Gospel Doctrine: Selections from the Sermons and Writings of Joseph F. Smith

by Joseph F. Smith

Who is there, under the circumstances that exist around us, that is not growing? Who is there of us that is not learning something day by day? Who is there of us that is not gaining experience as we pass along, and are attending to the duties of membership in the Church, and to the duties of citizens of our state, and citizens of our great and glorious nation? It seems to me that it would be a very sad comment upon the Church of Jesus Christ of Latter-day Saints and her people to suppose for a moment that we are at a standstill, that we have ceased to grow, ceased to improve and to advance in the scale of intelligence, and in the faithful performance of duty in every condition in which we are placed as a people and as members of the Church of Christ.—Oct. C. R., 1915, p. 2.

ADDRESS ON IGNORANCE. The subject which has been dwelt upon is a broad one: "What can be done to stem the tide of evil that is sweeping through the land?" I apprehend that one of the greatest evils existing, that is "sweeping through the land," is that of ignorance, coupled with indifference. I presume that if the ignorant were not so indifferent to these facts and to their condition they might be prompted to learn more than they do. The trouble with men and women is that they too frequently close their eyes to the facts that exist around them, and it seems to be very difficult for many of the people to learn and adapt to their lives those simple truths that should be in fact the household words and precepts of every Latter-day Saint, and of every home of a Latter-day Saint. How shall we stem the tide of this evil, this indifference, this consequent ignorance? It appears to me that the only way to do it is to wake up and become interested, or to interest ourselves in those things which are so important and necessary to the happiness and well-being of the children of men, especially that which is so needful for the happiness and well-being of ourselves individually.

It isn't all that is necessary, to learn the truth or to cease to be ignorant. Following that comes the application of the understanding and knowledge that we gain, to those works and things that are needful for our protection and for the protection of our children, our neighbors, our homes, our happiness.

I see occasionally, as I walk out in the evening, crowds of little girls and boys who seem to me from their appearance as not yet having reached their teens, little boys and little girls perhaps from ten to fourteen, and perhaps some of them older, in defiance of the curfew law, playing in the streets, loitering together in shady nooks, in alleys, in the recesses about their homes or the homes of somebody else. This I apprehend is an evil, a very serious evil. How will you stem it? How can it be prevented?—M. I. A. Conference, 1910; Young Woman's Journal, Vol. 21, pp. 403-406.

THE VALUE OF PRACTICAL EDUCATION. I have often thought of the undesirableness of the young men of our community seeking for light employments, and lucrative positions, without regard to manual and mechanical skill, and knowledge and ability in agriculture.

None can deny that there is too great a tendency among the young men, especially in our larger cities, to seek the lighter employments. Politics, law, medicine, trade, clerking, banking, are needful and good in their place, but we need builders, mechanics, farmers, and men who can use their powers to produce something for the use of man.

Salaried positions, in which little responsibility is required, are well enough for young men who are making a beginning, but it should be the ambition of all to get out and take upon themselves responsibility, and to become independent, by themselves becoming producers, and skilful workers.

If life is valuable in comparison with the experience we obtain, every youth will increase the worth of his life in proportion to the new obstacles that he is able to conquer. In a routine, there are no difficulties to encounter; neither is there profit to the mind or body in the sameness of dependent positions. But let the man who would grow and develop, go forth into the practical and productive ways of life. These will lead to broadmindedness and independence, while the other road ends in narrowness and dependence.

And here, also, a word to parents who have daughters. Are you fitting them for the practical duties of mother and wife, that they may in due time go out and make homes what they should be? Or are you training your daughters to play the lady by making them accomplished in flourishes, and expert in ostentatious embellishments? Is mother doing all the work? If you say yes to the last two questions, you are not doing your full duty to your child. For, while accomplishment and polished grace, attainments in music and art, and a knowledge of the sciences, are good and useful in their place, it is not intended that these shall replace the common labors of life. Where children are so trained, their parents have done them a positive injustice, of which both the children and the parents may live to be ashamed.

While we are educating our children in all that may be termed the beautiful in science and art, we should not fail to insist that they shall learn to do practical things, and that they do not despise the common labors of life. Any other course toward them is an injustice to the boys and girls, as well as to ourselves and the community in general.