Topic: Uncategorized, Matches 211 quotes.

[Thomas] Jefferson said: “Our first and fundamental maxim should be never to entangle ourselves in the broils of Europe; our second, never to suffer Europe to intermeddle with cis-Atlantic affairs.”

We should follow these admonitions. There is neither reason nor excuse for our entry into this European war. Its issues have for us no vital interest. Wise statesmanship will keep us from that war.

Source: President J. Reuben Clark, Jr.
General Conference, October 1939

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A Great Part To Play

As the great neutral of the earth, America may play a far greater part in this war, it is our duty to play a far greater part, than merely impartially to carry out our neutral obligations under international law towards those who come to our shores for trade and commerce or otherwise. It is our solemn duty to play a better part than we can do by participating in the butchery.

America has today the only great national moral force and influence for peace left in the world. We have lost much of what we once had—we lost it when we permitted the looting at the Versailles peace table; we have since then lost much of what then remained by our diplomacy in the conflict between the rival war lords of the Far East and by our scolding protests to Europe—protests largely motivated by matters of their purely domestic policy which were not of our legal and proper concern, matters which we have never in our own American affairs permitted any other nation even to question.

Source: President J. Reuben Clark, Jr.
General Conference, October 1939

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The fundamental theory of liberty upon which all governments in this Union repose excludes any general power of the State to standardize its children by forcing them to accept instruction from public teachers only. The child is not the mere creature of the State . . . .

Source: U.S. Supreme Court
Pierce v. Society of Sisters, 1925

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Whoever fairly faces the question must admit that the same set of arguments which condemns a national religion also condemns a national system of education. It is hard to pronounce sentence on the one and absolve the other. Does a national church compel some to support a system to which they are opposed? So does a national system of education. Does the one exalt the principle of majorities over the individual conscience? So does the other. Does a national church imply a distrust of the people, of their willingness to make sacrifices, of their capacity to manage their own affairs? So does a national system of education. Does the one chill and repress higher meanings and produce formalism? So does the other.

Source: Auberon Herbert

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Let our teachers be men of God, imbued with the Spirit of God that they may lead them forth in the paths of life, and warn them against the various evils and iniquities that prevail in the world, that they may bear off this kingdom when we get through, and be valiant in the truths of God. Teach them how to approach God, that they may call upon him and he will hear them, and by their means we will build up and establish Zion, and roll forth that kingdom which God has designed shall rule and reign over the nations of the earth. We want to prepare them for these things; and to study from the best books as well as by faith, and become acquainted with the laws of nations, and of kingdoms and governments, and with everything calculated to exalt, ennoble, and dignify the human family. We should build good commodious school-houses, and furnish them well; and then secure the services of the best teachers you can, and thus “train up your children in the way they should go.” Solomon said, if you do, “when they are old they will not depart from it.”

Source: President John Taylor
Journal of Discourses 20:60

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We are not only to teach purely gospel subjects by the power of the Spirit. We are also to teach secular subjects by the power of the Spirit, and we are obligated to interpret the content of secular subjects in the light of revealed truth. This purpose is the only sufficient justification for spending Church money to maintain this institution [BYU].

Source: Elder Marion G. Romney
“Temples of Learning,” BYU annual university conference, September 1966

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During the past several years many of our institutions of learning have been turning out an increasing number of students schooled in amorality, relativity, and atheism — students divested of a belief in God, without fixed moral principles or an understanding of our constitutional republic and our capitalistic, free enterprise economic system. This follows a pattern which was established years ago at some of our key colleges that produced many of the teachers and leaders in the educational field across the country today. The fruits of this kind of teaching have been tragic, not only to the souls of the individuals involved, but also to the parents, and even to our country. . . . The whole process can be quite insidious. Young people know that the best jobs are available to college graduates. They want to do well at school. When exam time comes, they must give back to the teacher what the teacher wants. Now under the guise of academic freedom — which some apparently feel is freedom to destroy freedom — some teachers reserve to themselves the privilege of teaching error, destroying faith in God, debunking morality, and depreciating our free economic system. If questions reflecting the teacher’s false teachings appear on the exam, how will the student answer who believes in God and morality and our Constitution? ...The problem arises when under the pressure of a heavy course of study and the necessity of parroting back what certain professors have said, the student does not have the time or take the time to learn the truth. If he does not learn the truth, someday he will suffer the consequences. Many an honest student, after graduation, has had to do some unlearning and then fresh learning of basic principles which never change and which he should have been taught initially. . . .

Source: Ezra Taft Benson
Conference Report, Oct 1964 p. 56-59)

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We had to pay our own schoolteachers, raise our own bread and earn our own clothing, or go without; there was no other choice. We did it then, and we are able to do the same to-day. I want to enlist the sympathies of the ladies among the Latter-day Saints, to see what we can do for ourselves with regard to schooling our children. Do not say you cannot school them, for you can... I understand that the other night there was a school meeting in one of the wards of this city, and a part there—a poor miserable apostate—said, “We want a free school, and we want to have the name of establishing the first free school in Utah.” To call a person a poor miserable apostate may seem like a harsh word; but what shall we call a man who talks about free schools and who would have all the people taxed to support them, and yet would take his rifle and threaten to shoot the man who had the collection of the ordinary light taxes levied in this Territory—taxes which are lighter than any levied in any other portion of the country?

Source: Brigham Young
Journal of Discourses, Vol.16, p.19 - p.20

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I give it as my opinion that you may go to any part of the United States or the world, where parents are not obliged by law to send their children to school, and you will find more schools in the midst of this people, notwithstanding their poverty, their drivings, sufferings, and persecutions, and more persons that can read and write, in proportion to our population, than in any other place on this earth. You may select any community of the same number, and in this particular we will favourably compare with the best of them, and I think we are ahead of them.

Source: Brigham Young
Journal of Discourses, Vol.8, p.40, April 8, 1860

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