3.4.2 How To Develop Other Qualities

“Search the scriptures, for in them ye think ye have eternal life.”

As for attainment in other matters involved in the teaching process, the teachers who attended the course at the Brigham Young University were agreed that regular practice in the following processes will insure marked growth and development:

1. The taking of a personal inventory at regular intervals. “Am I the kind of teacher I should like to go to?” starts an investigation full of suggestiveness. The qualities listed in chapter four constitute a reference chart for analysis.

A teacher can become his own best critic if he sets up the proper ideals by way of a standard. A teacher in one of our Church schools in Idaho carried out an interesting investigation during the year 1919-1920. Anxious that he should not monopolize the time in his recitations, he asked one of his students to tabulate the time of the class period as follows:

• Number of questions asked by teacher.
• Number of questions asked by pupils.
• Amount of time consumed by teacher.
• Amount of time consumed by pupils.

He was astonished to discover that of the forty-five minutes given to recitation he was regularly using an average of thirty-two minutes. Similar investigations can be carried on by any interested teacher.

2. Contact with the best in life. It is a fundamental law in life that life is an adaptation to environment. The writer has been interested in observing the force of this law as it affects animal life.

Lizards in Emery county are slate-gray in color that they may be less conspicuous on a background of clay and gray sandstone; the same animals in St. George take on a reddish color—an adaptation to their environment of red sandstone.

Nor is the operation of this law merely a physical process. On a trip into Canada recently the writer traveled some distance with a group of bankers in attendance at a convention at Great Falls. On his way home he took a train on which there was a troupe of vaudeville players.

The contrast was too marked to escape notice. One group had responded to an environment of sober business negotiations—the other to the gayety of the footlights. And so the teacher who would grow must put himself into an environment that makes the kind of growth he desires natural—inevitable.

Through good books he can associate with the choice spirits of all ages. No one denies his acquaintanceship. Great men have given their best thoughts to many of the problems that confront us. We can capitalize on their wisdom by reading their books. We re-enforce ourselves with their strength.

Magazines, too, are full of stimulation. They constitute a kind of intellectual clearing house for the best thought of the world today. Business houses value them so highly in promoting the advancement of their employees that they subscribe regularly.

One manager remarked: “No one factor makes for greater growth among my men than reading the achievements of others—leaders in their lines—through the magazines.” There is scarcely a phase of life which is not being fully written about in the current issues of the leading magazines.

Then, too, contact with men and women of achievement is a remarkable stimulus to growth.

There are leaders in every community—men and women rich in experience—who will gladly discuss the vital issues of life with those who approach them. There still remain, too, pioneers with their wonderful stories of sacrifice and devotion.

To the teacher who will take the pains there is an untold wealth of material in the lives of the men and women about him.

3. Regular habits of systematic study. Thorough intensive effort finds its best reward in the intellectual growth that it insures. In these days of the hurry of business and the whirl of commercialized amusements there is little time left for study except for him who makes himself subscribe to a system of work.

Thirty minutes of concentrated effort a day works wonders in the matter of growth. President Grant was a splendid evidence of the force of persistent effort in his writing, his business success, and his rise to the leadership of half a million Latter-day Saints.

4. Assuming the obligations of responsibility. In every organization there are constant calls upon teachers to perform laborious tasks. It is so natural to seek to avoid them—so easy to leave them for somebody else—that we have to cultivate vigorously a habit of accepting the obligations that present themselves.

The difficulties of responsibility are often burdensome, but they are an essential guarantee of achievement. “Welcome the task that makes you go beyond your ordinary self, if you would grow!”

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