Principles of Teaching

In Short

This guide serves as a practical manual for instructors within the Church of Jesus Christ of Latter-day Saints, focusing on the pedagogical mechanics of religious education. It moves beyond abstract philosophy to offer actionable advice on lesson planning, student engagement, and classroom management. By grounding spiritual instruction in the realities of human psychology and the natural tendencies of learners, the text provides a timeless blueprint for teachers who seek to foster deep, lasting personal conviction in their pupils rather than mere rote memorization.

The Story

The narrative begins with a fundamental re-examination of the teacher's role, stripping away the misconception that teaching is an innate, mystical gift reserved for a select few. Instead, the author argues that teaching is a learned craft, a "complex art" that demands rigorous, painstaking preparation. The argument unfolds through a systematic progression, starting with the internal life of the teacher. Before a single lesson is delivered, the instructor must cultivate their own character, personality, and spiritual depth. The author asserts that a teacher who does not draw near to the divine through prayer cannot hope to lead their students to the same heights.

From the internal preparation of the teacher, the focus shifts to the psychological reality of the student. The text provides a detailed exploration of "native tendencies"—the natural instincts for curiosity, social organization, and activity that characterize human development. The argument here is subtle: rather than fighting the restless energy of a child or the social posturing of a teenager, a skilled teacher recognizes these as forces to be harnessed and directed toward higher goals. By understanding that each student is an individual with distinct capacities, the author challenges the teacher to abandon the "uniform mass" approach to instruction. Instead, the educator must tailor their methods to reach individual souls.

As the text progresses into the mechanics of the classroom, it dismantles the "eleventh-hour" style of preparation. The author guides the reader through the precise architecture of a lesson, from defining a clear aim and organizing material into logical milestones to the art of asking provocative, open-ended questions. The goal is never just to recount facts or historical narratives; it is to reach back into the past to find a living solution for today’s moral and spiritual dilemmas. The reader is taught how to "connect up"—to bridge the gap between ancient scripture and the immediate, messy, and vibrant lives of young people.

The journey concludes with the ultimate metric of success: conversion. The author posits that the highest test of any pedagogical method is its ability to move a student from intellectual assent to active, sincere practice. Discipline is redefined not as the imposition of silence or the repression of spirit, but as the creation of an atmosphere where intellectual and spiritual endeavor can flourish. The final chapters emphasize the social dimension of learning—how to build class spirit through shared service and activities—ensuring that the classroom becomes a community. Ultimately, the book asserts that teaching is a high calling, and that through constant self-improvement and a deep commitment to the students' spiritual well-being, any sincere individual can become an effective instrument in the hands of the divine.

How It Unfolds

The foundation of the craft The text opens by demystifying the teacher, asserting that success is a product of deliberate effort rather than a rare, inherited trait. It establishes the necessity of personal spiritual development and integrity as the bedrock upon which all teaching must be built.

The anatomy of the student The middle chapters analyze the inherent instincts and "native tendencies" of the human learner, from early childhood through the gang-forming years of adolescence. The reader learns that understanding these natural drivers is the key to effectively directing behavior rather than merely punishing it.

The architecture of the lesson The work shifts into the technical aspects of preparation, detailing how to organize content, formulate meaningful questions, and select relevant illustrations. It provides a methodical approach to lesson planning that balances factual accuracy with emotional resonance and practical, life-changing application.

The test of true instruction The final movement focuses on the outcomes of teaching, specifically defining conversion as the true objective. It provides strategies for maintaining an orderly classroom through positive, directed activity and concludes with advice on building a enduring community spirit that sustains students long after the lesson ends.

The People

The central figure is the Teacher, a person who starts as a well-meaning but perhaps unpolished volunteer. This individual often begins by relying on rote delivery or abstract lecturing, viewing the class as a uniform, passive group. Through the author's guidance, the Teacher undergoes a transformation: they learn to look beyond the "mass" to see the distinct, living individuals in front of them, each with unique aptitudes and needs. They transition from a lecturer to a strategist who prepares for the "highroad of education" by understanding the psychological and spiritual makeup of their pupils.

Standing alongside the teacher is the Student, depicted as a "real" person—full of life, frankness, and a healthy skepticism toward "preaching." Whether it is the boy who dismisses biblical narratives as "some bunk" or the teenager seeking social belonging, the student is not a vessel to be filled but a participant in a search for truth. They want authenticity; they respond to teachers with "pep," humor, and a sense of fairness. They are the ones who ultimately drive the teacher to abandon ineffective, "holier than thou" attitudes in favor of genuine empathy and intellectual openness. Through this interaction, both the teacher and student evolve: the teacher becomes a mentor, and the student becomes an active seeker who learns to apply high, often ancient ideals to their modern, daily challenges.

In Its Own Voice

"The teacher who would have his pupils draw nearer to him must himself draw near to the Lord."

In this passage, the author identifies personal spiritual practice as the essential prerequisite for any teacher hoping to influence the lives of others.

"A teacher has to choose what is for the greatest good of the greatest number; he cannot expect to drive forty children abreast along the highroad of education."

This quote highlights the practical tension every teacher faces between the limits of a group setting and the necessity of addressing the varied needs of individuals.

"The teacher's delight is to let his class stand tip-toe on the facts of subject matter to peep into the glories of the gospel plan of life and salvation."

The author uses this image to describe the ultimate goal of instruction, which is to use foundational knowledge as a launching point for spiritual vision.

What It's Really About

This book is a treatise on the dignity and complexity of religious pedagogy. It argues that spiritual truths are not self-evident, nor are they effectively taught by accident. The central question is how to make the divine relevant to the mundane, and how to reach the human heart through the human intellect. It posits that faith and pedagogical technique are not opposites but partners; that by mastering the "how" of teaching, one creates the space for the "what" of faith to take root. It is an argument for the intellectualization of religious service, insisting that the teacher’s duty is to treat their audience with the respect of deep, careful, and thorough preparation.

Why Read It Today

Readers who will find this book most compelling are those currently involved in education, particularly in religious or volunteer settings, who feel the weight of their responsibility and seek more than mere enthusiasm to sustain their work. It offers a bracingly honest look at the difficulties of the classroom, acknowledging that teachers are often tempted to "bluff" or fall back on routine, and it provides a comforting reminder that these failures are common, surmountable obstacles.

The experience of reading it feels like a long, quiet conversation with a seasoned mentor. While the 1921 origins are evident in the formal, occasionally didactic tone and the reliance on early 20th-century psychological terminology, the core advice remains remarkably sturdy and relevant. The book does not rely on trends or fleeting educational fashions, but on a grounded understanding of human nature that hasn't changed in a century. Readers may find some of the period-specific references to "scouts" or "primary" organizations to be artifacts of a specific time, but the underlying challenge—to be prepared, to be sincere, and to treat every student as an individual—is as essential for a teacher today as it was when the book was first written.