Below you will find Prince’s research excerpts titled, “Priesthood – Home Teaching, 1892.” You can view other years here.
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HOME TEACHING/WARD TEACHING–1892.
1892: Feb.: Presiding teacher.
“I spent much time the last month in visiting as a ward teacher in company with Bro. Daniel Washburn who is the presiding teacher of the ward, we having been called on by the bishop to visit the rest of the teachers and try and persuade them to duties and we were called in to administer to the sick many times.” (Orson W. Huntsman journal; LC Collection)
1895: 11 May: Teachers to help avoid Church courts.
[Bear Lake Stake Conference] “We had several reports from Bishops, and Bro. [F. M.] Lyman then occupied about 35 minutes in speaking to the Priesthood, and especially to the teachers, whom he admonished to be faithful in their labors so as to prevent trials before the Courts of the Church. They should also be the confidential advisers of the people, and not betray the confidence of the Saints.” (A. H. Cannon diary, 11 May, 1895)
1896: 15 Nov.: Presiding teacher.
“At our teachers report meeting today I was appointed by the Priesthood (Bp G. A. Holt presiding) to preside over the acting teachers in the ward. It is expected of me to see that all the teachers do their duties, that each family in the ward is visited each month. This is the biggest and hardest job I ever had since I joined the church and that was before I was born. Now Brethren this is a job that I will never do. I will try to do my very best. The Lord Himself will coax and led aright but He has never had everybody do all their full duty and neither will I, if I can do half of my own I’ll be a good man.” (Orson W. Huntsman diary, 15 Nov., 1896; LC Collection)
1900: 4 Aug.: Trying to settle troubles in the ward.
“Amos P. Hunt and I as ward teachers have been trying to settle some trouble that exists in the ward between some of the good brethren who love the Lord with their mites but do not love their neighbors because they are so damn mean. Those that were sure that they were just and right we found to be the most wrong and very stubborn. We had hard work to bet the beam out of their eyes.” (Orson W. Huntsman diary, 4 Aug., 1900; LC Collection)
1901: 10 Jan.: Acting Teachers not doing their duty.
“At 11 o’clock the meeting of the Presidency and Apostles was held in the Temple. There were present: Presidents Lorenzo Snow and Joseph F. Smith and all the Apostles. The Apostles had been in session yesterday and this morning since nine o’clock, and Brother Young now informed the Presidency that they had considered several questions and had concluded to make certain recommendations to the Presidency. . . .
Elder John Henry Smith suggested that missionaries be selected in the Stakes of Zion to labor among the back-sliding people. After some discussion the concensus of opinion was that if the acting teachers of the various Wards were doing their duty there would be no need for this labor and that it could properly be left to the Presidency of the Stakes and that their attention should be called to the needs in this direction that the machinery of the Church might be put in motion properly, which would be more satisfactorily done if directed in this manner.” (JH 10 Jan., 1901)
7 Oct.: Not visited in six years.
“[General Conference] Apostle John W. Taylor said–It is becoming popular for men to go hunting on Sunday. It should be supressed. He visited one ward where the teachers had not visited for six years.” (Anthony W. Ivins diary, 7 Oct., 1901)
1902: 21 Apr.: Handbook for Ward Teachers proposed.
“I went to the H. O. and met with the Record committee. We agreed to print a little book for the help of teachers when they visit.” (Anthon H. Lund diary, 21 Apr., 1902)
20 Nov.: Priesthood procedural questions/ACTING TEACHERS.
“THREE QUESTIONS ANSWERED.
A friend in one of the southern settlements of Utah writes to the ‘News’ asking three questions. The first is in relation to a little book that has been published, explaining the mode of procedure in Bishop’s courts, and it is asked whether the book is endorsed by the Church or by the First Presidency.
It has been repeatedly published that the written standards of the Church are the Bible, the Book of Mormon, the Doctrine and Covenants and the Pearl of Great Price. Other works stand as the writings of their respective authors and on their individual merits. This ought to be sufficient on that head. The manner of conducting Bishop’s courts and High Councils is understood by the presiding officers in the wards and Stakes of Zion, and there is no need to go outside of them for explanations. The revelations contained in the Doctrine and Covenants are sufficiently plain as a written guide, and whatever is published in strict conformity with them is, of course, authoritative and beneficial.
The second question is as to disfellowshipping, or excommunicating, a Church member without a trial. That is not in harmony with the revealed order of the Church. Every accused person is entitled to a fair hearing, to be confronted with witnesses against him, to introduce his own witnesses and to speak in his own defense. Witnesses in Church trials must be Church members. Cases must be determined upon evidence. Judgment must be rendered in righteousness, without prejudice and free from personal motives and considerations. When charges are preferred and the accused is summoned to appear and he refuses to respond, justice will not be balked because of his non-appearance. It is only in such instances that a member can be disfellowshipped or excommunicated in his absence. A trial, however, always precedes judgment.
The third question is: ‘Should the teachers appoint one of their number to preside as stated in Doc. and Cov. Sec. 107 v. 62, or should the Bishop always preside at the teachers’ meetings?’ We think our corresopndent has been somewhat ‘mixed’ in this matter. There are in every ward a number of brethren selected to be acting teachers, under the direction of the Bishopric. These are usually men holding the Melchisedec Priesthood, but called to act in the lesser or Aaronic Priesthood for visiting and teaching purposes. They are appointed as aids to the Bishop, and he or one of his counselors presides at their meetings.
The teachers’ quorum referred to in the section quoted from the Doctrine and Covenants, is another body entirely. It consists of twenty-four ordained teachers presided over by three of their own number. They do not hold the higher or Melchisedek Priesthood. They act in the capacity of teachers in the ward to which they belong when called to do so under the direction of the Bishopric. Their meetings are held for instruction in the general duties of their office and in the principles of the Priesthood. The Bishop may and should attend their meetings when possible, as he is in charge of the lesser Priesthood of his ward, including the Priests, the Teachers and the Deacons.
But the two bodies of teachers should not be confounded. The acting teachers selected by the bishopric as their aids do not form a quorum at all. They have no fixed number, or distinct ordination as teachers. They are sometimes erroneously mentioned as the teachers’ ‘quorum,’ but that ought not to be. The teachers’ quorum is, as we have described it, and is a distinct body of ordained teachers with its own presidency like any other quorum in the Church.
All these matters are very clear to careful readers of the revelations to the Church. If there is any misunderstanding concerning them, all doubts may be usually dispelled, by seeking instruction from the local authorities in the organized wards and stakes of Zion.” (Deseret News editorial, 20 Nov., 1902, in JH 20 Nov., 1902)
1910: 10 Feb.: Ward Teachers fail to resolve dispute.
“I am having some grief with some of my good friends over the town lots and the deeds.
Afew years ago J. B. Morris came to me and wanted to clear the brush off of a five acre lot, close to his lot that I had let him have, where he is now living. So I let him have that five acres to use for so many years for the clearing off the brush, then when the time came to give it up, he refused to give it up. Said it was his. But I held the Patent. We had no writings about it. I had no witness except myi wife. He had just himself. To cut the story short, the mater was up with the ward Teachers to settle between us. The Teachers were Emeal Barlocker, and Frank Winsor. And instead of helping us to settle the matter, as Ward Teachers should have done, they took it upon themselves to settle it as a referee. Decided I was to let Morris have the land and he was to pay me, at the same rates as I was selling the Town lots. So when they came to me with the decision I told the I would not do any thing of the kind. I would carry it on. But Grand Father Terry came to me and advised me not to carry the case farther, but let the land go, promising me that I would have four fold in the hereafter. Meny other good things he promised me, so that I finally deeded the land to Morris, after he payed me the money, as I think I have land to do me while I stay here, without that five acres.” (Orson W. Huntsman diary, 10 Feb., 1910; LC Collection)
30 Nov.: Member/Non-member dispute resolved by WT.
“Alferd Kurt, who does not belong to the Church, came to me, wanted the Ward Teachers to settle the trubel between himself and Perry Winsor. I told him teachers could not do anything but help settle So B. C. Farnsworth and I help them settle their Hog Truble, and so ends the month.” (Orson W. Huntsman diary, 30 Nov., 1910; LC Collection)
1912: 28 Mar.: WT resolve difficulties between 19 women.
“Bro. _____ and I as Ward Teachers, called nineteen women together who were having very hard feelings with each other & very bad mixup in Prymery Association, after laboring with them a day or two we got them reckonsiled & good feelings restored or nearly so, but the President of the Primary resigned her office therefore the association was unorganized for some time.” (Orson W. Huntsman diary, 28 Mar., 1912; LC Collection)
2 Apr.: Priests & teachers too young for Ward Teaching.
“Also, it was admitted by Church officials that ordained priests and teachers were too young to be the backbone of ward teaching, so in their places ‘acting teachers’ were called from among the elders, seventies, and high priests.” (Hartley, BYU 13(2):151, Winter, 1973; quoting GPC Minutes, 2 Apr., 1912–difficult to tell from the footnote if this is the correct reference.)
1913: Apr.: Duties of Teachers.
“The Teacher’s duty is to watch over the Church always, and be with and strengthen them,’ are the words of the Lord to the young men who have been ordained to this calling. To be in line with this injunction every Teacher should seek out and labor with and strengthen at least some one person who is weak,–his associate quorum members it may be, and the failing may be occasional, as yet not habitual, smoking or profaning, or non-attendance at meetings. In any case, those in charge of the quorum work should encourage the members to do individual teaching, wherever it is needed. There should be in the quorum meetings occasional discussions of what might be done in this line, with examples of results that have been achieved, and the activities of members in this work shoiuld be investigated by quorum officers. The outcome of such efforts would be the steady improvement of the individual Teachers themselves, who would be brought to realize that the example of personal good conduct is an effective method of teaching. There would also be wholesome improvement among those labored with.
The duties of the Teachers, if performed fully, require that they go into the homes of the Saints. They are to see that there is no iniquity in the Church. In case these young men cannot bring themselves, on account of the oppressive diffidence that affects them, to go into the homes two together, it should be arranged by the ward officers that they receive instruction and experience with older brethren. But, while they may not feel competent to go alone on a teaching mission and expound doctrine, there are other duties that they are able to attend to that are in line with their calling, the performance of which will relieve the acting teachers of much routine work and leave them free to devote themselves to spiritual instruction. For instance, the Teachers are to see that the members of the Church ‘meet together often’ and partake of the sacrament. Good results would follow the sending of a special message from the Bishopric to slothful members of the Church inviting them to sacrament meeting, and no more proper messengers could be found than two ordained Teachers who, on the Sabbath day, could go to the doors of those who habitually absent themselves from meeting, and, acting in the authority of their calling, deliver their message and invitation. The same is true as to announcements of tithing settlements. Bishops would do well to engage the help of young Teachers and send them to the homes of the Saints with a reminder of the duty of tithe-paying and making settlement on the days appointed for that purpose. The Teachers who do this duty would themselves be impressed with the importance of tithe-paying, and thus would be doubly benefited.
It would be proper, also, for Bishops to ekmploy the ordained Teachers in laboring with those who are allowing their children to grow up without baptism. The Teachers might also be helpful to the ward clerk in gathering the genealogies of persons or families whose records are not complete on the ward books. They could be used in visiting newly arrived Saints to learn of their former places of residence, and, after their recommends have been received, to invite them to the meeting at which their names are to be presented. In stirring up the slothful and securing their attendance and enrollment in the various organizations, and their attendance upon the meetings of such organizations, the Teachers can do good service.
Then there is the regular duty that should be assigned to the Teachers, in connection with other members of the Lesser Priesthood, of going among the Saints each month and collecting fast offerings. In stakes and wards where this work is being done, the results are helpful alike to the people and to the young men who attend to the duty. The funds for the care of the poor are increased, and where tithing is collected in the same way, the habit of paying tithes in the time and season thereof grows upon the people to their blessing.
Inasmuch as Teachers are charged with seeing ‘that all members do their duty,’ their calling requires that they be vigilant against every form of evil, and constant in exhortation to righteousness. If ill feelings exist, they are to bring about a reconciliation. Lying, backbiting and evil speaking are evils that they are expected to see do not exist among Church members. They are to be advocates and exemplars always of honesty, temperance, chastity, truthfulness, patience, charity and good-fellowship, and by word and act are to ‘invite all men to come to Christ.’ To be able to fill acceptably this splendid calling requires a careful training that should be given the young men in their quorum classes, as well as in the field of experience that they should enter as companions of acting teachers in house to house visits.
The Teachers’ place on the Sabbath day is in meeting, and they should be used as occasion requires in the passing of the sacrament and attending to such other duties as are within the scope of their authority. Ward authorities will find that the more these young brethren are used the better will be their attendance at meetings.
The Bishop of a ward as the president of the Aaronic Priesthood has a duty to perform for, with and in behalf of the young men, Priests, Teachers and Deacons, who are within his jurisdiction; but inasmuch as he is specially called upon in the Doctrine and Covenants (Section 107:87, 88) to sit in council with and teach the Priests in his ward, filling the position of president of the quorum of Priests, it is clear that he cannot personally spend any time during the weekly Priesthod meetings to look after the members of the Teachers’ quorum and direct their instruction. Provision has been made for a presidency of the Teachers’ quorum to be chosen from among the members and this presidency have enjoined upon them the duty of sitting in council with their members and teaching them the duties of their office as given in the covenants. Under the custom now observed in the Church of ordaining youths of fifteen years Teachers and passing them into the Priests’ quorum at eighteen years of age, there is rarely developed among the quorum officers a leader and teacher who, without help, is competent adqeuately to control and instruct the members. To fill this recognized need, Bishops have quite generally assigned Elders, Seventies or High Priests to act as instructors. The operation of this system has produced a condition in some, and perhaps in many, wards in which the quorum officerws are almost displaced by the instructors. Such quorum work as is done, and such instruction as is given, is under other guidance than was intended by the Lord. This is destructive of quorum loyalty, pride and discipline, and should be corrected. No one should ever be permitted to come between a presiding officer and his quorum. Where instructors are inclined to do so, and officers to allow it, it would be well for the Bishopric to set the matter right, so that the officers may gain experience in presidency, and that members may be instructed and trained in proper obedience to authority.
The good that has been seen to result from the personal labors of the Bishop with the Priests’ quorum has prompted the thought that similar attention paid to the Teachers would show like beneficial effects. While the Bishop is engaged with the Priests one of his counselors might profitably undertake the watch-care of the Teachers’ quorum of the ward, not by presiding over it, but by an appointment to supervise the work of the quorum, to instruct the officers in proper methods of presiding, to suggest and assist in quorum activities, to cultivate intimate acquaintance with the members, with a view of correcting injurious habits, holding before them always high ideals, and impressing upon their souls faith in the gospel, and reverence for the Priesthood, but all the time using the greatest care against usurping the rights of quorum officers or allowing any other person to do so.
The Bishop’s counselor assigned to this labor may or may not be the class instructor. It would be desirable, probably, for him to act in that capacity, if he happens to be qualified, but whether he assumes that position or not, his duty would be to see that all worthy young men in the ward of proper age are looked after and brought into the quorum as working members. He should also provide opportunities for exercise in the particular duties of the Teachers’ calling. If it were arranged that one Bishop’s counselor would attend to this work, and the other, if I may be permitted to suggest, were asked to perform a similar duty for the Deacons’ quorums, there would be brough to the weekly council meetings of the Bishopric fresh, first-hand and accurate information as to every Lesser Priesthood quorum. The result of this personal attention to the young men by the Bishopric could scarcely fail to be manifested in better attendance at quorum meetings, better instruction, more practical work by the boys, and an upbuilding of faith in their hearts.” (Bishop H. H. Blood, of Kaysville, Davis Stake of Zion, “The Ordained Teacher,” in “Priesthood Quorums’ Table,” IE 16(6):645-648, Apr., 1913)
23 Jun.: WT works 2 months to resolve dispute.
“Thomas Truman came to be a ward teacher and handed me a complaint against George T. Hunt who had accused him before the Public of immoral conduct, while in Idaho and Nevada. So I took the case in hand with another ward teacher. I at once began to investigating the case which brought in Job T. Hall and others of the town, and Jacob Hunt and others of Idaho, and a Burges of Mesquite, Nevada.
This case proved to be a very bad looking case to those that did not investigate the matter thoroughly like I did. I worked on this case in company with other ward teachers for over two months, hard labor, and several letters back and forth to Sugar City, Idaho, and other places. It was brought, or made to apear that Truman had been in bad company and in bad houses, and had came here and was apointed a Teacher in our Sunday School, and was also engaged to Miss Olive Alger.
Therefore it became a wide public talk and was a hard matter to crush. I myself got up in two diferent public meetings on Sundays and explained the whole matter before it was droped by the people. It is too long a story to tell it all here. It was proven beyond a doubt that Truman was not guilty of the charge or the crime, although every thing pointed to that end. So much so that those that accused him was justified thinking it true. I wish to say that peace aned good feelings was restored after a long time.” (Orson W. Huntsman diary, 24 Jun., 1913; LC Collection)
16 Aug.: “Teachers never could settle it.”
“Bro. James Canfield wants to take Bro. Arthur Crawford to law or sue him for 40 Dollars damage done him by hogs, in his potato crop. I heard of it & being a ward teacher I went to Bro. Canfield and advised him to lay in a complaint to the ward teachers and they would help them to settle. He said he had too much trouble, teachers never could settle it, the law was the only way to settle with a fellow of that kind, & if he had to pay 40. or 50. Dollars it would learn him something. I said teachers could help to settle any trouble on earth. I told him if the teachers could not settle it then he could sue him. So after much talk he decided to leave it with the Teachers. I told him I could get two good teachers to go with him to Bro. Crawford. He said no, you go. After a little talk I decided it would be a good job, so I got Bro. Jas. Barnum to go with us and after a long talk we all four went out in the field to look at the Potato damage. And when we saw it all four was surprised, even Bro. Canfield, who had never went to see what damage was done but sent the Boy to drive the hogs out while he went and had hard words with a brother. We soon all went home with good feelings and Canfield was willing to have fifty cts. in place of forty dollars and lots of trouble and good feeling never restored. Lawing is as bad as runing way in debt, both are very bad. Shune [shun] them as long as you can. Bro. Barnum and I took our pay for our time and trouble in accepting their warm thanks for keeping them out of the hands of the Law and in the good feelings they had tords each other.” (Orson W. Huntsman diary, 16 Aug., 1913; LC Collection)
1917: 27 Jan.: The whole ward to be visited each month.
“I have spent the week in visiting as a ward teacher, and trying to get others Teachers to work, as it is expected of me to see that the hole ward is visited each month. So I busy all the time. So it is so hard to [get] the teaching done.” (Orson W. Huntsman diary, 27 Jan., 1917; LC Collection)
11 Mar.: WT settle dispute among Primary leaders.
“Some time ago Bishop Geo. A. Holt apointed my Daughter Pearl Bastion to preside as President over the Priamery assocation, as it had been disorganized for some time, but Manda Stuert has been taken charge and was deturmend to not give it up this created a town talk and trubel so the mater was talked over in the Presthood meeting on Sunday 25th when it was turned over to ward teachers to settle. The mater hung fire, or run along for some time it finly was settled. Pearl was President, Mandy was left out, and was a long time geting over the hurt if she ever did get over it.” (Orson W. Huntsman diary, 11 Mar., 1917; LC Collection)
27 May: Released as president of ward teachers.
“At the close of meeting we had preasthood meeting at which I was releast as president of the ward Teachers, which position I have had the honor of holding for years. but now I am out of a job. What shall I do.” (Orson W. Huntsman diary, 27 May, 1917; LC Collection)
1918: 1 Jan.: Ward Teaching Handbook–Liberty Stake.
“PRESIDENCY LIBERTY STAKE OF ZION
Salt Lake City, Utah, January 1, 1918.
To the Saints of Liberty Stake:
A careful review of work done in 1917 by our Stake and Ward officers renews our faith and confidence in those with whom we are permitted to labor. It also convinces us that the active Church members have manifested additional devotion; while many, hitherto somewhat indifferent, have repented of their carelessness. We must, in truth, add that it reveals some weak places, which we hope to strengthen as much as possible. We avail ourselves of this opportunity of wishing to all a happy and prosperous year.
We are especially desirous that an increased love of righteousness may be apparent in the lives of the Saints. In order to bring this about, we are endeavoring to effect an improvement in the quality of block teaching; and there are some phases of this work to which the attention of the Saints should be called. The responsibility of the teacher is great. Think of men, many of them young and inexperienced, who must, in order to relieve themselves of responsibility, see that there is no iniquity in the Church, no dissension in the homes they visit, that the Saints pay their tithing, observe the Word of Wisdom, attend their meetings, etc. These men do not call themselves to this work–in fact, many of them accept the burden very reluctantly, and even the most experienced do so with fear and trembling.
To accomplish even a part of their great mission, it is imperative that they have the earnest co-operation of those they visit. A thorough understanding must be developed between teacher and family. Heads of families should, as far as possible, call all members together and make the occasion sufficiently formal that extraneous subjects will not be introduced, either by the teacher or themselves. One of the best ways of accomplishing this is to have prayers together.
A series of subjects is being prepared under direction of a thoroughly competent committee of our Bishops which it is expected the teachers will introduce during their visits. These are timely matters which can very profitably be discussed in homes where there is no necessity for a special labor on the part of the visitors to correct some existing evil.
In conclusion, let us again urge you to make teachers welcome; call your family together and impress upon them that your visitors come to teach, not to be taught; where conditions are favorable, arrange for prayer; remember that these men come in the authority of the holy priesthood, in the name of the Lord and appointed in the manner set forth by Him. If you will receive them in this spirit we have no hesitancy in saying that they will leave an eternal blessing in your home and with the members of your family. . . .
Hugh J. Cannon
Arnold H. Schulthess
Bryand S. Hinckley
Stake Presidency.”
(Ward Teachers’ Manual for Liberty Stake–Subjects for Study and Discussion, Paragon Printing Co., Salt Lake City, 1918; pp. 4-5; original in Huntington.)
[The pamphlet contained one lesson for each month.]
1921: Ward Teachers Handbook–Ogden Stake.
“TO THE TEACHERS:
Teach the Saints to keep the Sabbath Day holy and to observe the fast day. Encourage attendance at quorum and Sacrament meetings. Promote the interest of the auxiliary organizations, such as Relief Societies, Sunday Schools, Y.M.M.I.A., Y.L.M.I.A., Primary Associations and Religion Classes.
Make it your special duty to interview the wayward and convert them to the Gospel and teach all the Saints to sustain and honor the Holy Priesthood. Visit non-members when agreeable to them; teach them the Gospel when opportunity affords and invite them to the public meetings of the Church. Endeavor to suppress profanity, obscene language and rude behaviour, and teach all men reverence for the name of Deity. Teach the Saints the law of tithing, their duties to the poor, and the necessity of ordinance work for the dead. Watch over your flock constantly. Be guided by the spirit of the Lord in your labors rather than be technicians and thus you will become the Saviour of men.
Every family in the Ward should be visited by the teachers once a month and conditions reported at the ward Priesthood meetings the third Sunday of each month.
Thomas E. McKay
John Halls
Samuel G. Dye
Stake Presidency.”
(Ogden Stake Ward Teacher’s Manual for 1921–Doctrinal Topics, n.p., 1921, p. 3; original pamphlet at Huntington.)
[Monthly lesson outlines were contained in the pamphlet.]
1922: Ward Teachers Handbook–Ogden Stake.
“The Presidency of the Ogden Stake commend the ward teachers for their faithfulness during the past year. Your diligence in watching over the members of the church assigned to you has resulted in much good. Your labors are greatly appreciated. We pray you to be even more earnest during the year 1922 in discharging your sacred obligations to the church and to your people. . . .
To the members of the Church we extend our best wishes. May peace be with you in your homes. We ask for your cooperation with the Ward Teachers. You can do this by arranging your affairs so that yourself and family can meet the teachers when they call; bid them welcome; call your family together so that all may obtain the message which the teachers have for them; study the lessons that have been outlined and be prepared to take part in the discussions.
[Stake Presidency]”
(Ward Teacher’s Year Book–Doctrinal Topics. Prepared by the Ward Teacher’s Committee, Ogden Stake, Ogden, Utah, 1922; p. 3) [Monthly lesson outlines were included.]
1923: Ward Teachers Handbook–Mount Ogden Stake.
“TO THE TEACHERS:
Be Prepared. You represent the Lord in the home; you should not find it necessary to make excuses for Him.
You are requested to make definite appointments with each family as to the day and hour of your visit and let the appointment be made for six months or a year, or permanently.
Be sure to encourage every member of the family to take part in consideration of the lessons. Let the little folks get the Doctrine and Covenants and find and read the references. You will find that they will enjoy their work.
Your Brethren,
[Stake Presidency and Committee of the High Council]”
(Ward Teacher’s Manual–A Few Thoughts on the Restoration of the Gospel. Fifth Course in Scripture Reading and Studies. Prepared by the Committee of the High Council of the North Weber Stake, Ogden, Utah, 1921; p. 3) [Monthly lesson outlines were contained in the pamphlet.]
“This course deals with the hymns of the Latter-day Saints. . . .
This course, as outlined, covers two years, twenty-four lessons, twelve of which appear in this manual. Should this year’s attempt meet with the favor we hope for, the course for 1924 will be a continuation of this manual, but the index of the entire outline for the two years is published herein for a better comprehension of the course.”
(Ward Teacher’s Manual–The Hymns of the Latter-day Saints. Prepared under the Direction of the Committee of the High Council and of the Stake Presidency. Mount Ogden Stake of Zion, Ogden, Utah, 1923; p. 3) [Monthly lesson outlines were included.]
1924: 5 Jan.: Ward teachers’ investigation.
“A bad report going around Town, about Wm Lund. Taffatey and Bird Terry, who are atending High School in St. George this winter, In the ward Teachers investagation of the afair found them inist.” (Orson W. Huntsman diary, 5 Jan., 1924; LC Collection)
1926: Ward Teachers Handbook–Ogden Stake.
“To properly perform the great duties of ward teacher requires the authority of the priesthood, a knowledge of the gospel; a love for the work, and a determination to do one’s duty. Among those duties, as we view the matter, are:
To pray in secret, and with the companion appointed to labor with you.
To get acquainted with those assigned to your watchcare.
To visit each family, at least once a month, carrying the bishop’s message, and giving such further advice, exhortation, counsel and comfort as the spirit shall give you utterance.
Be where most needed in case of sickness, trouble or death among your little flock.
If assistance of a temporal nature is required, make requisition and report fully the circumstances calling for it.
Attendance at the monthly meetings of the teachers to asertain what is wanted by the bishopric under whom this work is done, and to make such report as shall be called for.
Having been called by the Bishop to this important work, given a companion, assigned a district, and supplied with the names, addresses, etc., you should realize that having been made, as it were, shepherds of this little flock, charged with caring for their welfare, spiritual and, to some extent, temporal, it carries with it a very solemn responsibility.
Determine that the work shall be done early in the month, and not lieft until necessity forces it upon you.
Preparatory to comencing the evening’s visit in view of the fact that you are to teach things of the kingdom, you should go before the Lord and ask Him for aid and inspiration.
At the proper time, act as a missionary for the Sunday School, for the Mutual Improvement Association, for the Religion Class, for the Primary Association, the Relif Society, and encourage those holding the priesthood to identify themselves with the proper quorum and attend its meetings. . . .
To the members of the Church we extend our best wishes. May peace be with you in your homes. We ask for your cooperation with the Ward Teachers. You can do this by arranging your affairs so that yourself and family can meet the teachers when they call; bid them welcome; call your family together so that all may obtain the message which the teachers have for them; study the lessons that have been outlined and be prepared to take part in the discussions.
[Stake Presidency]”
(Ward Teacher’s Year Book–Doctrinal Topics. Prepared by the Ward Teacher’s Committee, Ogden Stake, Ogden, Utah, 1926; p. 2) [Monthly lesson outlines were included.]
1927: Ward Teachers Handbook–Ogden Stake.
“The information contained in this small volume is sent forth that those who are called upon to labor as Ward Teachers may better prepare themselves so that they may more clearly teach the families assigned to them the principals that are essential to right living. . . .
Go into the home as a brother and a friend, a counselor and guide, with love in the heart, love for God and love for His children, and with an earnest desire and prayer to do good. Not as a critic, a useless faultfinder. Go with the desire to find good, to sound the people to the depths of their hearts through the power of discernment which you have sought and can get, and build up the good found there until the evil if there be evil, shall be rooted. Let the people feel that you have come to extend good, to give encouragement, to build up and strengthen. Be careful to treat their confidence as sacred, that they may know they can trust you fully because they feel your love for them.
[Stake Presidency]”
(Ward Teacher’s Year Book. Ogden Stake, for the Year 1927. Thomas E. McKay, John Halls and Samuel G. Dye, Stake Presidency. p. 2) [Monthly lesson outlines were included.]
1928: Ward Teachers Handbook–Ogden Stake.
“The Presidency of the Ogden Stake commend the ward teachers for their faithfulness during the past year. Your diligence in watching over the members of the church assigned to you has resulted in much good. Your labors are greatly appreciated. We pray you to be even more earnest during the year 1928 in discharging your sacred obligations to the church and to your people. . . .
To the members of the Church we extend our best wishes. May peace be with you in your homes. We ask for your cooperation with the Ward Teachers. You can do this by arranging your affairs so that yourself and family can meet the teachers when they call; bid them welcome; call your family together so that all may obtain the message which the teachers have for them; study the lessons that have been outlined and be prepared to take part in the discussions.
[Stake Presidency]”
(Ward Teacher’s Year Book. Ogden Stake, for the Year 1928. p. 2) [Monthly lesson outlines were included.]
1930: Ward Teachers Handbook–North Weber Stake.
“The Priesthood: Quorums and classes will meet each Tuesday evening at 7:30 o’clock; priesthood work, reports, assignments, and study of duties, power, ordinances, etc., from 7:45 to 8:30; M.I.A., Boy Scouts, and Genealogical work from 8:30 to 9:15. The study outlines for Melchizedek Priesthood appear in the ERA. Quorum meeting on first Tuesday of month. . . .
TO OUR BRETHREN WHO HAVE ACCEPTED RESPONSIBILITY AS TEACHERS IN THE WARDS OF THE NORTH WEBER STAKE:
Dear Brethren:
To do effective ward teaching you should first resolve in your own minds that you will faithfully visit each family in your district each month.
Next: You should prepare yourself for the work. How?
1. By a study of the special spiritual needs of each family.
2. By a study of the matter you are to present each month.
3. By prayer for inspiration, wisdom and guidance in the performance of your duty.
4. By your own exemplary lives.
5. By your own attendance at the Sacrament and Conference meetings, the Priesthood-Mutual and Sunday School.
Thus you may discover what to teach, learn how to teach it, and also note the degree of faithfulness on the part of the Saints in their atendance at these meetings and their spiritual activity.
Now as to your teaching in the home: For years we have provided an outline of doctrinal subjects to be presented and considered in the home. This has been of wonderful aid to you, but in many cases you have fallen into the habit of just presenting the thoughts from these lessons, and have forgotten all about the real work of the teacher, summarized in Section 20 of the Doctrine and Covenants as follows:
‘To watch over the church always; to see that there is no iniquity, neither hardness with each other, neither lying, backbiting, nor evil speaking; that they meet together often; that they all do their duty.’
This part of your work comes first. If there be ill feeling it should be adjusted or removed; if there be evil speaking and fault finding it should be corrected; if there be neglect of duty as members, or in attendance at meetings, or if there be spiritual inactivity,–these should all have attention even though the lesson should have to be neglected that evening. Generally, however, the lesson may serve to guide the subject into the channel the teacher feels should have attention.
We would like you to thus watch over the church. Use the lesson, but in your preparation of it try and see if there is not some thought therein that may be applicable to the family you visit, in correcting wrong, in guiding aright, in encouraging and strengthening the Saints into lives of righteousness and activity in the service of God. In so doing, Brethren, remember the words of King Benjamin spoken to the Nephites shortly before his death, that ‘When you are in the service of your fellow beings ye are only in the service of your God.’
[Stake Presidency and Ward Teachers Committee of the High Council.]”
(Ward Teacher’s Manual–North Weber Stake–“Gospel Doctrines”. Prepared by the Committee of the High Council Under the Direction of the Stake Presidency. North Weber Stake of Zion, Ogden, Utah, 1930; pp. 3, 7-8) [Monthly lesson outlines were included.]
1931: Ward Teachers Handbook–North Weber Stake.
“The Priesthood: Quorums and classes will meet each Sunday at 9 a.m. except on Quarterly Stake Conference days when the priesthood should attend Conference. Priesthood work, reports, assignments and study of duties should be cared for at this time. Quorum meetings on the first Sunday of each month. Outlines as provided by the Presiding Bishopric. . . .
High Priests Quorum Meeting: Third Sunday, at 2 p.m. each month, as shown on schedule. . . .
TO THE TEACHERS:
Teach the Saints to keep the Sabbath Day holy and to observe the Fast Day. Encourage attendance at quorum and Sacrament meetings. Promote the interest of the auxiliary organizations, such as Relief Societies, Sunday School, Y.M.M.I.A., Y.L.M.I.A., and Primary Associations.
Make it your special duty to interview the wayward and convert them to the Gospel, to seek after the indifferent and teach them the value of service, to teach all the Saints to sustain and honor the Holy Priesthood, and to encourage and commend those who are loyal, faithful and devoted. Visit non-members when agreeable to them; teach them the Gospel when opportunity affords and invite them to the public meetings of the Church. Endeavor to suppress profanity, obscene language and rude behaviour, and teach all men reverence for the name of Deity. Teach the Saints the law of tithing, their duties to the poor, and the necessity of ordinance work for the dead. Watch over your flock constantly. Be guided by the spirit of the Lord in your labors rather than by the letter of the scriptures and inevitably you will become the Saviours of men.
Every family in the Ward should be visited by the teachers once a month and conditions reported at the ward teachers report meetings the fourth Sunday of each month.
[Stake Presidency and Ward Teachers Committee of the High Council]”
(Ward Teacher’s Manual–North Weber Stake–“Gospel Doctrines”. Prepared by the Committee of the High Council Under the Direction of the Stake Presidency. North Weber Stake of Zion, Ogden, Utah, 1931; pp. 3, 7) [Monthly lesson outlines were included.]
1932: Ward Teachers Handbook–North Weber Stake.
“Aaronic Priesthood: Quorums and classes will meet each Sunday at 9 a.m. except on Quarterly Stake Conference days when the priesthood should attend Conference. Priesthood work, reports, assignments and study of duties should be cared for at this time. Quorum meeting on the first Sunday of each month. Outlines as provided by the Presiding Bishopric.
Mel. Priesthood: Classes held each Sunday at 9 a.m. except on Quarterly Stake Conference day when Priesthood should attend Conference. Priesthood work, reports, assignments and study of duties should be cared for at this time. Outline provided by General Authorities. . . .
Mel. Priesthood Quorum Meeting: Second Sunday, at 2 p.m. each month, as shown on schedule.
Now that regularity has been developed in ward teaching, the time has come when definite instructions should be given stake and ward oficers to the effect that there are two permanent subjects for the Ward Teachers to impress upon the families of the Latter-day Saints, and they are: Family prayer and attendance at sacrament meetings. These subjects should always be kept before the Saints and discussed in their homes. The teachers should first be taught the essentials of family prayer and should then teach the Saints in their homes when necessary.
[Stake Presidency and Ward Teachers Committee of the High Council]”
(Ward Teacher’s Manual–North Weber Stake–Incidents from the Lives of our Leaders. Prepared by the Committee of the High Council under the Direction of the Stake Presidency. North Weber Stake of Zion, Ogden, Utah, 1932; pp. 3, 7) [Monthly lesson outlines were included.]
1936: 13 Jul.: McKay answers questions on Ward Teaching.
“Elder Vernon L. Israelson
246 East 4th North
Provo, Utah
Dear Brother Israelsen:
In reply to your letter of July 7, 1936, which you wrote as a result of a conference that was held in my office recently, I take pleasure in answering the following questions:
1. What are the outstanding objectives of Ward teaching?
Answer: The specific objectives of ward teaching are set forth clearly in the Doctrine & Covenants, Section 20, paragraphs 53-56.
2. Under present practice, to what extent are these objectives realized?
Answer: Only to a very limited extent. The Ward Teacher’s duties carry him into two distinct fields–in one, he is an arbitrator, and adjudicator; in the other, an instructor, a spiritual advisor. Under present practice, he is spending most of his time in the second realm of activity.
3. Why has the trend in recent years been to call in large numbers of young men as teachers?
Answer: As a means of activity for the Aaronic Priesthood.
4. Would it be feasible to turn this entire work of Ward Teaching over to the Aaronic Priesthood?
Answer: No, because the principal duty of ward teaching requires mature judgment. As said above, ward teachers are primarily arbitrators; they are part of the judicial system of the Church. It requires men of sound judgment to settle difficulties.
5. From your point of view what would be the ideal Ward Teacher personnel?
Answer: The ideal Ward Teacher personnel should consist of the ablest, best informed men of the Ward.
6. Can you suggest the greatest difficulties in the present Ward Teaching program?
Answer:
1. Lack of understanding and vision regarding the duties of Ward Teachers.
2. Indefinite instruction.
3. Unpreparedness.
4. A lack of dignity that the calling merits.
7. What can be done to increase the efficiency and value of this major activity?
Answer:
1. Distinguish clearly between the judicial duties of the Ward Teacher and the spiritual duties of the Priest, in which the Teacher is to assist and participate.
2. Change the order of reporting–instead of reporting 100% ‘families visited,’ report percentage of persons free from the spirit of backbiting, evil speaking and hardness toward each other, and percentage of those active in Church duties.
8. May not a rather comprehensive educational program be introduced for Ward Teachers with profit, giving attention to such points as objectives, methods, devices, value to (a) teacher (b) member (c) ward?
Answer: Undoubtedly such a comprehensive educational program could be introduced with great profit to the Church in general, and to individual members in particular.
With best wishes for your success in the preparation of the important thesis you have in hand, I remain
Sincerely yours,
David O. McKay.”
(David O. McKay to Vernon L. Israelsen, 13 Jul., 1936; in Vernon L. Israelsen, “Changes in the Numbers and the Priesthood Affiliation of the Men Used as Ward Teachers in the Church of Jesus Christ of Latter-day Saints, 1920 to 1935,” MS Thesis, BYU, 1937; pp. 217-219)
1937: Changes in Ward Teaching, 1920-1937.
“Chapter VIII
SUMMARY AND CONCLUSIONS
This study, which pertains to the numbers and the Priesthood affiliation of men used in ward teaching in the Church of Jesus Christ of Latter-day Saints, and which covers the period from 1920 to 1935, was undertaken for the purpose of finding answers to three primary questions. These three primary questions are:
1. Is the ward teaching work of the Church being shifted from those who hold the Melchizedek Priesthood to those who hold the Aaronic Priesthood, or vice versa?
2. Is the ward teaching load per man engaged in this work increasing or decreasing, and to what extent, if any?
3. How is the load of ward teaching being shared by the several Priesthood quorums?
. . . .
The data which form the basis of the study were taken from the compiled stake reports which are now on file in the Presiding Bishop’s Office in Salt Lake City, Utah. Data were taken at each five-year interval, that is, 1920, 1925, 1930, and 1935.
Through the study that has been made of these statistics for the entire Church the following facts have been brought out:
1. The Church membership that resided in the several stakes of the Church was 32.1 per cent greater in 1935 than it was in 1920.
2. Over the same period of time the membership in the Melchizedek Priesthood division increased 49.3 per cent, and the membership in the Aaronic Priesthood division increased 95.4 per cent.
3. Of the several Priesthood quorums, the Seventies’ quorum made the least growth and the Priests’ quorum made the largest percentage growth. The percentage index of growth for each quorum in 1935 compared with 1920 was: Seventies’, 113.9; High Priests’, 156.0; Elders’, 158.2; Teachers’, 163.4; and Priests’, 239.2 per cent.
4. The ratio of members who held the Priesthood compared with the total Church membership increased significantly. In 1920 the ratio of Priesthood members to the total number of Church members was one to five. In 1935 this ratio of Priesthood members to Church members was one to four.
5. In the year 1920, 57,433 men held the Melchizedek Priesthood, of whom 16,197 were appointed to serve as ward teachers. In 1935 there were 85,724 men who held the Melchizedek Priesthood, of whom 25,285 were ward teachers. Thus, 28.2 per cent of all Melchizedek Priesthood members were ward teachers in 1920, and 29l5 per cent were ward teachers in 1935.
6. There were 23,385 men (and boys) in the Priests’ and Teachers’ quorums in 1920. Of this number 2,503, or 10.7 per cent, were called as ward teachers. In the Priests’ and Teachers’ quorums in 1935 there were 45,867 members, of whom 10,813, or 23.6 per cent, were ward teachers.
7. There were approximately four times as many Aaronic Priesthood members appointed to serve as ward teachers in 1935 as there were in 1920. Throughout the stakes of the Church there were, in 1935, increased proportions of all ward teachers called from the Aaronic Priesthood quorums as compared with 1920. Among the Melchizedek Priesthood members there were one and one-half times as many ward teachers in 1935 as there were in 1920.
8. At the beginning of the period covered in this study the members of the Melchizedek Priesthood division were carrying 87 per cent of the load of ward teaching in the Church. Members of the Aaronic Priesthood were carrying 13 percent of the load of ward teaching. Fifteen years later (1935) the load of ward teaching was distributed as follows: Melchizedek Priesthood members carried 70 per cent, Aaronic Priesthood members carried 30 per cent.
9. It was found that the change in proportion of the load of ward teaching carried by members of the High Priests’ quiorum was insignificant. There were significant declines in the proportion of all ward teachers drawn from the Seventies’ quorum and from the Elders’ quorum. Both the Priests’ and Teachers’ quorums showed significant increases in the proportions of all ward teachers drawn from their respective quorums.
10. The work of ward teaching is being given over to the very young men and to the older men of the Church, that is, to boys under twenty years of age and to men whose average age would, undoubtedly, be considerably above fifty years.
It appears important, however, to find that the decline which occurred between 1920 and 1930 in the proportion of Melchizedek Priesthood men engaged as ward teachers should be followed immediately (1930-1935) by a very sharp increase in the total number of these mature men placed in this activity.
11. A significant reduction was made in the average number of families to be visited by each pair of ward teachers. In 1920 each pair of teachers had an average of 8.9 families to visit. In 1935 the average number of families to be visited by each pair of teachers was 6.8. In 1935 the average load per individual ward teacher was just 76 per cent of what it was in 1920, and 62 per cent of what the load was in 1912, at which time there were 10.3 families assigned to each two ward teachers.
12. Between the years 1920 and 1935, the percentage of the total Church population called to act as ward teachers did not change significantly. The actual ratio of ward teachers to Church membership in 1920 as compared with 1935 in a given population was about five to seven. This difference was found to have no statistical significance.
. . . .
In reality the average size of the family in the stakes of the Church declined from 4.9 members per family in 1920 to 4.3 members per family in 1935.
. . . .
Table 1 on page 26 gives the per cent of all families visited monthly by the ward teachers over a period of years. Inspection of this table shows that in 1920 there was 64 per cent of the families in the Church visited monthly by ward teachers. In 1935 there was an average of 67 per cent of all families visited monthly. From the beginning to the end of the period of this study the per cent of all families visited each month by the ward teachers fluctuated up and down from 60 to 76.5 per cent. Indeed, this was the situation from 1915 to 1935.
. . . .
From these data one seems justified in the conclusion that the increase of almost 50 per cent in the number of ward teachers in relation to Church membership has resulted in no appreciable or significant increase in the actual per cent of families visited monthly by the teachers.”
(Vernon L. Israelsen, “Changes in the Numbers and the Priesthood Affiliation of the Men Used as Ward Teachers in the Church of Jesus Christ of Latter-day Saints, 1920 to 1935,” MS Thesis, BYU, 1937; pp. 146-158)
1979: 5 Oct.: Increasing the effectiveness of Home Teaching.
“Of course we want to maintain the integrity of the quorum visits to quorum members as much as possible. However, there is in every ward of the Church a large number of prospective elders and single sisters who can be assigned to the high priests and seventies, as well as the elders, to equalize workload. They can be assigned by the bishop to the quorum who has the best capability of producing a result, and reporting through that group or quorum to the bishop. The correlation of their assignments can be accomplished in the priesthood executive committee meeting. . . .
I came across a stake home teaching program not so long ago wherein it seemed they had analyzed their home teaching ineffectiveness very well. Their problems were found to be social, unplanned, often purposeless visits; not helping, not using the ward’s resources to help; routine visits rather than rational; and being percent-oriented rather than results-oriented.
It was determined that specific objectives should be established for the home teaching program centered on assisting the father to improve his capability as the priesthood leader in his home. In looking for a beginning point they determined to use the welfare services six areas of personal and family preparedness.” (L. Tom Perry, “Increasing the Effectiveness of Home Teaching,” Seminar for Regional Representatives, 5 Oct., 1979; xerox)
1980: Jul.: Guidelines for Priesthood Home Teaching.
“Quorum leaders should . . .
8. Conduct a separate personal priesthood interview at least quarterly with each senior companion. If numerous families are assigned to a quorum, a president may assign his counselors to assist him in conducting personal priesthood interviews.
9. Have a personal priesthood interview with the bishop at least quarterly to report on home teaching activities. . . .
The bishop works closely with quorum leaders in assigning families of active Melchizedek Priesthood members or their widows to their respective quorum leaders for home teaching purposes. He also assigns all other families to the quorum that can be the most effective in fellowshipping them. These would include families headed by inactive Melchizedek Priesthood bearers, families headed by a prospective elder or his widow, families where the wife is a member and the husband is not, and single adult women. . . .
Bishops and quorum leaders should be flexible in organizing and administering home teaching to meet the specific needs of the families and local circumstances. They should be guided by the following:
1. Concentrate home teaching efforts on those who need them most. The most capable home teachers should be assigned to those needing the greatest help and encouragement. Assign effective home teachers to new members, inactive members who are receptive, and those with other special needs, limiting to perhaps two or three the number of such families assigned to a pair of home teachers. Active, fully participating quorum members and their families do not require the same attention and effort as those who have special needs. While every family should have a home teacher and should be visited monthly, members with greater needs should be contacted and visited as often as their needs require. . . .
9. With the approval of the bishop and the quorum president, a home teacher’s wife may be permitted to accompany him when responding to the special or unusual needs of an individual or family (such as single adult sisters and couples requiring fellowshipping). Such visits are not official home teaching visits, and the wife would not be assigned as a home teacher.”
(“Guidelines for Priesthood Home Teaching,” PXHT0011, 7/80)