Sunday School Open House, Spring 2005 A. Roger Merrill Sunday School General President To serve in the Sunday School has always been a great privilege, but it is even more so during this exciting time of change and growth in the Church. I would like to review some of the recent changes in Sunday School roles and responsibilities and discuss some of the implications for us and for teaching in the Church. I will share some important doctrinal principles and suggest some selected "how-tos" that could have dramatic impact in strengthening gospel teaching in your stake. Our hope is that you will leave this session with an inspired personal vision of what needs to happen in your stake, specific steps you can take to move toward that vision, and how to know what constitutes success in your calling. We will also introduce some recent and coming changes to an exciting Internet resource specifically for you on which materials from this session will be made available. I am confident that the vision and next steps each of you glean will be different from those of the person next to you. Of course there will some common principles, but fundamental to the amazing power of this Church is the reality of personal revelation. This is the Church of Jesus Christ. He is aware of each of us and each individual in our stakes, wards, and families. Through the Spirit, we each can receive the specific guidance we need in our personal situation. This principle of learning by the Spirit and how it applies to each of us and to our callings is one of the important points we want to emphasize. Following this session will be break-out sessions for Sunday School presidency members, teacher improvement coordinators, and meetinghouse librarians. If you do not have people here in each of those callings, we suggest that you divide and attend sessions in whatever way you feel would give you the best coverage. I will give the room assignments for each session at the conclusion of my remarks. Learning by the Spirit I would like to begin by relating an interesting experience. Someone once asked President Spencer W. Kimball, "What do you do if you find yourself caught in a boring sacrament meeting?" President Kimball thought a moment, then replied, "I don't know; I've never been in one" (in Gene R. Cook, Teaching by the Spirit [2000], 140). With his long years of Church experience, I'm sure that President Kimball had been to meetings where people had read their talks, spoken in a monotone, or given travelogues instead of teaching doctrine. But I suspect that President Kimball was teaching that he did not go to sacrament meeting to be entertained; he went to worship the Lord, renew his covenants, and be taught from on high. If he attended with an open heart, a sincere desire to be "nurtured by the good word of God," and a prayer—rather than judgment—for the speakers, the Spirit would teach him what he needed to do to be a more effective and faithful disciple. President Kimball was teaching the principle of learning by the Spirit. I gained some personal insight into the principle of learning by the Spirit a few years ago when I was serving as an Area Authority Seventy. One Sunday, I was traveling with the mission president, and we had meetings with several different groups throughout the day. As we approached the final meeting, we were both tired. We had already driven over 300 miles and spoken several times. We began the meeting and started down the same list we had covered in the other meetings. But as we spoke, something wonderful happened. The Spirit intensified, and the teaching and learning moved to a whole new level that was sustained through the entire meeting. We later remarked to each other, "That was wonderful! That was the best meeting of the day!" What made the difference? It wasn't us. We didn't suddenly become more brilliant or eloquent or spiritual. In fact, if anything, we were somewhat worn by the activities of the day. The topics we covered were the same topics covered in the other meetings. As we talked about it, we came to realize that the people who attended that last meeting were more humble and spiritually prepared. As a result, they were more open and hungry for the word, and the Lord was able to use us more effectively as a conduit to bless their lives. The success of that meeting was more about them than about us. Now I would ask you to think about the implications of this principle in terms of the members of the Church in your stake and their ability to have great spiritual experiences as they attend classes on Sunday or seek to hold edifying family scripture study and home evenings. For example, you could have a master teacher in your gospel doctrine class and still not have the desired experience because often it really is more about the people in the class than it is about the teacher. Nowhere is this more dramatically taught than in the mortal ministry of the Lord. In the book of Matthew, we read that when the Savior Himself "was come into his own country . . . he did not many mighty works there because of their unbelief" (Matthew 13:54, 58). We can almost hear Moroni in the background declaring, "I would exhort you that ye deny not the power of God; for he worketh by power, according to the faith of the children of men, the same today and tomorrow, and forever" (Moroni 10:7). Most often when a person complains about a Church class or a family home evening lesson being boring, it really says more about the person than about the teacher. One of the places the principle of learning by the Spirit is powerfully taught is in Doctrine and Covenants, section 50. This section was given at a time when many marvelous manifestations were taking place as part of the restoration of the kingdom of God on earth. Satan, of course, was very active in creating counterfeits and deception. In the Lord's goodness and wisdom, He gave some principles by which members of the Church could avoid deception and learn about the Lord's process of edification. Note the Lord's wording in verse 11: "Let us reason even as a man reasoneth one with another face to face." I take this to mean that the Lord is going to lay the subject out in simple, practical terms. In verses 17 and 18, He tells us that we are called to "preach" or teach the gospel by the Spirit, and not in some other way. I'm sure there are many "other ways," including teaching to impress or to entertain. But the Lord clearly says these other ways are not of God. As with other aspects of the Lord's work, His way involves both motive and method. Using the very same word pattern in verses 19 and 20, the Lord then shifts to the role of the learner. He says that we are also to "receive [the word] by the Spirit" and once again notes that "if it be some other way it is not of God." Then in verse 22, He summarizes: "Wherefore, he that preacheth and he that receiveth, understand one another, and both are edified and rejoice together." These verses make it clear that each of us, as a learner of the gospel, has as much responsibility as the teacher to seek the Spirit and to be nourished by the good word of God. We suggest that part of the responsibility of stake Sunday School leaders is to teach this principle of learning by the Spirit to each Sunday School president, teacher improvement coordinator, and meetinghouse librarian in the stake, that they might teach it to all teachers in the wards, who, in turn, would teach it to every member of the Church. Our need today to not be deceived by the counterfeits, deceptions, and diversions of the adversary is every bit as vital and real as the need of the Saints at the time this section of the Doctrine and Covenants was given. And when it comes to learning the gospel, the expectation that we should be entertained, constantly emotionally stimulated, or spoon-fed can be just as deceptive as the counterfeits Satan was using to deceive members of the Church in the early days. Improving Teaching in the Church Some of you may be wondering why I'm talking about learning and teaching in the Church as a whole instead of simply focusing on the Sunday School program. There are some good reasons. Let's review the current Sunday School leaders' responsibilities and then focus on what would move us toward "success" in fulfilling those responsibilities. The changes I will refer to were announced in a letter from President Boyd K. Packer in March of 2003. However, we find there is still a regular need to clarify these changes. You can find a copy of this letter on the Church Web site by clicking on "Serving in the Church," then "Sunday School," then "Introduction to Sunday School," then "Additional Responsibilities for Sunday School Presidencies." On the screen, you will see a chart showing each specific calling and the changes in each role. For example, you will notice under "Stake Sunday School Presidency" that the role has expanded from being a training resource to ward Sunday School presidencies to being responsible for the administration of the Sunday School program, teacher improvement program, and meetinghouse libraries. This expansion still includes the training of ward Sunday School presidencies. Before, the teacher improvement coordinator and meetinghouse librarians received direction from the bishopric. Now, they are under the responsibility of the ward Sunday School presidency. What do these changes mean? In general terms, they mean that Sunday School leaders now have a direct responsibility for the quality of all gospel teaching in the wards and as it translates into the homes of the individual members of the Church. (See the Improving Gospel Instruction chart.) It means that as stake leaders, your success is measurable by the success of the ward Sunday School leaders. You do not directly teach members or teachers; you teach Sunday School leaders. You do not preside, but you are specialists as an auxiliary to the priesthood for the teaching and learning of the gospel. This auxiliary role is a very important role. Sometimes, in an effort to make sure we do not confuse the presiding role of the priesthood, we weaken the auxiliary line or what is often called the "dotted line." For example, a stake Sunday School president may feel that he is not to contact or train a ward Sunday School president unless specifically invited to do so. Too often, stake Sunday School leaders wonder what to do and, not wanting to usurp authority, end up sitting and waiting and doing nothing. This is not the spirit of the "dotted line." The Church Handbook of Instructions makes it clear that stake Sunday School leaders are to assist the stake presidency and bishoprics by training ward Sunday School leaders. In most cases, the stake president would give a blanket assignment for you to do so. If he has not done so, you could say: "I assume from reading the handbook that you would like us to train and orient the new ward Sunday School leaders as they are called. We are creating a plan to do so unless you direct otherwise. What specific things would you like us to emphasize?" To not train ward Sunday School leaders would be an unusual exception. If ward Sunday School presidencies are not properly oriented in their duty and regularly supported and strengthened, you, as the stake leader, have not done your job. This is how you help the priesthood—by being a specialist in training and supporting those called to serve and carry out priesthood programs. There is a scriptural pattern for teaching duty and acting in the callings we receive. I call your attention to section 107 of the Doctrine and Covenants. This major revelation on priesthood lays out the history, authority, roles, and key duties of the priesthood. The last two verses bring this section right down to the personal application level. "Wherefore, now let every man learn his duty, and to act in the office in which he is appointed, in all diligence. "He that is slothful shall not be counted worthy to stand, and he that learns not his duty and shows himself not approved shall not be counted worthy to stand. Even so. Amen" (D&C 107:99–100). In other words, in the context of all the Lord just laid out, the instruction is to "let every man learn his duty" through prayer, study, and personal effort. I suggest that when we as leaders do not lay out the general duties and priesthood order relevant to an individual's calling so that that individual has the context in which to "learn his duty," we are not following the Lord's pattern. On the other hand, when we become too directive or prescriptive and do not "let" others learn their duty, we likewise are not following the Lord's pattern, and in a sense, we get between the individual and the Lord. Part of the majesty of the priesthood is that we have both a priesthood line and a personal revelation connection to the Lord. Your job as a stake leader is to first thoroughly understand the duties and principles of carrying out your calling as set forth in the handbook and by your priesthood leaders, and to seek personal revelation and understanding concerning the specific challenges and opportunities of carrying out those duties in your stake. Second, you are to make sure that each of your ward counterparts is fully instructed in his or her duty and is likewise equipped to seek personal revelation to know how to effectively "act in the office in which he [or she] is appointed, in all diligence." Most often, this job will be carried out in personal meetings with your ward counterparts. Most of what you do as a stake auxiliary leader will be one-on-one or one with a few, face-to-face. Five Guiding Principles As you work with your ward counterparts, we suggest that there are five guiding principles you will want to understand, teach, and constantly reinforce. The first principle is the power of the word of God. Consider Nephi's words in 1 Nephi 15:23–24: "And they [Nephi's brothers] said unto me: What meaneth the rod of iron which our father saw, that led to the tree? And I said unto them that it was the word of God; and whoso would hearken unto the word of God, and would hold fast unto it, they would never perish; neither could the temptations and the fiery darts of the adversary overpower them unto blindness, to lead them away to destruction." Think about those words: "Neither could the temptations and the fiery darts of the adversary overpower them unto blindness, to lead them away to destruction." Do the families of the Church have a need for this great blessing today? Consider President Hinckley's words—particularly the concluding sentence: "There is concern that some people in the Church have mental, but not spiritual conversion. The gospel appeals to them, but real conversion is when they feel something in their hearts and not just in their minds. There is mental assent, but not spiritual conviction. They must be touched by the power of the Holy Ghost that creates in them a spiritual experience. Then the power and deep conversion of the Spirit confirms to them what they have agreed to in their minds. This testimony of the heart and not just the head, will carry them through every storm of adversity" (cited by Elder Gerald N. Lund, BYU-Idaho Devotional, Mar. 25, 2003). President Ezra Taft Benson has said: "When individual members and families immerse themselves in the scriptures regularly and consistently, . . . other areas of activity will automatically come. Testimonies will increase. Commitment will be strengthened. Families will be fortified. Personal revelation will flow" ("The Power of the Word," Ensign, May 1986, 81). When we talk about the power of the word, we are not talking about a "program" of the Church or even how to get more people out to Sunday School. We are talking about getting the blessing, protection, and power of the iron rod directly into the homes and lives of our members. The programs of the Church are only methods or channels. Every ward Sunday School leader and gospel teacher needs to be invited to understand the power of the word of God on a new level. The second principle is the importance of keeping the doctrine pure. Certainly presiding priesthood leaders have a key responsibility in this area. But in our capacity as an auxiliary for teaching, we in the Sunday School also have a role to do all we can to ensure that what is taught is accurate doctrine. True faith can only be based on truth. In the words of Alma, "therefore if ye have faith ye hope for things which are not seen, which are true" (Alma 32:21). When people place confidence in false, inaccurate teaching, it does not develop true faith. This is one reason why the doctrine must be kept pure. Teachers need to be taught that they do not have to know the answer to every question that might come up. It is perfectly all right to say, "I would like to check that out and make sure we are exactly right on the doctrine. I will report next time." Or, better yet, "Would someone like to follow up and report to us next time with an authoritative answer to that question?" It is a teacher's responsibility to do all he or she can to make sure that what is taught is accurate. One of the things meetinghouse librarians can do is to be a reference specialist, to help teachers and class members look up answers to questions in resources they may not have at home or may not be familiar with. While individuals have the responsibility to live in such a manner that the Holy Ghost may assist them in discerning truth, the following criteria taught by the Brethren may be useful to Sunday School leaders, teachers, and students in learning and teaching accurate doctrine: Is the doctrine clearly expressed in the standard works of the Church? President Hinckley said, "[The standard works] provide the standard by which all gospel doctrine is measured" (regional representatives' seminar, Apr. 5, 1991). Is the doctrine found within the official declarations, proclamations, or statements of the First Presidency and the Council of the Twelve Apostles? President Boyd K. Packer stated: "Only [the] standard works, official statements, and other publications written under assignment from the First Presidency and the Council of the Twelve Apostles are considered authorized publications by The Church of Jesus Christ of Latter-day Saints" (Let Not Your Heart Be Troubled [1991], introduction). Is the doctrine clearly taught or discussed by current general Church leaders in general conference or other official gatherings of the Church? President George Q. Cannon said, "We have the Bible, the Book of Mormon and the Book of Doctrine and Covenants; but all these books, without the living oracles and a constant stream of revelation from the Lord, would not lead any people into the Celestial Kingdom of God" (Gospel Truth, sel. Jerrald L. Newquist, 2 vols. [1957–74], 1:323). Is the doctrine found in the general handbooks or the presently approved curriculum of the Church? Elder M. Russell Ballard said, "Teachers would be well advised to study carefully the scriptures and their manuals before reaching out for supplemental materials. Far too many teachers seem to stray from the approved curriculum materials without fully reviewing them. If teachers feel a need to use some good supplemental resources beyond the scriptures and manuals in presenting a lesson, they should first consider the use of the Church magazines" ("Teaching—No Greater Call," Ensign, May 1983, 68). If the doctrine or idea in question meets one or more of these criteria, we can generally be confident that it is one of the official doctrines of the Church. The third principle is teaching by the Spirit. All teachers in the Church are called to teach the gospel by the Spirit of the Lord. We have already reviewed the Lord's words in the 50th section of the Doctrine and Covenants indicating that if we teach in some other way, it is not of God. The scriptures are filled with wonderful references on this critical subject, and helpful references are also available on the Church Web site. It is vital that we as Sunday School leaders help model and teach what that means and what it does not mean. Unfortunately, in today's Church, people sometimes use the phrase "teaching by the Spirit" to describe what you do when you are not prepared and you just "wing it." This is not what teaching by the Spirit means. It is true that when we are properly prepared, unanticipated teaching opportunities may arise that result in unplanned Spirit-directed experiences. It is also true that teaching by the Spirit usually does not involve a tightly scripted presentation. However, lack of preparation is not characteristic of teaching by the Spirit. In fact, to teach by the Spirit almost always requires more, not less, preparation. The way the full-time missionaries are now teaching the gospel is a wonderful model for all of us to understand and follow. Missionaries are instructed to study and learn the doctrine, to prepare outlines as to how the principles might be taught, and then, when they are with their investigators, to not give a memorized presentation but to speak from the heart as guided by the Spirit. In the teaching moment, they may feel prompted to give most of what they have prepared or only a part. This is an excellent model for teachers. They should prayerfully study the lesson and the scriptures and outline how the principles might effectively be taught. Then, in the classroom, they can focus on the people and the Spirit. This method of teaching by the Spirit is described in Preach My Gospel, the standard handbook for missionaries. The fourth principle—receiving by the Spirit—has already been discussed. We suggest that this principle receive major emphasis—not that it is more important than the other four, but that in past years it has not received the emphasis that it now seems time for it to receive. I would like to communicate the spirit of this principle by referring to one of our great hymns. Please listen with me and read the words: Thy Spirit, Lord, has stirred our souls, And by its inward shining glow We see anew our sacred goals And feel thy nearness here below. No burning bush near Sinai Could show thy presence, Lord, more nigh. "Did not our hearts within us burn?" We know the Spirit's fire is here. It makes our souls for service yearn; It makes the path of duty clear. Lord, may it prompt us, day by day, In all we do, in all we say. ["Thy Spirit, Lord, Has Stirred Our Souls," Hymns, no. 157] Should this not be a goal that each of us would have as we come out of every gospel learning or teaching situation? The fifth principle is "every member a teacher." As we consider each of the following scriptures and quotations, notice the powerful relationship between discipleship and teaching. Following the Lord's Resurrection, He admonished Peter to feed His sheep. "So when they had dined, Jesus saith to Simon Peter, Simon, son of Jonas, lovest thou me more than these? He saith unto him, Yea, Lord; thou knowest that I love thee. He saith unto him, Feed my lambs. "He saith to him again the second time, Simon, son of Jonas, lovest thou me? He saith unto him, Yea, Lord; thou knowest that I love thee. He saith unto him, Feed my sheep. "He saith unto him the third time, Simon, son of Jonas, lovest thou me? Peter was grieved because he said unto him the third time, Lovest thou me? And he said unto him, Lord, thou knowest all things; thou knowest that I love thee. Jesus saith unto him, Feed my sheep" (John 21:15–17). Early in this dispensation the Savior placed on the members of the Church the responsibility to teach the gospel to others. In November of 1831 He said: "The voice of warning shall be unto all people, by the mouths of my disciples, whom I have chosen in these last days. "And they shall go forth and none shall stay them, for I the Lord have commanded them" (Doctrine and Covenants 1:4–5). Again, in December of 1832, He commanded: "Behold, I sent you out to testify and warn the people, and it becometh every man who hath been warned to warn his neighbor. "Therefore, they are left without excuse, and their sins are upon their own heads" (Doctrine and Covenants 88:81–82). President Joseph Fielding Smith observed: "And what I say of myself should be true for all the Brethren and for all the elders of the Church. We are all called to preach the gospel, to be ministers of Christ, to raise the warning voice, and to 'teach one another the doctrine of the kingdom' " (in Conference Report, Oct. 1970, 5). And to parents, the Lord said: "And again, inasmuch as parents have children in Zion, or in any of her stakes which are organized, that teach them not to understand the doctrine of repentance, faith in Christ the Son of the living God, and of baptism and the gift of the Holy Ghost by the laying on of the hands, when eight years old, the sin be upon the heads of the parents. "For this shall be a law unto the inhabitants of Zion, or in any of her stakes which are organized. "And their children shall be baptized for the remission of their sins when eight years old, and receive the laying on of the hands. "And they shall also teach their children to pray, and to walk uprightly before the Lord" (Doctrine and Covenants 68:25–28). Through these and many other references, we clearly see that when we choose pick up the cross to follow Christ, we chose to teach. It is inherent in our discipleship. The five principles we've just discussed are at the heart of our discipleship. Can we see and feel the power of the pure doctrine of the word of God, when taught and received by the Spirit? As we do, and as those we serve do, the issue will not be to try to get teachers to show up to teach their classes; it will be about how we can be filled with the Spirit and secure the blessings of the power of the word of God in the lives of all the members of our stakes, wards, and families. Remember the words of Alma: "And now, as the preaching of the word had a great tendency to lead the people to do that which was just—yea, it had had more powerful effect upon the minds of the people than the sword, or anything else, which had happened unto them—therefore Alma thought it was expedient that they should try the virtue of the word of God" (Alma 31:5). Three High-Priority Applications With these five guiding principles highlighted in our minds and hearts, let us now look at specific things we can do to make significant improvement in the work. In order to make our efforts most effective, we suggest a focus on three "high-priority applications"—things that, if done consistently and well, will positively affect many other things. The first application was suggested at the open house last October—the effective orientation training of new teachers. We are grateful for the positive results that have come from those who have already felt to place emphasis in this area. For your information, the general presidencies of the other auxiliaries are also emphasizing the importance of this orientation meeting. The Church Handbook of Instructions states that it is the responsibility of ward priesthood and auxiliary leaders to "meet individually with newly called teachers, preferably before a teacher's first class," to "help teachers understand the importance of the call to teach," and to "discuss the principles of effective teaching" (Book 2: Priesthood and Auxiliary Leaders [1998], 305). New teachers are to be oriented by a member of the presidency of the organization in which they are to teach. Ward teacher improvement coordinators can meet with the presidencies of the organizations and give them tools and suggestions that will help them with the meeting. These tools and suggestions are available on the Internet. What is the vision of this orientation? Why is it so important? There are two major reasons. First, it provides the opportunity for you as leaders to share and bear testimony of the five guiding principles we have discussed. Which ones do you cover most thoroughly and what do you say? That depends on the Spirit. The person conducting the orientation will be modeling what it means to be prepared and then teach by the Spirit. Second, this meeting hopefully will be a spiritual experience that will set the vision and tone for the whole teaching experience. In addition, it will establish a relationship of support, love, and caring—a relationship that will grow to include ongoing support, service, and spiritual nourishment as the leader continues to interact with the teacher over time. We suggest that, in principle, the same thing should happen when you as stake leaders meet with newly called ward Sunday School leaders. The standard would be that after checking with your stake presidency, you would receive a general assignment to train and orient all ward Sunday School presidencies. The vision would be the same—you would have a spiritual experience as you meet and are edified and rejoice together. A relationship would be established that would become a source of strength and joy to you both. Always keep in mind: Your success is a function of the success of the ward leaders. The second high-priority application grows out of the first. It is to focus on the quarterly teacher improvement meetings. Quoting from the Church Handbook of Instructions: "Teacher improvement meetings are held for all leaders and teachers in the ward. The purposes of these meetings are to give instruction and share experiences that will improve the quality of gospel teaching and learning in ward meetings, in classes, and in homes. "Separate teacher improvement meetings are held each quarter for the following groups: "Teachers and leaders who work with members ages 18 and older. "Teachers and leaders who work with members ages 12 through 17. "Teachers and leaders in the Primary (may be held as part of ward Primary leadership meetings)" (Book 2, 319). Specific suggestions on the agenda for the meeting are in the handbooks and will be covered in more detail in the break-out session for teacher improvement coordinators. The key is to see that the quality of these meetings will grow out of the quality of the orientation and personal relationship ward leaders have with teachers and also the relationship that stake leaders have with the ward leaders. Teacher improvement meetings will provide a forum where the core principles can be practiced and discussed and edification can will take place. As a result, these meetings will become a real blessing in the lives of the teachers and will increase the level of gospel teaching. The third application is to help teachers focus on Sunday classes as preparation time for members to teach and practice the gospel at home. One of the real challenges for parents holding family home evenings and scripture study is to have the time and experience to really be prepared. For example, how many parents have enough background in the Doctrine and Covenants to really be able to help their children have a good experience during family scripture study of this standard work? If teachers will learn to orient their lessons toward member preparation, then Church meetings can become an even greater source of help to families as they seek to teach the gospel at home. The combined experience of those in the class could help members with specific preparation, such as how a particular gospel principle could be taught to children, modeled at home, or passed on at the proper time to a friend at work. Let me give you an example. Suppose the adult Gospel Doctrine class is studying the 4th section of the Doctrine and Covenants on the qualifications for missionary service. A teacher might ask, "How would you feel as a father receiving a revelation from the Lord through your son?" One class member might share how it felt to have a son serve as his bishop. Later, during family scripture study or family home evening, the class member could relate this experience to his family, helping both parents and children think about each other with a deeper sense of identity and reverence. Another class member—a returned missionary—might relate how memorizing this section made a difference to her in the mission field. The teacher could suggest that those who have had that experience might brush up on the section and make a little game out of the family memorizing the section together. A single mother in the class might realize that one of her home teachers is a returned missionary. She could invite the home teacher to share the section and what it meant to him or her in the mission field with their family on the next visit. Another class member might tell about a family night lesson in which the entire family tried to cut the wild grass in the back of their house with an old hand sickle and how this helped them realize the work that used to go into harvesting and how much hard work it took to be a missionary. Several parents might decide they could create a similar activity and leave class with a useful idea for family home evening. We could go on and on. The point is that when the focus changes to preparing class members to take the lesson home, the nature of the instruction, questions, discussion, and application all change as well. In addition, the attitude and experience of class members change as they realize (1) they are there to learn in order to teach and (2) the class is a resource to them to help them teach their families. This idea can be discussed in a quarterly teacher improvement meeting. In subsequent meetings, teachers can share the experiences they are having, making the teacher improvement meeting a rich resource to teachers as they seek to create a preparation focus. Additionally, this focus can be part of the new teacher orientation and can also be brought up by the Sunday School president in ward council. Now these are general points to emphasize. In the break-out sessions we will suggest two or three specific things each person here could emphasize in his or her call. Sunday School Web Site Finally, I would like to show you some of the pages that are now up on the Church Web site. These pages are now in the first stage of development, but with the help of the wonderful people and resources available at Church headquarters, we will be constantly expanding and enhancing them to support you more fully as you carry out your important work in the kingdom. These pages are for each of you who serve in the Sunday School, and they are organized by calling. There are additional pages designed to be helpful to all teachers. The idea is to provide a wide variety of doctrinally pure and readily available resources upon which teachers can draw, enabling them to spend more of their preparation time preparing their hearts and studying the scriptures. Our hope is that these resources will not become a diversion, a crutch, or a poor substitute for proper preparation and teaching by the Spirit, but that they will help improve quality and save time. We also hope to do more for the individual member as we all seek to integrate the power of the word in our hearts and lives. Summary Now here is a summary of our message for you today. Your job as stake leaders is to strengthen the ward Sunday School leaders so that they can strengthen teachers, who, in turn, strengthen individuals and families. We encourage you to seek to gain a deeper knowledge and testimony of five guiding principles and seek to teach and apply them constantly in your call. The power of the word of God. The importance of keeping the doctrine pure. Teaching by the Spirit. Receiving by the Spirit. Every member a teacher. We suggest a special emphasis on receiving by the Spirit. We suggest that with all you could do, you focus your improvement effort on the following applications: Orientation training for new teachers and leaders. Teacher improvement meetings. A "taking it home for the week" focus on Sunday instruction. We hope these specifics will work together with your desires to provide a situation in which the Holy Ghost will give you a vision of the potential of your calling to bless lives and build the kingdom of God in a significant way. I bear witness that there is power in the word of God sufficient for our needs, whatever they may be.