With the present plan of education, a door of temptation is opened to the youth. Although they generally have too many hours of study they have many hours without anything to do. These leisure hours are frequently spent in a reckless manner.... Very many young men who have been religiously instructed at home, and who go out to the schools comparatively innocent and virtuous, become corrupt by associating with vicious companions. They lose self-respect and sacrifice noble principles. Then they are prepared to pursue the downward path; for they have so abused conscience that sin does not appear so exceeding sinful. These evils ... might be remedied in a great degree if study and labor could be combined....
(CT 285.1)
Some students put the whole being into their studies and concentrate their minds upon the object of obtaining an education. They work the brain, but allow the physical powers to remain inactive. Thus the brain is overworked, and the muscles become weak because they are not exercised. When these students are graduated, it is evident that they have obtained their education at the expense of life. They have studied day and night, year after year, keeping their minds continually upon the stretch, while they have failed to exercise their muscles sufficiently....
(CT 285.2)
Young ladies frequently give themselves up to study, to the neglect of other branches of education even more essential for practical life than the study of books. And after having obtained their education, they are often invalids for life. They have neglected their health by remaining too much indoors, deprived of the pure air of heaven and of the God-given sunlight. These young women might have come from school in health had they combined with their studies household labor and exercise in the open air.
(CT 285.3)
Health is a great treasure. It is the richest possession that mortals can have. Wealth, honor, or learning is dearly purchased if it be at the loss of the vigor of health. None of these attainments can secure happiness if health is wanting....
(CT 286.1)
The Curse of Inaction
In many cases parents who are wealthy do not feel the importance of giving their children an education in the practical duties of life as well as in the sciences. They do not see the necessity, for the good of their children’s minds and morals, and for their future usefulness, of giving them a thorough understanding of useful labor. This is due their children, that, should misfortune come, they could stand forth in noble independence, knowing how to use their hands. If they have a capital of strength they cannot be poor even if they have not a dollar.
(CT 286.2)
Many who in youth were in affluent circumstances may be robbed of all their riches and be left with parents and brothers and sisters dependent upon them for sustenance. Then how important that every youth be educated to labor, that he may be prepared for any emergency! Riches are indeed a curse when their possessors let them stand in the way of their sons and daughters’ obtaining a knowledge of useful labor, that they may be qualified for practical life....
(CT 286.3)
Poverty, in many cases, is a blessing, for it prevents youth and children from being ruined by inaction. The physical as well as the mental powers should be cultivated and properly developed. The first and constant care of parents should be to see that their children have firm constitutions, that they may be sound men and women. It is impossible to attain this object without physical exercise. For their own physical health and moral good, children should be taught to work, even if there is no necessity so far as want is concerned. If they would have pure and virtuous characters they must have the discipline of well-regulated labor, which will bring into exercise all the muscles. The satisfaction that children have in being useful, and in denying themselves to help others, will be the most healthful pleasure they can enjoy....
(CT 287.1)
Parents, inaction is the greatest curse that ever came upon youth. Your daughters should not be allowed to lie in bed late in the morning, sleeping away the precious hours lent them of God to be used for the best purpose, and for which they will have to give an account to Him. That mother does her daughters great injury who bears the burdens that, for their own present and future good, they should share with her....
(CT 287.2)
Advantages of Physical Labor
Exercise in household labor is of the greatest advantage to young girls. Physical labor will not prevent the cultivation of the intellect: far from it. The advantages gained by physical labor will balance a person and prevent the mind from being overworked. The toil will come upon the muscles and relieve the wearied brain.... A sound body is required for a sound intellect. Physical soundness and a practical knowledge of all the necessary household duties will never be a hindrance to a well-developed intellect; both are highly important....
(CT 287.3)
Provision should have been made in past generations for education upon a larger scale. In connection with the schools should have been agricultural and manufacturing establishments. There should also have been teachers of household labor. And a portion of the time each day should have been devoted to labor that the physical and mental powers might be equally exercised. If schools had been established on the plan we have mentioned, there would not now be so many unbalanced minds....
(CT 288.1)
A constant strain upon the brain while the muscles are inactive, enfeebles the nerves and gives to students an almost uncontrollable desire for change and exciting amusements. When they are released, after being confined to study several hours each day, they are nearly wild. Many have never been controlled at home. They have been left to follow inclination, and they think that the restraint of the hours of study is a severe tax upon them; and because they have nothing to do after study hours, Satan suggests sport and mischief for a change. Their influence over other students is demoralizing....
(CT 288.2)
Had there been agricultural and manufacturing establishments connected with our schools, and had competent teachers been employed to educate the youth in the different branches of study and labor, devoting a portion of each day to mental improvement and a portion to physical labor, there would now be a more elevated class of youth to come upon the stage of action, to have influence in molding society. Many of the youth graduated from such institutions would come forth with stability of character. They would have perseverance, fortitude, and courage to surmount obstacles, and such principles that they would not be swayed by a wrong influence however popular.
(CT 288.3)
There should have been experienced teachers to give lessons to young ladies in the cooking department. Young girls should have been taught how to cut, make, and mend garments, and thus become educated for the practical duties of life. For young men, there should have been establishments where they could learn different trades, which would bring into exercise their muscles as well as their mental powers.
(CT 289.1)
If the youth can have but a one-sided education, which is of the greater consequence, a knowledge of the sciences, with all the disadvantages to health and life, or a knowledge of labor for practical life? We unhesitatingly answer, The latter. If one must be neglected, let it be the study of books.
(CT 289.2)
The Education of Girls
There are very many girls who are married and have families who have but little practical knowledge of the duties devolving upon a wife and mother. They can read, and play upon an instrument of music; but they cannot cook. They cannot make good bread, which is very essential to the health of the family. They cannot cut and make garments, for they have never learned how. They regard these things as unessential, and in their married life they are as dependent upon someone to do these things for them as are their own little children. It is this inexcusable ignorance in regard to the most needful duties of life which makes very many unhappy families....
(CT 289.3)
Equalizing Labor
The minds of thinking men labor too hard. They frequently use their mental powers prodigally; while there is another class whose highest aim in life is physical labor. The latter class do not exercise the mind. Their muscles are exercised, while their brains are robbed of intellectual strength; just as the minds of thinking men are worked while their bodies are robbed of strength and vigor by their neglect to exercise their muscles.... If the intellectual would to some extent share the burden of the laboring class, and thus strengthen the muscles, the laboring class might do less, and devote a portion of their time to mental and moral culture. Those of sedentary and literary habits should take physical exercise, even if they have no need to labor as far as means are concerned. Health should be a sufficient inducement to lead them to unite physical with mental labor.
(CT 290.1)
Moral, intellectual, and physical culture should be combined in order to have well-developed, well-balanced men and women. Some are qualified to exercise great intellectual strength, while others are inclined to love and enjoy physical labor. Both of these classes should seek to improve where they are deficient, that they may present to God their entire being, a living sacrifice, holy and acceptable to Him, which is their reasonable service....
(CT 290.2)
Those who are content to devote their lives to physical labor, and leave others to do the thinking for them, while they simply carry out what other brains have planned, will have strength of muscle, but feeble intellects. Their influence for good is small in comparison with what it might be if they would use their brains as well as their muscles. This class fall more readily if attacked by disease, because the system is not vitalized by the electrical force of the brain to resist disease. Men who have good physical powers should educate themselves to think as well as to act, and not depend upon others to be brains for them.
(CT 291.1)
Work Not Degrading
It is a popular error with a large class to regard work as degrading; therefore young men are very anxious to educate themselves to become teachers, clerks, merchants, lawyers, and to occupy almost any position that does not require physical labor. Young women regard housework as belittling. And although the physical exercise required to perform household labor, if not too severe, is calculated to promote health, yet they seek for an education that will fit them to become teachers or clerks, or they learn some trade that will confine them indoors to sedentary employment....
(CT 291.2)
True, there is some excuse for young women not choosing housework for an employment because those who hire kitchen girls generally treat them as servants. Frequently the employers do not respect them, but treat them as if they were unworthy to be members of the family. They do not give them the privileges they give the seamstress, the copyist, and the teacher of music.
(CT 291.3)
But there can be no employment more important than that of housework. To cook well, to place wholesome food upon the table in an inviting manner, requires intelligence and experience. The one who prepares the food that is to be placed in the stomach, to be converted into blood to nourish the system, occupies a most important and elevated position. The position of copyist, dressmaker, or music teacher cannot equal in importance that of the cook.
(CT 292.1)
A Reformatory Work
Time is too short now to accomplish that which might have been done in past generations; but we can do much, even in these last days, to correct the existing evils in the education of youth....
(CT 292.2)
We are reformers. We desire that our children should study to the best advantage. In order that they may do this, employment should be given them which will call the muscles into exercise. Daily systematic labor should constitute a part of the education of the youth, even at this late period. Much can now be gained by connecting labor with our schools. In following this plan the students will realize elasticity of spirit and vigor of thought, and will be able to accomplish more mental labor in a given time than they could be study alone. And they can leave school with their constitutions unimpaired and with strength and courage to persevere in any position in which the providence of God may place them.
(CT 292.3)
Because time is short, we should work with diligence and double energy. Our children may never enter college, but they can obtain an education in those essential branches which they can turn to a practical use, and which will give culture to the mind and call its powers into exercise. Very many youth who have gone through a college course have not obtained that true education that they can put to practical use.—Testimonies for the Church 3:148-159.
(CT 293.1)
I appeal to our churches where there are schools, to appoint as teachers of the children and youth those who love the Lord Jesus Christ and who will make the word of God the foundation of education. And they should teach the youth to keep themselves in health by obedience to the laws of right living. Teachers and pupils will derive mental and spiritual help from self-denial, by practicing the principles of health reform. They will surely find, as did Daniel and his companions, that blessings come from conforming the life to God’s word.
(CT 293.2)
“Watch and pray,”(Matthew 26:41; Mark 13:33) is an injunction often repeated in the Scriptures. In the lives of those who obey this injunction there will be an undercurrent of happiness that will bless all with whom they are brought in contact. Those who are sour and cross in disposition will become sweet and gentle; those who are proud will become meek and lowly.
(CT 293.3)