BANCROFT 
 LIBRARY 
 
 o 
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
I 
 
 Copies of this, leaflet furnished free on request to subscribers of Im- 
 provement Era, Vol. 23, beginning Nov., 1919. 
 
 - - I 
 
 Prophecies and Promises of the Lord 
 
 As Recorded in the Book of Doctrine and Covenants 
 
 Study Course for Joint Advanced Senior M. I. A. Classes, 1919-20 
 
 LESSON I INTRODUCTORY. 
 
 The membership and activities of this class must not be permitted 
 to interfere with those of the Senior classes. 
 
 One of the chief aims of this division of our M. I. A. work will ever 
 be to open a field of investigation for adult M. I. A. workers, wherein they 
 can find material for thought and conversation of an M up-stair" or a higher 
 
 type. 
 
 The work for this year will be a consideration of the Prophecies and 
 Promises of the Lord as recorded in the Doctrine and Covenants. 
 
 The general aim of this year's work will be to establish fortification 
 against any invasion of faith, by doubt concerning the divinity of the mis- 
 sion of Joseph Smith, as a prophet, seer, revelator of the living God; to 
 show that the Church established by the Lord through Joseph Smith can 
 not fail; and that the faithful members of the Church have the Lord's word 
 of honor as to their salvation, or rising above all their enemies. Each 
 lesson will consider one or more prophecies and promises concerning some 
 specific phase of Latter-day Saint life. 
 
 Some Suggestions to Class Leaders 
 
 Add to initial enrollment by public invitation and personal solicitation. 
 
 Optimistically introduce each lesson in its turn. Make assignments 
 for investigation and answering of questions. Call for individual reports 
 of assignments; it is always discouraging to the student to have his prepara- 
 tion slighted or forgotten by the class .leader. 
 
 Class leaders should answer only such questions as the class fails to 
 answer. 
 
 Keep discussion above the plane of disputations. Make courtesy the 
 complement of all criticism. 
 
 Encourage the habit of agreeably disagreeing. 
 
 Make of each recitation a pedagogical picnic, where each one brings his 
 portion, feasts and goes away hungry. 
 
 Considerately remember justified absentees. 
 
 Keep the chief point or aim of the lesson illuminated. 
 
 Some Suggestions to Students 
 
 Study each prophecy and promise with a view to getting a clear idea: 
 (a) as to what the prophecy or promise is; (b) as to the time and place of 
 making the prophecy and promise; (c) as to the conditions connected with 
 the giving of the prophecy and promise; (d) as to whom the prophecy or 
 promise was given; (e) as to the purpose of making the prophecy or prom- 
 ise; (f) as to the value of the prophecy or promise; (g) as to any sup- 
 plemental matter that may be related to the prophecy or promise. 
 
 While it is important, when practicable, to follow those seven headings,. 
 
FROM THE IMPROVEMENT ERA* 
 
 in a study of Prophecy and Promise, the order may be varied, and other 
 headings may be added. 
 
 The memorizing of prophecy and promise will be of intrinsic value. It 
 will furnish valuable memory exercise and add gems to your mind's content, 
 thus equipping for Church service at home and abroad. 
 
 The scriptural contest between Christ and Satan is illustrative of the 
 value of one's mind being a ready reference as to prophecy and promise. 
 
 In answering questions self review is of vital importance. Get the 
 question clearly in mind, give some thought to your answer and, if prac- 
 ticable, state the question to some other and submit your answer. 
 
 Co-operation in study adds the social element, but better study alone 
 than study with one on whom you are constantly depending. 
 
 Remember that the value of your opinion depends on the facts and ex- 
 periences that lie behind the opinion. 
 
 In the class consistently insist that you have your share of the time, and 
 observe the golden rule in regard to class mates. 
 
 The Course of Eighteen Lessons 
 
 Lesson I, Introductory. 
 
 Lesson II, Acquaintance with the Book. 
 
 Lesson III, The Lord's Preface or Call of Attention. 
 
 Lesson IV, Humility the Only Safeguard Against Humiliation. 
 
 Lesson V, The Glory of Gospel Messenger Service. 
 
 Lesson VI, Keeping Up Correspondence with the Lord. 
 
 Lesson VII, The Day for Spiritual Activity. 
 
 Lesson VIII, The Weekly Covenant. 
 
 Lesson IX, Review. 
 
 Lesson X, Investing with the Lord. 
 
 Lesson XI, The Lower the Law the Less the Liberty, The Higher the 
 Law the Greater the Liberty. 
 
 Lesson XII, Physical Salvation. 
 
 Lesson XIII, Increase of Intelligence. 
 
 Lesson XIV, Crisis Conflicts. 
 
 Lesson XV, Eternal Domesticity, I. 
 
 Lesson XVI, Eternal Domesticity, II. 
 
 Lesson XVII, Dominating versus Domineering. 
 
 Lesson XVIII, Review. 
 
 Questions .and Problems 
 
 1. What is the general aim of the Advanced Senior Course? 
 
 2. Why is this course especially adapted to young married people? 
 
 3. Discuss the proposition: A class may be made signally success- 
 ful with six members. 
 
 4. Why should the class leader answer only such questions as mem- 
 bers are unable to answer? 
 
 5. What is meant by the habit of agreeably disagreeing? 
 
 6. Name the seven suggestive steps for study. 
 
 7. Discuss the proposition: Memorizing gems makes for mental 
 alertness. 
 
 8. What are the advantages of submitting our conclusions to others 
 for consideration? 
 
 9. What are the characteristics of "tfp-stair," or higher, conversation? 
 10. Wherein is a prophecy or a promise the Lord's word of honor? 
 
 LESSON 11. AN ACQUAINTANCE WITH THE BOOK 
 
 1. What is the Doctrine and Covenants? 
 
 2. When and by whom was the first edition of the book compiled? 
 
 "At a general assembly held in Kirtland, August 17, 1835, the Book of 
 Doctrine and Covenants was presented to the Church for its acceptance 
 
MUTUAL WORK 3 
 
 A committee, consisting of Joseph Smith, Sidney Rigdon, Oliver Cowdery, 
 F G. Williams, (appointed in a general assembly September 24, 1834,) had 
 previously been engaged in gathering and arranging the revelations and 
 doctrines previously given, in a book, which now by unanimous vote, 
 was approved and accepted as a law and rule of faith and practice to the 
 Church." Jenson's Historical Record, Vol. 6, p. 423. 
 
 3. When was the first edition issued? 
 
 "Some of the early revelations, first published in the Book of Com- 
 mandments, in 1833, were revised by the Prophet himself in the way of cor- 
 recting errors made by the scribes and publishers." Note by Roberts, 
 History of the Church, vol. 1, p. 173. 
 
 4. The book is divided into three parts, give the names of each part? 
 
 5. Distinguish between a doctrine and a covenant. Compare the title 
 of the book with the title of the second part of the book. 
 
 6. Into how many sections is part two divided? 
 
 7. How many sections are there in part three? 
 
 8. With what document does the volume close? 
 
 9. When were the seven lectures on faith, comprising the first part 
 of the book, prepared? 
 
 "During the month of January,- 1835, Joseph was engaged in the school 
 of the elders, and preparing lectures on theology for publication." Jenson's 
 Record, vol. 6, p. 48. 
 
 10. With what document does the volume close? Ten evidences of the 
 following classes of revelations, prophecies and promises: 
 
 a. To all the world. 
 
 b. To the Church. 
 
 c. To individuals. 
 
 11. What unconditional promise is made concerning the prophecies 
 and promises of the Doctrine and Covenants? Sec. 1:7-38. Commit para- 
 graph 37 to memory. 
 
 Find a conditional promise in Sec. 67. 
 
 12. Which paragraph in Sec. 1, makes the neglect of the Doctrine and 
 Covenants a direct disregard of the Lord's request? 
 
 Discuss the following: The possibility of a failure in any of the 
 promises and prophecies in the Doctrine and Covenants may be consist- 
 ently challenged, in the face of the fact that not one of them has yet 
 failed. 
 
 What promise is made in Sec. 1, paragraph 38, concerning the relation- 
 ship between the Almighty and his agents on earth? 
 
 Discuss the unfailingness of the prophecies and promises in the Doc- 
 trine and Covenants in the light of the evidences of the literal fulfilment of 
 promises made in Sec. 2, the first .evelation contained in the first com- 
 pilation. See House of the Lord, by Talmage; also, Report, by President 
 Pleber J. Grant, made in June Conference, 1919. 
 
 What great purpose was behind the giving of the revelation contained 
 in the Doctrine and Covenants, Sec. 1, paragraph 17? 
 
 What is the purpose and value of the testimony and challenge of the 
 Lord, recorded in Sec. 67, paragraphs 1-9 inclusive? 
 
 Who accepted the challenge to write a revelation, and how did he suc- 
 ceed? 
 
 "After the foregoing was received, William E. McLellin as the wisest 
 man, in his own estimation, having more learning than sense, endeavored 
 to write one of the least of the Lord's revelations, but failed : it was an awful 
 tcsponsibility to write in the name of the Lord." History of the Church, 
 Vol. 1, page 226. 
 
 To what ethical test did the Lord submit the revelations of the Doo- 
 trine and Covenants? (Sec. 68:8.) 
 
4 FROM THE IMPRpVEMENT ERA 
 
 Wherein are the doctrines of eternal progress and continuous revelation 
 exemplified in the production of the book of Doctrine and Covenants? 
 
 LESSON HI. THE LORD'S PREFACE OR CALL OF ATTENTION 
 
 The revelation contained in Sec. 1 is declared by the Lord in paragraph 
 6 to be his preface to his boot of Covenants and Commandments. 
 
 It is an authoritative call of attention. 
 
 It is a declaration of fundamental principles. 
 
 It is an array of righteous accusations. 
 
 Finally, it is a divine recognition of all revelations at the time it was 
 given, and of all subsequent ones which might be added by the authority 
 of the priesthood. 
 
 For the time and place and conditions under which this revelation was 
 given the student is referred to Roberts' note in History of the Church, 
 Vol. I, page 222. 
 
 "This special conference at Hiram, on November 1st, should receive 
 larger notice. The number of copies in the edition of the Book of Com- 
 mandments to be printed was considered; and the decision reached that ten 
 thousand should be published. The conference lasted two days. In the 
 afternoon of the first day of the conference, according to the minutes of the 
 meeting, the preface to the Book of Commandments was "received by in- 
 spiration." History of the Church, Vol. I, page 222. 
 
 The scope of its address is remarkably wide, and while its purposes are 
 many and mighty, its chief aim is to introduce and affirm as a compilation, 
 the collection of revelations known as the Covenants and Commandments: 
 to establish by divine declaration the genuineness and importance of the 
 collection of revelations known as the Covenants and Commandments, and 
 to redeclare the infallibility of the direct word of the Lord or the word 
 of his authorized agents. 
 
 As to its value, the preface is a call of attention to all the world that 
 a new book of messages from God to man is to be presented to the world. 
 It publishes a prospectus of the contents of the new volume, and it pleads 
 with the seekers of salvation to search for truth in the new compilation of 
 divine commandments. 
 
 Interest in the lesson will be intensified, and knowledge of it in- 
 creased, by careful reading of the Church history references given. 
 
 The vital part of the entire lesson is the indispensability of the study 
 of the revelations of the Lord to a complete Latter-day Saint life. 
 
 Questions and Problems 
 
 1. What is the meaning of the word preface? 
 
 2. Discuss the proposition: The Doctrine and Covenants has the sole 
 distinction of having a preface of direct divine authority. 
 
 3. Show a parallelism between the introduction by the Father of the 
 Son in the sacred grove and the giving by the Lord of the preface to his 
 book. 
 
 4. When and where was this preface given? 
 
 5. What were the conditions calling for the preface? 
 
 6. To whom is the preface a call? 
 
 7. State three evident purposes of the preface? 
 
 8. Wherein is the value of the Covenants and Commandments meas- 
 ured by the preface? 
 
 9. In the light of recent events, what prophecy in the preface is of 
 immeasurable value as proof of the divinity of Joseph Smith a*s a prophet? 
 
 Relate the circumstances connected with the giving of the preface at 
 Hiram, Portage county, Ohio, Nov. 1, 1831. 
 
MUTUAL WORK 5 
 
 LESSON IV. HUMILITY THE ONLY SAFEGUARD AGAINST 
 HUMILIATION 
 
 "Humility is not slavish submission, nor servile complais- 
 ance; it is loving assent reinforced by free agency and free will 
 loyalty." 
 
 It is at once a feeling of dependence on the higher, and a 
 sentiment of independence from any control of the lower. 
 
 It combines the instinctive yielding of childhood and the 
 rational assent of the mature adult. 
 
 Introductory Statements 
 
 Perhaps the greatest test to which humility may be put, 
 is in the presence of a reprimand. 
 
 The first criminal justified himself to the last. The mighty 
 Moses did not murmur at the penalty imposed for the error 
 of forgetting his dependency upon the Lord. (Numbers 20:10, 
 11, 12). The erring king of Israel said to the prophet Nathan: 
 "I have sinned," and afterwards the consolation of redemption 
 was given to him, and he exclaimed: "Thou wilt not leave my 
 soul in hell" (Psalm 16:10). 
 
 One of the marks of a master mind, is the absence of self- 
 justification in wrong doing. The constant measure of hu- 
 mility, however, is the obedience of confidence in recognized 
 authority. It is love exemplified in the action of service. It 
 has behind it, a strength indicated by the attitude expressed 
 iri the words "I came not to do my own will, but the will of 
 him who sent me," a declaration expressive of the fact that 
 the Savior's highest will was to do the will of his Father. It 
 was the highest form of free agency. Not blind obedience, but 
 confidence, service, void of servitude, a feeling of acquiescence 
 without subordination, duty submerged in pleasure. 
 
 Humiliation in this lesson means something more than 
 being humble. Humiliation means a state of degradation or 
 subordination brought about by forces from without. It is 
 a state of subordination without the attitude of humility, it is 
 compliance minus acquiescence. The retributive rather than 
 the repentant element dominates in humiliation. 
 
 Roger Williams' banishment was one of humility. Napo- 
 leon's condition was on^ of humiliation. 
 
 In humility the Saints were expelled from their homes, 
 in humiliation the Germans were driven out of Belgium. 
 
 Majestic humility in chains triumphed in Liberty jail, 
 when ruffian cowardice quailed before the prophet's rebuke. 
 The world today acclaims the humiliation of arrogance at Count 
 Bentinck's castle, where the Kaiser King is kept a prisoner, in 
 servility. 
 
 Section 3, Doctrine and Covenants, contains evidence of 
 
6 FROM THE IMPROVEMENT ERA 
 
 two great facts, first, that Joseph Smith was in direct communi- 
 cation with Deity, and that the revelations were not Joseph's, 
 hut given through him. Second, that he possessed a humility 
 that would fortify against humiliation. The revelation is a 
 vivid picture of Joseph's standing before the Lord, a declara- 
 tion as to his elect, and preordained fitness, to be a gospel dis- 
 pensator. 
 
 The publication of the revelation points to the prophet's 
 willingness, that the world should see him without camouflage. 
 The incident is an exemplification of what every individual 
 must meet sometime, somewhere, namely, that of being known 
 among men as he is known by the Lord. 
 
 The section is replete with prophecies and promises, but 
 especial emphasis is placed on the eternal truths; that arro- 
 gance and advancement are incompatible; that "pride goeth 
 before a fall." 
 
 The triumph of the Church up to date, is in fulfilment of 
 the promise made in section 33. It is sufficient to prove the di- 
 vinity of the document. The history of men who have grown 
 too wise for the Church, furnishes ample evidence of the truths 
 set forth in paragraph 6, section 52. 
 
 The condition of boasting in one's own strength, is the 
 natural antecedent of setting at nought, the councils of God, 
 and following one's own will and selfish desires. The individual 
 who does this, is in a state of falling, a condition which in and 
 of itself, is the forerunner of retribution, just as a rising con- 
 dition is the antecedent of reward. 
 
 God's vengeance means his approval of the natural com- 
 pensation of sin. 
 
 The compensation of the sin of arrogance, is humiliation, 
 psychologically, that is, according to the laws governing our 
 mind; sociologically, that is, according to the laws govern- 
 ing the welfare of society; and theologically, that is, according to 
 the laws governing the kingdom of heaven, or the rule of God's 
 righteousness. Arrogance, ^ike uncleanliness, grieves the Spirit 
 of the Lord and it departs; it cannot abide with either of these 
 conditions. 
 
 Questions and Problems, 
 
 1. Make paragraph 4, section 3, a part of your everlasting mind con- 
 tent; that is, commit it to memory so thoroughly that you will never for- 
 get it. 
 
 2. Give the time and place of the occasion for the revelation recorded 
 in section 3. 
 
 3. To whom does the prophecy and promise apply in paragraph 4? 
 
 4. Wherein is the promise especially valuable in Church government? 
 In family government? In self government? 
 
 5. What does the expression "Setting at nought the counsels of God," 
 mean to you? 
 
MUTUAL WORK 7 
 
 6. Distinguish between a careless setting at nought, and a wilful setting 
 at nought. 
 
 7. Wherein does a careless setting at nought lead up to a wilful getting 
 at nought? Illustrate. 
 
 8. Discuss the meaning of the word "must" in paragraph 4. 
 
 9. Consider the lives of two great spirits, one still in a condition of 
 humility, saying, My highest will is to do the will of my Father; the other, 
 now in a state of humiliation, vainly striving to control earth and rule 
 heaven. 
 
 10. Wherein does the publication of section 3 prove that Joseph 
 Smith gave to the world, not his own mind and will, but the mind and 
 will of the Lord from whom he received instructions, face to face? 
 
 11. Note the entire absence of even a shadow of self-justification in the 
 life of Joseph the Prophet. 
 
 12. When is duty submerged in pleasure? 
 
 13. If setting at nought the counsels of God, mus/ be followed by a 
 fall or humiliation, what must be the results of an indii dual stand, a mass 
 movement slogan in support of the counsels of the Lori ? 
 
 14. Enumerate some of the triumphs of the Chui ,h over the efforts 
 of men to destroy it, in proof of the fulfilment of the dl /ine promise made 
 in paragraph 3 section 3. 
 
 15. What direct declaration concerning humility w is given to Joseph 
 Knight, section 12? 
 
 16. How is strength theologically related to humility? See section 1:27. 
 
 17. Discuss the meaning of section 39:18. 
 
 18. In the light of the promise made in Sec. 88:17, discuss the follow- 
 ing proposition: There may be a wide difference between inheriting the 
 .earth and inhabiting it. 
 
 Collateral References and Supplemental Suggestions 
 
 A remarkable testimony of President Heber J. Grant, illustrative not 
 only of the humility of President Woodruff, but of the men who trusted 
 the Power that led him against their own opinions. (See Era, August, 1919, 
 pp. 845-6, June Conference Report, pp. 8, 9.) 
 
 Lincoln's favorite poem, "0 why should the spirit of mortal be proud?" 
 Heart Throbs, page 259. 
 
 The book of Ecclesiastes paying special attention to the conclusion. 
 
 LESSON V.THE GLORY OF GOSPEL MESSENGER SERVICE 
 Introduction 
 
 The gospel is a scheme or plan for raising the human family 
 above the power of all its enemies, its intellectual enemies, its 
 moral enemies and its spiritual enemies, of which enemies ig- 
 norance is perhaps the greatest. 
 
 In its fulness, it is principle plus practice; it is theory 
 applied; it is instruction, inspiration and application. The 
 Giver of the gospel taught the truth, encouraged its acceptance, 
 and wrought the doctrines into habit; thus demonstrating that 
 it is "the power of God unto salvation." 
 
 Jesus was an obedient child, an ardent student, a feeder 
 of multitudes, a healer of the sick, a raiser of the dead; but all 
 these activities were subordinate to his gospel message service. 
 
8 FROM THE IMPROVEMENT ERA 
 
 This was indicated in his words to his mother at the temple in 
 Jerusalem. When she found him engaged in discussion with 
 the learned doctors, and tenderly chided him, he answered her 
 by saying: "Wist ye not that I must be about my Father's 
 business?" 
 
 Behind this expression, we may see an interest that ab- 
 sorbed all other interests. 
 
 When the Savior addressed Oliver Cowdery and David 
 Whitmer, through the Prophet Joseph, and gave the promise 
 of joy, he spoke with the authority of experience and with a 
 recognition of importance that outweighed all other considera- 
 tions. Se <s Section 18 : 13-18, inclusive. 
 
 The ttagnitude of gospel messenger service is indicated in 
 paragrapl 23, section 1, which provides for the official pene- 
 tration ol society through all its height and depth, its length 
 and brea Ith. And as the glory of God is intelligence, the 
 spread of intelligence means the distribution of glory; and the 
 distributer is made twice glorious, once in the receiving of the 
 truth, and again in giving it. Truly "it is more blessed to give 
 than to receive." The giver must receive before he can give, 
 and in gospel messenger service, the gift increases with the giv- 
 ing. Biologically, we grow by what we take; theologically, we 
 grow by what we give. The growth in the one field is limited; 
 in the other field, it is as boundless as eternity. Gospel mes- 
 senger service carries with it authoritative linking up between 
 man and his Maker. 
 
 Many marvelous promises are made for faithful missionary 
 service, and these promises to the Council of the Twelve are 
 accompanied by the privilege of being recognized and addressed 
 by the Savior himself as his friends. See section 84:63 to 77 
 inclusive. 
 
 The promise made to every missionary, in section 84:80, 
 is a conditional one, and the degree of its fulfilment in the life 
 of any missiona'y will be in proportion to the meeting of the 
 conditions from the Lord's point of view. The words "to con- 
 tinue," "all," an.', I "unnoticed," should receive special attention 
 in the study of (;his promise. 
 
 A promise made to Lyman Wight is illustrative of the glory 
 of missionary messenger service. Section 124:18, 19. 
 
 That gospel messenger service extends from the heavens to 
 the regions of the damned, is clearly set forth in the promise 
 made in section 88:99. 
 
 The far-reaching importance of gospel messenger service 
 may dawn upon one by the study of section 76:81-5, where 
 the fate of the rejecters of this service is depicted. A careful 
 consideration of section 25:1, leads us to know that the accept- 
 
MUTUAL WORK 9 
 
 ance of the gospel messenger service makes of men the sons of 
 God, and of women, the daughters of God. 
 
 Questions and Problems 
 
 1. Give the time, place, and circumstances under which section 18 
 was given. 
 
 2. What promise made to individuals in that revelation may be con- 
 sistently claimed by all missionaries? 
 
 3. Commit the promise to memory. 
 
 4. State the value of this promise; the earth-life value; the value be- 
 yond earth life. 
 
 5. Show that gospel messenger service is glorious to the messenger, as 
 a receiver and as a giver. 
 
 6. Compare the words of the Lord, sec. 84:63, with his words recorded 
 in John 15:13-15. 
 
 7. Prove from section 84:77 that the Giver of that revelation was Jesus 
 of Nazareth. 
 
 8. On what definite condition is missionary power and reward based? 
 
 9. What does the expression "beget glory" mean in section 124:18? 
 
 10. Show that the promises and prophecies concerning the glory of 
 missionary service provides for divine appointment, divinely inspired active 
 ity, endless opportunity, joy hereafter, training for a companionship with 
 the Savior, through the doing of that which was his chosen vocation. 
 
 Collateral References and Supplemental Suggestions 
 
 Open the class with the hymn beginning: "Come, all ye sons of God." 
 Plan to have two five-minute talks from missionaries, one of tb^m a 
 sister. 
 
 Read John 21, emphasizing paragraphs 15, 16, 17. 
 My First Mission, from faith-promoting series. 
 Song: "From Greenland's icy mountains." 
 
 LESSON VI. KEEPING UP CORRESPONDENCE WITH THE LORD 
 
 "Let your first good morning be to your Father in Heaven." Dr. Karl 
 G. Maeser. 
 
 "Neglect is always unkind and oftentimes cruel." Dr. Karl G. Maeser. 
 
 Introduction 
 
 Forgetting to pray is indicative of spiritual indolence, 
 neglecting to pray is indolence, and much more than indolence, 
 it is the drying up of the fountain of gratitude. Not only when 
 life gets dark and dreary should we pray, for then selfishness 
 prompts the petition, but, when the stream of enjoyment is 
 at high tide, then we should send messages of appreciation. 
 
 Everv message of gratitude moves in a cycle and comes 
 back to the sender stronger, sweeter and a little above its start- 
 ing place. 
 
 Heavenward message-sending now trains for heavenly mes- 
 senger service hereafter. 
 
 The greatest of all messengers from on high was the most 
 faithful in remembering his Father. 
 
10 FROM THE IMPROVEMENT ERA 
 
 Ambassadors from on high were correspondents here be- 
 low: Moroni, at Joseph's boyhood home, and in the sacred 
 grove; Moses and Elias, in the mountains of Palestine; John 
 the Baptist, in the woods of Pennsylvania; Michael or Adam; 
 and Peter, James and John, on the Susquehanna river; all were 
 men who remembered the Lord when they were on earth. 
 
 Among the products of prayer, the pleasure of praying and 
 the soul growth accompanying it, are by no means the least. 
 Every earnest, consistent prayer, is answered by the uplift of 
 the soul. 
 
 A duty-started prayer invariably rises into the realm of 
 exquisite pleasure. 
 
 Prayer is the best preventive and surest cure of soul-sick- 
 ness, and like all other ordinances of the gospel, it is for man, 
 and not man for the prayer. 
 
 Our need for spiritual correspondence is much greater 
 than our Father's need. God, our Father, commands us to pray 
 because he loves to see us grow, and on that growth be happy. 
 
 We grow warm towards God just as we grow warm towards 
 our friends by faithful correspondence. 
 
 He would save us from a coldness that makes way for sub- 
 conscious contempt without our knowing it. 
 
 Spiritual correspondence is incumbent upon and indispen- 
 sable to the happiness of every member of the Church. It is 
 of three types; the individual or secret prayer, the family or 
 group prayer, the Church or congregational prayer. As ex- 
 amples of this latter type, we have the invocation, the song 
 prayers, the official sacrament prayer, and the benediction, all 
 of which are wireless messages sweeping through the universe 
 with faith-vibrations towards the throne of Grace. 
 
 The first two types require daily attention, the third at 
 least weekly attention. Individual love messages are due from 
 us to our Father every day, and it grieves heaven to miss receiv- 
 ing them. 
 
 The prophecies and promises in the Doctrine and Coven- 
 ants concerning the keeping up of our correspondence with the 
 Lord are many, to say the least. Section 10:5 promises victory 
 over Satan. 
 
 Section 19:38 promises a greater blessing than the trea- 
 sures of earth with their accompanying corruptibleness. 
 
 Section 20:33 indirectly promises the Church immunity 
 against falling into temptation, if divine correspondence is 
 kept up. Section 65 pleads for prayers as a help to our Father 
 in heaven. Section 104:80 promises financial deliverance 
 through prayer. Section 93:49 indirectly promises protection 
 against losing one's place through evil inspiration. Section 101 : 
 
MUTUAL WORK 11 
 
 7, in substance, declares that delay in correspondence on earth 
 necessitates postponement of reply in heaven. 
 
 Marvelous healing promises are recorded concerning faith- 
 prayers, in section 35:9. 
 
 The promises made concerning those who believe in the 
 healing ordinance, but have not faith in its efficacy, in their 
 case, is recorded in section 42:43, 44. 
 
 Questions and Problems 
 
 1. What is the mental condition of a person who cannot pray? 
 
 2. How would it affect you to have the privilege of prayer taken away 
 from you? 
 
 3. What is the meaning of the word "conqueror," section 10:5? 
 
 4. Wherein is congregational prayer a safe-guard against the possibility 
 of public sanction of any form of iniquity in the Church? 
 
 5. Give an illustration of special deliverance coming through prayer, 
 either to the Church or to the individual. 
 
 6. Find the promise of protection against apostasy in 93:49. 
 
 7. Account for delay in answer to prayers, section 101:7. 
 
 8. Discuss the difference between mere belief and the faith spoken 
 of in the promise recorded in section 35:9. 
 
 9. What is the special value of the promise made concerning prayer 
 for the sick recorded in section 42:44? 
 
 10. Through what three things are all victory and glory promised in 
 section 103:36? 
 
 11. Which is your favorite song prayer? 
 
 12. Of all the promises recorded in the Doctrine and Covenants, con- 
 cerning prayer, mention three which you consider to be of most value. 
 
 13. Discuss the promise recorded in sec. 19:38, and especially con- 
 sider the significance of the phrase, "corruptibleness to the extent thereof." 
 
 14. Read carefully sec. 65 and note carefully your feelings. 
 
 15. In the light of all the promises made concerning faithfulness in 
 keeping up our correspondence with the Lord, what must we expect as the 
 result of neglecting it? 
 
 Collateral References and Supplemental Suggestions 
 
 The All Night Prayer: Luke 12:6-12. 
 
 The prayer of marvelous tenderness and scope, Luke 17. 
 
 The prayer at Liberty jail, and its answer. Section 121:122. 
 
 A temple dedicatory prayer. Section 109. 
 
 Open exercises with singing, "Prayer is the Soul's Sincere Desire." 
 
 Recite the Lord's Prayer, in concert. 
 
 Have one testimony concerning the promise of prayer becoming a 
 means of overcoming evil. Emphasize the great central truth, that praying 
 is a natural process of spiritual growth, and that through this growth, salva- 
 tion is promised here and hereafter. It is an indispensable natural process. 
 
 Sing first two stanzas only of, "Sweet Hour of Prayer." 
 
A Mission as a Factor in Education 
 
 A Study for the Advauced Junior Y. M. M. I. A. Class, 
 
 1919-1920 
 
 LESSON l.-WHEN A YOUNG MAN CAN GO ON A MISSION AND GO 
 TO COLLEGE, WHICH SHOULD HE DO FIRST? 
 
 In answering this question we think every young man 
 should aspire to do both; but, if called upon to make a choice, it 
 would be better, in most cases, to go on a mission first. In this 
 lesson we submit some of the advantages of going to college. 
 
 A number of years ago a chancellor of one of the state 
 universities wrote to all the graduates of that institution, ask- 
 ing them to state briefly the advantages which their experience 
 showed that they have derived from their college life and work. 
 Among the answers were the following: 
 
 One says: "My love for the state grew with every lesson I received 
 through her care. I saved five years of my life by her training, and I am 
 a more loyal and a better citizen." 
 
 Another says this: "I have a better standing in the community than 
 I could have gained in any other way." 
 
 One said: "It has given me a place and an influence among a class of 
 men whom I could not otherwise reach at all." 
 
 Another said: "I am better company for myself, and a better citizen, 
 with far more practical interest in the state." 
 
 Another declares: "It is financially the best investment I ever made." 
 
 Problems and Questions 
 
 1. One graduate says: "I saved five years of my life by going to 
 college." What do you think he means by that? Show how this could 
 be true. 
 
 2. Do the records of the recent war bear out the statement that a col- 
 lege training increases one's loyalty? Give reasons for your answer. 
 
 3. Why does a man with a college training have a better standing in 
 the community than he would otherwise have? 
 
 4. Discuss the statement: "I am better company for myself." 
 
 5. Discuss a college education as a "financial investment." 
 
 6. Do you think the average earning capacity of college graduates is 
 greater than the earning capacity of those who have not received this train- 
 ing? Why? Give examples. 
 
 7. Show that this training increases one's chances for success. 
 
 8. Show that a college training makes one a better citizen than he 
 otherwise would be. 
 
MUTUAL WORK 13 
 
 9. Name the men in your ward who have received this training. How 
 do they stand in the community? 
 
 LESSON ll.-WHEN A YOUNG MAN CAN GO ON A MISSION AND GO 
 TO COLLEGE, WHICH SHOULD HE DO FIRST? (Continued) 
 
 In the first lesson we considered some of the advantages 
 of going to college. In this lesson we shall give some reasons 
 why a young man should go on a mission before going to col- 
 lege, if he is called upon to make the choice. 
 
 The Latter-day Saints are agreed that a knowledge of God 
 and the testimony of the divinity of his work are the most im-- 
 portant treasures one can possess. 
 
 The Doctrine and Covenants, page one, says: "Faith is the 
 foundation of all righteousness." Explain what this means. 
 Is it possible for anyone to be completely successful without 
 faith? Why? Show that faith in God is the best foundation 
 upon which to build a life. The history of the Church shows 
 that a mission promotes faith in God, as no other experience 
 does. 
 
 Discuss the statement: "Without faith it is impossible to 
 
 E lease God." Who would be apt to get the most out of a col- 
 ige training, a man who had received the experience and de- 
 velopment of a mission, or one who had not? 
 
 For various reasons a mission teaches the great lessons 
 of sacrifice and service better than they can be taught in col- 
 lege. Explain the meaning of sacrifice. Give examples of sacri- 
 fice. Show the necessity of sacrifice in times of war in times 
 of peace. Discuss the statement: "Sacrifice brings forth the 
 blessings of heaven." What is the meaning of service? Give 
 examples of the highest kind of service. Can an untrained in- 
 dividual render as high service as one who is better trained? 
 How does a mission teach these great lessons? What would a 
 man get out of a missionary experience that he could not obtain 
 
 out of college? 
 
 
 
 Problems and Questions 
 
 1. Give three reasons why one should go on a mission before going 
 to college, when he can make the choice. 
 
 2. Who would be apt to get the most out of life, one who has a 
 college training built on faith in God, or one with this training without this 
 faith? 
 
 3. Discuss a mission as a factor, in character building. 
 
 4. What is a testimony in the sense used in this lesson? Why would 
 cne receive this testimony more readily on a mission than in college? 
 
 5. Why is this testimony the most important knowledge one can have? 
 How can it best be obtained? 
 
FROM THE IMPROVEMENT ERA 
 
 LESSON III. WHAT EFFECT HAS THE MISSIONARY SYSTEM OF 
 
 THE LATTER-DAY SAINTS ON THE GENERAL CULTURE 
 
 AND PROGRESS OF THE PEOPLE? 
 
 In discussing this question we do not hesitate to say that 
 no other church has such a leveling, elevating system of uni- 
 versal education as has the Church of Jesus Christ of Latter- 
 day Saints, in this system. 
 
 There are missions established in almost every civilized 
 country on the globe, to which are sent missionaries who spend 
 from two to four years living with the people and teaching the 
 gospel. In many cases it is necessary to learn a foreign language, 
 "and this adds to their intellectual training. In all of these mis- 
 sions converts are made, many of whom finally gather with the 
 main body of the Church. This makes the Church a melting- 
 pot. 
 
 The returned missionaries bring with them much valuable 
 information, which fact makes the Church a great reserve for the 
 most progressive ideas in almost every field of human endeavor. 
 Thus the people as a whole become cosmopolitan in character. 
 
 Travel is a great factor in education. Young men from 
 rural communities, who, before leaving home, had scarcely seen 
 a street car, have filled missions in the great centers of wealth 
 and population. Men from every walk of life, as a result of 
 this system, are sent to all parts of the civilized world to define 
 and explain the plan of life and salvation. A serious study of 
 the message which they bear would naturally have a powerful 
 effect in their individual development; add to this, travel, the 
 contact with the people of the world, and you have the training 
 and experience that broadens and develops as no other experi- 
 ence could in the same length of time. This system is a proof 
 of the inspiration of the Prophet Joseph Smith and of the Di- 
 vinity of the Church. 
 
 Questions and Problems 
 
 1. Name the missions established in the Church. 
 
 2. What territories are embraced within each? 
 
 3. Discuss the advantages of learning a foreign language. 
 
 4. Have you read the Melting Pot, by Israel Zangwill? 
 
 5. What is meant by making the Church a melting pot? 
 
 6. Look up the word "cosmopolitan," and see if you think the mis- 
 sionary system of the Church makes this a cosmopolitan community. 
 
 7. Consider the effect of travel on a young man; on the community 
 in which he lives. 
 
 8. How does your home town look after visiting a larger place? 
 
 9. Compare intellectually, spiritually, socially, and financially, a com- 
 munity in which there are no returned missionaries, with one in which 
 there are a number. 
 
 10. In which place would you prefer to live? Why? 
 
 11. Show from the establishment of this missionary system that Joseph 
 Smith was inspired. 
 
"The Twelve Scout Laws" 
 
 With Correlated Outlines from the Junior Manuals 
 
 For Boys in the Junior Class Doing Regular Scout Work 
 
 LESSON I.A SCOUT IS TRUSTWORTHY 
 
 This means that a scout can be depended upon to do what he is told 
 to do, promptly, intelligently, and well a priceless virtue in boy or man. 
 Tell the story of "A message to Garcia," (Junior Manual, Lessons on 
 Conduct, p. 54.) Who carried this message? What did he do when asked 
 to carry this message? What does the author say concerning him? Do 
 you think it is true? Give reasons for your answer. Give other examples 
 in this article to illustrate what the author wishes to teach. Compare 
 *"The Bookkeeper," with the man who carried the message. Discuss the 
 statement, "Civilization is one long, anxious search for just such individ- 
 uals." Name some men whom you think could carry the message to 
 Garcia. Why do you think they could? Tell the story taken from the 
 life of James A. Garfield, which illustrates his trustworthiness. Tell the 
 siory of the sentinel of Pompeii. (Page 58, Junior Manual Lessons on 
 Conduct.) 
 
 LESSON II. A SCOUT IS LOYAL 
 
 (See Junior Manual, Lessons on Success, pages 11 to 16.) 
 
 Loyalty is defined as the "Wholesouled, willing, and practical devo- 
 tion of a person to a cause." 
 
 Analyze this definition, show that it must be wholesouled, willing, 
 practical. 
 
 Relate the circumstances which occurred in the English House of 
 Commons, in 1642. Page 12. What does this illustrate? 
 
 Show that all great men have been devoted to great causes. To what 
 was Washington devoted? Lincoln, Roosevelt, Joseph Smith? Show that 
 the life of Christ is the greatest example of loyalty. 
 
 Name some of the great problems before the American people to- 
 day. How would the application of the principle of loyalty help in the 
 solution of these problems? 
 
 Give some examples of loyalty that ccurred during the recent war. 
 How can loyalty be developed? 
 
 LESSON III. A SCOUT IS HELPFUL 
 
 "He must be prepared at any time to save life, help injured persons, 
 and share the home duties. He must do at least one good turn to some- 
 body every day." 
 
 Everybody loves the boy who says, "Let me help you." The world 
 has a place for him. This is practical religion. Tell the following stories: 
 "His old father satisfied." "A reward for unselQsh services." "The hero 
 of the wireless." "Died to save his brothers and sisters." See Lessons 
 on Conduct, Junior manual, pages 7 to 9. 
 
 Compare what the Savior did for others, with what others did for him. 
 Give ten examples showing that scouts are helpful. Give five ways in 
 which scouts may be helpful. Discuss the statement: "It is better to 
 give than to receive." How do you feel after helping others? 
 
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 Y. M. M. I. A. Class Study for 1919-20 
 
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