g is the first great guarantee of success. For teaching is
"no mere job"--it is a sacred calling--a trust of the Lord Himself under
the divine injunction, "Feed my sheep" (John 21:15). For the teacher who
has caught a glimpse of his real responsibility there is no
indifference, no eleventh-hour preparation, no feeling of unconcern
about the welfare of his pupils between lessons--for him there is
constant inspiration in the thought, "To me is given the privilege of
being the cupbearer between the Master and His children who would drink
at His fountain of truth."

The Church of Jesus Christ of Latter-day Saints has been variously
designated by those not of us: "The Great Industrial Church," "The
Church of Pioneers," "The Church of Wonderful Organization." It might
well be called "The Teaching Church." There is scarcely a man or woman
in it that has not at some time been asked to respond to the call of
teacher. Our people have been a remarkable people because they have been
remarkably taught--taught of the Lord and His prophets. Our future can
be secure only as it is guaranteed this same good teaching. Every
teacher must come to realize that "Mormonism" is at stake when he
teaches. "Why do I teach?" goes to the very heart of teaching.

The answer to this question is to be found, in part at least, in the
three-fold objectives of our Church. First, the salvation and exaltation
of the individual soul. As already pointed out, this is the very "work
and glory" of the Father. Man is born into the world a child of
divinity--born for the purpose of development and perfection. Life is
the great laboratory in which he works out his experiment of eternity.
In potentiality, a God--in actuality, a creature of heredity,
environment, and teaching. "Why do I teach?" To help someone else
realize his divinity--to assist him to become all that he might
become--to make of him what he might not be but for my teaching.

Someone has jocularly said: "The child is born into the world half
angel, half imp. The imp develops naturally, the angel has to be
cultivated." The teacher is the great cultivator of souls. Whether we
say the child is half angel and half imp, we know that he is capable of
doing both good and evil and that he develops character as he practices
virtue and avoids vice. We know, too, that he mentally develops. Born
with the capacity to do, he behaves to his own blessing or condemnation.
There is no such thing as static life. To t