Principles of Teaching - Adam S. Bennion

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plants a flower may live

       To see its beauty grow,

       The lily whiten on its stalk,

       The rambler rose to blow.

      Who sows the seed may find

       The field of harvest fair,

       The song of reapers ringing clear,

       When all the sheaves are there.

      But time will fell the tree,

       The rose will fade and die,

       The harvest time will pass away,

       As does the song and sigh.

      But whoso plants in love,

       The word of hope and trust,

       Shall find it still alive with God—

       It is not made of dust.

      It cannot fade nor change,

       Though worlds may scattered be,

       For love alone has high repose

       In immortality.

      If the teacher, as he stands before his class, could project his vision into the future—could see his pupils developed into manhood and womanhood, and could see all that he might do or fail to do, he would read a meaning well-nigh beyond comprehension into the question, "Why do I teach?"

      A second answer to this query lies in our obligation to pass on the wonderful heritage which we here received from our pioneer forefathers. The story of their sacrifice, devotion, and achievement is unique in the history of the world. Only recently a pioneer of 1852 thrilled a parents' class in one of our wards with the simple narrative of his early experiences. His account of Indian raids, of the experience with Johnston's army, of privations and suffering, of social pastimes—all of these things rang with a spirit of romance. None of his auditors will ever forget the story of his aunt who gave up her seat in her wagon to a sick friend for whom no provision had been made, and trudged across the plains afoot that one more soul might rejoice in Zion. Every pioneer can tell this sort of thrilling story. Could our young people enjoy the companionship of these pioneers there would be little need of alarm concerning their faith. Unfortunately, each year sees fewer of these pioneers left to tell their story. It is to the teacher, both of the fireside and the classroom, that we must look for the perpetuation of the spirit of '47. The ideals and achievements of the pioneers are such an inspiration, such a challenge to the youth of the Church today—that teachers ought to glory in the opportunity to keep alive the memories of the past. Our pioneer heritage ought never to be forfeited to indifference. It is a heritage that could come only out of pioneer life. Such courage to face sacrifice, such devotion to God, such loyalty to government, such consecration to the task of conquering an unpromising and forbidding desert, such determination to secure the advantages of education, such unselfish devotion to the welfare of their fellows—where could we turn for such inspiration to one who would teach?

      Nor is it enough that we strive to perfect the individual membership of the Church and preserve the social heritage out of the past—we assume to become the teachers of the world. It is our blessing to belong to a Church built upon revelation—a Church established and taught of the Lord. But with that blessing comes the injunction to carry this gospel of the kingdom to every nation and clime. "Mormonism" was not revealed for a few Saints alone who were to establish Zion—it was to be proclaimed to all the world. Every Latter-day Saint is enjoined to teach the truth. Whether called as a missionary, or pursuing his regular calling at home, his privilege and his obligation is to cry repentance and preach the plan of salvation. The better we teach, the sooner we shall make possible the realization of God's purposes in the world. The two thousand young men and women who go out each year to represent us in the ministry should go out well trained, not only that they may represent our Church as an institution which believes that "the glory of God is intelligence," but also that they may win intelligent men and women to the truth. Only he who is well taught may become a good teacher—hence the need of intelligent, devoted service. "Why do I teach?" far from being an idle question, goes to the very heart of the future of the Church.

      Questions and Suggestions—Chapter I

      1. How many of the members of your ward are actively engaged in other than parental teaching?

      2. What significance is attached to calling our Church a teaching Church?

      3. Discuss the significance of Jesus' being a teacher.

      4. Compare the responsibility of teaching with that of parenthood.

      5. Enumerate the chief purposes behind teaching.

      6. In your opinion, which is the greatest purpose? Why?

      7. To what extent does the following statement apply to the welfare of our Church:

      "That nation that does not revere its past, plays little part in the present, and soon finds that it has no future."

      8. Discuss our obligation under the injunction to teach the gospel to the world.

      9. Discuss the need here at home of better teaching.

      10. In what sense are we trustees of the heritage left by the pioneers?

      Helpful References

      Doctrine & Covenants: James, Talks on Psychology and Life's Ideals; Brumbaugh, The Making of a Teacher; Weigle, Talks to Sunday School Teachers; Strayer, A Brief Course in the Teaching Process; Betts, How to Teach Religion; Strayer and Norsworthy, How to Teach; Sharp, Education for Character.

       Table of Contents

       Table of Contents

      Outline—Chapter II

      Teaching a complex art.—What teaching is not.—What teaching is.—What it involves.—Presentation of facts.—Organization and evaluation of knowledge.—Interpretation and elaboration of truth.—Inspiration to high ideals.—Encouragement and direction given to expression.—Discovery of pupils' better selves.—Inspiration of example as well as precept.—Application of truths taught in lives of pupils.

      The query, "What constitutes teaching?" cannot be answered off-hand. It is so complex an art, so fine an art, as Professor Driggs points out, that it has to be pondered to be understood and appreciated. It is often considered to be mere lesson-hearing and lesson-giving. The difference between mere instructions and teaching is as great as the distinction between eating and digestion.

      The following definition of teaching, contributed by a former state superintendent of schools, is rich in suggestion:

      "Teaching is the process of training an individual through the formation of habits, the acquisition of knowledge, the inculcation of ideals, and the fixing of permanent interests so that he shall become a clean, intelligent, self-supporting member of society, who has the power to govern himself, can participate in noble enjoyments, and has the desire and the courage to revere God and serve his fellows."

      Teaching does not merely consist of an inquisition of questions with appropriate answers thrown in; it surely is not mere reading; nor can it be mistaken for preaching or lecturing. These are all means that may be employed in the process of teaching. And they are important, too. We have been cautioned much, of late years, not to lose ourselves in the process of doling out facts—but that rather we should occupy ourselves teaching boys and girls. That all sounds well—the writer of these lessons has himself proclaimed this doctrine—but we have discovered that you cannot teach boys and girls nothing. They no more can be happy listening to nothing than they can be content doing nothing.

      And

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