* * * * *

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.

CHAPTER II

WHAT IS TEACHING?

     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