CT 276, 307
(Counsels to Parents, Teachers, and Students 276, 307)
By the Israelites, industrial training was regarded as a duty. Every father was required to see that his sons learned some useful trade. The greatest men of Israel were trained to industrial pursuits. A knowledge of the duties pertaining to housewifery was considered essential for every woman; and skill in these duties was regarded as an honor to women of the highest station. (CT 276.1) MC VC
Various industries were taught in the schools of the prophets, and many of the students sustained themselves by manual labor. (CT 276.2) MC VC
Christ’s Example VC
The path of toil appointed to the dwellers on earth may be hard and wearisome; but it is honored by the footprints of the Redeemer, and he is safe who follows in this sacred way. By precept and example, Christ has dignified useful labor. From His earliest years He lived a life of toil. The greater part of His earthly life was spent in patient work in the carpenter’s shop at Nazareth. In the garb of a common laborer the Lord of life trod the streets of the little town in which He lived, going to and returning from His humble toil; and ministering angels attended Him as He walked side by side with peasants and laborers, unrecognized and unhonored. (CT 276.3) MC VC
When He went forth to contribute to the support of the family by His daily toil He possessed the same power as when on the shores of Galilee He fed five thousand hungry souls with five loaves and two fishes. But He did not employ His divine power to lessen His burdens or lighten His toil. He had taken upon Himself the form of humanity, with all its attendant ills, and He did not flinch from its severest trials. He lived in a peasant’s home; He was clothed with coarse garments; He mingled with the lowly; He toiled daily with patient hands. His example shows us that it is man’s duty to be industrious and that labor is honorable. (CT 276.4) MC VC
A Practical Training VC
Useful manual labor is a part of the gospel plan. The Great Teacher, enshrouded in the pillar of cloud, gave directions to Israel that every youth should be taught some line of useful employment. Therefore it was the custom of the Jews, the wealthy as well as the poorer classes, to teach their sons and daughters some useful trade, so that, should adverse circumstances arise, they would not be dependent upon others, but would be able to provide for their own necessities. They might be instructed in literary lines, but they must also be trained to some craft. This was deemed an indispensable part of their education. (CT 307.1) MC VC
Now, as in the days of Israel, every youth should be instructed in the duties of practical life. Each should acquire a knowledge of some branch of manual labor by which, if need be, he may obtain a livelihood. This is essential, not only as a safeguard against the vicissitudes of life, but from its bearing upon physical, mental, and moral development. Even if it were certain that one would never need to resort to manual labor for support, still he should be taught to work. Without physical exercise no one can have a sound constitution and vigorous health; and the discipline of well-regulated labor is no less essential to the securing of a strong, active mind and a noble character. (CT 307.2) MC VC
Students who have gained book knowledge without gaining a knowledge of practical work cannot lay claim to a symmetrical education. The energies that should have been devoted to business of various lines have been neglected. Education does not consist in using the brain alone. Physical employment is a part of the training essential for every youth. An important phase of education is lacking if the student is not taught how to engage in useful labor. (CT 307.3) MC VC