Principles of Teaching | Page 3

ten--they are
impressions attendant throughout eternity. As the poet Goethe has said,
"Life is the childhood of our immortality," and the teachings of
childhood are what determine the character of maturity. The thought is

given additional emphasis in the beautiful little poem, "Planting," by W.
Lomax Childress:
Who plants a tree may live To see its leaves unfold, The greenness of
its summer garb, Its autumn tinge of gold.
Who 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.

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QUESTIONS AND SUGGESTIONS--CHAPTER I
1. How many of the members of your ward are actively