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McKay School of Education > EDLF > Archives > Prophets > Schools 1971

Schools 1971

Mark E. Petersen, CR, Apr. 1971, p. 41-42
Our moral collapse is appalling, but surprisingly, many attempt to justify it. Within recent weeks one of the highest officials of a leading Christian denomination publicly announced that he favors premarital relationships between young people, and his speech was carried internationally by the Associated Press.

Social diseases
Because of promiscuity, the dreaded social diseases have reached the epidemic stage. One health official said that actually they have surpassed epidemic proportions, and he called the condition a plague. These social diseases now affect more people than any communicable disease except the common cold.

In one of our best known western cities health officials estimate that one in every ten persons between the ages of fourteen and twenty-five has a venereal disease. It is almost unbelievable.

The International Herald Tribune recently said that easy abortion has now removed the stigma from immorality, making free sex even freer still.

Our inconsistency
Our inconsistency in the present situation is frightening.

While millions accept promiscuity as a new way of life and excuse adultery even though it wrecks marriages and breaks up homes, at the same time we make it illegal to offer a prayer in some of our public places.

While we teach sex in schools and publicly portray the vilest of filth on the movie screen, we virtually make a criminal of a schoolteacher who would bring a Bible into the classroom or who might ask the students to recite the Lord's Prayer. So far have we lost our sense of values!

Some Americans protest reference to the Almighty in the Pledge of Allegiance to the flag, while others would eliminate "In God We Trust" from our coins.

Harold B. Lee, CR, Apr. 1971, pp. 64­65
The worth of a boy
Horace Mann, that great educator somewhere back in the time of Abraham Lincoln, told how he was the speaker at the dedication of a great boys' school, and in his talk he said, "This school has cost hundreds of thousands of dollars; but if this school is able to save one boy, it is worth all that it cost." One of his friends came up to him at the close of the meeting and said, "You let your enthusiasm get away with you, didn't you? You don't mean what you said that if this school, costing hundreds of thousands of dollars, were to save just one boy, it was worth all that it cost? You surely don't mean that."

Horace Mann looked at him and said, "Yes, my friend. It would be worth it if that one boy were my son; it would be worth it."

I want you to know that it would be worth it if it were my grandson, or one of mine. It would be worth it if it were one of yours.

Bruce R. McConkie, CR, Apr. 1971, p. 99
Knowledge of God through faith
True religion deals with spiritual things. We do not come to a knowledge of God and his laws through intellectuality, or by research, or by reason. I have an average mind‹one that is neither better nor worse than the general run of mankind. In the realm of intellectual attainment I have a doctor's degree, and I hope my sons after me will reach a similar goal. In their sphere, education and intellectuality are devoutly to be desired.

But when contrasted with spiritual endowments, they are of but slight and passing worth. From an eternal perspective what each of us needs is a Ph.D. in faith and righteousness. The things that will profit us everlastingly are not the power to reason, but the ability to receive revelation; not the truths learned by study, but the knowledge gained by faith; not what we know about the things of the world, but our knowledge of God and his laws.

Delbert L. Stapley, CR, Apr. 1971, p. 154
Honesty in school practices
And you teachers, are you honest in the grades you give? Do you mark according to what the student has earned, or do you let personalities interfere? The juggling of grades or disregarding rules and regulations to produce winning teams are acts of dishonesty and should be avoided. When winning becomes more important than the character and spiritual values these activities are planned to produce, then there is something lacking in leadership. We must not justify ourselves doing what the law or rule does not encompass. Laws and rules cannot make people honest. Evil practices encourage youth to be dishonest. It is the small and seemingly unimportant practices that lead to more serious habits of dishonesty, dishonor, and lack of strong moral integrity. We must inculcate into the heart and character of an individual the virtues that he so much needs to meet honorably the problems of life.

And on behalf of students and youth, do we honestly and sincerely listen to their wants and needs? Do we really try to understand them, or are we giving them what we think they should have?

Dallin H. Oaks, CR, Oct. 1971, p. 123-124
Spiritual and secular knowledge
My personal experience converts me to the wisdom of the educational philosophy that joins spiritual with secular instruction. At Brigham Young University and in the other institutions of the Church Educational System, we are concerned with teaching the fundaments of spiritual and secular knowledge and with bringing those teachings into harmony in the lives of men and women in order to prepare them for a balanced and full life of service to God and fellowman.

From this philosophy I distill four thoughts that I offer for the special attention of the young men of the priesthood:
1. Rigorous standards and high achievement in any field of learning are not at odds with faith and devotion to the gospel of Jesus Christ. Strive for excellence, use the talents that the Lord has given you, meet and master the learning of men.

2. In approaching any field of learning, remember the Lord's direction to "seek learning, even by study and also by faith."

Your faith will sustain you and give added meaning and increased accomplishment to your secular studies if you will live to deserve the blessings of the Lord.

3. Cherish and nourish your spiritual life. Seek spiritual growth at the same time that you are seeking to enlarge your learning in other areas. Nourish your spirit just as regularly as you nourish your body or mind. Don't neglect study of the gospel and activity in the Church during the period of your schooling. It is needed then as much as or more than at any time during your life. If you are not in a Church school‹BYU, Ricks, Church College of Hawaii‹make the institute or seminary or home study part of your program.

4. Most of all, live so that you can be guided and taught by the Spirit in all your activities, including all your efforts to learn and gain an education: honor your parents; be true to the teachings of the Church; be clean and faithful in all things; and be loyal to the leaders of the Church.

N. Eldon Tanner, CR, Oct. 1971, p. 127
Promise of blessings
Magnify your priesthood at all times. Honor and uphold one another. Never, never submit to temptation. Honor womanhood and virtue with your life, if necessary. Never become discouraged or quit. As you continue in active church service you will be more successful, more highly regarded, and happier than you will in any other way. And I want to promise you, my young brethren, that if you will seek first the kingdom of God and his righteousness and be prepared to serve the Lord wherever you can, the Lord will bless you with greater success and happiness and contentment than you could possibly enjoy otherwise. You will do better in your school work if you will be active in the Church, and you will be an influence for good in the world.

Joseph Anderson, CR, Oct. 1971, p. 162-163
We have made remarkable progress in scientific research and education, in transportation and communication. Science has found the cure for many dread diseases, alleviated pain, and lengthened the span of life. Superstition has been overcome to a great extent and we have been blessed with such comforts of life as our forefathers never dreamed possible. But in spite of these remarkable developments, there is great confusion and uncertainty in the realm of religion.

True religion needed
The thing that is needed more than anything else today is a return to faith in the Lord Jesus Christ and in the gospel plan that he gave. Today, as perhaps seldom if ever before, civilization is in need of a knowledge of the true and living God. Yes, the cure for the ills that beset the world today is true religion. We need the humility of prayer, and a determination to learn God's will and to keep the commandments that he has given. We need faith that our Savior lives, faith in his redeeming sacrifice. In other words, Christ and his teachings should become the center of our lives.

Our late president, President David O. McKay, in an interview with a leading journalist sometime ago, was asked: "If you had the power to grant unto America one great wish, what would it be?" His answer was: "I would wish that America had a testimony of the Lord Jesus Christ and would obey his principles; that would bring peace on earth. I believe that is the greatest blessing that can be given."
Ezra Taft Benson, CR, Apr. 1972, p. 51
Now undoubtedly Moroni could have pointed out many factors that led to the destruction of the people, but notice how he singled out the secret combinations, just as the Church today could point out many threats to peace, prosperity, and the spread of God's work, but it has singled out the greatest threat as the godless conspiracy. There is no conspiracy theory in the Book of Mormon‹it is a conspiracy fact.

Then Moroni speaks to us in this day and says, "Wherefore, the Lord commandeth you, when ye shall see these things come among you that ye shall awake to a sense of your awful situation, because of this secret combination which shall be among you. . . . (Eth. 8:24 [Ether 8:24] .)

The Book of Mormon further warns that "whatsoever nation shall uphold such secret combinations, to get power and gain, until they shall spread over the nation, behold they shall be destroyed. . . ." (Eth. 8:22 [Ether 8:22] .)

Dangers ahead
This scripture should alert us to what is ahead unless we repent, because there is no question but that as people of the free world, we are increasingly upholding many of the evils of the adversary today. By court edict godless conspirators can run for government office, teach in our schools, hold office in labor unions, work in our defense plants, serve in our merchant marines, etc. As a nation, we are helping to underwrite many evil revolutionaries in our country.

Harold B. Lee, CR, Oct. 1972, p. 127
Sin of adultery
I want to warn this great body of priesthood against that great sin of Sodom and Gomorrah, which has been labeled as a sin second only in seriousness to the sin of murder. I speak of the sin of adultery, which, as you know, was the name used by the Master as he referred to unlicensed sexual sins of fornication as well as adultery; and besides this, the equally grievous sin of homosexuality, which seems to be gaining momentum with social acceptance in the Babylon of the world, of which Church members must not be a part.

While we are in the world, we must not be of the world. Any attempts being made by the schools or places of entertainment to flaunt sexual perversions, which can do nothing but excite to experimentation, must find among the priesthood in this church a vigorous and unrelenting defense through every lawful means that can be employed.

Robert L. Simpson, CR, Oct. 1972, p. 145
The gradual infiltration of this mind-polluting material has quietly engulfed us on a wide front. Today's so-called acceptable motion picture would have been banned from public viewing just a few short years ago. Many of the recommended reading lists of our public schools would have been classified as unacceptable less than a generation ago. All of us, by the flip of a switch, allow much highly questionable and some downright objectionable filth to occupy the center stage of our family circle. Public attitude against smut has very gradually been lulled into a state of mild resistance‹so mild, in fact, that the adversary has already won a major victory whether we are ready to admit it or not.

Action to be taken
Now the question follows: Is there really anything that can be done? Why, of course there is, and if every God-fearing citizen would band together on a few fundamental steps, this entire trend could be turned around.
How about taking a few minutes, for example, to voice objection to the local supermarket manager about easy availability and prominent display of unacceptable material on his periodical display rack.

How about taking just five minutes each week to review the TV log and then establishing a few rules that all the family agrees to concerning viewing time and on which channel.

Why not make some effort to find out something about the next movie that will engage your family's undivided attention for two and a half or three hours and will probably cost you far more than you contributed to the poor and the needy that month. It goes without saying that all X- and R-rated movies are automatically eliminated.

Perhaps we should all become a lot more interested in what the school is recommending and making available to our children. How many school meetings or visits did you make during the past year?

Marion D. Hanks, CR, Oct. 1972, p. 167-168
There are so many great young people. One who comes to mind was a well-dressed, good-looking young man, sharp, well-spoken, and contemporary in every constructive way, but he was obviously deeply distressed as he rose to offer a greeting in behalf of the university student body of which he was president. His audience was made up of regents and trustees of institutions of higher education meeting in conference at his school. The group had listened to a series of speeches from educators, noting with approval the abandonment on college and university campuses of the doctrine of in loco parentis, a term that means, as you may know, "standing in the place of a parent." The schools, the speakers said, no longer accept the responsibility of standing in the place of a parent to the students who attend them. Knowledge, intellect, reason‹these are the goods with which these institutions deal; the private life of the individual is not their proper concern.

The young student president said what many of us were thinking:

"I've listened to your announcement of the abandonment of the principle of in loco parentis," he said, "and feel there is something you should know. If in fact the school is no longer interested in or willing to fill that role‹if it doesn't care about us as persons, as good parents would care‹then that leaves a great many of us with no parents at all any place."

No further explanation was made, and none was needed.

Pressures on youth
As pressures in our communities have intensified for the young, so life on many college campuses has undergone a great transformation in the last decade, not so much in the classroom or curriculum as in the nature of student life out of class. While a few activists have had the chief attention, every student in the affected schools has been influenced by the breakdown of the rules that once governed the lives of undergraduates.

Only a few years ago most colleges made a vigorous effort to enforce regulations governing dormitory standards and hours, student dress, sexual behavior, drinking, and chaperonage. Now in many institutions all of this has changed. Revolutionary and rebellious behavior seems to have toned down, but many rules formerly enforced have all but disappeared.

What is likely to happen to inexperienced young persons dropped into such a situation in the school or community?

Paul H. Dunn, CR, Apr. 1973, p. 38-39
Little red schoolhouse
"Once upon a time, there was a little red schoolhouse with one big room for 27 children. The teacher sat with an American flag on one side of her and a blackboard on the other. The children sat in rows facing her, the littlest ones in front. The youngest was seven, and she was very little. The biggest was 16, and he was six feet tall. The youngest was smart, and she could read with the other children. The biggest was dumb, but he was strong and could help the teacher carry in wood. In bad weather, he carried the littlest girl across the puddle in front of the schoolhouse. And sometimes she helped him with his reading.

"Then one day the state built a big highway, right past the schoolhouse door. And the State Education Department came by and said, 'Great things are happening in education. There are special teachers for arithmetic, reading, art and music. If you combine with other schoolhouses, you could have a great big school where your children could have all the advantages. And big yellow buses could carry your children over the new highway right up to the school door.' So the parents voted to consolidate, and the little red schoolhouse was abandoned.

"At first things went well in the big school. But after a while, the State Education Department said that it wasn't providing the children with enough meaningful experiences. And some parents complained that the children were not learning to read and write and figure as well as they had in the little red schoolhouse. 'We will try some new things,' said the educators. So they tried the ungraded primer, where fast readers were not slowed down by slow readers, and where children who had trouble with numbers did not get moved on to the next grade before they could add 3 and 5. This helped, but not enough.

" 'We will try something more,' the educators said. 'We will tear down some walls at the new school, so the children will be working together in one big room. That way, there will be less peer-group competition.'

"Finally, an important educator came along, looked at the school and said, 'This is good, but it is not good enough. It is too big, and the children are losing their identity. There are not enough interpersonal relationships in the infrastructure. What we really need is a one-room schoolhouse. And since red is a cheerful color, I think we ought to paint it red.' " (From Mt. Kisco, N.Y., Patent Trader, in Reader's Digest, March 1973, p. 68. Used by permission.)

Emphasis on individual
The educator in this story did not mean that the consolidated school, the special teachers, or the ungraded primer were not advantages. The point of the story is that along with the wonderful new discoveries in education, the emphasis must still be placed upon the individual and upon his needs and relationships with others.

This philosophy applies just as importantly to Church organizations as it does to the little red schoolhouse. In a revelation given to the Prophet Joseph Smith just prior to the organization of the Church, the Lord said:

"Remember the worth of souls is great in the sight of God;
Howard W. Hunter, CR, Oct. 1973, p. 65-66
Effects of modernization
Society has made a great effort to modernize the world in education, communication, travel, health, commerce, housing, and in many other ways, so as to increase the standard of living; but what has this socialization and modernization done to the family‹the basic institution of society? Never before has there been greater instability. The divorce rate is higher now than at any time in history. Modernization has transferred the responsibility of education from the family to public institutions where modern thought has become paramount and moral principles have become abandoned. The crime rate has increased alarmingly. Drug addiction, disobedience to law, increase in venereal disease, and corruption in all forms seem to be accepted. In this day of modernization, freedom of thought and action is sponsored and promoted without consideration of the responsibilities that must accompany such freedoms if society is to be stabilized. Surely we would agree that the family institution has been seriously, if not irreparably, damaged in our society.

Modernism and religion
In the past, churches have taken a leading role in teaching men to have faith in God and to develop moral stability. What is happening to organized religion as a stabilizing force in society? Many of the largest of the Christian churches have reported losses in membership and also in income to carry on the work of their religious endeavors. Here again modernization has taken a heavy toll.

Modernism has become the order of the day in some religious thought. Modernists advocate a restatement of traditional doctrine on the grounds that today's modern scholastic and scientific advances require a new critical interpretation of the Bible and the history of dogma. The term "modernism" is often used interchangeably with "liberalism." Its advocates claim that religious truths are subject to constant reinterpretation in the light of modern knowledge; [CR, p. 66] therefore, new and more advanced concepts are required to express modern thought and progress.

The Bible has been the subject of attack by modernists. It is said by some that science refuses to support the authenticity of such Biblical accounts as the creation of the world, placing life upon the earth, Adam and Eve and the Garden of Eden, the flood, and many other happenings in the Old and New Testaments. What is claimed to be superior knowledge in this day of enlightenment causes some men to look upon these accounts as fables. Because of this, can believers in Christ repudiate them? In an attempt to regain the confidence of communicants who have ceased to believe, many liberal churches have abandoned one doctrine after another, even to the extent of failing to stand by the doctrine of the existence of a personal God. They no longer uphold as a reality the resurrection of the crucified Savior, and the doctrine of the atoning sacrifice has lost its credibility. Under such circumstances, how can organized religion maintain its place as a stabilizing influence in society?

Fundamental truths
In this day of increased knowledge, higher thought, and a modernization of the old, the simple has been overlooked and the profound sought after. The basic, simple, fundamental truths of the gospel are being ignored. Paul taught the true gospel of Jesus Christ to the people of Galatia and, after he left them, spurious teachers came and turned them from his teachings. This gave rise to the letter written by Paul in strong language of criticism, denouncing those who would pervert his teachings. ...

I believe we can be modern and enjoy the fruits of a modern world and its high standard of living, and I believe we can have the benefits of modern scholarship and scientific advances without turning to the theories of the modernist. I believe the principles of the gospel announced by the Savior in his personal ministry were true when they were given and are true today. Truth is eternal and never changing, and the gospel of Jesus Christ is ever contemporary in a changing world.

The knowledge explosion of which the world is so proud is not of man's creation. It is his discovery of portions of the unlimited knowledge and information which is part of God's knowledge. How we use it is determined by whether we are of the eternal kingdom of God or a part of the temporary understanding of the world. The question is simply this: are we seeking to find our place in the world in the realm of worldly thought, or are we seeking to find our place in the unchanging kingdom of God?
N. Eldon Tanner, CR, Oct. 1973, p. 127
Roles of mothers
Girls, prepare yourselves to assume the roles of mothers by gaining knowledge and wisdom through a good education. We teach that the glory of God is intelligence, and so we must all be aware of what is going on around us and be prepared to thwart Satan in his attempts to divert us from our divine destiny. With knowledge, wisdom, determination, and the Spirit of the Lord to help us we can succeed.

We also believe that women should involve themselves in community affairs and in the auxiliary organizations of the Church, but always remember that home and children come first and must not be neglected. Children must be made to feel that mother loves them and is keenly interested in their welfare and everything they do. This cannot be turned over to someone else. Many experiments have been made and studies carried out which prove beyond doubt that a child who enjoys mother's love and care progresses in every way much more rapidly than one who is left in institutions or with others where mother's love is not available or expressed.

Responsibility of fathers
Fathers, too, must assume their proper role and responsibility. Children need both parents. While they are at home fathers should assume with mothers the duties attendant upon the young children, the discipline and training of the older ones, and be a listening ear for those who need to discuss their problems or want guidance and counseling. Through love establish a good relationship and line of communication with your children.

I would urge all husbands, fathers, sons, and brothers to show our great respect and love and try to be worthy of the women who are our wives, mothers, daughters, sisters, and sweethearts. There is no surer way for a man to show his lack of character, good breeding, and quality than for him to show lack of respect for woman or to do anything that would discredit or degrade her. It is unchristianlike, unfair, and displeasing to God for any husband or father to assume the role of dictatorship and adopt the attitude that he is superior in any way to his wife.

H. Burke Peterson, CR, Apr. 1974, p. 43
Working mothers
One of the great tragedies of our day is the confusion in the minds of some which would cause mothers to go to work in the marketplace. Satan, that master of deceit, would have us believe that when we have problems with our children, the answer may be a nicer home in a finer neighborhood, that they might have their own bedroom, or better quality clothes, and maybe their own car. Satan would have us believe that money or the things money can buy are more important in the home than mother.

Now there are some mothers with school-age children who are the breadwinners of their family and they must work; they are the exception. Fathers and mothers, before you decide you need a second income and that mother must go to work out of the home, may I plead with you: first go to the Lord in prayer and receive his divine approbation. Be sure he says yes. Mothers with children and teenagers at home, before you go out of your homes to work, please count the cost as carefully as you count the profit. Earning a few dollars more for luxuries cloaked in the masquerade of necessity‹or a so-called opportunity for self-development of talents in the business world, a chance to get away from the mundane responsibilities of the home‹these are all satanic substitutes for clear thinking. They are counterfeit thoughts that subvert the responsibilities of motherhood. As you count the costs of mother working out of the home, please consider the following:

Counting the cost
‹A mother gone when her children need her most or one who is too tired from a day spent in employment. Far better for a boy or girl to go to school in last year's shirts or hand-me-down dresses that are clean even though not in the height of fashion and come home to find mother there, than for a boy or girl to go to school in finer and newer clothes and come home to a new TV or a baby-sitter because Mother is away working.
Gordon B. Hinckley, CR, Oct. 1974, p. 144
A coming test
In 1856, when we were largely alone in these valleys, some thought we were safe from the ways of the world. To such talk, Heber C. Kimball, the grandfather of our beloved president, responded: "I want to say to you, my brethren, the time is coming when we will be mixed up in these now peaceful valleys to that extent that it will be difficult to tell the face of a Saint from the face of an enemy to the people of God. Then, brethren," he went on, "look out for the great sieve, for there will be a great sifting time, and many will fall; for I say unto you there is a test, a Test, a TEST coming, and who will be able to stand?" (Orson F. Whitney, Life of Heber C. Kimball, Bookcraft, 1945, p. 446.)

I do not know precisely the nature of that test. But I am inclined to think the time is here and that the test lies in our capacity to live the gospel rather than adopt the ways of the world.

I do not advocate a retreat from society. On the contrary, we have a responsibility and a challenge to take our places in the world of business, science, government, medicine, education, and every other worthwhile and constructive vocation. We have an obligation to train our hands and minds to excel in the work of the world for the blessing of all mankind. In so doing we must work with others. But this does not require a surrender of standards.

Spencer W. Kimball, CR, Oct. 1974, p. 161
Home training
Some years ago when we visited overseas, where the children are exposed in the public school to a constant barrage of propaganda against religion, I asked leaders of the Church how they were able to hold their children to the Church and keep them in the faith. They said, "We scrupulously train our children in our homes, so they know truth from error, and that when they go to school, the godless philosophies to which they are exposed simply run off without penetrating. Our children love and trust us and remain true to the faith." God bless such selfless, faithful parents.
Gordon B. Hinckley, CR, Oct. 1975, p. 58-59
Building public sentiment
Now my third point of beginning: The building of public sentiment begins with a few earnest voices. I am not one to advocate shouting defiantly or shaking fists and issuing threats in the faces of legislators. But I am one who believes that we should earnestly and sincerely and positively express our convictions to those given the heavy responsibility of making and enforcing our laws. The sad fact is that the minority who call for greater liberalization, who peddle and devour pornography, who encourage and feed on licentious display make their voices heard until those in our legislatures may come to believe that what they say represents the will of the majority. We are not likely to get that which we do not speak up for.

Let our voices be heard. I hope they will not be shrill voices, but I hope we shall speak with such conviction that those to whom we speak shall know of the strength of our feeling and the sincerity of our effort. Remarkable consequences often flow from a well-written letter and a postage stamp. Remarkable results come of quiet conversation with those who carry heavy responsibilities.

Declared the Lord to this people: "Wherefore, be not weary in well-doing, for ye are laying the foundation of a great work. And out of small things proceedeth that which is great.

"Behold, the Lord requireth the heart and a willing mind." (D&C 64:33­34.)

This is the essence of the matter‹"the heart and a willing mind." Speak to those who enact the regulations, the statutes, and the laws‹those in government on local, state, and national levels; and those who occupy positions of responsibility as administrators of our schools. Of course, there will be some who will slam the door, some who will scoff. Discouragement may come. It has always been thus. Edmund Burke, speaking on the floor of the House of Commons in 1783, declared concerning the advocate of an unpopular cause:

"He well knows what snares are spread about his path. . . . He is traduced and abused for his supposed motives. He will remember that obloquy is a necessary ingredient in the composition of all true glory: he will remember . . . that calumny and abuse are essential parts of triumph." (Quoted in foreword to John F. Kennedy, Profiles in Courage, New York: Harper & Row, 1964, p. xviii).

The apostle Paul, in his defense [CR, p. 59] before Agrippa. gave an account of his miraculous conversion while on the way to Damascus, declaring that the voice of the Lord commanded him to "rise, and stand upon thy feet." (Acts 26:16.)

I think the Lord would say to us, "Rise, and stand upon thy feet, and speak up for truth and goodness and decency and virtue."

Marion G. Romney, CR, Apr. 1976, p. 166
And in a private letter five years later, President Clark wrote:
"You must remember that back and behind this whole propaganda of 'pensions', gratuities, and doles to which we are now being subjected, is the idea of setting up in America, a socialistic or communistic state, in which the family would disappear, religion would be prescribed and controlled by the state, and we should all become mere creatures of the state, ruled over by ambitious and designing men."

What has happened during the third of a century since this statement was made testifies to President Clark's prophetic insight.

Current problems
Prayer in schools has been dealt a fatal blow. The integrity of the family is being undermined. Unemployment compensation, Medicaid, aid to families with dependent children (AFDC), food stamps, and hundreds of other transfer-payment programs for veterans, widows or widowers, and children are today all supported, totally or in part, by federal and state/local tax revenue.

Little is said or done in these programs about the obligation of parents to care for their own or of recipients to work for what they receive.

N. Eldon Tanner, CR, Apr. 1977, p. 19-20
Education requires integrity
Nor does our world of education escape the need of examining itself for integrity of purpose. Nowhere else, save in the home, is there greater opportunity to practice and to educate in the principles of integrity. There is an undeniable correlation between it and education. The famous English author, Samuel Johnson, understood it and expressed it in these few words: "Integrity without knowledge is weak and useless, and knowledge without integrity is dangerous and dreadful." (Rasselas, ch. 41.)

What a dreadful world we would [CR, p. 20] live in, and how fearful we would be, if there were not an unusual amount of integrity in the areas of the sciences‹physics and so on. Yet there still are some whose sole purpose should be, but is not, the blessing of mankind. Both instructors and students in these areas should be totally honest and aware.

Imagine living in a world where crime was not rampant! This could be so. We bring upon ourselves much of the distress, heartache, and suffering we endure because of moral unsoundness and dishonesty, which are creeping into every vocation and realm of activity. As long ago as 1666, Jean Baptiste Molière, a famous French dramatist, wrote, "If everyone were clothed with integrity, if every heart were just, frank, kindly, the other virtues would be well-nigh useless, since their chief purpose is to make us bear with patience the injustices of our fellows." (Le Misanthrope, act 5, scene 1.)
L. Tom Perry, CR, Apr. 1977, p. 88-89
I received a most interesting letter from a mother a few months ago reporting to me her service hours to her community as a Bicentennial commitment. A portion of her letter read as follows: "I went to a P.T.A. meeting at the beginning of the school year and learned that my sixth-grade daughter was assigned to read a certain book in school. I felt impressed that I should read it to see if it was desirable for children. As I read it, I found it highly undesirable for sixth-graders. It contained profanity, violence, disrespect for adults, especially parents, and was generally gloomy and depressing, with nothing of love and beauty and goodness. I discussed the book with the principal of the school and told him of my concerns. He suggested that I read the whole series of books before condemning them, and if I still felt the same way I could write my objections in a letter and give them to him, giving specific examples of objectionable materials.
"I complied with his suggestion and continued to read the other books and found them also unfit for our children. I felt compelled to write my letter even before I had finished the last in the series.

"I was gratified to receive a call later from the assistant superintendent of this school district, asking me to come to his office. He told me it was not [CR, p. 89] their policy to have books in their basic reading curriculum with profanity in them and that they would immediately remove those books from their school district. He said they were highly embarrassed that someone should have to point out to them the objectionable nature of the books, and that they would see that those persons responsible for reviewing the books in the future did a more thorough job."

Power in righteous living
We have been blessed with the light of the gospel to lead us and to guide and direct our lives. Through our understanding and study of the scriptures, we have a knowledge of the laws of the Lord by which we should govern our earthly conduct. With this great blessing comes an obligation to be a part of the communities in which we live. Our influence should be felt to safeguard the moral standards in the villages, in the towns, and in the cities where our homes are located in all parts of the world. I challenge you to become involved in lifting the moral standards of the communities where your homes are.

Ezra Taft Benson, CR, Apr. 1978, p. 46-47
The Church stands for righteousness
With these prophetic warnings and assurances before us and evidences of evil increasing, Church members are asking: "Why is not the Church doing more to expose the evils of our society?" "Is there a great conspiracy?" "What can I do to fight false philosophies which have crept into our school systems and society in general?" "With the precarious political and economic conditions, should I prepare my sons and daughters for college and future careers?" "Is the Church the only answer to the problems about us, or are there other things we should be doing?"

It is easy to despair when we see about us the moorings of society slipping. We must remember, however, that [CR, p. 47] the Lord sent His Saints into the world "to be a light unto the world, and to be the saviors of men." (D&C 103:9.) This is a time when "Zion must arise and put on her beautiful garments." (D&C 82:14.) The contrast between the Church and the world will be increasingly marked in the future, which contrast, we hope, will cause the Church to be more attractive to those in the world who desire to live according to God's plan for us, His children.

The Church will always stand for that which is honest, virtuous, true and praiseworthy. Such a pronounced stand for righteousness constitutes a repudiation against every evil and all false philosophies. The First Presidency and the Twelve are not oblivious to false philosophies and evils and will continue to warn the world and the Saints as the Lord directs.

Yes, there is a conspiracy of evil. The source of it all is Satan and his hosts. He has a great power over men to "lead them captive at his will, even as many as would not hearken" to the voice of the Lord. (Moses 4:4.) His evil influence may be manifest through governments; through false educational, political, economic, religious, and social philosophies; through secret societies and organizations; and through myriads of other forms. His power and influence are so great that, if possible, he would deceive the very elect. As the second coming of the Lord approaches, Satan's work will intensify through numerous insidious deceptions.
Spencer W. Kimball, CR, Apr. 1979, pp. 4­5
Responsibilities of heads of families
Home life, proper teaching in the home, parental guidance and leadership‹these are the panacea for the ailments of the world and its chil[CR, p. 5]dren. They are the cure for spiritual and emotional diseases and the remedy for its problems. Parents should not leave the training of children to others.

There seems to be a growing tendency to shift this responsibility from the home to outside influences such as the school and the church, and of greater concern, to various child-care agencies and institutions. Important as these outward influences may be, they never can adequately take the place of the influence of the mother and the father. Constant training, constant vigilance, companionship, and being watchmen of our own children are necessary in order to keep our homes intact and to bless our children in the Lord's own way.
Adney Y. Komatsu, CR, Oct. 1979, pp. 100­101
Suffering part of our education
Orson F. Whitney said: "No pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of [CR, p. 101] such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God . . . and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire and which will make us more like our Father and Mother in heaven" (cited in Spencer W. Kimball, Faith Precedes the Miracle, Salt Lake City: Deseret Book Co., 1972, p. 98).

President Kimball said: "Suffering can make saints of people as they learn patience, long-suffering, and self-mastery. The sufferings of our Savior were part of his education.

" 'Though he were a Son, yet learned he obedience by the things which he suffered;

Ezra Taft Benson, CR, Apr. 1981, pp. 47­48
We must remember this world is a telestial environment. Our children grow up in this environment. They are constantly exposed to television programs and movie entertainment which depict the most seamy and perverse side of life. They are barraged with slogans and advertising designed to induce them to practices [CR, p. 48] that rob them of spirituality. Even some textbooks and teaching aids used in our public school systems present theory and, in some instances, falsehood as truth.

Some fathers leave solely to the mother or to the school the responsibility of shaping a

child's ideas and standards. Too often television and movie screens shape our children's values.

We should not assume that public schools always reinforce teachings given in the home concerning ethical and moral conduct. We have seen introduced into many school systems false ideas about the theory of man's development from lower forms of life, teachings that there are no absolute moral values, repudiation of all beliefs regarded as supernatural, permissiveness about sexual freedom that gives sanction to immoral behavior and "alternative life-styles" such as lesbianism, homosexuality, and other perverse practices.

Such teachings not only tend to undermine the faith and morals of our young people, but they deny the existence of God, who gave absolute laws, and the divinity of Jesus Christ. Surely we can see the moral contradiction of some who argue for the preservation of endangered species, but sanction the abortion of unborn humans.

There is a solution, and it is that the Lord expects great things from the fathers of Israel. Fathers must take time to find out what their children are being taught and then take steps to correct false information and teaching.

I know fathers who inquire of their children each evening to determine firsthand what their children are being taught in school and what needs to be corrected. Then, if necessary, they instruct them in what the Lord has revealed. This is application of the principle that "light and truth forsake that evil one." (D&C 93:37.)

Gordon B. Hinckley, CR, Oct. 1981, p. 58
We hear complaints that in high schools where Latter-day Saints are in the majority, those not of our faith feel discriminated against. Most of you will go on missions, we hope all of you. You will learn the importance of friendshipping and fellowshipping. Now is the time to practice these principles, to reach out with appreciation and kindness to others. Many a young man has come into this Church because of the friendship of a high school associate. I earnestly hope that no boy within the sound of my voice will ever do anything to prejudice an associate against the Church or its people.

I should like to add that I feel that there is no real basis for such charges of discrimination. But, be they true or not, I want to suggest that we develop an outreaching attitude to help those who are not of us, to encourage them, to lead them in a gracious and kindly way toward those associations which could expose them to the wonderful programs of the Church.

Victor L. Brown, CR, Oct. 1982, p. 117
Walking uprightly before the Lord includes becoming a responsible individual in all aspects of life. As children attend school, particularly high school, they should be encouraged to take basic courses which may be more demanding than others but which will better prepare them for possible further schooling or for employment.

At whatever level our children complete their formal schooling, they should have learned how important excellence is in all they do. There is always room at the top in any enterprise, and it is always crowded at the bottom. It doesn't matter what the field of endeavor‹plumber, doctor, teacher, lawyer, farmer, carpenter, whatever‹if our children learn early in their lives that they should do their very best, they will be eminently better prepared for the responsibilities of life.

Boyd K. Packer, CR, Apr. 1983, p. 89-92
Control through freedom
I have a message for parents about the education of your children. Several weeks ago I had in my office a four-star general and his wife; they were very impressive people. They admire the Church because of the conduct of our youth. The general's wife mentioned her children, of whom she is justly proud. But she expressed a deep concern. "Tell me," she said, "how you are able to control your youth and build such character as we have seen in your young men?"

I was interested in her use of the word 'control'. The answer, I told them, centered in the doctrines of the gospel. They were interested; so I spoke briefly of the doctrine of agency. I said we develop control by teaching freedom. Perhaps at first they thought we start at the wrong end of the subject. A four-star general is nothing if not a disciplinarian. But when one understands the gospel, it becomes very clear that the best control is self-control.

It may seem unusual at first to foster self-control by centering on freedom of choice, but it is a very sound doctrinal approach.

While either subject may be taught separately, and though they may appear at first to be opposites, they are in fact parts of the same subject.

No true freedom without responsibility
Some who do not understand the doctrinal part do not readily see the relationship between obedience and agency. And they miss one vital connection and see obedience only as restraint. They then resist the very thing that will give them true freedom. There is no true freedom without responsibility, and there is no enduring freedom without a knowledge of the truth. The Lord said, "If ye continue in my word, then are ye my disciples indeed; and ye shall know the truth, and the truth shall make you free" (John 8:31­32).

The general quickly understood a truth that is missed even by some in the Church. Latter-day Saints are not obedient because they are compelled to be obedient. They are obedient because they know certain spiritual truths and have decided, as an expression of their own individual agency, to obey the commandments of God.

Rote learning in the gospel
If you want your children to grow spiritually, teach them the doctrines of the gospel.

If you want your son to play the piano, it is good to expose him to music. This may give him a feel for it and help greatly in his learning. But this is not enough. There is the practice and the memorization and the practice and the practice and the practice before he can play it well.

If you want your daughter to learn a language, expose her to those who speak it. She may get a feel for the language, even pick up many words. But this is not enough. She must memorize grammar and vocabulary. She must practice pronunciation. There is rote learning without which she will never speak or write the language fluently.

So it is with the gospel. One may have a feel for it. But some time one must learn the doctrine. Here, too, rote learning, practice, memorization, reading, listening, discussion, all become essential. There is no royal road to learning.

Support teachers
Parents, you are greatly indebted to teachers. Somehow you must show it by supporting them. Very few teachers are unworthy of support. If there is a problem, too frequently and all too quickly some parents side with their child against a teacher. As a rule of thumb, we have told our youngsters that disrespect for teachers, in public schools or in Church schools, brings trouble at home as well. This year two hundred thousand students are enrolled in seminary, and over one hundred and twenty thousand in institutes of religion in eighteen languages in sixty- [CR, p. 92] eight countries. Whether it be released-time, the early-morning, or the home-study programs, the courses are the same. They center in the scriptures; they teach the doctrine and history of the Church.

Vaughn J. Featherstone, CR, Oct. 1983, p. 52
Benjamin Franklin said, "I think that talents for the education of the youth are the gift of God; and that he on whom they are bestowed, whenever a way is opened for use of them, is as strongly called as if he heard a voice from heaven."

Gordon B. Hinckley, CR, Oct. 1983, p. 66
Education
Now, while I am speaking of youth, I wish to say parenthetically just a word about education. I have great respect and appreciation for teachers. I am pleased to note that there is a public awakening to the need to prioritize our educational resources and programs. We live in a competitive world, and those who are now being trained will need the very best of schooling if they are to be qualified for the society into which they will move within a very short time.

We have in the Church a strong tradition regarding quality education. Over the years we have allocated a substantial part of the Church budget to education, both secular and religious. As a people we have supported public education. Where there is a well-demonstrated need, we should be supportive. Such can become an investment in the lives of our children, our communities, and our nation. However, let it not be supposed that all of the remedies may be found only with increased funding. There is need for a searching analysis of priorities and a careful weighing of costs. Let us be supportive; let us also be prudent concerning the resources of the people.

James E. Faust, CR, Oct. 1985, p. 7-8
We gain knowledge from two sources. One is the divine and the other is secular. Rex E. Lee has referred to them as the "rational process and the extrarational process" (in Speeches of the Year, 1982 [Provo: BYU Press, 1982], p. 131). We are all more familiar with the rational process that we learned in school and through lifelong study. The extrarational, or divine source, is less common. This source is, however, more sure. Both sources may be available to us. Fortunately, we do not have to choose one to the exclusion of the other. Brother Lee continues, "We should feel equally at home in the academy and in the temple. We should regard each as a center of learning" (Speeches, p. 132).

The learning process
We are apparently part of an expanding universe. Secular knowledge is expanding very rapidly. Our knowledge of gospel truth is also expanding. Prophets continue to speak. Increased understanding of the scriptures is also possible. And so the opportunities for the abundant life increase as we pursue the quest for truth and knowledge.

In the infinite process of accepting and rejecting information in the search for light, truth, and knowledge, almost everyone may have at one time or another some private questions. That is [CR, p. 8] part of the learning process. Many are like the biblical father of the child with the "dumb spirit" who pleaded with the Savior: "Lord, I believe; help thou mine unbelief" (Mark 9:24).

Marvin J. Ashton, CR, Oct. 1985, p. 89
Those who are in spiritual peril
The individual, the home, the Church, the school, the government are the fundamental institutions upon which lasting peace depends. The main purpose of schools must always be to develop character, to develop loyalty to the government, loyalty to the home, and loyalty to the individual. This is what real peace is all about‹internal and external. No peace, even though temporarily achieved, will be lasting unless it is built upon the solid foundation of such eternal principles as love of God, love of neighbor, love of self. Most men yearn for peace, cry for peace, pray for peace, and work for peace, but there will not be lasting peace until all mankind follow the path pointed out and walked by the living Christ. There can be no peace in sin and disobedience. If I do not have peace within me, others around me will suffer.

Ezra Taft Benson, CR, Oct. 1986, p. 58-59
We must balance our secular learning with spiritual learning. You young men should be as earnest in enrolling in seminary and learning the scriptures as you are in working toward high school graduation. Young adults enrolled in universities and colleges or other postsecondary training should avail themselves of the opportunity to take institute of religion courses or, if attending a Church school, should take at least one religion course every term. Joining our spiritual education to our secular learning will help us keep focused on the things that matter most in this life. Though I am speaking to you priesthood holders, the same admonition applies to the women of the Church as well as to the men.

There is a philosophy among large numbers of people that sex education in our schools is the answer to the terrible problems of teenage pregnancies, abortions, and other grievous matters.

I am not disposed to discuss in this forum the merits or otherwise of sex education in the public schools. But in passing, I am inclined to agree with one who was recently quoted in the newspaper USA Today: "More sex education in public schools will not reverse the damaging legacy of the sexual revolution unless the clear message is premarital chastity and marital monogamy."

This writer continues: "There are many defects in sex education courses. The philosophy behind them is to ridicule chastity, scoff at fidelity, and glamorize sexual adventurism. They teach there is no such thing as right and wrong. . . .

"Thirty years of advocating sexual liberation has brought raging venereal diseases and rampant teen-age pregnancy. . . .

"Most sex education in the public schools morally disarms the students rather than giving them moral sensitivity to help them make the proper sexual choices. . . .

"Sex education fights the modesty and morality endemic to human life" (Tottie Ellis, "Teaching about Sex Endangers Children," 16 Mar. 1987, p. 12A).

Teach moral cleanliness
There is in each of us that sense of modesty and morality to which this writer refers. To the young men who [CR, p. 59] are here tonight I wish to say that the Lord has made it clear, and the experience of centuries has confirmed it, that happiness lies not in immorality, but rather in abstinence. The voice of the Church to which you belong is a voice pleading for virtue. It is a voice pleading for strength to abstain from that which is evil. It is a voice declaring that sexual transgression is sin. It is contrary to the will of the Lord. It is contrary to the teachings of the Church. It is contrary to the happiness and well-being of those who indulge in it.

James E. Faust, CR, Apr. 1987, p. 101-102
Until recently, ethics and moral philosophy were the foundation of higher education. They were a legacy passed from generation to generation. Those values are as relevant today as when they were taught by Aristotle. Said he, "Man perfected by society is the best of all animals; he is the most terrible of all when he lives without law, and without justice" (Politics, 1.1253a, lines 31­34). Therefore, public and private morality need much greater emphasis everywhere.

Fortify the family
The third, and most important, way to prepare our children for some lasting happiness is to fortify the family. For centuries the family was the bedrock of this and many other nations. It was the glue that held society together. Now many families are in trouble, and the glue is coming unstuck. As a result, many children are bewildered: they are growing physically but lack the support system, the disciplined moral framework, and the love and understanding that a strong family can provide.

It is in a home and with a family that values are usually acquired, traditions are fostered, and commitments to others are established. There are really no adequate substitutes. Church, school, and government programs can only reinforce and supplement that which is acquired at home.

L. Tom Perry, CR, Apr. 1988, p. 16
How our governments need standards of integrity! How our communities need yardsticks to measure decency! How our neighborhoods need models of beauty and cleanliness! How our schools need continued encouragement and assistance to maintain high educational standards! Rather than spend time complaining about the direction in which these institutions are going, we need to exert our influence in shaping the right direction. A small effort by a few can result in so much good for all of mankind.
James E. Faust, CR, Oct. 1990, pp. 42­43
Helping children internalize values
Generally, those children who make the decision and have the resolve to abstain from drugs, alcohol, and illicit sex are those who have adopted and internalized the strong values of their homes as lived by their parents. In times of difficult decisions they are most likely to follow the teachings of their parents rather than the example of their peers or the sophistries of the media which glamorize alcohol consumption, illicit sex, infidelity, dishonesty, and other vices. They are like Helaman's two thousand young men who "had been taught by their mothers, that if [CR, p. 43] they did not doubt, God would deliver them" from death (Alma 56:47). "And they rehearsed . . . the words of their mothers, saying: We do not doubt our mothers knew it" (56:48).

What seems to help cement parental teachings and values in place in children's lives is a firm belief in Deity. When this belief becomes part of their very souls, they have inner strength. So, of all that is important to be taught, what should parents teach? The scriptures tell us that parents are to teach their children "faith in Christ the Son of the living God, and of baptism and the gift of the Holy Ghost," and "the doctrine of repentance" (D&C 68:25). These truths must be taught in the home. They cannot be taught in the public schools, nor will they be fostered by the government or by society. Of course, Church programs can help, but the most effective teaching takes place in the home.

M. Russell Ballard, CR, Apr. 1991, p. 106
We cannot and we must not allow the school, community, television, or even Church organizations to establish our children's values. The Lord has placed this duty with mothers and fathers. It is one from which we cannot escape and one that cannot be delegated. Others may help, but parents remain accountable. Therefore, we must guard the sanctity of our homes because that is where children develop their values, attitudes, and habits for everyday living.

Thomas S. Monson, CR, Oct. 1991, p. 91-92
Most of these little ones come to parents who eagerly await their arrival, mothers and fathers who rejoice to be a part of that miracle we call birth. No sacrifice is too great, no pain too severe, no waiting too long.

No wonder we are shocked when a wire story originating from a city in America informs that "a newborn girl who was wrapped in a paper bag and dumped in a garbage can is under close observation at a hospital. The child is doing well. 'She's a real beautiful, healthy baby,' a hospital spokesman said Wednesday. Police said the infant was discovered after trash men emptied the garbage can into the back end of their dump truck and saw something move in the debris. Authorities are looking for the mother."

It is our solemn duty, our precious privilege, even our sacred opportunity to welcome to our homes and to our hearts the children who grace our lives.

Our children have three classrooms of learning which are quite distinct one from another. I speak of the [CR, p. 92] classroom at school, the classroom in church, and the classroom called home.

Classroom at school
The Church has always had a vital interest in public education and encourages its members to participate in parent-teacher activities and other events designed to improve the education of our youth.

There is no more important aspect of public education than the teacher who has the opportunity to love, to teach, and to inspire eager boys and girls and young men and young women. President David O. McKay said: "Teaching is the noblest profession in the world. Upon the proper education of youth depend the permanency and purity of home, the safety and perpetuity of the nation. The parent gives the child an opportunity to live; the teacher enables the child to live well" (Gospel Ideals [Salt Lake City: Improvement Era, 1953], p. 436). I trust we shall recognize their importance and their vital mission by providing adequate facilities, the finest of books, and salaries which show our gratitude and our trust.

Boyd K. Packer, CR, Apr. 1992, p. 92
Society excuses itself from responsibility except for teaching the physical process of reproduction to children in school to prevent pregnancy and disease and providing teenagers with devices which are supposed to protect them from both.

When any effort is made to include values in these courses‹basic universal values, not just values of the Church, but of civilization, of society itself‹the protest arises, "You are imposing religion upon us, infringing upon our freedom."

Freedom to choose
While we pass laws to reduce pollution of the earth, any proposal to protect the moral and spiritual environment is shouted down and marched against as infringing upon liberty, agency, freedom, the right to choose.

Interesting how one virtue, when given exaggerated or fanatical emphasis, can be used to batter down another, with freedom, a virtue, invoked to protect vice. Those determined to transgress see any regulation of their lifestyle as interfering with their agency and seek to have their actions condoned by making them legal.

People who are otherwise sensible say, "I do not intend to indulge, but I vote for freedom of choice for those who do."

Gordon B. Hinckley, CR, Apr. 1992, p. 97
The loss of moral values
Now I know, as do you, that there are millions of young people in this nation and in every nation who live wholesome, good lives and who are ambitious to make something of themselves. But no one can blink at the fact that in this land, and in other lands across the world, there is an epidemic affecting the lives of millions of youth. It is a sickness that comes of a loss of values, of an abandonment of moral absolutes. The virus which has infected them comes of leaderless families, leaderless schools, leaderless communities. It comes of an attitude that says, "We will not teach moral values. We will leave the determination of such to the individual." Parents, in all too many cases, have abdicated their responsibility to "train up a child in the way he should go" so that "when he is old, he will not depart from it" (Proverbs 22:6). Educators in all too many cases have adopted an attitude of moral neutrality.

Many public officers have abandoned any reverent use of the name of God in public meetings, thereby closing the door to Deity when it is plainly evident there is a need for wisdom beyond their own.

If we deny the one sure source of moral truth, then from whence will it come?

Russell M. Nelson, CR, Oct. 1992, p. 4
Now as Church membership worldwide exceeds eight million, it is evident that a direct role of the Church in secular education is no longer feasible. Yet our commitment to education remains constant.

Scriptures teach that "the glory of God is intelligence" (D&C 93:36). They also teach that individual "intelligences . . . were organized before the world was" (Abraham 3:22). "Man was also in the beginning with God. Intelligence, or the light of truth, was not created or made, neither indeed can be" (D&C 93:29).

Our personal intelligence is everlasting and divine. I believe Thomas Jefferson felt that dignity of the human spirit when he wrote, "I have sworn upon the Altar of God, eternal hostility against every form of tyranny over the mind of man."(in Elbert D. Thomas, Thomas Jefferson, World Citizen, New York: Modern Age Books, 1942, p. 251)

Seek education
Because of our sacred regard for each human intellect, we consider the obtaining of an education to be a religious responsibility. Yet opportunities and abilities differ. I believe that in the pursuit of education, individual desire is more influential than institution, and personal faith more forceful than faculty.

Our Creator expects His children everywhere to educate themselves. He issued a commandment: "Seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best books words of wisdom; seek learning, even by study and also by faith" (D&C 88:118). And He assures us that knowledge acquired here will be ours forever (see D&C 130:18­19).

Measured by this celestial standard, it is apparent that those who impulsively "drop out" and cut short their education not only disregard divine decree but frustrate the realization of their own potential.
Neal A. Maxwell, CR, Apr. 1993, p. 96
Since democracy depends upon citizens' obedience to the unenforceable, why then the stiff resistance to moral education which could emphasize widely shared and time-tested principles?

A sin-resistant counterculture
Only reform and self-restraint, institutional and individual, can finally rescue society! Only a sufficient number of sin-resistant souls can change the marketplace. As Church members we should be part of that sin-resistant counterculture. Instead, too many members are sliding down the slope, though perhaps at a slower pace.

In a "wheat and tares" world, how unusually blessed faithful members are to have the precious and constant gift of the Holy Ghost with reminders of what is right and of the covenants we have made. "For behold, . . . the Holy Ghost . . . will show unto you all things what ye should do" (2 Nephi 32:5). Whatever the decibels of decadence, these need not overwhelm the still, small voice! Some of the best sermons we will ever hear will be thus prompted from the pulpit of memory‹to an audience of one!

Gordon B. Hinckley, CR, Oct. 1993, p. 77
The answer: teach values at home
What is the answer? Is there any way to change the course of the ethical and moral slide we are experiencing? I believe there is.

What is happening is simply an ugly expression of the declining values of our society. Those who are concerned with the problem advocate more legal regulation, large appropriations for increased police forces, tax increases to build additional jails and prisons. These may be needed to deal with the present problems. They may help in the near term. But they will be only as a bandage too small for the sore. They may help in taking care of the fruits, but they will not get at the roots. In searching for remedies, we speak of a greater work that must be done in our schools. But educators have largely abdicated their responsibility for teaching values. The Church is looked to‹this and all other churches. I am grateful for what the Pope recently said in Denver in warning against moral pitfalls. I am pleased to note that the Baptists have begun a campaign for chastity. We as a church are doing much, very much, and I think we are accomplishing much. But it is not enough.

When all is said and done, the primary place in building a value system is in the homes of the people.
Boyd K. Packer, CR, Apr. 1994, p. 24
Satan's attacks on the family
The ultimate purpose of the adversary, who has "great wrath, because he knoweth that he hath but a short time,"(Rev 12:12) is to disrupt, disturb, and destroy the home and the family. Like a ship without a rudder, without a compass, we drift from the family values which have anchored us in the past. Now we are caught in a current so strong that unless we correct our course, civilization as we know it will surely be wrecked to pieces.

Moral values are being neglected and prayer expelled from public schools on the pretext that moral teaching belongs to religion. At the same time, atheism, the secular religion, is admitted to class, and our youngsters are proselyted to a conduct without morality.

Neal A. Maxwell, CR, Apr. 1994, p. 119,121-122
Terrible trends in society
Note several terrible trends which, if uncorrected, will produce an even worse coalition of consequences.
If the combination of rainmakers prevails, however, the rains will continue to descend, and the floods will continue to come. Dikes and sandbags downstream will be no match for the coming [CR, p. 122] crests. More and more families, even nations, if built upon secular sand instead of gospel granite, will suffer.

As the number of dysfunctional families increases, their failures will spill into already burdened schools and streets. It is not a pretty scene even now.

Nations in which traditional idealism gives way to modern cynicism will forfeit the blessings of heaven, which they so urgently need, and such nations will also lose legitimacy in the eyes of their citizens.