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 Sturdevant’s
Art and Science of
Operative Dentistry
Sturdevant’s
Art and Science of
Operative Dentistry
Second South Asia Edition

André V. Ritter, DDS, MS, MBA

Thomas P. Hinman Distinguished Professor
Department of Operative Dentistry
The University of North Carolina at Chapel Hill School of Dentistry
Chapel Hill, North Carolina, United States of America

Lee W. Boushell, DMD, MS

Associate Professor
Department of Operative Dentistry
The University of North Carolina at Chapel Hill School of Dentistry
Chapel Hill, North Carolina, United States of America

Ricardo Walter, DDS, MS

Clinical Associate Professor
Department of Operative Dentistry
The University of North Carolina at Chapel Hill School of Dentistry
Chapel Hill, North Carolina, United States of America

Adaptation Editor
V. Gopikrishna, BDS, MDS, PhD
Founder Director
Root Canal Foundation
Chennai, India
Professor
Department of Conservative Dentistry and Endodontics
Saveetha University at Saveetha Dental College
Chennai, India
ELSEVIER
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Sturdevant’s Art and Science of Operative Dentistry, 7e, André V. Ritter, Lee W. Boushell, Ricardo Walter
Copyright © 2019 by Elsevier Inc.
Previous editions copyrighted 2013, 2006, 2002, 1995, 1985, and 1968.
All rights reserved.
ISBN: 978-0-323-47833-5

This adaptation of Sturdevant’s Art and Science of Operative Dentistry, 7e, by André V. Ritter, Lee W. Boushell,
Ricardo Walter was undertaken by RELX India Private Limited and is published by arrangement with Elsevier Inc.

Sturdevant’s Art and Science of Operative Dentistry: Second South Asia Edition, V. Gopikrishna
First South Asia Edition © 2013 Elsevier (A division of Reed Elsevier India Private Limited)
Copyright © 2018 by RELX India Pvt. Ltd.
Adaptation ISBN: 978-81-312-5345-8
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 This book is dedicated to

My Parents
Sulochana… for being my beloved Amma (mother) and my Alpha (beginning of life)…
Ambuja… for being the Annapoorni (nurturer) of our lives…
M Velayutham… for teaching me integrity and humility in life…
VG Sivasubramanian… for showing me the path of caring and sharing…

My Teachers
Dr E Munirathnam Naidu… for showing me the attributes of discipline, hard work and perseverance…
Professors A Parameswaran and B Suresh Chandra… for instilling in me the drive to learn, teach and research…
Dr K Sridhar… for making me aware that water always finds its level…
Dr Vijailakshmi Acharya… for inspiring me to be passionate about perfection…

My Family

And above all to… Grace… for being the wind beneath my wings…
—V. Gopikrishna
Page left intentionally blank
 Foreword

Dr Clifford Sturdevant had a brass plaque on his desk that reads ‘If it’s almost right
it’s wrong!’ This commitment to excellence also was the mantra upon which his clas-
sic textbook, The Art and Science of Operative Dentistry, was first written and published
in 1968. This textbook has been the basis for training dental students in the fine art
and clinical science of operative dentistry for 50 years. In light of this significant land-
mark, which coincides with the publication of this new seventh edition, we believe
it is important to present the evolution of the various editions of the textbook from
a historical perspective.
The first edition (Sturdevant, Barton, Brauer, 1968) was meant ‘to present the sig-
nificant aspects of operative dentistry and the research findings in the basic and clini-
cal sciences that have immediate application’ in the field of operative dentistry. It is
important to note that Dean Brauer pointed out in his preface that beyond having
the knowledge and skills needed to perform a procedure, the practitioner must also
have high moral and ethical standards, essential and priceless ingredients. Since the
first edition, this textbook series has always attempted to present artistic and scientific
elements of operative dentistry in the context of ethical standards for patient care.
It is also worth noting that the first edition was printed and bound in ‘landscape’
format so that it could more easily be used as a manual in the preclinical laboratory
and would always remain open to the desired page. The handmade 5X models used
to illustrate the various steps in cavity preparation were created by two dental stu-
dents enrolled at Chapel Hill School of Dentistry, the University of North Carolina,
during the writing of the first edition. Illustrations of these models have continued to
be used in later editions, and the models themselves have served as important teach-
ing materials for decades.
Although the techniques, materials, armamentarium, and treatment options con-
tinue to evolve, many of the principles of operative dentistry described in the first
edition are still pertinent today. An understanding of these principles and the ability
to meticulously apply them are critical to provide the outstanding dental treatment
expected by our patients.
The second edition (Sturdevant, Barton, Sockwell, Strickland, 1985) expanded on
many techniques (e.g. acid etching) using experience and published research that
had occurred since publication of the first edition. The basics of occlusion were em-
phasized and presented in a way that would be helpful to the dental student and
practitioner. A chapter on treatment planning and sequencing of procedures, as well
as a chapter providing a thorough treatise on the use of pins, was included. Informa-
tion on silicate cement, self-curing acrylic resin and the baked porcelain inlay was
eliminated for obvious reasons. The chapters on endodontic therapy and the ‘dental
assistant’ were no longer included. Chapters on (1) tooth-coloured restorations and
(2) additional conservative and esthetic treatments explained the changes and im-
provements that occurred in the areas of esthetic options available to patients. In the
chapter on gold inlay/onlay restorations, increased emphasis was given to the gold
onlay restorations for Class II cavity preparations.
The third edition (Sturdevant, Roberson, Heymann, J. Sturdevant, 1995) placed
a new emphasis on cariology and the ‘medical model of disease’ with regard to risk
assessment and managing the high-risk caries patient. This important concept laid

vii
 Foreword

the foundation for what is still taught today with regard to identifying risk factors
and defining a treatment plan based on caries risk assessment. The third edition also
included new expanded chapters on infection control, diagnosis and treatment plan-
ning and dental materials. In light of the growing interest in the area of esthetic den-
tistry, a variety of conservative esthetic treatments were introduced including vital
bleaching, micro- and macro-abrasion, etched porcelain veneers and the novel all-
porcelain bonded pontic. Additionally, an entirely new section on tooth-coloured
inlays and onlays was included that chronicled both lab-processed resin and ceramic
restorations of this type and those fabricated chairside with CAD/CAM systems.
With the fourth edition of this text (Roberson, Heymann, Swift, 2002), Dr Clifford
Sturdevant’s name was added to the book title to honour his contributions to the
textbook series and the discipline of operative dentistry. In this edition, a particular
emphasis was placed on bonded esthetic restorations. Consequently, an entirely new
chapter was included on fundamental concepts of enamel and dentin adhesion. This
chapter was intended to provide foundational information critical to the long-term
success of all types of bonded restorations.
The fifth edition (Roberson, Heymann, Swift, 2006) continued with the renewed
emphasis on the importance of adhesively bonded restorations and focused on sci-
entific considerations for attaining optimal success, particularly with posterior com-
posites. Concepts such as the ‘C Factor’ and keys to reducing polymerization effects
were emphasized along with factors involved in reducing micro-leakage and recur-
rent decay.
The sixth edition (Heymann, Swift, Ritter, 2013) represented a transition from a
large printed edition, as in the past, to a smaller, streamlined printed version that fo-
cused on concepts and techniques immediately essential for learning contemporary
operative dentistry. The same amount of information was included, but many chap-
ters such as those addressing biomaterials, infection control, pain control, bonded
splints and bridges, direct gold restorations and instruments and equipment were
available for the first time in a supplemental online format.
The seventh edition (Ritter, Boushell, Walter 2018) continues the legacy of main-
taining and enriching the fundamental concepts and principles of contemporary
operative dentistry. Diagnosis, classification and management of dental caries have
been significantly updated in light of the latest clinical and epidemiological research.
Similarly, content on adhesive dentistry and composite resins has been updated as a
result of the evolving science in these fields.
An entirely new chapter on light curing and its important role in the clinical suc-
cess of resin composite restorations has been added. Moreover, a new scientifically
based chapter details the important elements of colour and shade matching and sys-
tematically reviews how the dental clinician is better able to understand the many
covariables involved in colour assessment. It also reviews how best to improve shade
matching of esthetic restorations to tooth structure.
In an attempt to better optimize restorative treatment outcomes involving peri-
odontal challenges, a new chapter has been included that addresses these principles.
Periodontology applied to operative dentistry chronicles the various clinical consid-
erations involving conditions such as inadequate crown length, lack of root coverage
and other vexing problems requiring interdisciplinary treatment to optimize success.
Finally, this text addresses the ever-evolving area of digital dentistry with a new
chapter, Digital Dentistry in Operative Dentistry. This chapter reviews the various
technologies involved in scanning and image capture for both treatment planning
and restorative applications. Additionally, the authors review various types of digital
restorative systems for both chairside and modem-linked laboratory-based fabrica-
tion of restorations. In recognition of the rapid movement to digital dentistry, this
chapter is a vital addition to a textbook whose tradition has been always to reflect the
latest technologies and research findings in contemporary operative dentistry.
Since its inception 50 years ago, the Sturdevant text has been a dynamic docu-
ment, with content that has included innovative information on the latest materials
and techniques. Over this time period, numerous internationally recognized experts

viii
 Foreword

have addressed many specific topics as authors and coauthors of various chapters. It
also should be pointed out that with all editions of the textbook, the authors of the
various chapters are themselves actively involved in teaching students preclinical and
clinical operative dentistry. Moreover, they are ‘wet-fingered dentists’ who also prac-
tice operative dentistry for their individual patients.
In summary, for 50 years Sturdevant’s Art and Science of Operative Dentistry has
been a major resource guiding educators in the teaching of contemporary operative
dentistry. Each edition of this text has striven to incorporate the latest technologies
and science based on the available literature and supporting research. This edition is
a superb addition to this tradition, which will most assuredly uphold the standard
of publication excellence that has been the hallmark of the Sturdevant textbooks for
half a century.
Harald O. Heymann, DDS, MEd
Kenneth N. May, Jr., DDS

ix
Page left intentionally blank
 Contributors

Sumitha N. Ahmed, BDS, MS Dennis J. Fasbinder, DDS Thiago Morelli, DDS, MS

Clinical Assistant Professor Clinical Professor Clinical Assistant Professor
Department of Operative Dentistry Cariology, Restorative Sciences, and Department of Periodontology
Chapel Hill School of Dentistry Endodontics Chapel Hill School of Dentistry
The University of North Carolina School of Dentistry The University of North Carolina
Chapel Hill, NC, United States University of Michigan Chapel Hill, NC, United States
Chapter 19: Clinical Technique for Direct Ann Arbor, MI, United States Chapter 10: Periodontology Applied to
Composite Resin and Glass Ionomer Chapter 22: Digital Dentistry in Operative Operative Dentistry
Restorations Dentistry
Chapter 13: Clinical Technique for Amalgam Gisele F. Neiva, DDS, MS
Restorations Andréa G. Ferreira Zandoná, DDS, Clinical Associate Professor
MSD, PhD Cariology, Restorative Sciences, and
Lee W. Boushell, DMD, MS Associate Professor Endodontics
Associate Professor Department of Operative Dentistry School of Dentistry
Department of Operative Dentistry Chapel Hill School of Dentistry The University of Michigan
Chapel Hill School of Dentistry The University of North Carolina Ann Arbor, MI, United States
The University of North Carolina Chapel Hill, NC, United States Chapter 22: Digital Dentistry in Operative Dentistry
Chapel Hill, NC, United States Chapter 2: Dental Caries: Etiology, Clinical
Chapter 1: Clinical Significance of Dental Characteristics, Risk Assessment and Gustavo M.S. Oliveira, DDS, MS
Anatomy, Histology, Physiology and Occlusion Management Clinical Assistant Professor
Chapter 3: Patient Assessment, Examination, Department of Operative Dentistry
Diagnosis and Treatment Planning V. Gopikrishna, BDS, MDS, PhD Chapel Hill School of Dentistry
Chapter 7: Instruments and Equipment for Founder Director The University of North Carolina
Tooth Preparation Root Canal Foundation Chapel Hill, NC, United States
Chapter 8: Preliminary Considerations for Chennai, India Chapter 6: Dental Biomaterials
Operative Dentistry Professor Chapter 16: Introduction to Composite
Chapter 11: Fundamentals of Tooth Preparation Department of Conservative Dentistry & Restorations
and Pulp Protection Endodontics Chapter 12: Introduction to Amalgam
Chapter 13: Clinical Technique for Amalgam Saveetha University at Saveetha Dental College Restorations
Restorations Chennai, India
Chapter 14: Complex Amalgam Restorations Chapter 20: Non-Carious Lesions and Their Joe C. Ontiveros, DDS, MS
Chapter 19: Clinical Technique for Direct Management Professor and Head, Esthetic Dentistry
Composite Resin and Glass Ionomer Chapter 9: Dentin Hypersensitivity Restorative Dentistry and Prosthodontics
Restorations School of Dentistry
Chapter 26: Class III and V Amalgam Harald O. Heymann, DDS, MEd University of Texas
Restorations Professor Houston, TX, United States
Department of Operative Dentistry Chapter 17: Colour and Shade Matching in
Terrence E. Donovan, DDS Chapel Hill School of Dentistry Restorative Dentistry
Professor The University of North Carolina
Department of Operative Dentistry Chapel Hill, NC, United States Rade D. Paravina, DDS, MS, PhD
Chapel Hill School of Dentistry Professor
Chapter 21: Additional Conservative Aesthetic
The University of North Carolina Department of Restorative Dentistry and
Procedures
Chapel Hill, NC, United States Prosthodontics
Chapter 25: Resin Bonded Splints and Bridges
Chapter 6: Dental Biomaterials Director, Houston Center for Biomaterials and
Chapter 7: Instruments and Equipment for Patricia A. Miguez, DDS, MS, PhD Biomimetics
Tooth Preparation Assistant Professor (HCBB)
Chapter 16: Introduction to Composite Department of Operative Dentistry Ralph C. Cooley DDS Distinguished Professor in
Restorations Chapel Hill School of Dentistry Biomaterials
Chapter 12: Introduction to Amalgam The University of North Carolina School of Dentistry
Restorations Chapel Hill, NC, United States University of Texas
Chapter 27: Additional Information on Houston, TX, United States
Chapter 15: Fundamental Concepts of Enamel
Instruments and Equipment for Tooth Chapter 17: Colour and Shade Matching in
and Dentin Adhesion
Preparation Restorative Dentistry
Chapter 10: Periodontology Applied to
Operative Dentistry

xi
 Contributors

Jorge Perdigão, DMD, MS, PhD John R. Sturdevant, DDS Contributors to Past Editions
Professor Associate Professor
Department of Restorative Sciences Department of Operative Dentistry Stephen C. Bayne, MS, PhD
Division of Operative Dentistry Chapel Hill School of Dentistry Professor and Chair
School of Dentistry The University of North Carolina Department of Cariology, Restorative Sciences,
University of Minnesota Chapel Hill, NC, United States and Endodontics
Minneapolis, MN, United States Chapter 1: Clinical Significance of Dental School of Dentistry
Chapter 15: Fundamental Concepts of Enamel Anatomy, Histology, Physiology and Occlusion University of Michigan
and Dentin Adhesion Chapter 23: Class II Cast Metal Restorations Ann Arbor, MI, United States
Chapter 6: Dental Biomaterials
Richard B. Price, BDS, DDS, MS, PhD, Taiseer A. Sulaiman, BDS (Hons), PhD Chapter 16: Introduction to Composite
FRCD(C), FDS, RCS (Edin) Assistant Professor Restorations
Professor and Head Division of Fixed Department of Operative Dentistry Chapter 20: Non-Carious Lesions and Their
Prosthodontics Chapel Hill School of Dentistry Management
Dental Clinical Services The University of North Carolina Chapter 12: Introduction to Amalgam
Dalhousie University Chapel Hill, NC, United States Restorations
Halifax, NS, Canada Chapter 6: Dental Biomaterials
Chapter 18: Light curing of restorative materials Chapter 16: Introduction to Composite James J. Crawford, MA, PhD
Restorations Professor Emeritus
André V. Ritter, DDS, MS, MBA Chapter 12: Introduction to Amalgam School of Dentistry and Medicine
Thomas P. Hinman Distinguished Professor Restorations The University of North Carolina
Department of Operative Dentistry Chapel Hill, NC, United States
Chapel Hill School of Dentistry Edward J. Swift, Jr, DMD, MS Chapter 4: Infection Control
The University of North Carolina Associate Dean for Education
Chapel Hill, NC, United States Professor R. Scott Eidson, DDS
Chapter 2: Dental Caries: Etiology, Clinical Department of Operative Dentistry Clinical Associate Professor
Characteristics, Risk Assessment and Chapel Hill School of Dentistry Department of Operative Dentistry
Management The University of North Carolina Chapel Hill School of Dentistry
Chapel Hill, NC, United States The University of North Carolina
Chapter 16: Introduction to Composite
Chapter 15: Fundamental Concepts of Enamel Chapel Hill, NC, United States
Restorations
Chapter 19: Clinical Technique for Direct and Dentin Adhesion Chapter 2: Dental Caries: Etiology, Clinical
Composite Resin and Glass Ionomer Characteristics, Risk Assessment and
Ricardo Walter, DDS, MS Management
Restorations
Clinical Associate Professor Chapter 3: Patient Assessment, Examination,
Chapter 21: Additional Conservative Aesthetic
Department of Operative Dentistry Diagnosis and Treatment Planning
Procedures
Chapel Hill School of Dentistry Chapter 7: Instruments and Equipment for
Chapter 20: Non-Carious Lesions and Their
The University of North Carolina Tooth Preparation
Management
Chapel Hill, NC, United States Chapter 27: Additional Information on
Chapter 25: Resin Bonded Splints and Bridges
Chapter 8: Preliminary Considerations for Instruments and Equipment for Tooth Preparation
Frederick A. Rueggeberg, DDS, MS Operative Dentistry
Professor and Section Director, Dental Materials Chapter 11: Fundamentals of Tooth Preparation Ralph H. Leonard, Jr, DDS, MPH
Restorative Sciences and Pulp Protection Director
Dental College of Georgia Chapter 15: Fundamental Concepts of Enamel Dental Faculty Practice
Augusta University and Dentin Adhesion Clinical Professor
Augusta, GA, United States Chapter 19: Clinical Technique for Direct Department of Diagnostic Sciences and General
Composite Resin and Glass Ionomer Dentistry
Chapter 18: Light Curing of Restorative
Restorations School of Dentistry
Materials
Chapter 20: Non-Carious Lesions and Their The University of North Carolina
Management Chapel Hill, NC, United States
Daniel A. Shugars, DDS, PhD, MPH
Research Professor Chapter 4: Infection Control
Department of Operative Dentistry Aldridge D. Wilder, Jr, BS, DDS
School of Dentistry Professor Jeffrey Y. Thompson, PhD
The University of North Carolina Department of Operative Dentistry Professor
Chapel Hill, NC, United States Chapel Hill School of Dentistry Section of Prosthodontics
The University of North Carolina Director
Chapter 3: Patient Assessment, Examination, Chapel Hill, NC, United States Biosciences Research Center
Diagnosis and Treatment Planning
Chapter 5: Pain Control for Operative Dentistry College of Dental Medicine
Chapter 8: Preliminary Considerations for Nova Southeastern University
Gregory E. Smith, DDS, MSD
Operative Dentistry Ft. Lauderdale, FL, United States
Professor Emeritus
Department of Restorative Sciences Chapter 13: Clinical Technique for Amalgam Chapter 16: Introduction to Composite
College of Dentistry Restorations Restorations
University of Florida Chapter 14: Complex Amalgam Restorations Chapter 20: Non-Carious Lesions and their
Gainesville, FL, United States Chapter 26: Class III and V Amalgam Management
Restorations Chapter 12: Introduction to Amalgam
Chapter 24: Direct Gold Restorations
Restorations
Chapter 6: Dental Biomaterials

xii
 Preface
to the Second South Asia Edition

“If you would not be forgotten as soon as

you are dead…

Either write something worth reading

or do something worth writing…”
—Benjamin Franklin

The first edition of Sturdevant’s Art

and Science of Operative Dentistry was
published in 1968 and in these past
fifty years it has always been consid-
Dr Clifford Sturdevant
ered to be the Bible of Operative Den-
tistry as it is the most comprehensive
operative dentistry textbook. Drawing from both theory and practice and supported
by extensive clinical and laboratory research, it presents a clearly detailed, heavily il-
lustrated step-by-step approach to conservative, restorative and preventive dentistry.
The first South Asian Adaptation Edition of this iconic textbook was brought out
in 2013 and this current second edition of the same is an endeavour to carry on
the legacy.
Based upon the principle that dental caries is a disease, the book provides both a
thorough understanding of caries and an authoritative approach to its treatment and
prevention. Throughout the book, emphasis is placed on the importance of treating
the underlying causes of the patient problem(s), not just restoring the damage that
has occurred. It is organized in a sequential format; the early chapters present the
necessary general information while the later chapters are specifically related to the
practice of operative dentistry, including conservative esthetic procedures.
This Second South Asia edition of Sturdevant’s Art and Science of Operative Dentistry
has been significantly revised in order to streamline the text and improve readability.
The order and content of chapters have been reorganized keeping in mind the needs
of both undergraduate and postgraduate students.
Five new chapters, namely ‘Periodontology Applied to Operative Dentistry’, ‘Colour
and Shade Matching in Operative Dentistry’, ‘Light Curing in Operative Dentistry’,
‘Digital Dentistry in Operative Dentistry’ and ‘Resin-Bonded Splints and Bridges‘ have
been included in this edition. In addition, the book is now in full colour. The line art
for the book has been completely redrawn in full colour to better show techniques
and details, and new, full colour photos have been added where appropriate, and
highlighted important concepts and clinical tips for the benefit of the student and
clinician. To publish this edition on the year we commemorate the 50th anniversary
of the publication of the First Edition is a milestone for Operative Dentistry. I am
honored to have had the opportunity to work on and present the Second South Asia
Edition.

V. Gopikrishna

xiii
Page left intentionally blank
 Acknowledgements

It has been an absolute honour and privilege to have worked on this Second South
Asia Edition of Sturdevant’s Art and Science of Operative Dentistry. I would like to ex-
press my sense of gratitude for the faith and confidence reposed on me by Professor
Andre’ V. Ritter, Dr Lee W. Boushell and Dr Ricardo Walter in adapting this classic
textbook to the needs of the South Asian operative dentistry students and clinicians.
I would also like to acknowledge the following coworkers for reviewing the first
South Asia edition of this textbook and giving critical inputs and reviews that helped
me in the genesis of this edition:

REVIEWERS
Dr A.R. Pradeep Kumar, MDS Dr Usha Sathyanarayanan, MDS, PGDHPE
Professor, Thai Moogambigai Dental Adjunct Professor, Saveetha Dental
College, Chennai, Tamil Nadu, India College, Chennai, Tamil Nadu, India

Dr Naganath Meena, MDS Dr S. Balagopal, MDS

Professor, VS Dental College, Professor, Tagore Dental College, Chennai,
Bangalore, Karnataka, India Tamil Nadu, India

Dr B. Sajeev, MDS Dr Vivek Aggarwal, MDS

Professor, Mar Baselios Dental Assistant Professor, Jamia Milia
College, Kochi, Kerala, India Islamia University, New Delhi, India

Dr Mahima Tilakchand, MDS Dr Ruchika Roongta Nawal, MDS

Professor, SDM Dental College, Assistant Professor, Maulana Azad Dental
Dharwad, Karnataka, India College, New Delhi, India

I would also like to thank the entire publishing team at Elsevier including Mr
Anand K Jha, Content Project Manager and Ms Nimisha Goswami, Manager, Content
Strategy, for all their efforts.
I thank my entire team at Root Canal Foundation (www.rootcanalfoundation.com)
for their unwavering support. I thank my family for giving me the moral support and
critical time needed to complete this edition.
V. Gopikrishna

xv
Another Random Scribd Document
with Unrelated Content
THE SERMON ON THE MOUNT, Hofmann
 XXV
THINK RIGHT

Once when a lawyer asked Him temptingly which is the great The great
commandment in the law, Jesus answered unhesitatingly, commandment.
"Thou shalt love the Lord thy God with all thy heart, and with
all thy soul, and with all thy mind. This is the first and great commandment.
And the second is like unto it. Thou shalt love thy neighbour as thyself. On
these two commandments hang all the law and the prophets." Divinely
inspired, Jesus returned a very wise answer. The tempter was unable to
catch Him. And now we all understand that answer is in very truth the sum
of the law and the prophets. For if a man truly loves God, and also loves his
neighbor as himself, there is no offense he will—or can—commit. All sin
consists of evil done to oneself, or to one's neighbor, or to one's God. True
love such as Jesus defined makes sin impossible.

At another time, when a great multitude followed Him from The beatitudes.
almost every part of the Holy Land, Jesus went up into a
mountain and preached to the disciples that assembled near Him. It was at
this time that He uttered the wonderful sayings commonly known as the
Beatitudes. In these rich and beautiful sayings, Jesus describes the moral
character that He requires in those who are to constitute His kingdom. In
other words, everyone who would belong in full faith and fellowship to the
kingdom of God must possess the qualities here named.

"Blessed are the poor in spirit: for theirs is the kingdom of heaven.

"Blessed are they that mourn: for they shall be comforted.

"Blessed are the meek: for they shall inherit the earth.

"Blessed are they which do hunger and thirst after righteousness: for they
shall be filled.
"Blessed are the merciful: for they shall obtain mercy.

"Blessed are the pure in heart: for they shall see God.

"Blessed are the peacemakers: for they shall be called the children of God.

"Blessed are they which are persecuted for righteousness' sake: for theirs is
the kingdom of heaven.

"Blessed are ye, when men shall revile you, and persecute you, and shall
say all manner of evil against you falsely, for my sake. Rejoice and be
exceeding glad: for great is your reward in heaven: for so persecuted they
the prophets which were before you."

Here, indeed, is an ideal toward which to train one's life. To A high ideal of
be poor in spirit, to mourn over imperfection, to be meek, to life.
hunger and thirst after righteousness, to be merciful, to be
pure in heart, to make peace amongst the quarrelsome, to be strong in
persecution for righteousness' sake, to rejoice when men do us evil
wrongfully, for Jesus's sake—these are goals worth while. Every man
should keep the beatitudes in mind, and should try so to order his life that
he may not fail to obtain any one of the promises associated with a good,
moral life.

Yet, as one reads the beatitudes, one wonders what the great The great
Master would answer if someone should ask Him—as did the beatitude.
lawyer about the commandments—which is the great
beatitude. As you read them over, do you feel that any one is greater than
the rest? Do you feel that the attaining of a certain one of them would
comprehend the rest? Of course, we may not assume to say what Jesus
would answer. But let us think the beatitudes over ourselves and try to pick
out one very important one; one that expresses a moral quality the
attainment of which will at least help in the attainment of all the rest; one
that expresses a moral quality more often trampled under foot than any
other; one that expresses a moral quality the neglect of which leads always
to iniquity.
Have you found it? The sixth saying reads thus: "Blessed are The pure in
the pure in heart: for they shall see God." Here is a condition heart.
with a promise indeed! To see God! To associate with Him!
And what must one be to see God? One must be pure in heart. When we
remember that in the Jewish belief the heart was the seat of thought and
intelligence, then we understand this saying better. To be pure in heart is to
be pure in thought, to be pure in mind. To be pure in heart is to entertain no
evil thought, to hold no impure desire. To be pure in heart is to weed out of
the mind every evil or sinful suggestion, and to plant instead thoughts of
righteousness. The wise man of old appreciated the full value of purity of
heart. Said he, As a man "thinketh in his heart so is he." And to the Prophet
Joseph Smith Jesus said, "Let virtue garnish thy thoughts unceasingly, then
shall thy confidence wax strong in the presence of God, and the doctrine of
the Priesthood shall distill upon thy soul as the dews from heaven." May we
not hope, then, since God is a God of purity, that we have found here the
great, the comprehensive beatitude? If one is truly pure in heart, one can not
but possess the other moral virtues also.

Jesus was very forceful in His teaching of the necessity of Things that
purity of heart. At one time, He called the people to Him and defile.
taught them thus: "Hearken unto me every one of you, and
understand. There is nothing from without a man, that entering into him,
can defile him: But the things which come out of him, those are they that
defile the man. If any man have ears to hear, let him hear.

"And when He was entered into the house from the people. His disciples
asked Him concerning the parable. And He saith unto them. Are ye so
without understanding also? Do ye not perceive, that whatsoever thing from
without entereth into the man, it cannot defile him; because it entereth not
into his heart, . . . . And He said, That which cometh out of the man, that
defileth the man. For from within, out of the heart of men, proceed evil
thoughts, adulteries, fornications, murders, thefts, covetousness,
wickedness, deceit, lasciviousness, an evil eye (greed), blasphemy, pride,
foolishness: all these evil things come from within, and defile the man."

It is very apparent, then, that vulgar stories of the kind that Vulgarity in
boys often tell each other on street corners, are begotten of an thought, word
impure mind. The telling of vulgar, or "smutty" jokes, the and deed.
reading of lascivious literature, the taking delight in obscene
pictures and suggestive plays, the practising of secret abuses—all these are
born of an evil mind. Surely, it must be plain to every boy and girl that
those who indulge such thoughts and practices of evil are not pure in heart.
They shall not see God.

Teaching again on the same subject, Jesus said at another The good tree
time, "A good tree bringeth not forth corrupt fruit; neither and the
doth a corrupt tree bring forth good fruit. For every tree is corrupt.
known by his own fruit: for of thorns men do not gather figs,
nor of a bramble bush gather they grapes. A good man out of the good
treasure of his heart, bringeth forth that which is good, and an evil man out
of the evil treasure of his heart, bringeth forth that which is evil: for of the
abundance of the heart his mouth speaketh."

Has ever any man taught more plainly? The kingdom of God Plain teaching.
is to be made up of men and women rich in moral virtues.
And the chief of those virtues is purity of heart. The vulgar, the profane, the
lascivious, and all those who foster evil thoughts will find no place near
God. Only the pure in heart shall see Him. Remember, then, the great
commandment. Remember the great beatitude. Remember that as a man
thinketh in heart so is he. Therefore, think right.

THE REFERENCES

Matt. 22:34-40. Doc. and Cov. 121:45.

Matt. 5:1-13. Mark 7:14-24.

Prov. 23:7. Luke 6:43-45.

THE QUESTIONS
1. What is the great commandment in the law?

2. Show that the answer of Jesus does really cover the law and the prophets.

3. What are the beatitudes?

4. What kind of people do they describe?

5. Which is the great beatitude?

6. Show how this beatitude may possibly cover all the rest.

7. What did Jesus teach of things that defile?

8. How may a tree be known?

9. Apply these teachings to your own lives.

10. Explain the saying, As a man thinketh in his heart so is he.

 XXVI
THE UGLINESS OF ANGER

There is no more pitifully tragic story in all the world than The story of
that of Cain, the fratricide. Cain was the first son of Adam and Cain.
Eve of whom the Scriptures make specific mention. Cain was
a tiller of the soil. The riches of the earth were his, and the fulness thereof.
With joyful heart, he might have plowed and tilled and garnered, and, at the
last, ended a well-spent life in ease and comfort; with praise and
thanksgiving, he might have worshipped God, acknowledging gifts already
bestowed, and receiving daily more as he pursued his honest toil; with
contented mind, he might have mingled with his brothers and sisters, and
given unstintingly of his prosperous help in the establishing of man's
dominion on earth. But Cain was of a jealous and envious disposition. His
mind was darkened with thoughts of avarice and greed and hatred of others
who prospered in the new world.

Cain had a brother named Abel. He was the second son of The occupation
Adam and Eve mentioned by name in the Scriptures. Abel of Abel.
was a shepherd, a tender of flocks. Abel prospered, too, in his
occupation. True, Abel was not so independent of his fellows as was his
brother Cain, the tiller of the soil. Abel's calling produced him only meat to
eat and wool to wear. He grew no fruits, nor grains, nor vegetables, nor
other foods in variety produced by the soil. But Abel was happy and
contented. He was unselfish. He loved his brothers and sisters, and rejoiced
in their successes. He loved God. And as he tended his flocks, Abel
worshipped God who had placed his father and mother, and their children,
upon the earth to subdue it.

One day Cain and Abel carried sacrifices to offer to the Lord. The brothers'
Cain brought grudgingly of the fruits of the field. Abel sacrifices.
brought of the firstlings of his flock and the fat thereof
without thought of withholding anything from the Lord. When the sacrifices
were presented, "the Lord had respect unto Abel and to his offering: but
unto Cain and to his offering He had not respect." Now, this difference was
not because Abel's offering was better or more desirable than Cain's. The
Lord pays not respect to worldly things. The widow's mite is as acceptable
to Him as the rich man's millions, if offered in the spirit of truth. For it is
the spirit in which a sacrifice is made that counts with the Lord. And Cain
did not come in the spirit of love, and thanksgiving, and worship. He gave
grudgingly. Perhaps, even, he did not give of the best of his crops.
Therefore the Lord did not accept his offering.

Then, when he saw that his own offering was rejected, while The anger of
Abel's was accepted, Cain became filled with anger, and his Cain.
countenance fell. The Lord in His mercy spoke to Cain, and
declared to him one of the great fundamental truths of life. "Why art thou
wroth?" asked the Lord, "and why is thy countenance fallen? If thou doest
well thou shalt be accepted. And if thou doest not well, sin lieth at the door,
and Satan desireth to have thee; and except thou shalt hearken unto my
commandments, I will deliver thee up, and it shall be unto thee according to
his desire." But the anger and the envy of Cain were not appeased.

Not long thereafter, Cain and Abel were together in the field. The murder of
Cain had brooded over the incident of the offerings. His anger Abel.
had waxed hot, till it was ready to burst into furious flame.
Satan had gained possession of his mind, had filled him with envy, and had
inspired him to hate his brother. So, as he talked with his brother in the
field, Cain suddenly arose in ungovernable rage and struck his brother
down and killed him. It was a day of horror in man's history. It was a day of
blackness and blood. Cain was a brother-murderer—a fratricide. And it had
come about because he had yielded to anger and envy and hate. Satan had
gained possession utterly of his soul. Therefore, Cain was cursed by the
Lord and cast out from His presence. In the story of Cain is illustrated
wonderfully the truth of the saying of the Wise Man of Israel: "Wrath is
cruel, and anger is outrageous; but who is able to stand before envy?"

The story of Cain is a story of long ago. But we all know The lesson at
many instances of the ugliness of anger in our own day. In home.
every prison house in the world are confined men who have
committed crime in fits of anger. "An angry man stirreth up strife, and a
furious man aboundeth in transgression," said the Man of Wisdom. When a
man is angry, he loses control of the good that is in him. He returns to the
state of the beast. He speaks words of which afterward he is ashamed. He
does things for which afterward he sorrows. Anger is an infernal poison,
administered by the father of lies himself, which courses through the blood,
makes the heart pound, and creates delirium in the mind. There are many
ugly sights in the world; but there is perhaps none uglier, more repulsive,
than a man furiously angry. Therefore is it said, "Make no friendship with
an angry man and with a furious man thou shalt not go: lest thou learn his
ways, and get a snare to thy soul."

Everyone knows how unpleasant is the company of a The power of

quarrelsome boy, or of a quarrelsome girl. The best of sport the mind.
and the choicest of company can be spoiled by one angry
countenance. The truth taught in the preceding lesson may here be
emphasized. "As a man thinketh in his heart so is he." According to your
habits of thought, you are agreeable or disagreeable. According to your
habits of thought, you find quarrel in a straw, or peace and serenity in
turmoil. According to your habits of thought you may become a strife-
breeder or a peacemaker. "A wrathful man stirreth up strife: but he that is
slow to anger appeaseth anger." And since it rests with yourself, is it not
deplorable that you should follow in the footsteps of Cain?

"The human will, that force unseen,

The offspring of a deathless Soul,
Can hew a way to any goal,
Though walls of granite intervene."

As a boy wills to be pleasant and cheerful, or to be disagreeable and

quarrelsome, so then will he be. We know now that we may all be masters
of ourselves, and hewers of our own fates.

All these things Jesus taught plainly. Said He, "Ye have heard it said by
them of old time, Thou shalt not kill; and whosoever shall kill shall be in
danger of the judgment: but I say unto you, That whosoever is angry with
his brother without cause shall be in danger of the judgment: and
whosoever shall say to his brother, Raca, shall be in danger of the council:
but whosoever shall say, Thou fool, shall be in danger of hell fire.

"Therefore if thou bring thy gift to the altar, and then rememberest that thy
brother hath aught against thee; leave then thy gift before the altar, and go
thy way; first be reconciled to thy brother, and then come and offer thy gift.

"Agree with thine adversary quickly, whiles thou art in the way with him;
lest at any time the adversary deliver thee to the judge, and the judge deliver
thee to the officer, and thou be cast into prison. Verily I say unto thee, Thou
shalt by no means come out thence till thou hast paid the uttermost
farthing."

There is in history no finer example of serene calm and self- Jesus an

control than that manifested in the earth life of the Savior of example.
the world. When James and John, "the Sons of Thunder,"
asked permission to call down fire from heaven upon the Samaritan village
that had refused to entertain Jesus, the Lord rebuked them, saying, "Ye
know not what manner of spirit ye are of. For the Son of Man is not come
to destroy men's lives, but to save them." And when during the days of trial
and suffering, men insulted Him and did Him physical injury, Jesus went
like a lamb to the slaughter.

All examples and precepts, then, admonish us to acquire self- The strength of
control, to be slow to anger, to banish hatred, and to eschew self-control.
envy. "For the wrath of man worketh not the righteousness of
God;" and "he that is slow to anger is better than the mighty; and he that
ruleth his spirit than he that taketh a city."

THE REFERENCES

Moses 5:16-41. Matt. 5:21-26.

Prov. 27:4. Luke 9:51-56.

Prov. 29:22. James 1:20.

Prov. 22:24. Prov. 16:32.

Prov. 15:18.

"Angry Words, Oh Let Them Never," S. S. Song Book.

THE QUESTIONS

1. What caused the downfall of Cain?

2. What effect does anger have upon the mind?

3. Why does not anger work for righteousness?

4. What do you think of a quarrelsome boy with a grouch?

5. What did Jesus teach about anger?

6. How does self-control make for strength?

JESUS BLESSING LITTLE CHILDREN,
Plockhorst
 XXVII
WITH WHAT MEASURE YE METE

Two little girls came home from school one day carrying on a The two school
very lively discussion. Their animation, and their complete girls.
absorption in the subject were very inspiring to see. One could
not help but thrill at the manifestation of buoyant, interested, and healthful
youth. But when they came into the house, and their mother overheard the
nature of their conversation, she was woefully disappointed. These girls
were not discussing the problems raised by their lessons; neither were they
rejoicing at the prospect of the coming girls' hike to the canyon. In fact, the
subject of their animated discussion was neither uplifting nor invigorating.
On the contrary, it was disgusting—so thought their mother; and she was
sorry to hear her girls indulge in such conversation. For the girls were
gossiping; nay—they were slandering.

It appears that someone had lost some money that day at The theft.
school. The loser declared, however, that she had not merely
lost the money. It had been stolen! The principal had called the pupils
together, and had stated the case plainly to them. He had said that if anyone
had actually stolen the money, it would be much better for the thief to
confess than to be discovered, or even successfully to conceal the dishonest
act. Such a thing would leave a scar upon one's character for life. But no
one confessed. The lost coin was not found.

Our two little friends, however, had observed that Mary Jones, The suspicion.
who sat not far away, acted very suspiciously when the
principal came into the room. She turned quite pale, and looked afraid.
When the principal appealed to the offender to make a clean breast of his
guilt, Mary had hung her head. Was it not proof positive that Mary had
stolen the money; or that, at least, she knew where it was? At recess, and
after school was out, the girls had talked it over. They had confided their
suspicions to a few intimate friends; these in turn had confided in other
intimate friends; soon the whole school was in possession of what was
assumed to be a fact, that Mary Jones had stolen the money, but that she
would not confess. The two little girls who first suspected Mary had grown
firmly to believe their suspicions, and assured their mother that they knew
that Mary was the thief.

The developments of the next few days, however, proved to The discovery.
these little girls how much truth there really is in the little bit
of doggerel verse their mother had taught them.

"There is so much that is bad in the best of us,

And so much that is good in the worst of us,
That it doesn't behoove any of us
To talk about the rest of us."

Poor Mary Jones suffered keenly for three days. Both the boys and the girls
shunned her as if she were a leper. The girls huddled together and
whispered when she passed. Once a rude, unfeeling boy called after her,
"Why don't you 'fess up, Mary?" But Mary had really nothing to "'fess up,"
and on the third day the truth came to light. Out in the hallway, the janitor
noticed something shining in a little crack between the boards of the floor.
It was in the afternoon, and the light coming through the transom of the
west door fell just then upon the spot. The janitor stooped to see what the
shining object was. It was money! He pried it out with his pocket knife. It
was of the same denomination as that which had been reported stolen.
Immediately, the janitor returned it to the teacher with a full explanation.

It is strange how things turn and turn about. When the money The tables
was returned to the girl who had lost it, with the janitor's turned.
story, she remembered that she had been skipping there in the
hallway, and that she had thought she had heard something strike the floor;
but since she had seen nothing she had forgotten it. The girls who had
suspected Mary and had shunned her, now flocked about her and assured
her that they had never believed her guilty. The two who had started the
slander stood shame-facedly apart. The school turned on them, and for
many days they were avoided, and were shut out of the school games, as
Mary had been. They were mischief-makers, said the pupils. It was only
after Mary herself had pleaded for them, that a complete reconciliation was
effected, and the school society moved harmoniously forward as before.

You think that this is a story? Yes, it is a story; but it is a true An everyday
story. And the sorrowful thing about it is that just such unkind occurrence.
and unfounded judgments as that formed by the little school
girls are passed every day upon innocent men and women. You yourselves
pass judgment, without any evidence on which to base that judgment. You
condemn your playmates for this or for that. You find fault with what your
parents do, not knowing the many problems they have to solve. You
criticize the bishop of your ward, or the president of your stake, or even the
president of the Church, without knowledge of a single item of the vast
amount of information which he has and which compelled him to do as he
did. It may be that some of your associates have faults. Those faults stand
out glaringly enlarged to you. You are offended by them. You are prompted
to criticize, or to try to correct the defects. But you forget that you may have
faults as glaringly apparent to your associates as theirs are to you. You do
not stop to think that the little girls who suspected Mary Jones were also
guilty of a grievous offense in judging and condemning without cause. You
forget what the Lord Jesus taught, "Why beholdest thou the mote that is in
thy brother's eye, but considerest not the beam that is in thine own eye? Or
how wilt thou say to thy brother. Let me pluck out the mote out of thine
eye; and, behold, a beam is in thine own eye. Thou hypocrite, first cast out
the beam out of thine own eye; and then shalt thou see clearly to cast out
the mote out of thy brother's eye."

Is it not simple and common sense? How can a man see The mote and
clearly to correct the faults of others, when his vision is the beam.
distorted by his own faults? Have you ever set a stick into a
pool of clear water? Have you noticed how the stick has been distorted in
size and shape? The light waves passing from water to air, or from air to
water, are refracted, bent, so that you do not get a correct image of the
object immersed. Just so is it when we, who are immersed in our own faults
and weaknesses, attempt to pluck the mote from a brother's eye. Our vision
is defective; the image is distorted; we are ourselves in worse condition
than our brother.
Jesus set Himself strongly against such unkind judgment as What Jesus
that passed by the two little school girls, and as that we are said.
tempted every day to Jesus pass upon our neighbors. "Judge
not," He taught, "that ye be not judged. For with what judgment ye judge,
ye shall be judged: and with what measure ye mete, it shall be measured to
you again."

Here is sound philosophy, of which few men stop to think. It is easy to pass
judgment on others. It is easy to think that one is the center of the universe
and that all things else revolve about that center. It is easy to think that one's
own opinion is always right, and that the opinions of others are wrong. But
one should not forget that others also hold opinions. It is almost certain that
one will be judged as one judges; and that one will have measured to one as
one measures to others.

Now, what Jesus points out is that the spirit of fault-finding and criticism is
to be condemned. One cannot correct the faults of others until one has
corrected one's own faults. One cannot even get a good hold on one's self,
and find the right estimate of one's self, until one learns to see only good in
others, and to struggle with one's self to overcome faults. Moreover, fault-
finding and criticism, like anger, hate, and envy, destroy one's peace of
mind. One who judges and condemns cannot possibly maintain mental and
spiritual health. Harsh judgment is far more hurtful to the man who
exercises it than to the man whom he judges.

"Judge not!—thou canst not tell how soon the look of

bitter scorn
May rest on thee, though pure thy heart as dewdrops
in the morn.
Thou dost not know what freak of fate may place
upon thy brow
A cloud of shame to kill the joy that rests upon it now.
Judge not!

THE REFERENCES
Matt. 7:1-5.

THE QUESTIONS

1. What was wrong in the action of the two little school girls?

2. Why is it wrong to find fault, and to criticize?

3. What did Jesus say about the mote and the beam?

4. Explain Jesus's saying, "Judge not that ye be not judged."

5. Show that it is the spirit of fault finding that is sinful, rather than the act.

6. Who is most injured: the man who criticizes or the man who is criticized?

JERUSALEM FROM THE MOUNT OF

OLIVES, From a Photograph
 XXVIII
THE GOLDEN RULE

Jesus was not content to teach merely "Judge not, that ye be Positive
not judged." In a way, that is only negative teaching. It instruction.
exhorts men to withhold judgment, but does not exhort to
positive action. But the nature of the teaching of Jesus is generally
constructive. His "don'ts" are always directed against prevailing evil, and
are almost immediately followed up with constructive directions as to what
to do. So now He continues, "first cast out the beam out of thine own eye";
and further, from place to place. He instructs men how they shall deal with
their fellowmen. One's duty is not fully done when one merely withholds
judgment; there remains yet to be done some positive act of good—a kind
word, a charitable deed, an effort at reconciliation with one of ill-will if
such a one there be.

In the matter of friendly association, good-will, and The doctrine of

forgiveness, Jesus spoke very definitely. "If thy brother shall reconciliation.
trespass against thee," said He, "go and tell him his fault
between thee and him alone: if he shall hear thee, thou hast gained thy
brother. But if he will not hear thee, then take with thee one or two more,
that in the mouth of two or three witnesses every word may be established.
And if he shall neglect to hear them, tell it unto the church: but if he neglect
to hear the church, let him be unto thee as an heathen man and a publican."

Long suffering, slow to anger, not vengeful, and without The attitude of
condemnation, should the citizen of the kingdom be. How a citizen of the
many of us follow the course here outlined, when an associate kingdom.
"trespasses" against us? How many of us go to him first and
talk it over? If the matter is not settled then, how many of us try again, and
take two or three friends along to help arbitrate the difficulty? And if still a
reconciliation is not effected, how many of us appeal in a spirit of love to
the church—the court of last appeal in matters spiritual? Unfortunately,
most of us are prone to cast off the brother who has done us wrong without
looking into the causes that prompted him to act as he did. If we take steps
to settle the difficulty, it is too often not through the mediation of friends or
the spiritual influence of the Church, but through the cold procedure of the
civil court. And worst of all, we yield not infrequently to the temptation to
talk. We gossip; we slander; we start scandal; we wrong much more than we
have been wronged. Jesus would not have it so. Agree with thine adversary
quickly.

Sometimes it happens that a brother offends more than once. The doctrine of
How many times shall he then be forgiven? This question forgiveness.
troubled Peter. He of came therefore to Jesus and asked,
"Lord, how oft shall my brother sin against me, and I forgive him? till seven
times?"

"Jesus saith unto him, I say not unto thee. Until seven times: but until
seventy times seven." Of course, Jesus did not mean that one should forgive
an offender exactly seventy-seven times, no more, no less. He meant that
there is no limit to the number of times that we should exercise the gift of
forgiveness; but that we should forgive freely and cheerfully as often as the
offender repents. Then, in order that there might be no question as to the
meaning of His teaching, Jesus told the parable of the unforgiving servant.

"Therefore is the kingdom of heaven likened unto a certain The parable of

king, which would take account of his servants. And when he the unforgiving
had begun to reckon, one was brought unto him which owed servant.
him ten thousand talents (or about $10,000,000). But
forasmuch as he had not to pay, his lord commanded him to be sold, and his
wife, and children, and all that he had, and payment be made. The servant
therefore fell down, and worshipped him, saying, Lord, have patience with
me, and I will pay thee all. Then the lord of that servant was moved with
compassion, and loosed him, and forgave him the debt.

"But the same servant went out, and found one of his fellowservants, who
owed him an hundred pence (or about $20): and he laid hands on him, and
took him by the throat, saying, Pay me what thou owest. And his
fellowservant fell down at his feet, and besought him, saying, Have
patience with me, and I will pay thee all. And he would not: but went and
cast him into prison, till he should pay the debt.

"So when his fellowservants saw what was done, they were very sorry, and
came and told unto their lord all that was done. Then his lord, after that he
had called him, said unto him, O thou wicked servant, I forgave thee all that
debt, because thou desiredst me: shouldst not thou also have had
compassion on thy fellowservant, even as I had pity on thee? And his lord
was wroth, and delivered him to the tormentors, till he should pay all that
was due unto him.

"So likewise shall my heavenly Father do also unto you, if ye from your
hearts forgive not every one his brother their trespasses."

About the meaning of this dramatic story there can be no The Meaning.
question. Our indebtedness to God the heavenly Father is
incalculable; our dependence upon Him is infinite. God recognizes our
helplessness, and our inability to pay, and He forgives us our shortcomings,
even as we pray, "Forgive us our debts." The indebtedness of our fellowmen
to us is slight in comparison; their dependence upon us is nil. Yet, we are
likely to render harsh judgment against them, and to withhold forgiveness
from our hearts, even though we utter in prayer the words, "as we forgive
our debtors." But if we deal harshly with our fellowmen who owe us so
little, can we expect God, whom we owe so much, to deal gently with us? If
we want the Great Creditor to forgive us our large indebtedness, should not
we—small creditors that we are—forgive without the asking, and from our
hearts, the little debts of our fellowmen?

Such was the teaching of Jesus concerning our association The right
with our friends and fellowservants. But Jesus's teaching of attitude toward
love and reconciliation did not stop there. It is our duty— our enemies.
since we all want God to bless and favor us—to love even our
enemies, and those whom we are by nature prompted to hate. For, said
Jesus, "Ye have heard that it hath been said, Thou shalt love thy neighbour,
and hate thine enemy. But I say unto you, Love your enemies, bless them
that curse you, do good to them that hate you, and pray for them which
despitefully use you, and persecute you; that ye may be the children of your
Father which is in heaven; for He maketh His sun to rise on the evil and on
the good, and sendeth rain on the just and on the unjust. For if ye love them
which love you, what reward have ye? do not even the publicans the same?
And if ye salute your brethren only, what do ye more than others? do not
even the publicans so? Be ye therefore perfect, even as your Father which is
in heaven is perfect."

So, then, it appears that the practicing of the Golden Rule The Golden
makes a large stride toward perfection. We should do good to Rule.
all, forgive all, love all. Then can we come in strength before
the Lord and plead for patience and forgiveness.

"He prayeth best, who loveth best

All things both great and small;
For the dear God who loveth us,
He made and loveth all."

Jesus put it thus: "Therefore all things whatsoever ye would that men
should do to you, do ye even so to them: for this is the law and the
prophets."

THE REFERENCES

Matt. 18:15-17. Matt. 5:43-48.

Matt. 18:21-35. Matt. 7:12.

THE QUESTIONS

1. Why could not Jesus be content to teach merely "don't"?

2. Of what does the doctrine of reconciliation consist?

3. What is the proper attitude of a citizen of the kingdom toward his fellow-
citizens?
4. How often should one forgive an offender?

5. How does the parable of the unforgiving servant show why we should
forgive our fellowmen?

6. What should be the attitude of a citizen of the kingdom toward his

enemies?

7. What is the meaning of tolerance?

8. Show how the Golden Rule may be made to enrich your own lives and
make them happier.

THE GOOD SAMARITAN, Van Diepenbeek

 XXIX
THE GOOD SAMARITAN

There is, perhaps, no principle of conduct that Jesus The law of

emphasized more in His teachings than the law of brotherly love.
love. As we have already learned, the first great
commandment requires that we love God; and the second requires that we
love our neighbor as ourselves. It is not enough, then, that we withhold
judgment and condemnation; nor that we do unto others—even unto our
enemies—as we would have others do unto us. We must forget self; bury
self, as it were; and cultivate for others a real affection—such an affection
as God has for us, for God is love. The reward of such a God-like love of
our fellowmen is beautifully expressed in a poem—oft but never too often
quoted—written by the English poet Leigh Hunt.

"Abou Ben Adhem (may his tribe increase) The reward of

Awoke one night from a deep dream of peace, brotherly love.
And saw, within the moonlight in his room,
Making it rich, and like a lily in bloom,
An angel writing in a book of gold:—
Exceeding peace had made Ben Adhem bold,
And to the presence in the room he said,
'What writest thou?'—the vision rais'd its head,
And with a look made of all sweet accord,
Answered, The names of those who love the
Lord.'
'And is mine one?' said Abou. 'Nay, not so,'
Replied the angel. Abou spoke more low,
But cheery still; and said, 'I pray thee then.
Write me as one that loves his fellow-men.'

The angel wrote and vanish'd. The next night

It came again with a great wakening light,
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