We are an education loving people. I was really amazed to note, from statistics gathered by the Presiding Bishop’s office, as one of the fruits of this marvelous work known as “Mormonism,” that of all the Latter-day Saints between 8 and 18 years of age, only twenty-two have not attended school. I doubt whether such a record can be duplicated by any other people, of the same number, in all the world. Our schools and colleges are crowded to overflowing. I am informed that the Agricultural College of Utah and the University are the two largest institutions of the kind in the United States, when the population is considered. It is proper for this people to be seekers after enlightenment—to be education loving—for the revelations of God declare that we are to “seek out of the best books words of wisdom; seek learning, even by study, and also by faith.” It is also declared that “The glory of God is intelligence.” I have been wondering to what extent this love for education and this use of education may be mad to sustain the teachings given us by the prophet of God in his address to us yesterday. The great problem before us seems to be how to direct the tremendous power that resides in our educational desire and activity so that our children may become rounded, well informed men and women, not educated in one direction only, but rather so educated that all their powers are developed and strengthened.

The Spiritual Nature A Big Influence In Education

We imagine too often that we can place most of our burdens, with respect to our children, upon the schools; yet, this is not possible, for our public schools are not permitted to teach all that should be taught mankind. As all know, in our free land, there is a provision in the constitution of the United States—perhaps the finest in the constitution—which provides for religious freedom; and in consonance with that constitutional provision, religious instruction is not permitted in our public schools. Since man is not merely physiological, or intellectual, but also spiritual, our schools do not wholly suffice for the full training of man. Yet it is quite as natural for a man to desire religious education as to desire education for his body and mind. This truth is borne out by human experience to such a degree that I have no need to dwell long on it here

Source: Elder John A. Widtsoe
General Conference, October 1922

Topics: Education

[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

Topics: Uncategorized

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

Topics: Uncategorized

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

Topics: Uncategorized

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

Topics: Uncategorized

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

Topics: Uncategorized

We feel that the time has arrived when the proper education of our children should be taken in hand by us as a people. Religious training is practically excluded from the District Schools. The perusal of books that we value as divine records is forbidden. Our children, if left to the training they receive in these schools, will grow up entirely ignorant of these principles of salvation for which the Latter-day Saints have made so many sacrifices. To permit this condition of things to exist among us would be criminal. The desire is universally expressed by all thinking people in the Church that we should have schools where the Bible, the Book of Mormon and the Book of Doctrine and Covenants can be used as text books, and where the principles of our religion may form a part of the teaching of the schools.

Source: President Wilford Woodruff
Revealed Educational Principles and the Public Schools, p.238

Topics: Education

The institution of public education is so universally accepted today that many readers are apt to scoff at the idea that the control of education by government and the use of public funds for its support is contrary to moral law. Before rejecting the idea as absurd, one might ponder these facts...

1) Point number ten of the Communist Manifesto contains the following proposal: Free education for all children in public schools.

2) When public education was first proposed in the state of Utah, the leadership of the Church was unalterably opposed to it.

Source: Elder H. Verlan Andersen
The Book of Mormon and the Constitution, p. 181

Topics: Education

Education, human education, is the leading out and lifting up of the soul into the ripe, full enjoyment of all its powers potential. To educate men and women is to put them in full command of themselves, to completely possess them of their faculties, which are only half possessed until they are educated. Education imparts nothing but discipline and development. It does not increase the number of man’s original talents; it adds nothing to the sum of his inherent capabilities, but it improves those talents, it develops and strengthens those capabilities, brightening what is dull, making the crude fine, the clumsy skillful, the small great, and the great still greater. Education supplements creation, and moves next to it in the order of infinite progression.

Source: Orson F. Whitney
“The School of Life,” Millennial Star 67, no. 32 (10 August 1905): 499.

Topics: Education

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