- 
fellowshiped, and, if the case warrants it, 
the Bishopric may pass the case on to 
the High Council of the Stake with the 
recommendation that the guilty person 
be excommunicated. The jurisdiction of 
the Bishop's court does not include power 
to excommunicate those holding the Mel- 
chizedek Priesthood. 

When a person is disfellowshiped he 
is deprived of association with the Saints 
and of all activities in the Church, but 



his membership is still retained. On 
making satisfaction through repentance, 
the person disfellowshiped may be re- 
instated by the vote of the people of the 
ward on the recommendation of the Bish- 
opric. When a person is excommuni- 
cated he loses all membership in the 
Church and stands precisely as a non- 
member. Should he repent and seek 
membership his case would be considered 
by the tribunal which excommunicated 
him and if favorable action is taken he 
may be received back into the Church 
through baptism and confirmation the 
same as though he had never been in 
the Church before. 

The High Council of the Stake has 
original jurisdiction and may try a person 
for his standing without first passing 
through a Bishop's court. The High 
Council may also act as an appellate court 
and consider cases appealed from the 
Bishop's court, and it is their duty to 
consider all cases where the matter of 
excommunication of those holding the 
Melchizedek Priesthood is involved." 

There is no person belonging to the 
Church who is exempt from the Councils 
of the Church (Doc. and Cov., 107:81-83). 
The President of the Church, should he 
transgress or an accusation be brought 
against him, may be tried before the 
Presiding Bishopric and twelve High 
Priests as the Lord has provided. This 
council has full jurisdiction, and should 
the President be found guilty of trans- 
gression he may be excommunicated. 
From the decision of this court there is 
no appeal. If the Presiding Bishop 
should be accused, or found in trans- 
gression, he may be tried before the First 
Presidency and twelve High Priests, and 
from the decision of this Council there is 
no appeal. 

The special council of the Presiding 
Bishop and twelve High Priests was 
organized April 12, 1838, at Far West, to 
try Oliver Cowdery who had been ac- 
cused of transgression by Elder Seymour 
Brunson. After heiaring the evidence 
and Oliver Cowdery's defense, he was 
excommunicated. 

The Prophet Joseph Smith submitted 
to trial by this Council, August 11, 1834, 
when charges were brought against him 
by Sylvester Smith. Bishop Newel K. 
Whitney rendered the decision exoner- 
ating the Prophet and requiring Sylvester 
Smith to make retraction of his false ac- 
cusation by issuing a statement in the 
Evening and Morning Star. 

How wonderful is the organization of 
the Church in making provision for the 
trial, and if guilty, condemnation, of any 
officer in it of high or low degree! No 
man in the Church, no matter what his 
office, is above the organization to which 
he belongs. 



464 



THE JUVENILE INSTRUCTOR 



Aug., 1929 




LATTER-DAY SAINT SUNDAY SCHOOL 
Group of three at extreme left: Center, J. R. Frodsham, Superintendent; on the 
rig-lit, L. C. Seal, and on left, V. L. Strong, Assistants. 




General Board Committee: Albert E. Bowen, Chaw-man; David A. Smith, Vice Chairman; 

Henry H. Rolapp and Jesse R. S. Budge 



LESSONS FOR OCTOBER 

First Sunday, October 6, 1929 

Lesson 36. Baptism by Immersion, for 
the Remission of Sins. 

Texts: Sunday School Lessons, No. 
36; Acts 2:38-42. Repent and be baptized 
every one of you in the name of Jesus 
Christ for the remission of sins. 

Objective: To show that baptism is 
a complete burial typifying a washing 
away of sins. 

Supplementary References: Mark 1:4- 
10; III Nephi 19:8-13; John 3:17-23; Doc. 
and Cov., Sec. 84:74; Moses 6:64, 65; 
Eph. 4:5; Acts 8:26-30; 35-39; Luke 3:7- 



14; John 1:24-35; Acts 8:12, 13; 22:16. 

Suggestions on Preparation and Pres- 
entation: The doctrines of the Church of 
Jesus Christ teach that baptism by im- 
mersion is necessary to salvation. Refer- 
ence is made to doctrines of other 
churches with no feeling of disrespect, 
but only with a desire to know the word 
of our Lord. 

Second Sunday, October 13, 1929 

Lesson 37. Baptism is Enjoined Upon 
AH Mankind. 

Text: John 3:1-12; Sunday School 
Lessons, No. 37. 
Objective: To show that baptism is 



Aug., 1929 



MISSIONARY DEPARTMENT 



465 




SPOKANE BRANCH, WASHINGTON 
Group of three at extreme rigflit, left to rigUts R. B, Carter, Branch President % 
V, S, Bennion and Sylvester Hutenins, Counselors. 



the door through which we enter the 
Kingdom of God. 

Supplementary References: Acts 2:36- 
40; John 3:1-12; Matt. 3:13-17; Mark 
16:16, 17; II Nephi 31:4-9; Gal. 3:21-29; 
I Cor. 6:9-11. 

Suggestions on Preparation and Pres- 
entation: This lesson is composed of 
quotations from the scriptures. A pros- 
pective missionary can profit by memor- 
izing these passages as well as to en- 
deavor to gain a full knowledge of their 
substance. 

Third Sunday, October 20, 1929 
Lesson 38. Who are entitled to Baptism? 

Texlt Matt. 28:16-19. 

Objective: To show that baptism is 
not efficacious unless it complies in every 
respect to the law of God. 

Supplementary References: Heb. 5:4- 
9; Ex. 28:1; 29:4-9; I Cor. 17:18; Mark 
16:16, 17; Doc. and Cov. 20:37; Moroni 
8:10-12; John 1:1-10; I Cor. 15:12-30. 

Suggestions on Preparation and Pres- 



entation: In the preparation and recita- 
tion of this lesson we should keep in mind 
that there are many different views con- 
cerning baptism. This lesson should help 
determine the law as given by God. 

Fourth Sunday, October 27, 1929 

Lesson 39. Baptism by Immersion vs. 
Pouring or Sprinkling. 

Text: Acts 16:33; Sunday School Les- 
sons, No. 39. 

Objective: To prepare prospective 
missionaries to defend the principles of 
baptism by immersion. 

Supplementary References: Acts 16: 
33; III Nephi 20:45; I Cor. 1:16; Alma 
3:32-36; Acts 16:17; Ezekiel 36:25; Num- 
bers 8:7; Isaiah 52:15; Hebrews 10:22; 
11:28. 

Suggestions on Preparation and Pres- 
entation: Each topic should be assigned 
at least one week before the recitation 
period, and a full and careful preparation 
urged upon each member of the class. 



General Board Committee: Milton Bennion, Chairman; T. Albert Hooper, Vice Chairman 



LESSONS FOR OCTOBER 

Course A— Ages 12, 13, 14 

First Sunday, October 6, 1929 

Lesson 33. The Love of Wealth and 
Power. 

Texts: Mark 10:17-31; Sunday School 
Lessons, No. 33; Weed's "Life of Christ 
for the Young," Chapter S3; Matthew 
20:20-28. 

Objective: Love of earthly possessions 
detracts from interest and devotion to 
spiritual. Such love stands in the way 
of attainment of honor and exaltation 
both in this life and the life hereafter. 

Supplementary Materials: Matthew 19: 
16; 20:16; Luke 18:18-30; Mark 10:35-45; 
Rae's "How to Teach the New Testa- 
ment," pages 150-154; Talmage's "Jesus 
the Christ," pages 476-478; 503-504; 
Gore's "New Commentary" under the 
treatment of Matthew 19 and 20; Dum- 
melow, same as in Gore; Farrar's "Life 
of Christ," chapter 46; Papini's "Life of 
Christ," pages 193-203; Kent's "Life and 
Teachings of Jesus," pages 246-248. 

Suggestive Outline: 

I. Jesus Journeys Toward Jerusalem. 

a. Met and questioned by rich young 
ruler. 

b. Enjoins him to sell all. 

II. Jesus Discourses on Rich Entering 
the Kingdom. 

a. Love of Heaven must crowd out 
love of earthly honor. 
III. James and John Ask for Positions of 
Honor. 

a. Other apostles indignant. _ 

b. Jesus teaches proper attitude of 
those who would be great. 

Teachers will find many examples in 
every day modern life which illustrate 
this lesson. We are envious of those who 
have wealth and power and perhaps we 
are richer than they with the things that 
really count. Have the students enu- 
merate some activities in which they have 
unselfishly participated that have brought 
them real joy. 

Lesson Enrichment: Dr. Gore in "The 
New Commentary on the Holy Scrip- 
tures" comments as follows: "If thou 
wouldst be perfect: these words cor- 
respond to 'One thing thou lackest' or 
'lackest yet' in Mark and Luke. 'Perfect' 
therefore is here the opposite of 'lacking.' 
The demand which follows was not alto- 



gether exceptional; it was on the last 
journey, one absolutely necessary to be 
made of all whom the Lord called to be 
His immediate followers. Correspond- 
ence with God's purpose, and so eternal 
life, for all whom the Lord called now 
depended upon the taking up of the Cross. 
Comments which lay stress only upon 
the need of complete sacrifice of property 
in this case, because love of money was 
the thing which kept the man from com- 
plete devotion, miss the mark. The pri- 
mary question is always not 'What will 
best develop my character?' but 'What 
does the work of God require?' If we 
take care to do God's will, our characters 
will take care of themselves. A religion 
of self-culture means a Pharisaical re- 
ligion." 

Dr. Talmage in his notes on chapter 27 
of "Jesus the Christ" says, "It has been 
asserted that the term "needle's eye" was 
applied to a small door or wicket set in 
or alongside the great gates in the walls 
of cities; and the assumption has been 
raised that Jesus had such a wicket in 
mind when He spoke of the seeming im- 
possibility of a camel passing through a 
needle's eye. It would be oossible though 
very difficult for a camel to squeeze its 
way through the little gate, and it could 
in no wise do so except when relieved of 
its load and stripped of all its harness. 
If this conception be correct, we may find 
additional similtude between the fact that 
the camel must first be unloaded and 
stripped, however costly its burden or 
rich is accoutrement, and the necessity 
of the rich young ruler, and so of any 
man, divesting himself of the burden and 
trappings of wealth, if he would enter by 
the narrow way that lead'eth into the 
kingdom. The Lord's exposition of His 
saying is all-sufficient for the purposes 
of the lesson: "With men this is impos- 
sible, but with God all things are pos- 
sible." (Matthew 19:26.) 

Second Sunday, October 13, 1929 

Lesson 34. The Feast at Bethany 

Tex'ts: John 11:55-57; 12:1-11;" Weed, 
"A Life of Christ for the Young," Chap- 
ter 56; Sunday School Lessons, No. 34. 

Objective: To teach that when com- 
pared with the great sacrifice made by 
Jesus for us, no sacrifice we can make 
can be too great. 

Supplementary Materials: Matt. 26:6- 
13; Mark 14:3-9; Farrar, "Life of Christ," 



Aug., 1929 



NEW TESTAMENT DEPARTMENT 



467 



Chapter 48; Talmage, "Jesus the Christ," 
pp. 510-512; 522, 523; Gore, "A New Com- 
mentary," under Mark 14; Kent, "Life 
and Teachings of Jesus," pp. 272-273; 
Bible Dictionary under "Burial," "Spik- 
ward" and "Anointing." 
Suggestive Outline: 

I. Pilgrims gather at Jerusalem for 
Passover. 
II. Jesus and Apostles Journey Toward 
Jerusalem. 

a. Stop at Bethany. 

b. Entertained at supper. 

III. Mary Anoints Jesus' Feet. 

a. Judas remonstrates. 

b. Other Apostles murmur. 

c. Jesus rebukes Apostles. 

d. Commands Mary. 

IV. Jesus Again Calls Attention to His 
approaching Death. 

Lesson Enrichment: Teachers can 
make this lesson much more vital and 
interesting if they will make use of the 
supplementary materials referred to. A 
reference to the various customs prevail- 
ing among the Jews will make this lesson 
more understandable and interesting to 
pupils. 

In the International Bible Dictionary 
we find, "The costliness of Mary's offer- 
ing (300 Pence— $48.00) may best be seen 
from the fact that a penny (denarius, 15- 
17 cents) was in those days the day-wages 
of a laborer" Matt. 20:2. In our day this 
would equal at least $300 or $400. 

Kent, in the "Life and Teachings of 
Jesus," says: "The word Messiah itself 
means 'the anointed.' Jesus' words to 
her show deepest appreciation and ten- 
derness, but they recall what he said to 
Peter when that disciple first hailed Him 
as Messiah. He assured her and the as- 
sembled guests that the anointing was 
not that he might sit upon a throne, but 
for his burial. Thus at every point, even 
in the ranks of his most devoted disciples, 
Jesus was assailed by the same temptation 
that confronted him when he left John 
beside the banks of the Jordan. With 
the same firmness and calm faith, he 
turned from the dream of material glory 
to the ideal of the Messiah, who should 
do the will of God by humble, tireless 
service, even though the path of service 
led to the cross." 

Gore says in his commentary: "She 
hath anointed my body aforehand for 
the burying. To the Jews the due per- 
formance of the rites of burial was placed 
very high in the scale of religious duties." 
^ The following from Farrar's "Life of 
Christ," is helpful: "But Jesus would not 
permit the contagion of this worldly in- 
dignation — which had already infected 
some of the simple disciples — to spread 
any farther; nor would He allow Mary, 
already the center of an unfavorable 



observation which pained and troubled 
her, to suffer any more from the con- 
sequences of her noble act. "Why 
trouble ye the woman?" He said. "Let 
her alone; she wrought a good work 
upon me; for ye have the poor always 
with you, but me ye have not always; 
for in casting this ointment on my body, 
she did it for burying." And He added 
the prophecy — a prophecy which to this 
day is memorably fulfilled — that wherever 
the Gospel should be preached that deed 
of hers should be recorded and honored. 

Third Sunday, October 20, 1929 

Lesson 35. Jesus' Final Visit to 
Jerusalem. 

Texts: Sunday School Lessons, No. 
35; Luke 19:29-44; 20:1-8; 21:1-6; 22:1-6; 
Weed, "A Life of Christ for the Young," 
Chaps. 57, 58 and 59. 

Objective: He who gives freely his 
all to the Lord, be it even so little, is 
more acceptable to the Father than he 
who gives part of a great wealth even 
though it be much. 

Supplementary Materials: Matt. 21:1- 
46; 22:1-46; 23:1-38; 24, 25, and 26:1-17; 
Kent, "Life and Teachings of Jesus," pp. 
255 to 270; Farrar, "Life of Christ," Chs. 
49-54; Papini, "Life of Christ," pp. 241- 
280; Rae, "How to Teach the New 
Testament," pp. 159-170; Gore, "A New 
Commentary," Comments of Chapters 11- 
14 of Mark; Talmage, "Jesus the Christ," 
pp. 513-590; Browne, "The Graphic 
Bible," p. 134. 
Suggestive Outline: 

I. Jesus leaves Bethany. 

a. Accompanied by Apostles. 

b. Followed by many believers. 
II. Sends Two Apostles for Colt. 

a. Mounts and Rides. 

b. Fulfills Prophecy. 

III. Jesus Proclaimed by Multitude. 

a. Acclaim made by those from 
Jerusalem. 

b, -Path strewn with Palms. 

IV. Jesus Entered the Temple. 

a. Teaches. 

1. Declares many truths. 

2. Denounces false teachers. 

3. Warns Apostles. 

b. Cleanses Temple. 

c. Heals sick. 

V. Teaches Lesson on Widow's Mite. 
VI. Pharisees conspire to kill Him. 

Lesson Enrichment: There are so 
many phases of vital interest in this les- 
son that it were to be wished that we 
might have several Sundays to devote 
to it. An objective is suggested which 
center in the lesson of the "Widow's 
Mite." Teachers may desire to stress 
some other lesson, and use another ob-- 



468 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



jective. The need and interest of the 
class must determine largely the par- 
ticular thing to be emphasized. 

The following comment from Gore's 
"New Commentary," may help: "The 
widow's mite, St. Mark has given much 
emphasis to our Lord's warnings against 
riches: here he illustrates the converse 
side, His benediction of the poor. Money 
is so useful for religious and charitable 
purposes that there is always the tempta- 
tion to think more of the large offerings 
of the rich than of smaller offerings 
which may yet represent a much greater 
effort and more real self-denial." 

Rae in "How to Teach the New Testa- 
ment," among many helpful suggestions 
offers the following: "The teacher must 
get the route of the procession clearly 
in his own mind and set it before the eyes 
of the children. If he has not a map of 
Jerusalem he can draw the route on the 
blackboard. It is very clear. Jesus had 
come to Bethany, which is about two 
miles from Jerusalem. From Bethany 
two roads run to Jerusalem. One goes 
over the Mount of Olives, the other winds 
round the southern shoulder of the mount, 
and then turns northward until it comes 
opposite the Shepherd's Gate of the city. 
There is a fine description of this south- 
ern route in Stanley's Sinan and Palestine, 
and most writers think this was the road 
Jesus used. 

"Bethphage had not been identified. It 
was possibly the village in which the colt 
was found, and it lay between Bethany 
and Jerusalem. It must be understood 
that the crowd accompanying Jesus from 
Bethany included many Galilean pilgrims 
to the Passover feast, and that they were 
met by a crowd out of the city who had 
heard of the presence of Jesus at Beth- 
any." 

Papini says of the selection of the colt 
by Jesus: "Jesus asked expressly for 
an ass not yet broken, never before rid- 
den, something like a wild ass, because on 
that day, the animal chosen by Him was 
not a symbol of the humility of his rider 
but was a symbol of the Jewish people, 
who were to be liberated and overcome 
by Christ; the animal, unruly and restive, 
stiff-necked, whom no prophet and no 
monarch had mastered and who today 
was tied to a post as Israel was tied with 
the Roman rope; vain and foolhardy as 
in the book of Job; fitting companion for 
an evil king; slave to foreigners, but at 
the same time rebellious to the end of 
time, the Hebrew people had finally found 
its master. For one day only: it revolted 
against Him, its legitimate master in that 
same week; but its revolt succeeded only 
for a short time. The quarrelsome capitol 
yva-s pulled down and the god-killing 



crowd dispersed like the husks of the 
eternal Winnower over all the face of 
the earth." 

Teachers should all endeavor to use 
some of the supplemental books referred 
to. This additional material will make 
these lessons not only more interesting 
to the class, but much more enlightening 
and pleasurable to the teacher. 

Fourth Sunday, October 27, 1929 

Lesson 36. The Last Supper. 

Texts: Mark 14:12-26; Weed, "A Life 
of Christ for the Young," Chapter 60; 
Sunday School Lessons, No. 36. 

Objective: One should go to the house 
of the Lord often and help his remem- 
brance of the Savior by partaking of the 
Sacrament of the Lord's Supper, and 
renew his determination to serve God. 

Supplementary Material: Matt. 26:17- 
30; Luke 22:7-30; John 13:1-30; Third 
Nephi 18; 26:13; Moroni, Chapters 4 and 
5; Doc. and Cov., 20:68; 76-79; 27:2; 59: 
9-12; Talmage, "Jesus the Christ," pp. 
591-614, and notes 1, 2, 3 and 4 to chap. 
33; Papini, "Life of Christ," pp. 288-302; 
Battenhouse, "The Bible Unlocked," pp. 
367-370; Farrar, "Life of Christ," chapter 
55; Rae, "How to Teach the New Testa- 
ment," chapter 35; Kent, "Life and Teach- 
ings of Jesus," pp. 274-277; Dummelow, 
Comments on Matt, 26:17-30; Gore, same 
as in Dummelow; Tarbell's Teachers' 
Guide for 1919, pp. 262-270. 

Suggestive Outline: 
I. Jews Celebrate Passover Feast. 
II. Apostles Ask Jesus Where They 
Shall Eat Their Feast. 

a. Jesus tells two apostles how to 
find place. 

b. They prepare the feast. 

III. Jesus and Apostles Eat Together. 

a. Jesus teaches concerning His 
death. 

IV. Jesus breaks and blesses bread and 

blesses wine. 

a. Admonishes apostles to partake 
often in remembrance of Him. 

b. Says it is a new covenant. 
Lesson Helps: The alert teacher will 

not lack for material for this lesson. Any 
one of the references above given will 
give many fine illustrations and facts that 
will enrich the lesson. 

The beautiful picture of the "Lord's 
Supper" which is printed as the frontis- 
piece of this issue of the Juvenile Instruc- 
tor should be used to illustrate this les- 
son; by all means show it to your class. 

Call the attention of the class to the 
institution of the "Sacrament of the 
Lord's Supper" among the Nephites, and 
also among the Latter-day Saints, 



Aug., 1929 



NEW TESTAMENT DEPARTMENT 



469 



Tarbell helps with the following: 
"This day shall be unto you for a 
memorial; and ye shall keep it a feast to 
Jehovah," we read. All these things hap- 
pened on the last night in Egypt, and 
then the Israelites made their escape, and 
crossed the Red Sea and went on to 
Sinai and finally into the Promised Land. 
"Now centuries afterwards, the last 
night of Jesus' life on earth came and He 
kept that Passover feast with His disciples 
at Jerusalem. And on that night He gave 
His followers a new feast to take the 
place of the old one, a feast which we, 
His followers, keep still, because He said, 
'This do in remembrance of me.' We 
call this feast the Lord's Supper." 

We take from "The Bible Unlocked" 
by Battenhouse: 

"There are three elements contained 
in this last parable of Jesus which have 
elevated it to a supreme place among the 
sacraments of the Christian Church. The 
first is the emphasis which Jesus placed 
upon intimate and loving friendship. 
Jesus wished to be remembered. It is 
sad as death — once to be loved and then 
to be forgotten. The second is the new- 
interpretation which by means of this 
parable, Jesus gave to vicarious human 
suffering. Love that suffers is divine. It 
reveals the character of God. It is the 
sign of his presence. It is redemptive. 
The third outstanding element of this 
sacrament is its mystical suggestiveness. 
It emphasizes and satisfies the instinctive 
human hunger for fellowship with God. 



It symbolizes the soul-sustaining presence 
of Christ in the life of the Christian be- 
liever." 

Papini in his "Life of Christ" gives us 
the following: "For the Jews, Easter 
is only the feast in memory of their flight 
from Egypt. They never forgot their 
victorious escape from their slavery, ac- 
companied by so many prodigies, so mani- 
festly under God's protection, although 
they were to bear on their necks the yokes 
of other captivities, and to undergo the 
shame of other deportations. Exodus 
prescribed an annual festivity which took 
the name of the Passover; Pasch, the 
paschal feast. It was a sort of banquet 
intended to bring to mind the hastily 
prepared food of the fugitives. A lamb 
or a goat should be roasted over the fire, 
that is, cooked in the simplest and quick- 
est way; bread without leaven, because 
there was no time to let yeast rise. And 
they were to eat of it with their loins 
girded, their staves in their hands, eating 
in haste, like people about to set out upon 
a journey. The bitter herbs were the 
poor wild grasses snatched up by the 
fugitives as they went along, to dull the 
hunger of their interminable wanderings. 
The red sauce, where the bread was 
dipped, was in memory of the bricks 
which the Jewish slaves were obliged to 
bake for the Pharaohs. The wine was 
something added: the joy of escape, the 
hope of the land of promise, the exaltation 
of thanksgiving to the Eternal." 

Read the first four notes to chapter 33 
of Dr. Talmage's "Jesus the Christ." 




L,. D. S. SUNDAY SCHOOL, SOUTH AFTON, WYOMING, MOTHERS' DAY, 1929 
Copy of photograph given to each mother in the Ward. Right, sitting, 
Geo. A. Hale, Superintendent, Theron Merritt, First Assistant, and William 
Roberts, Second Assistant. At left of picture, Bishop George Konnington, 
and First Counselors, Ben. Nield. 




WJW" 1 **?*?* 



OLD TESTAMENT DEPARTMENT 



General Board Committee: 



Robert L. Judd, Chairman; Elbert D. Thomas, Vice Chairman; 
Mark Austin 



LESSONS FOR OCTOBER 

Course C— Ages 18, 19, 20 

First Sunday, October 6, 1929 

Lesson 35. Joel. 

References: The Book of Joel; The 
Encyclopedia Britannica; Kent's "Makers 
and Teachers of Judaism," pages 141-2; 
Moulton's "Modern Ruler's Bible," pages 
1419-20; Sunday School Lessons, No. 35. 

Objective: To show that the purpose 
and theme of a prophecy can be mis- 
understood if students of the prophecy 
will refuse to accept its universal appli- 
cation. 

Suggestive Grouping: For the purpose 
of presenting to the class the Book of 
Joel as a literary unit and in order to 
illustrate the lesson objective first acceot 
the literary interpretation of the Book 
as explained by Moulton: "The move- 
ment of the poem is the beautiful move- 
ment of the regular arch, with its turning 
point_ in the center, while every stage in 
the rise of the action has its counterpart 
in the fall. 

1. The land desolate and mourning. 

2. Judgment advancing to a crisis. 

3. Repentance at the last moment. 

4. Relief and Restoration. 

5. Afterward: Israel spiritualized— the 
nations summoned to judgment. 

6. Advance to the valley of Decision. 

7. The holy mountain of eternal Peace. 
"In the first of the seven brief visions, 

after the fashion of a modern oratorio, 
successive choruses of old men, Revellers, 
Priests, Husbandmen, uniting at last in 
a chorus of the whole people, present 
the land in utter desolation. The second 
vision opens with the trump of doom, and 
moves through a crescendo of advancing 
foe to the climax of the voice of Jehovah. 
The third vision comes with a surprise: 
the voice of Jehovah is a voice calling to 
repentance; and the choruses of the first 
vision unite in a prayer for forgiveness, 
led by the Priests. The fourth and cen- 
tral vision — keystone of the arch of the 
movement — brings the change from judg- 
ment to mercy: as Jehovah speaks, the 
earth resumes its fertility and fairness. 
The fifth_ vision presents Israel in its 
sanctification; now new tokens of judg- 



ment foreshadow Jehovah preparing to 
fight for his own people against the na- 
tions. Throughout the sixth is the ad- 
vance to the final contest in the valley 
of the Lord's Decision, culminating, like 
the second Vision, in earthquake and 
darkness. The^ darkness rolls away for 
the seventh vision, and, in contrast with 
the opening picture, stands out the Holy 
Mountain of God's people in its eternal 
peace." (Moulton's notes on the Book 
of Joel in his "Modern Reader's Bible," 
page 1420.) 

Now in contrast to the literary inter- 
pretation consider Joel 2:27-32 as referring 
to the last days; Joel 2:10; 2:30-31 and 
3:15, as referring to the signs that will 
precede the second coming of Christ; 
Joel 3:10-21 as referring to the gathering 
of Israel and Judah; Joel 3:1-17 as refer- 
ring to the movement of the nations 
against Jerusalem. Read Matthew 24:14 
and 24:29-31 as Jesus' confirmation of the 
prophecy of Joel. 

Lesson Enrichment: "Joel, although 
,he rebuked the Israelites for their trans- 
gressions and spoke against them, pro- 
phesied more of conditions in the last 
days when Israel should be gathered and 
Jerusalem and Zion redeemed. He also 
predicted the signs that are to precede the 
second coming of Christ and the gather- 
ing of the armies of the nations against 
Jerusalem. He also predicted the final 
overthrow of Egypt and Edom" (Sunday 
School Lessons — Gospel Doctrine Depart- 
ment for October 28, 1929). 

"The next prophetic book is that of 
Joel, which some people in consequence 
of an almost inconceivable confusion of 
ideas still declare to be the oldest of all. 
Few results of Old Testament research 
are as surely determined and as firmly 
established as that the Book of Joel dates 
from the century between Ezra and 
Alexander the Great. 

_ "In Joel for the first time that distinc- 
tive note is wanting which in all the older 
prophetic writings, without exception, 
from Amos to Malachi, was the chief 
concern of the prophets, namely, censure, 
constant reference to the sins of Israel. 
Joel describes Israel as devout and pleas- 
ing in the sight of God; all is as it should 
be. In the regularly and conscientiously 
conducted ritual of the Temple, Israel has 
the guarantee of the grace of God; the 



Aug., 1929 



OLD TESTAMENT DEPARTMENT 



471 



most beauteous promises are held out 
to it, while the heathen will be destroyed 
by God and His angels as the harvest is 
cut down by the sickle and grapes 
trampled in the press; and moreover, the 
Jews shall turn their 'ploughshares into 
swords and their pruning-hooks into 
spears.' The celebrated pouring-out of 
the spirit will affect only Jewish flesh; 
the Gentiles shall no longer be consid- 
ered." (Cornill, "The Prophets of Israel.") 

"The Book of Joel is one of the most 
vigorous and eloquent of all prophetic 
utterances. It has the strong, direct 
qualities of the Books of Amos and 
Micah. It abounds in quotable, poetic 
sayings. There is much doubt, however, 
in respect to the date of the prophecy. 
Because of its resemblance to the earlier 
prophets and because Assyria and Baby- 
lon are not mentioned by name, some have 
placed it very early; others because it 
contains quotations from early prophets, 
place it very late, making Joel the very 
last of the great brotherhood of the 
prophets. 

"In the East, the swarms of locusts 
are a terrible visitation. They come like 
an army, darkening the sky and destroy- 
ing every particle of vegetation, leaving 
the ground black and desolate as though 
a fire had swept over it. Joel makes 
such visitation, in which the locust in 
the various stages of its growth ren- 
dered the land utterly barren, the basis 
of his vigorous appeals for repentance. 
The people do repent, and God forgives 
their transgressions." (Book of Life, 
Volume 4, page 400.) 

Second Sunday, October 13, 1929 
Lesson 36. Jonah. 

References: The Book of Jonah; The 
Encyclopedia Britannica; Cornill, "The 
Prophets of Israel," pages 170-174; "The 
Book of Life," Volume 4, pages 414-5; 
Sunday School Lessons No. 36. 

Objective: To show the growth and 
development of the concept of God from 
that of a Tribal God to a Universal One. 
Suggestive Grouping: 

I. Jonah's First Call and its Results. 

a. The lesson of obedience. 

b. The lesson of the great storm. 

c. Jonah's prayer. 

II. Jonah's Second Call and His Mis- 
sion. 

a. The results of his preaching and 
the repentance of the people. 

b. Jonah's displeasure at the Lord's 
compassion. 

c. God's lesson to Jonah. 

III. The Importance of the Book o\ 
Jonah, 
a. As Biblical Literature. 



b. As Scripture. 

1. Its position in the development 
of the concept of a Universal 
God. 

2. As God becomes omnipresent 
or universal so His compassion 
and his interest are extended 
and he shows them for all 
creatures as well as for the 
chosen few. 

Lesson Enrichment: 

"But to a single line of this song — 
Out of the belly of hell cried I— 
a commentator has appended a most pro- 
saic footnote, explaining how the meaning 
isi the belly of a whale that received and 
vomited Jonah. Had the page-setting 
which we now use for all literature been 
applied early to the Bible, it would have 
been evident to every eye that this is only 
a commentator's footnote, in full keeping 
with the fanciful thoughts which distin- 
guished the early ages of commentary. 
* * * Thus the question is not, as is 
commonly supposed, whether the incident 
of the whale is a real or a mythical 
incident. The question is, whether it is 
part of the Bible at all; and our result is 
that it is the addition of a commentator, 
and, moreover, an addition that is in 
clear contradiction to the sacred text." 
(Moulton's notes on the Book of Jonah, 
pages 1423-4. "Modern Reader's Bible.") 

"There are those who regard the nar- 
rative portion of the Book of Jonah as 
literally true and there are others who 
regard the book as a poem or an allegory. 
However this may be, it is most unfor- 
tunate that discussions concerning the 
great sea animal have called the attention 
of readers away from the spiritual sig- 
nificance of one of the noblest and most 
inspired utterances of the human soul. 
It is a beautiful, poetic story; if it is also 
symbolical, like the 'Pilgrim's Progress,' 
it is none the less true. 

"It is a story which children should 
know by heart. The pictures are drawn 
by the hand of a Master. The reluctant 
prophet who is ordered to Ninevah but 
who tries to escape the commands of the 
Lord is introduced without any prelimi- 
nary statement. He goes down to Joppa, 
and finds a Phoenician ship about to sail 
for the Port of Tarshish. He pays his 
fare and goes below to sleep. He is a 
good sailor and does not awaken when 
the ship leaves port and encounters a 
terrific storm in the Mediterranean— "The 
Lord hurled a great wind into the Sea." 
All the sailors pray to their gods and cast 
the cargo overboard to lighten the ship. * 

"He is the first foreign missionary. For 
the first time in the Old Testament a 
prophet is sent to the Gentile world. All 
other prophets speak for Israel. They 
warn their own land. They predict sal- 



472 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



vation for the chosen people. Jonah goes 
to Ninevah, 'that great city,' and brings 
the message of the Lord to its multi- 
tudes. * * * 

"This is the Gospel of tJhe Old Testa- 
ment, the everlasting mercy of God for 
all His people, His care for them, even 
for the 'Much Cattle.' This is the same 
God as He of the New Testament, who 
cares for His children and for the spar- 
rows that do not fall without His notice. 
This is what makes the little Book of 
Jonah one of the most precious in liter- 
ature." (Book of Life, Volume 4, pages 
414-5.) 

"Jonah is first heard of in the days of 
Jeroboam II. It is written that he was 
sent to predict the victory and expansion 
of Israel. (2 Kings 14:25.) He was of 
the village of Gathepher. Jewish legend 
represents him as being the son of the 
widow of Serepta who fed Elijah, but 
this is not authentic. The story of Jonah 
is a very interesting and important one 
and teaches several valuable lessons as 
follows: (1) The concern of the Lord 
over the conditions of nations not of 
Israel; (2) The necessity of obedience 
to the commandments of the Lord by his 
authorized servants; (3) The futility of 
attempting to flee from the presence of 
the Lord; (4) The forgiveness that fol- 
lows repentance in the case of peoples as 
well as individuals; (5) The obligation 
upon individuals and peoples to accept 
edicts from the Lord even when they may 
be contrary to their wishes. The story of 
Jonah has come in for its share of ridicule 
and criticism, but it received the stamp of 
approval of the Lord who uses Jonah as 
a sign of his own death and resurrection, 
and also the repentance of the people of 
Ninevah as a sign against the Jews. - ' 
(Sunday School Lessons. Gospel Doc- 
trine Department, October 28, 1929.) 

"An involuntary smile passes over one's 
features at the mention of the name of 
Jonah. For the popular conception sees 
nothing in this Book but a silly tale, 
exciting us to derision. Whenever shal- 
low humor prompts people to hold the 
Old Testament up to ridicule Balaam's 
ass and Jonah's whole infallibly take pre- 
cedence. 

"I have read the Book of Jonah at 
least a hundred times, and I will publicly 
avow, for I am not ashamed of my weak- 
ness, that I cannot even now take up this 
marvelous book, nay, nor even speak of 
it, without the tears rising to my eyes, and 
my heart beating higher." (Cornill, "The 
Prophets of Israel," page 170.) 

Third Sunday, October 20, 1929 
Lesson 37. Daniel. 

References: The Book of Daniel; The 



Encyclopedia Britannic a, Moulton's 
"Modern Reader's Bible;" Notes on "The 
Book of Daniel," pages 1416-17-18.) 

Objective: To show that the life of 
Daniel justifies the sacrifice of martyrs 
that truth will ultimately prevail; and 
that eternal rewards are greater than life 
itself. 
Suggestive Grouping: 

I. Historical background necessary to 
appreciate the Book of Daniel. 
II. The Place of the Book of Daniel 
Among the other Books of the 
Prophets. 
III. The Story of tflie Book. 

a. The captive Hebrews. 

b. Nebuchadnezzar's dream and 
Daniel's Interpretation. 

c. Daniel becomes a great man. 

d. The Hebrew youths refuse to wor- 
ship the image of the king. 

b. Nebuchadnezzar's Proclamation. 

e. The fiery furnace. 

g. The king's second dream, 
h. Belshazzar's feast, 
i. The plot against Daniel, 
j. The Lion's Den. 

Lesson Enrichment: "The Book of 
Daniel was written to help and encourage 
people in time of trial and persecution. 
The purpose of the stories was to in- 
fluence the people to stand fast by their 
religion, to show them that God would 
surely save them if they did, and to make 
plain that God is more powerful than the 
mightiest kings of the earth. 

"The six stories of Daniel and the cap- 
tive Hebrew boys are told with such 
vividness and power that they have be- 
come universal favorites. The historical 
details and names in the book may not 
always be clear, but this does not alter 
the value of the stories, which lies in 
them. Plea for courage and faith in God. 
Right will finally triumph and wrong be 
overthrown. The man who believes this 
will 'stand in his own lot to the end of 
his days.' That is the heroism of faith 
which this book presents. 'Daniel' is a 
trumpet-call to courage in the moral 
battle of life. It sounds a note to which 
the higher spirits of humanity have al- 
ways responded." 

"The latter part of the book contains 
symbolism which it is difficult now to 
understand, but which appeals strongly 
to the people for whom it is written. It 
also gives once again in the Old Testa- 
ment a clearly expressed hope for a 
future life. The writer has urged his 
readers to stand firm for the faith, but 
this in many cases, means death. No 
reward can come to such in this life, 
but they will receive a reward in the life 
to come. 'The problem of God's justice, 
which is argued in 'Job,' has in 'Daniel' 



Aug., 1929 



OLD TESTAMENT DEPARTMENT 



473 



its final Hebrew answer in the hope of 
a future life'." (Book of Life, Volume 
4, page 423.) 

"The Book of Daniel deals largely with 
prophecy concerning the nations of the 
earth, the Priesthood, and the Kingdom 
of God, from the days of his writing 
down to the present day and. in fact, until 
the Millennial reign. Some of the things 
he has written are very clear and we have 
been given the Key by which they may 
be perfectly understood, but regarding 
many things pertaining to the last days 
the matter is not made clear and Daniel 
was instructed to 'shut up the words and 
seal the book, even to the time of the end,' 
and while 'many shall run to and fro, 
and knowledge shall be increased,' yet the 
sealed part of Daniel's vision shall remain 
hidden until the Lord shall declare it. 
The same is true of the vision of John 
which covers the same events as the vision 
of Daniel. It is well, then, for us not to 
speculate in relation to these matters, but 
to abide the time of the Lord when he 
will make them clear." (Sunday School 
Lessons, Gospel Doctrine Department, 
October 21, 1928.) 

"When the ordinary reader thinks of 
the Old Testament prophets, he thinks 
inevitably of the four great figures of 
Isaiah, Jeremiah, Ezekiel, and Daniel. At 
the back of his mind there is perhaps a 
recollection of having seen these four in 
a stained-glass window or in some great 
painting. Such a reader is startled to 
find that the Hebrew Old Testament 
knows nothing of four great prophets, and 
that it does not count the Book of Daniel 
as prophetic writing at all." (A New 
Commentary on Holy Scripture, page 
544.) 

Fourth Sunday, October 27, 1929 
Lesson 38. Ezra. 

References: The Book of Ezra; The 
Encyclopedia Britannica; "The New Com- 
mentary on Holy Scripture," page 281- 
290; Sunday School Lessons, No. 38. 

Objective: The purpose of this lesson 
is to supply for the student just what 
the Book of Ezra does for the Old 
Testament— the historical background of 
the great post-exilic period. 
Suggestive Grouping: 

I. Review of the captivity. 
II. The return from Babylon. 

a. Review Haggai. 

b. Review Zechariah. 

(The two prophets already consid- 
ered who were parts of this great 
movement.) 
III. The Book of Ezra. 

a. Its place in Bible History. 



b. Its influence on the future of 
Judaism. 

c. Its purpose. 

IV. Ezra the Man— His Life. 

Lesson Enrichment: As an aid to his- 
torical orientation the following is a list 
to the Kings of Persia, with their dates 
and the references in the Old Testament 
to them. (This list is found on page 
282 of "A New Commentary on Holy 
Scripture." Macmillan Co., 1928, New 
York.) 

Cyrus, 538-529 (B. C.) (Ezra 1:1, 
5:13, 6:3). 

Cambyses 529-522. 

Pseudo-Smerdis, 522. 

Darius I, 521-486 (Ezra 4:5; Haggai 
1:1; Zechariah 1:1). 

Xerxes I, 486-465 (Ezra 4:6)— Ahas- 

r 1 p t" a c 

Artaxerxes I, 465-426 (Ezra 4:7-11; 
Nehemiah 1:1; 2:1; 5:14; 13:6). 

Xerxes II, 425. 

Darius II, 424-405. 

Artaxerxes II, 405-359 (Ezra 7:1). 

Artaxerxes III, 359-339. 

Arses, 339-336. 

Darius III, 336-332 (Nehemiah 12:22). 

"The Exile— This important period is 
perhaps less studied and appreciated than 
any other period of Jewish history. Yet 
out of it comes some of the very finest 
literature of the Old Testament: poems, 
stories, prophecies. For the second time 
in its history, Israel passed under the yoke 
of bondage. We are almost as familiar 
with the scenes of the first captivity as we 
are with the countries of modern Europe; 
for Egypt still lives. Recent discoveries 
bring the Ancient days even of the great 
empire very close to us. There are still 
cities and towns on the Nile, mighty 
pyramids, temples, and colossal sculp- 
tures going back to the time when Israel 
was in bondage, when Hebrew slaves 
helped to build those memorials of the 
past. 

"The case of Assyria _ and Babylon, 
those great city empires, is far different. 
These great civilizations, the greatest per- 
haps, in point of outward magnificence 
of all times, have completely vanished 
from the earth. Not a wall, not a temple 
is standing. There is hardly any portion 
of the earth poorer, more forlorn, than 
the region which was the cradle of civili- 
zation, the site of the richest, most power- 
ful city of the earth. Many records, 
however, we have, from the "Books" of 
the time, written upon clay tablets which 
were burned into bricks, far more endur- 
ing than the papyrus of Egypt. More- 
over, the great traveler of ancient times, 
Herodotus, visited Babylon, not indeed at 
the height of its glory, but while it was 
still intact, only one hundred years after 



474 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



the captivity of the Hebrews." The Book 
of Life— Volume 4, page 449.) 

"Five hundred and thirty-six years be- 
fore Christ a wonderful new era began 
for the Hebrew race. They had been 
under the power of the Empire of Baby- 
lon. The best part of the people had 
been taken to Babylonia, where they had 
longed in vain for their lost land. Ezekiel 
and Isaiah 40-66. (Note what was said 
at the beginning of the lessons on Isaiah 
about the two Isaiahs — this writer accepts 
the thesis that Isaiah was written by two 
different people at different times. — See 
Book of Mormon, also Elder James E. 
Talmage's address at the April, 1929, Gen- 
eral 99th Annual Conference Proceedings, 
page 45.) And some psalms show us how 
strong the longing was. At last, in 539, 
Babylon fell under the conquering armies 
of Cyrus, king of the newly formed Em- 
pire of Persia, beyond the mountains to 
the east of Babylon. Cyrus was a wise 



king and a great statesman. He knew 
that discontented groups weakened an 
Empire, and very soon he gave to the 
members of various nations who had been 
brought to Babylon permission to return 
home. Among these were the Hebrews. 
They received this permission with great 
joy; * * * 

"Those who came to Jerusalem at first 
found there a small and weak community 
of their own people, who had never been 
taken to Babylon, surrounded and almost 
swamped by foreigners. * * * Yet they 
never gave up their religion or their love 
for their nation, and, by steadfastness 
even when discouraged, they became the 
founders of the New Jewish nation, which 
occupied Palestine in the New Testament 
times. We may well honor them. Hero- 
ism consists, not in never being dis- 
couraged, but in never giving up, no 
matter how discouraged we may be."' 
(Book of Life — Volume 4 — page 455.) 







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General Board Committee: Alfred C. Rees, Chairman; James L. Barker, Vice Chairman; 

Horace H. Cummings and Wm. A. Morton 



LESSONS FOR OCTOBER 

Course B— Ages 15, 16, 17 

First Sunday, October 6, 1929 

Lesson 37. Humility. 

Objective: Humility promotes spiritual 
growth. 

In their public ministry, Peter and 
John impressed the learned Jews as 'un- 
learned and ignorant men' (Acts 4:13) 
and, to the same Jews, Jesus was the 
'carpenter's son' (Matthew 13:55). The 
authors of the New Testament books, 
with the exception of Luke whose Greek 
is not entirely free from Hebrewisms, 
did not write reasonably correct Greek. 
Even Jesus 'increased in wisdom and in 
stature' _ (Luke 2:52) and His disciples, 
though inspired, were not given all abil- 
ities and all knowledge. They were to 
be 'witnesses' of the truth; they were not 
to demonstrate the truth by performing 
miracles nor by being subjected to the 
miracle of being made perfect. They 
were not to be made machines, but to be 
themselves. 

In abridging the records, of what fault 
was Mormon conscious? 



Have you known the Book of Mormon 
to be criticized because of its form? 
How? 

Could the books of the New Testament 
be criticized in like manner? Is it reason- 
able to think that if a man used faulty 
English or incorrect Greek that he could 
not be a prophet of the Lord? 

In becoming a prophet, (a) how does 
a man change? (b) wherein does he 
remain the same? 

What would have to happen if, in be- 
coming a prophet, a man's language were 
to become faultless? 

How do our leaders tend to differ from 
other men? 

How are they like other men? 

Compare "humility" and "teachable- 
ness." 

Which grows the faster spiritually — an 
egotistical person or one who is humble? 

"Whoever enters on a course of disci- 
pline with a view to development should 
assure himself of two things: his actual 
smallness and his possible largeness." 
From "The Glory of the Imperfect," by 
Dr. George H. Palmer. 

Are human weaknesses good reasons 
for not attempting to be strong and 
great and good? 



Aug., 1929 



BOOK OF MORMON DEPARTMENT 



475 



Second Sunday, October 13, 1929 

Lesson 38. Secret Combinations. 

Texts: Sunday School Lessons, No. 
38; Ether 8. 

Objective: Our allegiance to the Lord 
should be undivided. 

Though secret societies have often had, 
and perhaps now have, evil purposes, 
many have (high aims— fraternal, charit- 
able, etc. — and are only exclusive. How- 
ever the Lord demands the heart and a 
willing mind. All our time can be spent 
under His leadership through His serv- 
ants. There should be no division of 
our eneregies nor allegiance. 

Suggested Special Assignment (to be 

given perhaps at beginning of lesson) : 

What is secret diplomacy? 
What is meant by an 'executive session' 
of a legislative body? 

Why are 'executive sessions' and secret 
diplomacy now generally condemned by 
public opinion? 

Suggested Questions 

What was the purpose of secret so- 
cieties as related in the Book of Ether? 
Among the Nephites? 

What purposes do you think men may 
have in forming a secret society? 

What is the nature of fraternities? 
soroities? fraternal organizations? 

What is there about such that you do 
not approve? 

Do you know of any societies (a) in 
history, (b) at the present time, that are 
organized for what you consider evil 
purposes? 

Is there any reason why members of 
the Church should not belong to secret 
fraternal orders that aim by right means 
to further the interests of their members? 

If a 'Mormon' is also a Woodman, an 
Elk or a Mason, etc., what does that 
indicate to you? 

Third Sunday, October 20, 1929 

Lesson 39. No Faith, No Testimony. 

Texts: Sunday School Lessons, No. 
39; Ether 12:1-22. 

Objective: For ye receive no witness 
until after the trial of your faith. 

Suggested Questions 

Why did Ether have a testimony of the 
Gospel? 



Why did not those whom he called to 
repentance have a testimony? 

What is a testimony? How is it ob- 
tained? When? 

Who is more likely to receive a testi- 
mony soon after baptism — a convert in 
the missionary field or someone born in 
the Church? Why? 

Is there any way to explain the testi- 
mony of Karl G. Maeser following his 
baptism? 

Why should no witness (testimony) be 
received until after a trial of faith? 

Can you give examples of great testi- 
monies following severe trials of faith? 

Why are missionaries more likely to 
have a testimony than young men and 
women of their age at home? 

Why have a few (good) elderly people 
and more young people no strong feeling 
that they have a testimony? 

Why is a testimony desirable? 

What should one do to get one? 

Will "efficiency," etc., in Church work 
bring a testimony? 

Why must we also seek a testimony? 

With what motives must our desire for 
a testimony be inspired? (Willingness tc 
obey the will of the Lord, love for our 
fellows, desire to serve, etc.) 

Suggested Individual Assignments 

Search in the biographies of prominent 
Church leaders, past and present, and 
learn under what conditions they have 
received their "witness" of the truth. 

Fourth Sunday, October 27, 1929 

Lesson 40. Gospel Ordinances. 

Texts: Sunday School Lessons, No. 
40; Moroni 2, 3, 4, S, 6. 

Objective: The ordinances in the Book 
of Mormon are full of meaning. 

Suggested Questions 

Why do you think the form of (a) the 
baptismal formula, (b) the blessings on 
the bread and wine, (c) the ordination of 
priests and deacons, particularly fitting? 

Could any part of a. b. c. be dispensed 
with without impairing its meaning? 

What value would attach to the forms 
used by the apostles in Palestine had they 
been preserved? (Disputes as to the 
purpose and nature of the sacrament, the 
purpose and manner of baptism, etc., 
would be impossible.) 

What significance should we attach to 
the (a) baptismal form, (b) sacramental 
prayers, (c) ordinances to the priesthood? 



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CHUKCU HISTORY DEPARTMENT 



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General Board Committee: Adam S. Bennion, Chairman; J. Percy Goddard, Vice Chairman 



LESSONS FOR OCTOBER 

Ages 10 and 11 

First Sunday, October 6, 1929 

Lesson 39. Organization of the 
Presidency. 

Text: Sunday School Lessons, No. 39. 

Supplementary References: "Essentials 
of Church History," Smith, p. 460, 462- 
475; "One Hundred Years of Mormon- 




Objective: When the Lord had 
schooled the Saints sufficiently, they 
unanimously accepted by divine appoint- 
ment Brigham Young to be the second 
President of the Church. 
Organization of Material: 

I. Return of Church Leaders to Winter 
Quarters, 1032 miles, leaving August 
17, 1847, and arriving October 31st, 
^ about two and a half months. In- 
cidents by the way. 
II. The Presidency Organized. 

Order of selection and its personnel, 
date, etc. 

III. The movement across the River to 
Council Bluffs (Kanesville). 

IV. The great immigration of 1848, led 
by New Presidency. 

V. Miracle of the Gulls, prophecy of 
President Kimball, and other inci- 
dents. 

Lesson Enrichment: 

1. All told, there returned with Brig- 
ham Young 180 men, 36 wagons, 79 mules 
and 71 horses. When about three hun- 
dred miles east of the valley while on 
the Sweetwater, about 1500 people in the 
second big company were met. "Those 
brethren (westward bound) prepared a 
big feast in the wilderness. They made 
it a sort of a surprise party, the pioneers 
being unexpectedly introduced to ! the 
richly-laden table. The feast consisted 
of roast and boiled beef, pies, cakes, 
biscuits, butter, peach sauce, sugar, and 
a great variety of good things. In the 
evening the camp had a dance, but the 
Twelve met in council to adjust important 
business." The cunning Red Men, two 
hundred in number, taking advantage of 
the White Man's desire to feast and 
dance, swooped down upon the horses 
and stole about fifty, a few of which 



were recovered. Now came the real test 
of brotherhood! President Young called 
for all parties to donate animals to those 
Saints left without teams. By noon the 
next day the demand being met, the 
camps were on their way, some toward 
Winter Quarters, the others for the 
Valley. This second big company, carry- 
ing many women and children, suffered 
from hardships and sickness. President 
Heber J. Grant's father, Jedediah M. 
Grant, lost his six month's old baby girl, 
and a few days later his wife also. He 
finally reached the valley with one little 
girl. Others likewise suffered losses. 

2. Oliver Cowderj', one of the Three 
Witnesses, returns to the Church at 
Winter Quarters about a week before 
Brigham Young arrived there. (His 
testimony should be read, Essentials, p. 
469, or Biographical Encyclopedia, Vol. 
1, p. 250, by Jensen.) 

Application: We today, the same as 
did the Church at Winter Quarters in 
1847, raise our hands and sustain our 
leaders as "Prophets, Seers and Reve- 
lators" to the Church of Jesus Christ of 
Latter-day Saints. This "oath of ac- 
ceptance" by uplifted hands binds every 
member to follow the instructions of 
God's servants. Different ways of obe- 
dience should be illustrated. 

Second Sunday, October 13, 1929 
Lesson 40. Early Life in the Rockies. 

Text: Sunday School Lessons, No. 40. 

Supplementary References: "Essen- 
tials in Church History," Smith, pp. 467- 
484; "Popular History of Utah," pp. 53- 
86; "Founding of Utah," Young, pp. 176- 
232. 

Objective: As tilling the desert soil, 
building pleasant homes and establishing 
towns was a goodly part of the Mormon 
belief, they set to work with a right good 
will. It should not be forgotten, that 
schoolhouses and places of worship were 
among the first buildings to be erected. 
Organization of Material: 

I. Conditions of country when first 
found by Saints. 
II. Religious, social, political elements 
necessary for permanent growth. 

III. The successful planting of new set- 
tlements. 

IV. Reasons why Brigham Young ranks 



Aug., 1929 



CHURCH HISTORY DEPARTMENT 



477 



high among colonizers of the world. 
V. The Perpetual Emigration Fund. 
1. Purpose, how operated, value. 

VI. First forms of government in the 
Great Basin. 

a. "The Provisional State of Des- 
eret." 

b. "The Territory of Utah." 

c. The President of the Church pre- 
sided over the government. 

d. Local government and later 
changes. 

VII. Commendation from Eastern Vis- 
itors. 

Lesson Enrichment: Dr. Goodwin 
from the California University in Trans- 
Mississippi West says, "Salt Lake City, 
or the City of the Great Salt Lake, as it 
was called up to the time of its incorpo- 
ration in 1851, was laid out on a mag- 
nificent scale. The streets ran at right 
angles and were a hundred thirty-two 
feet wide with sidewalks twenty feet in 
width. The blocks were six hundred and 
sixty feet square and were divided into 
eight lots, each containing an acre and 
a quarter of ground. A city ordinance 
provided that each house should be placed 
back twenty feet from the front line of 
the lot, the intervening space being re- 
served for shrubbery and trees. Upon 
the square reserved for public buildings 
(Temple Lot) an immense shed was 
erected which would accommodate three 
thousand people. It was called the 
'Bowery' and was used as a place of 
worship until the construction of the 
temple (and tabernacle). The houses 
were built of adobe or sun-dried brick, 
principally, making a very neat appear- 
ance and proving warm and comfortable 
during the winter months. As early as 
1850, however, the wisdom of Brigham 
Young and his followers in selecting the 
location for the city was evident." Stans- 
bury, the Government engineer arriving 
here in 1849, enthusiastically declared, 
"The irrigation canals which flow before 
every door, furnish abundance of water 
for the nourishment of shade trees, and 
the open space between each building, 
and the pavement before it, when planted 
with shrubbery and adorned with flowers, 
will make this one of the most lovely 
spots between the Mississippi and the 
Pacific." 

Quoting Goodwin, "By April, 1852 
(five years after first arrival of Pioneers). 
Young was able to announce that two 
potteries were in operation in the city 
besides a nail factory, a wooden bowl 
factory, and many grist and saw mills. 
A small woolen factory was also under 
construction. Thrift, industry, and co- 
operation were Mormon characteristics." 

Now from Stansbury again, "An un- 



failing stream of pure sweet water flowed 
through the city and by an ingenious 
mode of irrigation, is made to traverse 
each side of the street, whence it is led 
into each garden spot, spreading life, 
verdure and beauty over what was here- 
tofore a barren waste." Many public 
works were early begun and employment 
"on the public works has been the means 
of giving many an influential business 
man his start in life." The early Mor- 
mons followed the theory that "land 
belonged to the Lord, and his Saints are 
to use so much as each can work profit- 
ably." Goodwin sums up by saying, "The 
accomplishment of this thing indicated 
organization. The commanding genius 
of it all was Brigham Young. He did the 
planning and the direction. He supported 
the weak, warned the negligent, chas- 
tized the indolent, and encouraged and 
rewarded the industrious. His word was 
the law of the land. The Government 
was purely ecclesiastical. Even the 
secular officers were, as a rule, chosen 
by the people at their religious meetings 
over which apostles or elders presided." 
As to the Mormon courts, Stansbury 
adds, "The decisions were remarkable for 
fairness and impartiality, and if not sub- 
mitted to, were sternly enforced by the 
whole power of the community." (Also 
see Foundings of Utah, Young, pp. 158- 
164.) 

Application: Let the students under- 
stand through numerous illustrations that 
thrift, industry and cooperation were truly 
Mormon acquisitions if not endowments; 
and that any boy or girl, social group 
large or small restricts and bounds itself 
in proportion that these dynamic qualities 
are lacking. 

Third Sunday, October 20, 1929 
Lesson 41. The Hand Cart Companies. 

Text: Sunday School Lessons, Number 
41. 

Supplementary References: "Essentials 
in Church History," pp. 484-493; "Found- 
ings of Utah," Young, pp 129-151; "One 
Hundred Years of Mormonism," pp. 442- 
449; "History of Utah," Whitney, Vol. 
1, pp. 547-566. 

Objective: While the lord of times calls 
his people to make severe sacrifices, 
sometimes rigid and painful, still if His 
word through Brigham Young to the 
hand-cart companies, "to start early" had 
been strictly observed, two hundred peo- 
ple would have reached the valley that 
found graves by the roadside. 
Organization of Material: 

I. Church Advises Organization of 
Hand-cart Companies. 

a. Reasons. 

b. Possibilities. 



478 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



II. Success of the Ellsworth, Mc Arthur 
and Bunker Groups. 
Reasons for success. 
III. Disaster follows the Willie and 
Martin Companies. 

a. Reason for disaster. 

b. Rescued and brought into the 

valley. 

c. Losses. 

Lesson Enrichment: Here was one of 
their songs, let students learn it: 
"Some must pusb and some must pull 
As we go marching up the hill. 
As merrily on the way we go 
Until we reach the valley, Oh." 

Without exception, the saddest story 
in Mormon Pioneer life is written about 
the Hand-cart companies of 1856. Within 
four years more than 4000 men, women 
and children trudged some twelve or 
thirteen hundred miles across the plains 
pushing all their earthly belongings. In 
spite of tlhe losses by one or two late 
companies, the movement was a success- 
ful one. It must be remembered that at 
this period thousands of people were flee- 
ing from the death grip of the Crimean 
War in Europe, this being one reason 
why so many flocked to the western 
frontier. They were but following the 
advice, "Come out of Babylon, that ye 
be not partakers of her plagues." 

These new-comers being poor, could 
not buy outfits. Therefore they delighted 
to accept any means whereby Zion might 
be reached. John Jaques a member of 
the Martin company, has left the follow- 
ing, "It was the last ford (on the Sweet- 
water) that the company waded over. 
The water was no less than two feet deep, 
and it was intensely cold. The ice was 
three or four inches thick and the stream 
was about forty yards wide. When the 
hand-carts arrived at the bank of the 
river, one poor fellow who was greatly 
worn down with travel, exclaimed: 'Oh, 
dear I can't go through with that!' His 
heart sank within him, and he burst into 
tears. But his heroic wife came to his 
aid, and in a sympathetic tone said: 
'Don't cry, Jimmie. I'll pull the hand- 
cart for you.' In crossing the river the 
stains and limbs of the waders came in 
contact with cakes of ice, which in- 
flicted wounds upon them that did not 
heal until long after reaching the valley." 

Application: Like the hand-cart com- 
pany, each one of us struggles under 
responsibility, moving upward or down- 
ward. He that is lacking in faith, per- 
severence, and a willingness to do his 
utmost must rest by the wayside, pining 
over the short marches of life. Let some 
of the students tell about some of the 
rivers they forded in order to get to 



your class today. Thus they will gain 
strength for future difficulties. 

Fourth Sunday, October 27, 1929 
Lesson 42. Indian Troubles. 

Text: Sunday School Lessons, No. 42. 

Supplementary references: "Founding 
of Utah," pp. 267-292; "History of Utah," 
Vol. 1, pp. 422-432, 513, 529; "History of 
Utah," Bancroft, pp. 273, 274, 278, 308- 
310, 313, 471-480, 630-639; "Popular His- 
tory of Utah," Whitney, pp. 97-105, 129- 
141. 

Organization of Material: 

I. The Causes of Indian Troubles. 

a. The infringement on Indian ter- 
ritory. 

b. The prohibition of slave traffic. 

c. The Indian's standards of what 
was right. 

d. Tlhey fail to recognize the white 
man's point of view. 

II. The Conflicts. 

a. Walker War of 1853. 

1. In Utah, Juab and Sanpete val- 
leys. 

2. The Gunnison massacre. 

b. The Black Hawk War, 1865. 

1. The massacre at Ephraim. 

2. Intermittent attacks and killing 
in various sections. 

3. The abandonment of settle- 
ments. 

4. The peace treaty, 1872. 

III. The Indian policy of Brigham 
Young. 

"It is cheaper to feed the Indians 
than to fight them." 

IV. Purpose of Indian Reservations. 
The National Government provides 

for Indian needs. 

Lesson Enrichment: In a Government 
report issued 1854, we read, "The Utes 
are ihardy and athletic Indians, and can 
endure much hardship and fatigue. They 
are brave, impudent and war-like and are 
reputed to be the best fighters in the 
territory, both as regards to skill and 
courage. They are of a revengeful dis- 
position and believe in the doctrine of 
retaliation in all its length and breadth, 
and never forget an injury. They are 
well skilled in the use of firearms and are 
generally well equipped with rifles, which 
they handle with great dexterity, and 
shoot with accuracy." Levi Edgar Young 
says, "The Indians of the Great Basin 
belong to the family of the Shoshones, 
which was originally divided into a num- 
ber of tribes, among whom were the 
Bannocks, Utes, Paiutes and Comanches.'' 
The present Indian population of Utah 
is about 3000. 



Aug., 1929 



CHURCH HISTORY DEPARTMENT 



479 



When President Young and his aids 
went into the mountains and met Walker 
and his chiefs, during the council, Walker 
said, "Wakara has heard all the talk of 
the good Mormon Chief. No like to 
go to war with him. Sometimes Wakara 
take his young men and go far away to 
sell horses. When he is absent, Amer- 
icats come and kill his wife and children. 
Why not come and fight when Wakara 
is at home? Wakara is accused of killing 
Captain Gunnison. Wakara did not! 
Wakara 300 miles away when Americat 
Chief was slain. Americat soldiers hunt 
Wakara to kill him, but no find him. 
Wakara hear it. Wakara come home. 
Why not Americats take Wakara? He 
is not armed. Wakara heart very sore. 
Americats kill Paravan Indian Chief and 
Indian woman. Paravan young men 
watch for Americats and kill them, be- 
cause Great Spirit say Americats kill 
Indian, Indian kill Americats.' 



'Wakara no want fight more. Wakara 
love Mormon Chief. He is good man. 
When Mormon first come to live on 
Wakara's land, Wakara give ihim wel- 
come. He give Wakara plenty of bread 
and clothes to cover his wife and chil- 
dren. Wakara no want to fight Mor- 
mons; Mormon Chief very good man; 
he bring plenty oxen to Wakara. Wakara 
talk last night to Payede, to Kakutah, 
Sanpete, Parvain— all Indian say 'No 
fight Mormons or Americats more." If 
Indian kill white man again, Wakara 
make Indian howl." Following this the 
peace pipe was smoked and the Indians 
never fought any more. In fact Walker 
accompanied President Young on his 
visits to other Indians. 

Application: Let the children see tlhat 
the fault was not all on the side of the 
Indian. Revenge and retaliation are the 
seat of most personal and national strife. 
Can you illustrate? 



My Dreams 

By May D. Martineau 

I like to dream dreams, build castles in air; 
I like to paint pictures, see visions fair; 
To live in a world of romance and song, 
And dwell thus in fancy all the day long. 

Sometimes I'm a poet and paint with my pen 
Wonderful pictures of the doings of men ; 
Or join in the praises of all things sublime— 
The birds and the flowers; and nature divine. 

Sometimes I'm an artist, as with brush and paint 
I picture the forest, or scenes old and quaint, 
Where vessels with sails, in the dim long ago, 
Dropped anchor to shelter from hurricanes' woe. 

Sometimes I'm a minstrel and roam o'er the lea, 
And cheer up the weary, with bright melody ; 
Or pour out my soul in love songs so sweet, 
As the moon shining brightly, I kneel at her feet. 

Sometimes I'm a sailor and sail the deep main 

To strange, foreign climes, where enchantment has lain 

For ages and ages, and still reigns supreme, 

For all who adventure long for and dream. 

Sometimes I'm like Lindbergh, and sail through the sky, 
As steeples and towers and cities pass by, 
And great is my prowess, so daring and brave, 
As proudly I fly where the Stars and Stripes wave. 

And this is the dream I like best of all, 
To be of great service where'er duty call ; 
To carry the mail or a pilot to be, 
Where most I can serve humanity. 




;: ';:;::;::t:::,,:;-* 



7 ,*" ■ ■■ r. -.».. "M&* ->fe."".v :^y JB - '.'' -"•■■ - .v 



PRIMARY DEPARTMENT 




General Board Committee: Frank K. Seegmiller, Chairman; assisted by Florence 
Home Smith, Lucy Gedge Sperry and Tessie Gutuque 



LESSONS FOR OCTOBER 

First Sunday, October 6, 1929 
Lesson 36. A Thief Punished. 

Text: Joshua 7, 8; Sunday School Les- 
sons, No. 36. 

Objective: Honesty not thievery brings 
God's approval. 

Memory Gem: 
Honest, kind and true I'll be, 
And pure in every thought and word, 
That God in heaven watching me, 
Will know His teachings I have heard. 

Song: "Dare to Do Right," Primary 
Song Book. 
Organization of Material: 

I. Achan Disobeys the Lord's Com- 
mand. 

a. Takes gold, garments, money. 

b. Secretes them in his tent. 
II. Israel Disappointed at Ai. 

a. The spies report favorably. 

b. Army illy prepared meets defeat. 

c. Joshua's despair. 

d. The Lord announces that Israel 
hath sinned. 

III. The Offender Punished. 

a. Lots cast to find him. 

b. He admits his guilt. 

c. His life, the punishment. 

IV. Israel is Now Successful. 

a. The city of Ai is taken. 

b. Thanksgiving offered to God. 
Point of Contact: The following story 

may be used as an approach to the lesson 
or as an illustration. 

An old Indian once asked a white man 
to give him some of the candy beans 
which he was eating. The man gave him 
a loose handful from his pocket. The 
next day the Indkn came back and 
asked for the white man. "For," said 
he, "I found a quarter of a dollar among 
the candy beans." "Why don't you keep 
it," asked a person standing by. "I've 
got a good man and a bad man here," 
said the Indian, pointing to his breast, 
"and the good man say 'It is not yours, 
give it back to the owner.' The bad man 
say, 'Never mind, you got it, and it is 
your own now.' The good man say, 'No, 
no, you must not keep it.' So I didn't 
know what to do; and I thought to go 
to sleep; but the good man and the bad 
man kept talking all night, and troubled 
me; nd now when I bring the money 
back, I feel good." 

Application: When we find money 
or articles on the street what shall we do 



with them? To whom do flowers in a 
public park belong? Who has a right 
to pick them? Who has a right to pick 
flowers from any home? When our 
brothers or sisters have some articles 
which are attractive to us and which we 
would like to borrow, what should we 
dp first? Why should we ask for per- 
mission to borrow them? Strong folks 
have the power to look at pretty things 
without having a desire to have them. 

Second Sunday, October 13, 1929 
Lesson 37. Israel in Trouble. 

Text: Judges 6:1-25; Sunday School 
Lessons, No. 37. 

Objective: Divine strength comes to 
God's servants who seek to know and to 
do His will. 

Memory Gem: "Now and always will 
I serve the God of Israel." 

Song: "We Bow Our Hearts," Kinder- 
garten and Primary Songs — Thomasson. 
Organization of Material: 

I. Introduction. 

a. For many years the Israelites 
prosper. 

1. One victory gained after an- 
other. 

2. Joshua becomes strong in the 
strength of the Lord. 

3. He divides the land among the 
ten tribes. 

4. Peace reigns in the promised 
land. 

b. The great general Joshua says 

farewell. 

1. He reviews God's goodness. 

2. As his people promise to serve 
the Lord. 

II. The Israelites in Distress. 

a. They sin against God. 

1. By worshipping idols. 

2. By disobedience to other laws. 

b. They are oppressed by the Midian- 
ites. 

c. They appeal to the God of Israel. 
III. The Lord in Mercy Offers Assist- 
ance. 

a. A prophet sent to them. 

b. An angel with a message visits 
Gideon. 

c. Gideon is called by God to save 
Israel. 

Point of Contact: Questions similar 
to the following may be asked and an- 
swered. Have you ever prayed to the 
Lord to give you strength to do a certain 
task well? As you performed that task 



Aug., 1929 



PRIMARY DEPARTMENT 



481 



did you feel that you had more strength 
than you generally have? Once a young 
girl was to play the piano in a recital. 
She prayed to the Lord to help her to 
keep from being frightened. When the 
time came for her to play she was fright- 
ened until she started to play and then 
she became calm and her hands remained 
steady and natural. What experience 
have you had when you have been called 
upon to give one of the "Two and a Half 
Minute'" Sunday School talks in the gen- 
eral assembly? What experiences have 
you heard missionaries tell about being 
helped? 

Application: If every child has a mis- 
sion to perform, how is he to know what 
that mission is? What makes you think 
it is wise to pray constantly to the Lord 
to help you to know what he wishes you 
to do? Parents often are the ones who 
help us to find our life's work, so what 
should be our attitude towards our 
parents always? What should always be 
our answer when the Bishop or the Sun- 
day School Superintendent asks us to do 
something? 

Third Sunday, October 20, 1929 

Lesson 38. Gideon Becomes a Servant of 
God. 

^ Texts: Judges 6:25-40; 7:1, 2; Sunday 
School Lessons, No. 38. 

Objective: Divine strength comes to 
God's servants who seek to know and to 
do His will. 

Memory Gem: "Thou shalt worship 
the Lord, thy God, and Him only shalt 
thou serve." 

Song: "I'll Serve the Lord While I 
Am Young," Sunday School Song Book. 
Organization of Material: 

I. Gideon Instructed to Worship the 
God of Israel. 

a. In vision he is told to offer sacri- 
fice. 

1. To destroy Baal's altar. 

2. To cut down the grove near it. 

3. To build a new altar unto God. 
IT. He Builds an Altar Unto the Lord. 

a. He calls ten of his servants to 
assist him. 

1. They work at night. 

2. They build and they worship 
the Lord unseen by his father's 
household. 

b. His Father refuses to chastise 
him. 

1. His father asks that Baal plead 
for himself. 
III. He Becomes a Soldier Leader. 

a. He calls an army to him. 
Why? 

b. He asks for more assurance as to 
his mission. 

c. Two wonders shown him by the 
Lord. 



1. The wet fleece. 

2. The dry fleece. 

d. He makes preparations for the 
battle. 

Point of Contact: Study the first para- 
graph of this lesson as it appears on the 
leaflet and help the children to tell what 
kinds of gods there are and who the God 
is that they worship. 

Application: If the Lord would send 
an angel to visit a modest farmer like 
Gideon surely He will find a way to let 
us know what He wishes us to do. What 
reason have you to think that He will 
need servants and handmaidens when 
we are a little older? Name one way 
that we may prepare ourselves to be one 
of God's servants. 

Fourth Sunday, October 27, 1929 

Lesson 39. Gideon's Pitcher Warfare. 

Texts: Judges 7; Sunday School Les- 
sons, No. 39. 

^ Objective: Divine strength comes to 
God's servants who seek to know and 
to do His will. 

Memory Gem: And Gideon said, "I 
will not rule over you, neither shall my 
son rule over you: the Lord shall rule 
over you." 

Songs: "Dearest Children, God is Near 
You," S. S. Song Book; "God is Good"— 
Songs For the Little Child — Baker & 
Kohlsaat. 

Organization of Material (Groupings) : 
I. The Lord chooses Gideon's Army. 
(It is suggested that the teachers 
fill in the subdivision.) 
II. Gideon's Plan of Attack. 
III. The Defeat of the Enemy. 

Point of Contact: Show the picture, 
"Crossing the Jordan" (Bible and Church 
History Stories, page 114) and let the chil- 
dren tell about the remarkable way in 
which the people passed over the river. 
Shaw also the picture of Joshua at 
Jericho found in last month's Juvenile 
Instructor. 

When one thinks of a battle one gener- 
ally thinks of noise and bloodshed, but 
the battles which the Lord has directed 
have often been quite different. Tell 
about the battle which caused the fall of 
Jericho. Wherein was it different from 
other battles? Today's story is another 
one of strange and remarkable warfare. 

Application: Let the children recall 
some of the wonders which the Lord 
has performed in the stories which we 
have had this month. Then let them name 
some of the good qualities which Gideon 
possessed. What good quality do they 
think stands out very strongly in his deal- 
ings with the Lord? What quality might 
be profitable for children of our age to 
have? 




I I....1. I M I I.. I ! ' I. 



X KINDERGARTEN DEPARTMENT j , 



■ Itl hdl^l ^l . ' ■ i ' II M 




General Board Committee: 



Charles J. Ross, Chairman; George A. Holt, Vice Chairman; 
assisted by Inez Wiibeck 



LESSONS FOR OCTOBER 

First Sunday, October 6, 1929 

The Three Cakes 

(See story, page 485, Children's Section, 
this issue) 

Objective: Happiness comes to those 
who give with a willing unselfish spirit. 

Application: Which of these boys was 
really the happiest, and to be most loved 
by others? Of course, the one who forgot 
himself and thought of someone else. 

Every day' in our lives, we have the 
opportunity to share that which we have 
with some member of the family or a 
friend. But unless we give it gladly it 
will not be appreciated and we will not 
feel the real joy of giving. 

Elsie's baby brother lifted his pudding 
dish in his two fat hands. "More! More!" 
he said. 

"There isn't any more pudding, dear," 
mama answered gently. 

"He can have mine," Alec cried, gen- 
erously; "all of it." 

"An' mine, too," cried Beth. 

Two saucers of rice pudding slid over 
the table toward baby, and two round 
faces beamed with conscious liberality. 

"He can have half of mine," little Elsie 
said, quickly pushing her saucer across, 
too. 

"That will be just enough, Elsie," said 
Mama, dividing the pudding and giving 
baby half. "Thank you, dear." 

"Well, I don't like rice pudding," said 

"Neither do I," Beth said, "She can 
have all mine, I don't want it." 

Elsie was very fond of rice pudding 
but she was willing to share with her 
brother. She was the most generous. 

— Watchword. 

Gem: 
"Little hearts will happy be, 
If little eyes will always see 
That little hands do work for Thee, 
Our Savior King." 
Rest Exercise: Dramatize the song, 
"Nature's Goodnight," p. 22, Patty Hill's 
Song Stories. 

Songs for the Month: "Two Hands 
Now Let Us Show," Frances K. Thom- 
assen, Kindergarten and Primary Songs; 
"Nature's Goodnight," Patty Hill's Song 
Stories. 



Second Sunday, October 13, 1929 
Lesson 28. The Widow's Offering. 

Text: Mark 12:41-44; Luke 21:1-4; 
"Sunday Morning in the Kindergarten." 

Objective: It is not the amount of 
the gift but the spirit in which it is given 
that counts with our Heavenly Father. 
Organization of Material: 

I. Jesus at the Temple. 

a. The temple a beautiful place of 
worship. 

b. Jesus preaching to the people. 

c. He sits near the money box. 

d. The rich and poor bring offerings. 
II. The Widow Gives Her Mite. 

a. Her poverty. 

1. She worked hard for a living. 

2. Her children need food. 

b. Desire to help the Lord's work. 

c. Gives all her money. 

d. Jesus rejoices. 

III. Jesus Comments on Giving. 

a. Others have cast much but only 
a part of their all. 

b. The widow has been willing to 
give "her all." 

c. She has given more than all the 
others. 

Lesson Enrichment: The lesson set- 
ting brings us to the harvest time when 
the Lord rewards our faith in the planting 
and of course at this time we should re- 
joice in paying the Lord that which is 
His — our tithes — when we earn, and to 
the children the dime fund, etc. In this 
beautiful lesson is brought out the greatest 
blessings the Lord gives to man while 
on earth — that feeling associated with 
giving. We may receive and receive; 
some of us stay on the receiving end all 
our lives, but those who do will never ex- 
perience the thrill of the higher law of 
giving. We may give > in other things 
besides money — in service, in the little 
things we do for others— for our parents, 
brothers, sisters, friends or neighbors. 
The essence of charity is in self-denial. 
One coin out of a little is better than a 
treasure out of much, for it is not con- 
sidered how much is given but how much 
remains after the gift. One great writer 
has said, "The greedy family makes the 
grafting citizens. The grasping home 
makes the pugnacious disturber of the 
public peace." The infant approaches 
social living by the pathway of the society 
of the family and early associations. We 
all go out into life through widening 
circles. First the mothers arms, then 



Aug., 1929 



KINDERGARTEN DEPARTMENT 



483 



the family, the neighborhood, the re- 
ligious and social activities, the state, 
the nation and the world life. "The habit 
of generosity," says Beecher, "is like 
oil on machinery; it makes life run 
smoothly and there is more in it to teach 
men to love their fellows than all the 
preaching in the world." Tell the story 
of the boy ,scouts who chopped the 
widow's wood. 

Gem: Same as for last Sunday. 

Rest Exercise: Pretend at doing help- 
ful deeds for a widow. (Name one in the 
ward whom some of the children know.) 
Chop kindling, sweep walks, run errands, 
etc. 

God Needs More Helpers 

"Oh, Mother," cried Ruth, as she ran 
into the house from school, "Julia Rice 
hasn't been at school for two days! We 
all wondered what was the matter. The 
visiting nurse called at her home and 
what do you think she found out?" 

"Julia hasn't enough warm clothes and 
no coal or wood to burn to keep her 
warm and no food to eat at all." 

"Mother, I wish they had as many good 
things as we have." 

"So do I, my little girl," said Mother. 
"God loves all His children dearly, and 
would like everyone to have plenty. So 
He wants those who have all they need 
to share with others all they can." 

"I wish we could help Julia." 

"We will," said Mother, ,so they visited 
her home and made Julia and her parents 
happy by sharing with them. And the 
strange thing was that both Ruth and 
her mother were happier than they had 
ever been in all their lives. Don't you 
think it was because they had shared 
what they had with someone else. 

Third Sunday, October 20, 1929 

Lesson 29. Elijah and the Widow. 

Texts: I Kings 17:8-16; "Sunday 
Morning in the Kindergarten." 

Objective: God blesses those who 
help his servants. 

Organization of Material. 

I. Elijah Seeks a New Home. 

a. Elijah a servant of God. 

b. Is in need of food and shelter. 
A famine in the land. 

c. Is directed from the wilderness 
by the Lord. 

II. He Asks For Water and Food. 

a. Of a widow by the gate of the city. 

1. Her situation. 

2. Her willingness to bring water. 

3. Hesitated about bringing food. 

b. His promise that she should not 
go hungry. 



1. If she will bring a little cake 
for him first. 

a. As a test of her faith. 
2. She brings food. 
III. His Promise Fulfilled. 

a. Elijah and the widow's family 
sustained. 
1. "The meal wastes not." 

2. "The oil fails not." 

3. "They did eat many days." 
Lesson Enrichment: The widow had 

garnered for the famine and her supply 
was nearly exhausted, but through help- 
ing a servant of the Lord it became 
limitless. Our supplies also can be in- 
creased and our days made happy by 
helping God's servants. Just the same 
as our salary check is signed, and waiting 
for us at the end of our period of work 
so also has the Lord signed His approval 
for our blessings if we live for them. 
Try me and see, says the Lord, for I 
will pour out upon you greater blessings 
than you can contain. No matter how 
rich or poor, we should share with others, 
especially the servants of the Lord. 

Name ways in which we all could help. 

The little child comes into the world 
with a generous and loving heart. He 
will divide with anyone his toys or his 
candy. It is only when life opens more 
before him, and he sees and feels from 
older ones that he becomes selfish. It is 
a help to generosity when a child has to 
share his playthings with brother or sister. 
Then he learns that all things in the world 
were not made for him alone. Appre- 
ciation for what he gets from others_ is 
a valuable help toward encouraging 
generosity. Even with older ones the 
"thank you" adds much to continued shar- 
ing. Let us share graciously. It is pos- 
sible to give in such a way as to makethe 
gift valueless. If the gift isn't a sacrifice 
it does not produce the greatest good 
within. The words of Lowell, "The 
gift without the giver is bare, ' should be 
impressed in spirit as well as in words. 
We not only bring soul satisfaction by 
thus giving but be bring succor to others 
and blessings from our Heavenly Father, 
"For he who gives himself with his alms 
feeds three, himself, his hungering neigh- 
bor and me." Children who grow up 
selfish and stingy are not fostering the 
principles which make for good tithe 
payers or free givers of service in their 
later lives. 

"Mother, where does our milk come 
from," asked three-year-old Danny, stop- 
ping in the midst of his cooling drink 
on a warm August day. 

"Why, Mrs. Moore's black and white 
cow gave you the milk, dear. You re- 
member we watched her going down the 
road last night. Tom brought the milk 



484 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



over and put it on our porch. What do 
you say to him for bringing your milk?" 

"Thank you," said Danny, triumphantly. 

"And what shall we say to the cow?" 

"Thank you." He waved happily in 
the direction of the Moore's barn and 
lane where he had spent many blissful 
evenings watching Tom drive in the cows. 

Gem: 
"I shall do some good in the world today, 
I shall help someone in need." 

Rest Exercises: Today we shall visit 

Sister , a widow. We * shall sing 

some cheerful songs for her and leave 
our pennies on her table. 

Fourth Sunday, October 27, 1929 

Lesson 30. Elisha and the Woman of 
Shunem 

Text: "Sunday Morning in the Kinder- 
garten." 

Objective: 
Organization of Material: 

I. Elisha a Prophet of God. 

a. His labors take him from city to 
city. 

b. He goes about doing good. 

c. His standing good in the com- 
munity. 

II. The Woman of Shunem Offers Him 
Hospitality. 

a. She invites him to rest and to eat. 

b. He continues his visits. 

c. A room built and furnished for 
him. 

1. He makes it his headquarters. 
III. Elisha Blesses Her. 

a. He desires to repay her. 

1. She was not in need of wealth 
or position. 
But she had no children. 

b. He promises her a son. 

c. The Lord honors His promise. 
Lesson Enrichment: Jesus rendered 

the greatest service of all and because 
of that service he became the Savior of 
the world. _ In proportion to our service 
can we claim the higher degrees of glory 
in the eternal world. Every time we let a 
child help us to do something useful, 
however small it may be, we are aiding 
him to learn the joy of service and 
implanting a line of thought which later 
will bear fruit in deeds of service. So 
from the first possible moment teach the 
child to serve. Help him to make gifts. 
Help him to create and carry out his 
plans to do things for others. If he 
has a garden let him take flowers to some- 
one who has none. An offering of vege- 
tables, of eggs for the poor widow or 
sick, are services which children can do 
with joy and satisfaction. The story is 
told of Benjamin Franklin that he was 
once asked to pay for the college educa- 
tion of a promising youth. He refused 
to give, but said that he would lend the 



money, and when he had drawn up the 
papers it was found that the loan was 
to be repaid not to himself, but by doing 
the same service to some other youth 
who^ needed it. And that this chain of 
service was to keep up. Thus it is 
possible that some student today is en- 
joying the advantages provided by Ben- 
jamin Franklin a hundred years ago. 

In how many homes could you hear, as 
Mother return from shopping, "Mama, 
did you buy me something?" Contrast 
this with the girl who rushes home from 
school to surprise her mother by having 
supper ready upon her return from shop- 
ping, tired and hungry. If we encourage 
children to do little favors for us, espe- 
cially surprises, they will enjoy the doing 
much more than the receiving. 

One day little Dora was busy at the 
ironing table smoothing the towels and 
stockings. 

"Isn't it hard work for the little arms?" 
I asked. 

A look of sunshine came into her face 
as she glanced towards her mother who 
was rocking the baby. 

"It isn't hard work when I do it for 
Mama," she said softly. 

Helping Mother 

Would you think that just a tiny little 
girl could do anything to help her 
mother? Little Betty thought of this one 
day, and Betty's Mother you know was 
ill and and all she could do was to sit 
and knit. So little Bettty brought her 
mama a stool to put her feet on. Then 
she said, "I'll help Mama, too, by being 
a good girl all day, so Mama can rest 
and get well.' What other things could 
you thmk of that Betty could do to help 
Mother? And can you do even more 
things to help your mother than Betty 
did? 

Mother dear, we love you 
And you love us, too, 
You work so very hard for us, 
We want to work for you. 

Gem: Review the gem for the first 
Sunday. 

Rest Exercise: How may we show 
courtesy and respect to the ward teachers 
who represent the Church in visiting 
once each month. The Bishopric, 
either, when they come to our homes. 
Shake their hands. Take their hats. 
Bring a chair for them. 

Present each child with a cut-out house 
on which is written, "I will be kind to 
all who visit my home." 

The Question Box. 

Teachers: Are we doing our part to 
create and maintain good order during 
the Sunday School session, or do we leave 
it entirely to the one conducting the ex- 
ercises? 




The Three Cakes 



Once upon a time there was a little 
boy named Henry, who was away from 
his home at a boarding- school. 

He was a very special kind of boy, 
forever at his books, and he happened 
once to get to the very top of his class. 
When his mother learned of it, she got 
up early in the morning and said to the 
cook, "Cook, you must make a cake for 
Henry, who has been very good at 
school." 

"With all my heart," said the cook, 
and she made a cake. It was as big 
as — let me see — as big as the moon, as 
we see it in the sky. It was stuffed 
with nuts, and raisins and figs, and 
candied fruit peel, and over it all was 
an icing of sugar, thick, and smooth, 
and very white. When the cake was 
finished the cook put on her bonnet 
and carried it to the school. 

When Henry first saw it, he jumped 
up and down. He was not patient 
enough to wait for a knife, but he fell 
upon the cake tooth and finger. He 
ate and ate until school began, and 
after school was over he ate and ate 
again. At night he ate again until 
bedtime, and once in the night he 
awoke and ate some more. 

But the next day when the dinner 
bell rang, Henry was not hungry, and 
was vexed to see how heartily the 
other children ate. You may be sure 
that for days and days Henry was quite 
ill and could not play with his friends. 

Now there was another boy in the 
same school, whose name was Francis. 
He had' written his mother a very 
pretty letter without one misspelled 
word or blot, and so his mother, like 



the mother of Henry, sent him a great 
cake. 

Francis decided that he would not 
be so unwise as to follow the example 
of Henry, so he took the cake, and he 
watched to see that no one was looking, 
then he slipped up to his room and put 
the cake in his box under lock and key. 
Every day at play time he used to slip 
away from his companions, go upstairs 
on tiptoe, and cut off a tolerable slice 
of his cake which he would eat himself. 
For a whole week did he keep this up, 
but alas— the cake was so exceedingly 
large! At last the cake grew dry and 
then it became moldy and Francis with 
great reluctance, was obliged to throw 
it away. 

There was a third little gentleman 
who went to the same school as Henry 
and Francis, and his name was Charles. 
One day his dear mother sent him a 
cake. No sooner had it arrived than 
Charles called his friends all about him 
and said : 

"Come! Look at what my mother 
has sent me. You must each one have 
a piece." So the children all got 
around the cake and Charles divided it 
with a knife into as many pieces as he 
had invited boys, with one piece over, 
for himself. His own piece he said he 
would eat the next day, and he began 
playing games with the boys. 

But a very short time had passed, as 
they were playing, when a poor man 
who was carrying a fiddle came into 
the school yard. He had a very long 
gray beard, and he was guided by a 
little dog who went before him, for 
the old man was blind. 



486 



THE JUVENILE INSTRUCTOR 



Aug., 1929 



The children noticed how carefully 
the little dog led the way, and how he 
shook a bell which hung from his 
collar, as if to say "Do not run against 
my master." 

The old man sat down upon a stone, 
and said : 

"My dear little gentlemen, I will 
play you all the pretty tunes I know, 
if you will give me leave." 

The children wished for nothing half 
so much as to hear the music so the 
old man put his violin in tune and 
began to play sweet music. 

But Charles who was standing close 
by him, noticed that while he played 
his j oiliest tunes, a tear ran down his 
cheeks. And Charles asked him why 
he wept. 



"Because," said the old man, "I am 
hungry. I have no one in the world 
to feed me, or my faithful dog." 

Then Charles felt like crying, too, 
and he ran to get the piece of cake 
which he had saved to eat himself. He 
brought it out with joy, and as he ran 
along he said : 

"Here good man, here is some cake 
for. you." 

Then Charles put the cake into the 
old man's hands and he, laying down 
his fiddle, wiped his eyes and began 
to eat. At every piece he put into his 
mouth he gave a bit to his faithful 
little dog, who ate from his hand ; and 
Charles standing by, had more pleasure 
than if he had eaten the cake himself. 
— Adapted from French Tales. 



Tiny Ted and the Temper-Tykes 



By Estelle Webb Thomas 



Tiny Ted is a curly-head, 

And friends and family have often 

said, 
'When Ted is good, he's so very sweet 



But the game goes wrong; and there 

troup along 
The Temper-Tykes, in a fearful 

throng ! 



He seems like something that's good to With an angry buzz and thrashing 



eat! 

His eyes are gray, and a laughing fay 
Hides in their depths the live-long day ; 
And draws the long-fringed curtains 

tight, 
To slumber there throughout the night. 

The kisses grow in a tempting row, 
Right under his chin where it's white 

as snow; 
And the back of his neck where it's 

soft as down, 
And the sun has kissed it brown as 

brown. 
Through his ruby lips the laughter 

slips, 
And a funny baby language trips ; 



wings 

They torture Ted with their cruel 
stings ! 




Aug., 1929 



TINY TED AND THE TEMPER-TYKES 



487 




O, you'll agree it is sad to see 

Those Temper-Tykes when they're on 



Then fold their wings — the dreadful 

things ! 
What pain and grief their visit brings ! 
— Slip down his throat with an awful 

roar, 
And things are dreadfuller than before ! 

He throws his toys at the other boys, 
(While the Temper-Tykes make a 

fearful noise!) 
And sometimes even screams at his 

mother ! 
Or maybe strikes his only brother! 

And he talks, and sings, and romps 

and plays, 
And gives us joy in a thousand ways. 
They flood his eyes, where the sweet 

fay lies, 
With salty tears, and he cries and 

cries ! 
Till he almost drowns the laughing fay, 
Who has to flee for his life away! 




a spree 



If we only knew how to clip their 

wings, 
We might be rid of the dreadful 

things. 

But a moment more, and the storm is 

o'er, 
And Ted has shown those Tykes the 

door! 
And away they fly, in a sudden whirl, 
To sting some other boy or girl. 







And the smiles come out, and a merry 

shout 
Quite scares away the ugly pout. 
And the laughing fay comes back to 

stay 
In his fresh-washed home so cool and 

gray. 

And nobody's sad, for everyone's glad 
To find that Teddie's no longer bad, 
And we hope those Temper-Tykes so 

grim 
Have made their very last call on him ! 



1STM I LD M 




The Budget Box is written entirely by children under seventeen years of age. 
To encourage them, the "Juvenile Instructor" offers book prizes for the following: 

Best original verses of not to exceed twenty lines. 

Best original stories of not to* exceed three hundred words. 

Best amateur photographs, any size. 

Best original drawings, black and white. 

Every contribution must bear the name, age and address of the sender, and 
must be endorsed by teacher, parent or 1 guardian as original. 

Verses or stories should be written on one side of the paper only. Drawings 
must be black and white on plain white paper, and must, not be folded. 

Address: The Children's Budget Box, "Juvenile Instructor," 47 East South 
Temple Street, Salt Lake City, Utah. 



The Adopted Calf 

Once there was a cow that had a 
calf about two days old. While the 
calf was asleep, the mother went to 
get a drink. While she was gone it 
woke up and began to bawl. A bear 
heard it and ran to get it. The calf 
came running, so did its mother. The 
cow dashed at the bear which sat up 
on its haunches and slapped at her. 
She dodged it. Then she stuck her 
horns in the bear's flank. Before she 
could dodge him again he slapped her 
and she fell in a heap. The bear was 
wounded and didn't have an appetite. 
So he went away. The calf was hungry 
and went to get something to eat. 
When it found there was none, it be- 
gan to bawl again. A moose that had 
lost her calf two or three days before 
came in sight. The calf ran to it and 
helped itself to a meal. The moose led 
it away about one-half mile. Then 
it lay down and went to sleep. When 
she awoke they went on to a lake. 
One day some moose came along, one 
of them bunted the calf. Its step- 
mother bunted the other moose into 



the lake. Another time a bear started 
after it and the moose chased the bear 
away. 

When winter came the master of the 
calf's own mother came on a hunt. 
He shot one of the moose and found 
the calf. 
Age 10. Owen Cheney, 

Wilson, Wyoming. 




Age 15. 



BY AGNES BOURNE 
37 Roclting-liam Street 

Kirkelale, Liverpool 

England 



Aug., 1929 



THE CHILDREN S' BUDGET BOX 



489 




W Srn* 



BY ERMA BLASER 
Age 14. Summerville, Oregon 

Wild Roses 

(May be sung to the tune of "I Have 
Two Little Hands") 

Wild Roses are always in full bloom 
In the beautiful, beautiful month of 

June. 
Their petals are soft and fluffy and 

light 
Like the dewdrops that fall at the close 

of night. 

Wild Roses are found on the moun- 
tain side, 

And in valleys and meadows they also 
abide. 

By streams and by lakes they are sure 
to be found, 

And almost any place the whole world 
'round. 

Wild Roses are set among thorns we 
know, 

Yet they're happy and free, and so 

Let's follow the example the roses 
have set: — 

"Be as happy and free as our con- 
science will let." 

Age 13. Margaret Johnson, 

474 So. 3rd Ave., 
Pocatello, Idaho. 



A True Story 

My little sister Ruby was four years 
old. She loved to go to Sunday 
School and could sing lots of the 
pretty songs she learned there. Every 
one loved her so much. She had a 
pretty white kitty and would tend it as 
though it were a baby. She would 
dress it up in her doll's clothes and put 
it to sleep, and if any one hurt it she 
would say, "That's my kitty." She 
died February 19, 1929, and the kitty 
cried for days, and did not want to 
stay home any more. The day before 
she took sick she said, "When I die 
I don't want to die alone," so in six 
weeks my little curly-headed brother 
died, and my mama was very sick, too, 
so we are very lonely now. My papa 
is going to take us to the White Moun- 
tains for a trip so she will get well. 
Age 10. Bernadine West, 

Laveen, Arizona. 

Jones' Last Ride 

Jones twisted the crank of the Lizzie, 
He cranked and twisted till he was 

dizzy — 
Then the tire went and got hard- 
hearted 
And blew out when the old thing 

started. 
Jones took the tire from the rim. 
The old man soon became quite thin, 
When the tire was completely mended, 
On his way he slowly wended. 
Soon the gas left the old tin car, 
Now in the desert he was far- 
Out in the desert he was stranded. 
At last he saw a mule unbranded. 
He caught the mule by the neck, 
And soon the car was a total wreck 
When the Lizzie was in a heap 
Then old Jones was kicked to sleep. 
Kicked to pieces is poor old Jones, 
On the desert lie his broken bones. 
This was Jones' last sad ride, 
Cause since he hasn't any hide. 
Age 14. Royal Atwood, 

Box 13, 

Charleston, Utah, 



490 



THE JUVENILE INSTRUCTOR 



Aug., 1929 




Age 15. 



PHOTO BY MOtfA BUCK 

Glcnvvoodville, Alberta, 



Canada 



A June Night 



June, with roses in her hair, 

Trips so lightly to and fro; 
When the silver moon beams down 

And the gentle breezes blow, 
Tells of love beneath the trees, 

Whispers softly, sweet and low, 
Tells where flowers scent the air, 

Tells where fragrant roses grow. 
Turtle-doves do softly coo 

To the young ones in the nest, 
Of the love in this wide world, 

Of all things on earth the best. 
Moonlight, roses, thoughts of love, 
Make this world a heaven on earth, 
For the space of one sweet night, 

One June night of priceless worth. 
Age 13. Katherine Fernelius, 

R. F. D. No. 4, 
Ogden, Utah. 



Eighty-Two Years Ago 

The pioneers marched through track- 
less snow — 

They were brave and stern a long 
time ago. 

The children were spry in their joyful 
play, 

And the men and women knew how 
to pray, 
Just eighty-two years ago. 



Those who died were laid 'neath a 

desert stone, 
And were left in the wilderness all 

alone. 
The pioneers stood around the dead, 
And prayers of faith they always said, 
Just eighty-two years ago. 

Some Indians were mean and proud, 
They attacked the pioneers in a war- 
like crowd, 
They said that this was their father- 
land 
And for it they'd fight with all their 
band, 
Just eighty-two years ago. 

Eighteen hundred and forty-seven the 
pioneers reached Salt Lake, 

And their pleasant homes and farms 
they began to make. 

They fought and fed the Utes, 

And helped the good Piutes, 

And after many years of toil 

Crops now grow upon the fertile soil, 
Since eighty-two years ago. 

One year the crops in brightest green 

were dressed, 
When suddenly a gloomy cloud arose 

from out the west. 
A cloud of crickets, dark as night, 
By millions came and hid the sun from 

sight. 
The lovely fields so green and fair, 
Were turned into a desert bare. 
Just eighty-two years ago. 

And then these sturdy pioneers 
With all their faith showed sign of 

fears 
They beat, they burned, they stamped 

with feet, 
But still they could not save their 

wheat. 
And then they prayed with all their 

might, 
God sent the gulls of purest white, 

Just eighty-two years ago. 
Age 12. Frances Adams, 

Box 205 
Paragonah, Utah. 



Aug., 1929 



THE CHILDREN'S BUDGET BOX 



491 








SUfl0d@993tfpi 



DRAWN BY JUNE BUCHANAN 
Age 13. Garland, Utah 

The Rose 

"Oh ! Oh !" cried the Rose, "Spring 
is here at last. My leaves are so green 
and warm, and my stem is so long I 
can see right over my leaves, and what 
a pretty yellow dress I have. The rain 
will soon come and give me a drink of 
water. I am so thirsty." 

Soon it rained and watered the little 
Rose. 

"One day," she said, "I saw a little 
girl near me. She was looking for 
flowers. She ran up to me and put her 
tiny hands on me. 

"She picked me and took me to the 
house. I was taken into a room which 
was very dark. Then some water was 
put intoi a vase and I was put into it. 
I had some fresh water every day. 
I was so happy and the little girl was 
also happy, but soon my leaves with- 
ered and I was thrown away." 

Age 11. Gwendolyn Bisel, 

Woodland, Utah. 



Alms for the Wolf 

Death shows his teeth before my eyes, 
And at last shall rise and snap, 
And ask for alms amid my cries, 
While his hungry tongue doth lap. 

I'll beg for mercy on my knees, 
And offer him gold and wine, 
Nothing I offer him seems to please, 
On my soul he wishes to dine. 

Then when he's refused each other 

thing, 
He'll leap for the final goal, 
And pierce me with his awful sting, 
And run off with my soul. 
Age 14. W. O. Melvin, Jr., 

3104 11th Ave., 

Columbus, Ga. 

Utah 

From out of the desert 

There blossomed a rose 

Fairer than any other flower — 

And it spread its roots 

And streached afar 

And soon formed a beautiful bower- — 

The Desert is Utah 

Of long, long ago, 

The rose, the work our people begun — 

The work has gone on 

Our Utah has grown, 

The race that we're in will be won. 

Age 12. Thella Alger, 

Enterprise, Utah. 



L hjxjfeje-^ 




DRAWN BY DEER KANOSH 
(Indian Boy) 

Koo«harem, Utab 



492 THE JUVENILE INSTRUCTOR Au g .,i 9 *> 

The Indian Basket — A True Story Spring 

In 1913, mama was living in Ari- It makes me glad when Winter comes, 

zona, nine miles from Tucson, on the The world's so dead and dull : . 

Papago Indian reservation. The snow refreshes and renews 

The Indians made their living mostly Old Autumn's dusty hull. 
by weaving baskets. They gather the 

willows when they are green, put them But still the joy when snow first falls 

in water and let them soak nine days. Is very small compared 

They then split them up and use them, With rapture when the seasons are 

being careful not to let them get dry. From Winter freed, — and aired. 

The Indians qolor with different 

kinds of roots. They boil them down The air is sweet, the grass gets green, 

till the juice boils out, then they use The river breaks his bond, 

it to color with. The noisy little bull-frog 

The black color in the baskets is Rejoices from the pond, 
called the devil bush. They make it 

by boiling the seeds. The meadowlark in ecstacy 

Papa was the manager of thirty Pours forth his merry lay, 

Indians and Mexicans. They lived in The bluebird sings, the sparrow loud 

a big tent surrounded by Indian Reviles the saucy jay. 
wigwams. 

One day mama was working around The dreamy house-dog sun-bathes near 

the tent when an old squaw came to The children as they swing, 

see her. She was very much afraid The countryside resplendant lies, — 

of the Indians then, so she told the O, what a joy in Spring! 

squaw to come in. The squaw Age 16. F. Howard Forsyth, 

grunted. Mama said, "Come in and Hill Springs 

sit down in the rocker." She grunted Alberta, Canada. 
again and sat down on the ground, 

took a half-finished basket from under Sorine 
her arm and began to weave. 

Mama watched her make it then The birds are sweetly trilling 

bought it for twenty cents. The frame Of the joys that they bring, 

was made of willows. She wove With their songs, the air they're filling, 

around with split oose. Of the happy days of Spring ! 

Next day they went over to buy 

some peas. They had to carry their The butterflies are here at last, 

purse with them because the Indians With .their colors bright and gay ; 

would steal. They paid twenty cents The bees are busily humming — 

for the peas then went home. "We have work to do," they say. 

The next day mama found out she 

had lost her purse with forty dollars The flowers have now begun to bloom 

in five dollar gold pieces ; that would The lily, dandelion, and pansy ; 

make eight gold pieces. She lost a The grass, so green, adorns the ground 

twenty dollar watch too, which was in With carpets very fancy, 
the purse. 

They were the only white people And last of all — the children; 

there, so didn't dare search for it. They Make the air with music ring, 

just had to lose it. Their voices gently rising 

Age 12. Irene Harvey, With the joyous strains of "Spring!" 

Box 82, Age 13. Anna Payne, 

Blanding, Utah. Sigurd, Utah. 



Aug., 1929 



THE CHILDREN'S BUDGET BOX 



493 






-•MS**- 





BY MARGARET JENSEN 
Age 13. Centerfield, Utah 

The Sun 

_ One hot summer day Ruth was out 
picking raspberries. She was very 
cross because it was so hot. "Darn 
the old sun," she said, "I wish it 
wasn't so hot." 

This made the sun feel bad. He 
went behind a cloud and began to cry. 
The tears fell thick and fast upon the 
ground. The wind blew and the light- 
ning flashed. 

Then Ruth said, "Oh I wish it 
would stop raining and the sun would 
shine again." 

This made the sun happy so he 
stopped crying and came from behind 
the cloud. 

Ruth never called the sun names af- 
ter that. 



Age 11. 



Portia Salisbury, 

Orem, Utah. 



Alice Becomes Beautiful 

Alice lived with her father and 
mother. She was kind but very 
homely. One day when Alice was 
playing in the back yard, a fairy came 
to her and said, "Alice, if you wish 
to be beautiful, you must never look 
at yourself." 

Alice did what the fairy told her, and 
instead of feeling badly about her 
homely face, she looked at other peo- 
ple and found things to do for them. 
When she was wiping dishes that 
shone brightly, she did not look at her 



reflections but thought how beautiful 
they were. 

Soon she was prettier, and before 
long every one was saying, "How 
beautiful Alice is !" 

Age 8. Verl Paxman, 

Washington, Utah. 

My Baby Sister 

I havq a baby sister 

She's just as new as new, 

I cannot tell how much I love her, 

She's sweet right through and through. 

Her hair is soft and shiny and black, 
And her eyes are the prettiest blue, 
They look just like the sky, 
With the bright stars peeping through. 

She has a dimple in her chin, 

And in her cheek, too, 

Now what do you think we call her? 

Why Barbara, wouldn't you? 

Age 9. Ruth Robison, 

Box 14, 

Hinckley, Utah. 

Honorable Mention 

Vera Brown, Fredonia, Arizona. (Too 

long.) 
Jack Davies, Reno, Nevada. 
Bernice Heppe, Smithfield, Utah. 
Albert Hess, Plymouth, Utah. 
Don Herbert Hoffman, Lewiston, Utah. 
Elna F. Johnson, Rupert, Idaho. 
Lula E. Kidd, Vernal, Utah. 
Melba Jane Krimbow, San Angelo, Texas. 
Dean Lamb, Plymouth, Utah. 
Norma Larson, Taylor, Arizona. 
Hermoine Lee, Wilmington, Delaware. 
Mary Lot, Cedar City, Utah. 
Wanda Martell, White City, Fla. 
Maurine Mason, Plymouth, Utah. 
Wanda Mason, Plymouth, Utah. 
Sherman Miller, St. Anthony, Idaho. 
Lila Nielsen, Leota, Utah. 
Afton Olson, Delta, Utah. 
Carry Olson (No address given). 
Madge Penrod, Laveen, Arizona, 
Amelia Porritt, Myton, Utah. 
Winifred Rose, New London, Conn. 
Portia Salisbury, Orem, Utah. 
Randall Sorenson, Smithfield, Utah. 
Devar Smith, Plymouth, Utah. 
Luella Virginia Smith, Plymouth, Utah. 
Voyn Smith, Malad, Idaho. 
Margaret Tholen, Sandy, Utah. 



C 



*~~* 




ILaST 



TSM 



mi 

(m 



^Tomim^ 




HIS is a Parasol/ said Cousin Kate, 



snipping and clipping with her clever 

The ^Af was pink, 




(/i^ and it had aS££^jJ/, and a pink 
i£^^>p, on its handle. Aunt Lucy 
brought it in a ^^S^ f rom the city, and gave it to 
little Lucy for a birthday present. ' Guess what is in 



th( 




sai 



id 




4 A 



IjPfh.* 




sai 



id little 




Lucy. * Guess again,* said Aunt Lucy. ^J A 
said little Jfi^» • ' Guess again/ said M ^^ • But little 
Lucy shook her head . Then Aunt Lucy opened the 
«gig^Jj5^and took out the \*^k » and Lucy laughed 
for joy, and hugged *3£3^ like a little bear ! After 
that, every day when the ^0 shone, Lucy walked 

with the 



over 



toG 



randmama s 



•ink 





over tier 



And 



pink 

the Parasol was very proud. ' I am like 



.JWM*. 



th 



e a 



|^in the garden/ it said. Vf am 




the prettiest little jm^ m the world, 
and Lucy could nor do without me ! ' ' Ho, ho ! 
Looks are not everything ! * said the Big Umbrella. This 
is the Big Umbrella/' said Cousin Kate, snipping and 



A ug., 1939 



LITTLE SCISSORS-STORIES 



495 





clipping with her clevei J^^g^\ "The Bit 
stood in the i|^j§ in the hall, and the pink £jj? did 
not like to stan d next to it. ' The Big'^y^^is ugly,' 

said the proud little Parasol. / Now one 
day when Lucy went to Grandmama's 
^^^S^^ e JO^ did not shine. 
The sky was dark, and the wind blew 
the 5J* J& about, and when little 
* walked home again the big ®q q began to fall. 
Faster and faster they came, till, dear, dear, it was as if 
somebody had tipped over a fi^W in the sky ! And, 
dear, dear, in two minutes 'the pink Parasol was 
soaking wet, and the rain was coming through on Lucy's 
best ^*J? and on her pink ^kr?M , and when she ran 



in at the front 
foot, like a 




she was dripping from head to 
-bush in a storm ! 




' Ho, ho ! * laughed the Big 

* Next time w$r will take me 

when it rains ! * Yes,* said the 




, laughing back. ' 1 am 
pretty, but you are useful, y I am for 
the ^£jj§ , you for the ymm^ and 
Lucy could not do without us both ! ' After that they 
stood close together in the%«f§^ » the best of friends/ 1 





Too Cheap 

"They say she always keeps her word." 
"She has to! Nobody will take it."— Tit 
Bits. 

Passing Courtesy 

Son: "Pass the butter." 
Mother: "If you what?" . 
Son: "If you can reach it." 

Poor Father 

The Pastor: "So God 'has sent you two 
more little brother's Dolly?" 

Dolly: "Yes, and he is the only one 
that knows where the money's coming 
from. I heard daddy say so." 

He Must Be Insane 

"Any insanity in the family?" asked 
the insurance doctor of Mrs. Suffragist. 

"Well, no; only my 'husband imagines 
he is the head of the house." — Detroit 
News. 

Can You Spell Avoid? 

Teacher: "Can you spell 'avoid,' 
Jakey?" 

Jakey: "Sure, teacher. Vot is der 
void?" — Punch. 

Wonder What She Meant? 

A young lady was being interviewed. 
"Do co-eds kiss?" the reporter asked. 

"You'd be surprised," she remarked 
coyly, "how much goes on right under 
my nose."— Faun. 

Prefers it Now 

Mother (to son who wishes to go with 
big sister to a dance) "No, dear, you 
cannot go this time. Wait until you're 
a big boy. Every dog has his day." 

"But mamma, I'd rather have mine 
when I'm a pup." 



Tactfully Put 

"Daddy, I've splendid news for you. 
The third-grade teacher is going to retain 
my services for another year." 

Oh, This is Awful! 

"Say, Mike, did you hear I had an air- 
tight dog?" 

"No. What do you mean, air-tight?" 
"Well, it's half Airdale and half Scotch. 

At the Seance 

Medium: "Mrs. Peck, your husband 
commands you to go home." 

Mrs. Peck: "Commands? Huh, that 
isn't my husband! 

The Seed in the Pumpkin 

' Willie: "Teacher says we're here to 
help others." 

Pa: "Of course we are." 

Willie: "Well, what are the others 
here for?" 

Beyond the Limits 

The Chicagoan was calling Milwaukee 
and was told that the charge would be a 
dollar. 

"A dollar for that distance. Why, I 
can get hell for less than thlat," he 
stormed. 

"Yes, but Milwaukee is outside of the 
city limits," the operator replied. 

Then Mama Fainted 

"Oh, mama, I've been having the best 
time playing postoffice today," cried the 
young hopeful as he came running into 
the house; "We've been using real let- 
ters." 

"Real letters: Where did you get 
them?" 

"Why, we found a big bunch in your 
top drawer, all tied up with pink ribbon, 
and we gave one to each family in the 
street." 



The Utah 
State Agricultural 

College 

OPENS 

Friday, September 20th 



J ii ■■(!■ " « — H^MlM||MW<MMI I I 



Freshmen Register Friday and Saturday, 
September 20 and 21 



-»— —H *^— HI — II— j| — — -It ... .. I E j 



Former Students Register Monday, September 23 



- < ! 4W- 1 1 4^» ( t *■» (J 4BOV- O «■» i> «■* (}«K»0-1 



Classes Begin Tuesday, September 24 



Courses are Offered in the Following Schools: 

Agriculture and Forestry Education 

Arts and Science Engineering 

Commerce Home Economics 



Write For A Catalogue and Further Information 

Utah State Agricultural College 

LOGAN, UTAH 



SAY THAT YOU SAW IT IN THE JUVENILE INSTRUCTOR 




Brig'ham Young 

Patriot — Pioneer — Prophet 



is the title of a booklet 
written by his daughter 

SUSA YOUNG GATES 

and just published. 



This is a brief history of the life of this great 
pioneer prophet. 

Besides a complete chronology of his life, this 
booklet contains twelve half tone illustrations. 

Invaluable to students of Church history. 
Price 50c post paid 



DESERET BOOK COMPANY 



44 East on South Temple 
Salt Lake City, Utah. 



SAY THAT YOU SAW IT IN THE JUVENILE INSTRUCTOR 



Fig. 2510 



AUTOMATIC 
AIR VOLUME 
w / CONTROL 

AIR LINE 



The Myers Self-Oiling Home Water System 

PATENTED 
SELF-OILING 

Complete 

Automatic 

Control 

Air Bound or 

Water Logged 

Tanks Eliminated 

No Personal 
Attention 
Necessary 

Designed for 

Operation from 

any kind of City 

Current or from 

Farm Lighting and 

Power Systems 

For use in Cisterns 

or Shallow Wells 

up to (22 feet in 

Depth 

CAPACITY 

250 Gals. 
Per Hour 

300 Gals. 
Per Hour 

Floor Space 

25" x 29" x 52" 

High 

The Myers Self-Oiling Home Water System is automatic. Its operation 
is controlled by an electric switch which automatically starts the Pump when 
the pressure in the tank falls to 20 pounds and stops the Pump when the 
pressure reaches 40 pounds. The pressure is always maintained between these 
two points. The maximum pressure can be raised as high as 50 pounds if 
desired; however, 40 pounds is recommended. 

The air supply in the tank is controlled by the Automatic Air Volume 
Control. No personal attention necessary. 

PRICE LIST, Represented by Fig. 2510 

For Full Information on Your Water Problems Write 

Consolidated Wagon & Machine Co. 

40 Branches— Utah Salt Lake City, Utah 50 Agencies^-Idaho 




SAY THAT YOU SAW IT IN THE JUVENILE INSTRUCTOR 



What Farmer Can't Use Two Hours More 

Every Day? 

Doesn't it seem to you that half of your time goes for repairs and odd jobs — work 
that produces nothing? "Why not save these hours? 

You can — simply by taking concrete into partnership. 

Concrete will make your dairy barn easier to keep clean; it will save feed when 
built into a feeding floor; it will keep rats out of aorn-cribs; it will do a hundred-and- 
one other jobs equally as well. 

"Permanent Farm Construction," a large, illustrated booklet, tells how. The sooner 
you ask for your free copy, the quicker you'll save both time and money. "Write today. 



PORTLAND CEMENT ASSN. 



506 McCornick Building 



Concrete for Permanence 



Salt Lake City 




WHITE KING is found in so many 
homes where good taste and good 
sense prevail. Its uses are so varied, 
from cleansing wood work to safely 
laundering the daintiest of lingerie, 
that it may truthfully be called 

"THE UNIVERSAL SOAP" 



White King 

Washing Machine 

Soap 



"Washes Everything" 





Why Not Bake Good Bread? 



Try 



Globe "A-l" Flour 



SAY THAT YOU SAW IT IN THE JUVENILE INSTRUCTOR 



An important difference- 
in Gasolines 

Ordinary " wet" gasolines do not burn 
cleanly* The heavy petroleum fractions 
they contain run down into the crank- 
case oil, thinning it beyond use as a 
lubricant* 

Shell 400, the "dry" gas, contains no 
heavy "wet" particles and therefore all 
of it goes into power and mileage. 

SHELL 4oO - rAe*DRY* 9 as 



HOME CANNING A PLEASURE 



If Ton Use 



FRUIT JARS AND CAPS 




No Mould 

Kerr Mason Caps fit 
Mason Jars. 




No Spoilage 

Not affected toy fruit 
or vegetable acids. 




Sold and Recommended toy Your Dealer 



Manufactured toy 

Kerr Glass Manufacturing Corp. 

Los Angeles, Calif. Portland, Ore. Sand Springs, Okla. 



SAY THAT YOU SAW IT IN THE JUVENILE INSTRUCTOR 



presidents nFncE 

47 EJST Stt tEMPLX 




MOUNTAINEER 
IS? OVERALLS 

Mountaineer 
Overalls 

Are made from first quality Denim — guaranteed for 
quality, fit and service. 



SOMETHING 
DIFFERENT 

The Spring-O-All Sus- 
pender, no rubber to 
rot, nothing to wear out. 




*^n^° 



CHAIN 



Food Merchants 



RED & WHITE 




STORES 



The Owner Serves =* The Buyer Saves 



Juvenile Insurance — -Something New 



J** Is your \ 

Lifeimmmce J 




Our Juvenile Insurance Is written on the standard form basis. 
giving- insurance for the children that is really worth while. 
It is now possible for the entiWe family to he protected by 
BENEFICIAL INSURANCE. 

It will pay you to see a representative of the BENEFICIAL 
who will be pleased to furnish, without obligation, information 
and advice on your insurance problems. 

Beneficial Life Insurance Co. 

Home Office Vermont Bldg., Salt Lake City 
Heber J. Grant, Fres. The Big Home Co. E. T. Ralphs, Gen. Mgr. 



SAY THAT YOU SAW IT IN THE JUVENILE INSTRUCTOR