What is [education] for? The improvement of the mind; to instruct us in all arts and sciences, in the history of the world, in the laws of nations; to enable us to understand the laws and principles of the life and how to be useful while we live. 
Ours is a religion of improvement; it is not contracted and confined; but is calculated to expand the minds of the children of men and lead them up into the state of intelligence that will be an honor to our being. 
A firm, unchangeable course of righteousness through life is what secures to a person true intelligence. 
I speak this for the comfort of my brethren and sisters who have been poor. They have come here, and what do we see? The youth, the middle-aged and the old improving in letters, in mechanism and in the arts and sciences. We bring them here to improve them, and if the Lord will bless us sufficiently, and the people will bless themselves, we will have a nation that understands all things pertaining to the earth that it is possible for man to grasp. Will this people be praiseworthy? Yes, and honored and honorable. Will they be looked to as examples? Yes; and it is the duty of the Latter-day Saints to live their religion so that all the world can say there is a pattern for us, not only in our business and worship, but in our knowledge of things that are, things that have been and of things that are yet to come, until the knowledge of Zion shall reach the uttermost parts of the earth, and the kings and great men shall say, “Let us go up to Zion and learn wisdom.” 
The results of the education and traditions of the inhabitants of the earth, are interwoven with their feelings, and are like a cloak that envelopes them, in the capacity of societies, neighborhoods, people, or individuals; they frame that kind of government and religion, and pursue that course collectively or individually, that seemeth good to themselves. 
Will education feed and clothe you, keep you warm on a cold day, or enable you to build a house? Not at all. Should we cry down education on this account? No. What is it for? The improvement of the mind; to instruct us in all arts and sciences, in the history of the world, in the laws of nations; to enable us to understand the laws and principles of life, and how to be useful while we live. 
What is the religion of the day? What are all the civil laws and governments of the day? They are merely traditions, without a single exception. Do the people realize this—that it is the force of their education that makes right and wrong with them? It is not the line which the Lord has drawn out; it is not the law which the Lord has given them; it is not the righteousness which is according to the character of him who has created all things, and by his own law governs and controls all things; but by the prejudice of education—the prepossessed feeling that is begotten in the hearts of the children of men, by surrounding objects. 
Learn everything that the children of men know, and be prepared for the most refined society upon the face of the earth. Then improve on this until we are prepared and permitted to enter the society of the blessed–the holy angels, that dwell in the presence of God. 
If I should hear a man advocate the erroneous principles he had imbibed through education, and oppose those principles, some might imagine that I was opposed to that man, when, in fact, I am only opposed to every evil and erroneous principle he advances. 
There is not a law of God, nor a law of any nation that exercises so strong an influence upon us as do our traditions at times, to bind us to certain customs, habits and ceremonies. 
The education of our children is worthy of our attention, and the instruction of the Elders from this stand. It is a subject that should be thoroughly impressed upon the minds of parents and the rising generation; and those who wish to preach from this text may do so. 1
It is a duty we owe to our children to educate and train them in every principle of honor and good manners, in a knowledge of God and his ways, and in popular school education. I am happy to hear the little children sing, and hope they are also learning to read and write, and are progressing in every useful branch of learning. 2
See that your children are properly educated in the rudiments of their mother tongue, and then let them proceed to higher branches of learning; let them become more informed in every department of true and useful learning than their fathers are. When they have become well acquainted with their language, let them study other languages, and make themselves fully acquainted with the manners, customs, laws, governments and literature of other nations, peoples, and tongues. Let them also learn all the truth pertaining to the arts and sciences, and how to apply the same to their temporal wants. Let them study things that are upon the earth, that are in the earth, and that are in the heavens. 3
We want . . . to be alive in the cause of education. We are commanded of the Lord to obtain knowledge, both by study and by faith, seeking it out of the best books. And it becomes us to teach our children, and afford them instruction in every branch of education calculated to promote their welfare.
We are here, as a people, . . . not to imitate the world, unless it be in that which is good . . . but that we may put ourselves in possession of every truth, of every virtue, of every principle of intelligence known among men, together with those that God has revealed for our special guidance, and apply them to our everyday life, and thus educate ourselves and our children in everything that tends to exalt man . . . We should seek to know more about ourselves and our bodies, about what is most conducive to health and how to preserve health and how to avoid disease; and to know what to eat and what to drink, and what to abstain from taking into our systems. We should become acquainted with the physiology of the human system, and live in accordance with the laws that govern our bodies, that our days may be long in the land which the Lord our God has given us. And in order to fully comprehend ourselves we must study from the best books, and also by faith. And then let education be fostered and encouraged in our midst.
Train your children to be intelligent and industrious. First teach them the value of healthful bodies, and how to preserve them in soundness and vigor; teach them to entertain the highest regard for virtue and chastity and likewise encourage them to develop the intellectual faculties with which they are endowed. They should also be taught regarding the earth on which they live, its properties, and the laws that govern it; and they ought to be instructed concerning God who made the earth, and His designs and purposes in its creation and the placing of man upon it . . . And whatever labor they pursue they should be taught to do so intelligently; and every incentive, at the command of parents to induce children to labor intelligently and understandingly, should be held out to them . . . 
The priests in Egypt had mysteries immediately associated with themselves, and the calculation was to keep their people ignorant of those things which they knew, that they might govern them the more readily and that they might reign and tyrannize over them. Among the various nations in different ages, their sages and wise men held their intelligence as a secret mystery to be divulged almost or altogether to their disciples, who generally conveyed it in unknown characters, symbols, or hieroglyphics. The Egyptians had their priests, the Assyrians their magi and astrologers, the Greeks their philosophers, and the Jews their wise men, and all more or less mysterious or cabalistic. . . . In many instances, the information amounted to nothing in reality.
The same is applicable, in a great measure, to our lawyers, doctors, and priests: they make use of terms that nobody can understand but the initiated. If you study medicine, law, or botany, and many of the sciences, you must study Latin first, because the doctors and professors make use of that language to convey their ideas in; and the calculation is for all except men of science or linguists to be befogged and bewildered,—yes, all except the initiated few who have been able to bestow the same amount of time as they have in learning some of the dead languages. Whom does their learning benefit? Certainly not the multitude. 
I will tell you my idea of true intelligence and true eloquence. It is not as some people do—to take a very small idea and use a great many grandiloquent words without meaning—something to befog and mystify it with—something to tickle the ear and please the imagination only: that is not true intelligence. But it is true intelligence for a man to take a subject that is mysterious and great in itself, and to unfold and simplify it so that a child can understand it. I do not care what words you make use of, if you have the principles and are enabled to convey those principles to the understandings of men. . . .
The great principle that we have to come to is the knowledge of God, of the relationship that we sustain to each other, and of the various duties we have to attend to in the various spheres of life in which we are called to act as mortal and immortal, intelligent, eternal beings, in order that we may magnify our calling and approve ourselves before God and the holy angels: and if we obtain knowledge of this kind, we shall do well; for this is the greatest good of the whole: it embraces everything that we want. . . .
Now, then, if men, without much of the advantage of what is termed education in this world, are filled with the Spirit of God, the revelations of the Holy Ghost, and can comprehend the relationship of man to God, can know their duties, and can teach a people, a nation, or a world how they may be saved and obtain thrones, principalities, powers, and dominions in the eternal worlds,—if men can understand these principles by the gift of the Holy Ghost and the revelations of the Most High, and are enabled to place them before the people so that they can comprehend them, then, I say, these are the men of education—the men of intellect—the men who are calculated to bless and ennoble the human family. This is the kind of education that we want; and the more simple those principles can be conveyed the better: they are more adapted to the wants and intelligence of the human family.
Here is the difference between us at the present time and the priestcraft and kingcraft and the craft of the various systems among the nations. They have tended to befog, bewilder, bind down, and lead the masses into ignorance; but the principles of the Gospel are calculated to expand the mind, enlarge the heart, unfold the capacity, and make all men feel their relationship to God and to each other, that we may be all partakers of the same blessing, that we may all be intelligent, that we may all be learned in the things of the kingdom of God, and all be prepared for the celestial inheritance in the eternal worlds. This is the difference between the system that we have embraced and the systems of the world—they are of men, this is of God. Among the Gentiles, they tread upon one another and ride into power and influence on the ruin of others; and they do not care who sinks, if they swim. The kingdom of God exalts the good, blesses all, enlightens all, expands the minds of all, and puts within the reach of all the blessings of eternity. 
How many times have you listened to preaching from a speaker who was considered quite an eloquent man? He would study his sermons well, and perhaps write them. They were full of words—the language was eloquent; but, after all, it was mere verbosity, empty sound, and barren in ideas. Then you would go away and say, “What an eloquent sermon Mr. So-and-so preached! He preached the best to-day I ever heard him. It was such a treat—so rich, so great, and so deep!” “What was it about?” “Oh, it was so deep that I could not understand a word of it,” as brother Brigham says.
Well, what was it about?” “I do not know; but I heard it, and it was so deep and so profound that I could not understand it.” “But how was it that you could not understand what he was preaching about, when he was so eloquent, so refined, and made use of such elegant language?” Shall I tell you? The man did not know what he was preaching about himself; and as he could not understand it himself, he could not explain it to you. How could he lead others to comprehend that which he did not know himself? These are facts: this is the education of the world. . . .
Truth and intelligence have a tendency to enlarge the capacity, to expand the soul, and to show man his real position—his relationship to himself and to his God, both in relation to the present and the future, that he may know how to live on the earth and be prepared to mingle with the Gods in the eternal worlds. . . . It is the principles of truth which cement us together and make us act in union and strength: it is those principles that buoy up our feelings, animate our souls, and make us feel joyous and jubilant under all circumstances. It is light, it is truth, it is intelligence, it comes from and leads to God, exaltation, and celestial glory. . . .
They are to enlighten us, to enlarge our minds, to teach us all principles associated with our present and eternal welfare. This revelation is the word of God, the eternal truths of heaven, the everlasting Gospel, the word of life and salvation. . . . Are we not favoured ten thousand times more than any other people under the heavens? John Taylor, Journal of Discourses 5:261-264
Neither you nor your parents can be too careful to see that your young and fruitful minds are fed and stored with good principles. You want to learn that which is true – when you learn anything about God, Jesus Christ, the angels, the Holy Ghost, the gospel, the way to be saved, your duty to your parents, brethren, sisters or to any of your fellow men, or any history, art or science, I say when you learn those things, you want to learn that which is true, so when you get those things riveted in your mind and planted in your heart, and you trust to it in future live and lean upon it for support, that it may not fail you like a broken reed. 
Joseph F. Smith
This knowledge of truth, combined with proper regard for it, and its faithful observance, constitutes true education. The mere stuffing of the mind with a knowledge of facts is not education. The mind must not only possess a knowledge of the truth, but the soul must revere it, cherish it, love it as a priceless gem; and this human life must be guided and shaped by it in order to fulfill its destiny. The mind should not only be charged with intelligence, but the soul should be filled with admiration and desire for pure intelligence which comes of a knowledge of the truth. The truth can only make him free who hath it and will continue in it. And the word of God is truth, and it will endure forever. 
David O. McKay
Character is the aim of true education; and science, history and literature are but means used to accomplish this desired end. Character is not the result of chance, but of continuous right thinking and right acting. True education seeks to make men and women not only good mathematicians, proficient linguists, profound scientists, or brilliant literary lights, but also, honest men, with virtue, temperance, and brotherly love. It seeks to make men and women who prize truth, justice, wisdom, benevolence, and self-control as the choicest acquisitions of a successful life. It is regrettable that modern education so little emphasizes these fundamental elements of true character. The principal aim of many of our schools and colleges seems to be to give the students purely intellectual attainments and to give but passing regard to the nobler and more necessary development along moral lines. 
Where there is an indifference toward Christian churches, we shall have to place next to the home, not the church, but the public school as the most influential factor in lessening delinquency.
I believe with all my heart that the most paramount objective of the public school system from kindergarten to the university should be character building and the evolving of true, loyal citizens of the republic. The teaching of the three R’s, of the arts and sciences, even the delving into research work should be but a means to the development of true manhood and noble womanhood.
True education is awakening a love for truth, a just sense of duty, opening the eyes of the soul to the great purpose and end of life. It is not to teach the individual to love the good for personal sake; it is to teach him to love the good for the sake of the good itself; to be virtuous in action because he is so in heart; to love God and serve him supremely, not from fear, but from delight in his perfect character.
Upon the teacher rests much of the responsibility of lifting society to this high level. Ralph Waldo Emerson, reputedly the wisest American, said, “Character is higher than intellect . . . . A great soul will be strong to live, as well as to think.”  
Harold B. Lee
By medium of this writing I would send those questions far beyond the range of my voice in the hope that they might cause the youth of today, and indeed all who may read, to halt in their mad scramble for pleasure, for education, for wealth, for opportunity, for honors, for special privileges, and to consider seriously the questions: What is it all about? Why are you living and what do you really want? The answers to these questions involve the determination of ideals for you to follow or, in other words, “gods” for you to worship. 
Spencer W. Kimball
We have been speaking of mind and spirit and body; of the immortal man and the mortal man. We have been speaking of earthly things and spiritual things; of time and eternity. Of the two, the spiritual development is the greater for it is permanent, lasting, and incorporates all other proper secular development. The Lord inspired Nephi to correlate the secular and the spiritual, when he said, “…to be learned is good if they hearken unto the counsels of God.” 
Ezra Taft Benson
Let us never lose sight of the fact that education is a preparation for life — and that preparing for life is far more than knowing how to make a living or how to land on the moon. Preparing for life means building personal integrity, developing a sound sense of values, increasing the capacity and willingness to serve. Education must have its roots in moral principles. If we lose sight of that fact in our attempt to match our educational system against that of the materialists, we shall have lost far more than we could possibly gain. 
“My people are destroyed for lack of knowledge,” said the prophet Hosea . Let us not let it happen to us. First, let us do our homework, because action without the proper education can lead to fanaticism. But after we have done our homework, let us take action, because education without action can only lead to frustration and failure. 
Let us be sure that our educational system turns out young men and women of character, who know the basic facts of economics, free enterprise, history, finance, and government, and who have a respect for law and an appreciation of the spiritual-otherwise that educational system will truly have been a failure. 
Wisdom is the proper application of true knowledge. Not all knowledge has the same worth-nor are all truths equally valuable. The truths upon which our eternal salvation rests are the most crucial truths that we must learn. No man is truly educated unless he knows where he came from, why he is here, and where he can expect to go in the next life. He must be able to adequately answer the question which Jesus posed: “What think ye of Christ?”  The world cannot teach us these things. Therefore, the most essential knowledge for you to obtain is the saving knowledge of the gospel and its author-even Jesus Christ. Eternal life, the greatest gift that God can give and the life for which we all should be striving, comes from knowing our Father in Heaven and His Son, Jesus Christ. As the Savior said: “This is life eternal, that they might know thee the only true God, and Jesus Christ, whom thou hast sent” . We cannot know about God and Jesus without studying about them and then doing their will. This course leads to additional revealed knowledge which, if obeyed, will eventually lead us to further truths. If we follow this pattern, we will receive further light and joy, eventually leading into God’s presence where we, with Him, will have a fulness. 
Knowledge is power, but the most vital and important knowledge is a knowledge of God-that He lives, that we are His children, that He loves us, that we are created in His image, that we can in faith pray to Him and receive strength and inspiration in time of need. Such knowledge is priceless. True, “man is saved no faster than he gains knowledge” . Knowledge of what? Knowledge of God! Knowledge of His purpose and plans for the welfare, blessing, and eternal exaltation of us, His children. All useful knowledge is of value. The seeking of such knowledge is, therefore, commendable and rewarding. But in all of our searching for truth, we must remember that the knowledge of God, our Father, and His plans for us, His children, is of supreme importance. 
From the very beginning of recorded political thought, man has realized the importance of education as a tremendous potential for both good and evil. In a free and open society such as ours, a well-rounded education is an essential for the preservation of freedom against the chicanery and demagoguery of aspiring tyrants who would have us ignorantly vote ourselves into bondage. As the educational system falls into the hands of the in-power political faction or into the hands of an obscure but tightly knit group of professional social reformers, it is used not to educate but to indoctrinate. 
Our educational system must be based on freedom-never force. But we can and should place special emphasis on developing in our youth constructive incentives-a love of science, engineering, and math, so that they will want to take advanced scientific courses and thereby help meet the needs of our times. Just as a musician has a love of music which drives him to become outstanding in that field, so we must inculcate in some of our qualified young people such an interest in science that they will turn to it of themselves. 
The people of the world generally know that this Church, this people, are intensely interested in education. I know of no people anywhere that have a deeper, more fundamental interest in education. It extends to all fields of education-agricultural science, yes, the science of crop production, the science of animal-livestock farming, the science of farm management, and the science of irrigation. Everything that has to do with man’s life here on the earth and his eternal welfare is the concern of the Church and kingdom of God. 
Let us teach the youth to love the prophets who have served as mouthpieces for God Almighty. Let us teach them a love for the pioneers. Teach them to be proud of their heritage, grateful for their foundations, for all the virtues and principles for which the Church stands. Teach them to love purity and virtue and the good life. Teach them to love all the commandments, and that they are given to them for their good by a kind Father who loves them. Teach them to love life, to love the Church and its programs, and to get in the full swing of it. 
This quest for wisdom or intelligence, which the Lord defines as “light and truth” , is a glorious challenge. We have been assured by the Author of eternal life that “whatever principle of intelligence we attain unto in this life, it will rise with us in the resurrection. And if a person gains more knowledge and intelligence in this life through his diligence and obedience than another, he will have so much the advantage in the world to come.” 
Thus intelligence, or light and truth, becomes a vital force in our eternal journey. It is the one attribute above all others that links us to our divine parentage, for if “the glory of God is intelligence,” intelligence is likewise the glory of His offspring-man . 
Thomas S. Monson
For youth, it is important that they receive an education, so that they can qualify for their places in life. Let me remind each of us, however, that education doesn’t simply mean that we attend school. Education means that we learn to think. Henry Ford put it in words when he said, “An educated man is not one who has trained his mind to remember a few dates in history. He is one who can accomplish things. If a man cannot think, he is not an educated man, regardless of how many college degrees he may have attained. Thinking is the hardest work a man can do, which is probably the reason we have so few thinkers.” May our youth prepare for their roles in life. 
Blessed is the man that walketh not in the counsel of the ungodly, nor standeth in the way of sinners, nor sitteth in the seat of the scornful. But his delight is in the law of the Lord; and in his law doth he meditate day and night. And he shall be like a tree planted by the rivers of water, that bringeth forth his fruit in his season; his leaf also shall not wither; and whatsoever he doeth shall prosper. The ungodly are not so; but are like the chaff which the wind driveth away.
I have called you, and the mission with which I have commissioned you.
Whatever principle of intelligence we attain unto in this life, it will rise with us in the resurrection. And if a person gains more knowledge and intelligence in this life through his diligence and obedience than another, he will have so much the advantage in the world to come.
Boyd K. Packer
So many people attend institutions of higher learning and fail to learn the most important things of life. Some graduates move through their careers with the precision and grace of a superbly trained athlete. They respond to every challenge and win every contest. But at once, sadly enough, in their private lives they show no more coordination than a drunk. They trip over problems that any truly thougthful person could avoid. They stagger through life puzzled by broken marriages, by thankless children, and by the unhappiness they both experience themselves and cause for others. How unworthy for an institution of higher learning to certify students for graduation, yet so ill-prepared for life itself, having denied them the things most worth knowing or, most unfortunate, having taught in their place philosophies that ultimately hold no lasting happiness. 
J. Reuben Clark
To me, true education is that teaching, training, and experience which best fits a man to do the useful things in his Church, in society and in the public service, for the doing of which Nature, that is, God, has best endowed him. 
Dallin H. Oaks
We should begin by recognizing the reality that just because something is good is not a sufficient reason for doing it. The number of good things we can do far exceeds the time available to accomplish them. Some things are better than good, and these are the things that should command priority attention in our lives. . . . Consider how we use our time in the choices we make in viewing television, playing video games, surfing the Internet, or reading books or magazines. Of course it is good to view wholesome entertainment or to obtain interesting information. But not everything of that sort is worth the portion of our life we give to obtain it. Some things are better, and others are best. When the Lord told us to seek learning, He said, “Seek ye out of the best books words of wisdom. 
We should always work to educate our minds and our hands so we can succeed in our chosen fields. Our education should be an influence for good and our use of it should distinguish us as people of integrity. A good education will prepare us for opportunities as they come and will help us be an asset to our families, the Church, and our communities. 
Levi Edgar Young
We believe that the only salvation for mankind will be found in religion, in the true and everlasting gospel. Never in its two thousand years has Christianity had a more urgent call and a nobler opportunity to fulfil its obligations as the comforter and guide of humanity. I believe that faith and works must be taught and developed in our children. By works, I mean that there is a meaning to intellectual effort and that it plays an important part in our spiritual stature. Else why should the activity of divine intelligence, the power to think and reason, have been created? Intellectual effort is not condemned in the search for spiritual truth, for our spiritual growth, our religion have their roots in the deepest aspirations of man.
How deeply divine are the words of Joseph Smith when he said: The glory of God is intelligence, or, in other words, light and truth. Whatever principle of intelligence we attain unto in this life, it will rise with us in the resurrection. 
These words inspired the Prophet Joseph to establish in his day schools of learning, and even a university. He advocated the study of the ancient classics, of all the learning of the world. No other American ever advocated as he did, for his wisdom and understanding came from the works of God. “Be ye therefore perfect, even as your Father which is in heaven is perfect.” 
We may further express this idea by saying that all the intellectual acquisitions, all the facilities which society puts at the disposal of man-schools, universities, libraries, laboratories, all things offered by religion, all the occasions given him to develop his own aptitude, his work, his leisure, all must be considered by him as tools destined to improve his personality, his moral self, and to make him feel the divine purpose of God. If the moral law and true religion dominate the world today, mankind will be on the right road to the winning of peace and happiness for humanity. 
- ↑ Brigham Young, Journal of Discourses, vol. 14, p. 82
- ↑ Brigham Young, Discourses of Brigham Young, p. 246
- ↑ Brigham Young, Discourses of Brigham Young, p. 246
- ↑ Brigham Young, Discourses of Brigham Young, p. 246
- ↑ Brigham Young, Discourses of Brigham Young, p. 250
- ↑ Brigham Young, Discourses of Brigham Young, p. 250
- ↑ Brigham Young, Discourses of Brigham Young, p. 251
- ↑ Brigham Young
- ↑ Brigham Young, Discourses of Brigham Young, p. 251
- ↑ Brigham Young, Discourses of Brigham Young, p. 251
- ↑ John Taylor, Teachings of the Presidents of the Church – John Taylor, pp. 89-90
- ↑ John Taylor, Journal of Discourses 5:260
- ↑ John Taylor, Journal of Discourses 5:260-261
- ↑ Wilford Woodruff, Discourses of Wilford Woodruff, p. 266.
- ↑ Joseph F. Smith, The Contributor 16:570, June 5, 1895
- ↑ David O. McKay, Gospel Ideals, pp. 440-441
- ↑ Nature, Addresses, and Lectures: The American Scholar.
- ↑ David O. McKay, Conference Report, April 1965, p.8
- ↑ Harold B. Lee, Decisions for Successful Living, p. 6
- ↑ 2 Nephi 9:29
- ↑ Spencer W. Kimball, Education for Eternity, speech given at BYU Annual Faculty Conference, Sep. 12, 1967
- ↑ Ezra Taft Benson, Teachings of Ezra Taft Benson, p. 297; The Red Carpet, p. 177
- ↑ Hosea 4:6
- ↑ Ezra Taft Benson, Teachings of Ezra Taft Benson, p. 301; God, Family, Country, p. 380
- ↑ Ezra Taft Benson, Teachings of Ezra Taft Benson, p. 301; The Red Carpet, pp. 279-80
- ↑ Matthew 22:42
- ↑ John 17:3
- ↑ Ezra Taft Benson, “In His Steps,” Church Educational System Devotional, Anaheim, California, 8 February 1987.
- ↑ Teachings of the Prophet Joseph Smith, p. 217
- ↑ Ezra Taft Benson, God, Family, Country, p. xi
- ↑ Ezra Taft Benson, Teachings of Ezra Taft Benson, p. 297; An Enemy Hath Done This, p. 229
- ↑ Ezra Taft Benson, Teachings of Ezra Taft Benson, p. 318; The Red Carpet, p. 177
- ↑ Ezra Taft Benson, Teachings of Ezra Taft Benson, p. 319; Welfare Meeting, General Conference, 5 April 1958
- ↑ Ezra Taft Benson, Teachings of Ezra Taft Benson, p. 310; Title of Liberty, pp. 206-207
- ↑ D&C 93:36
- ↑ D&C 130:18-19
- ↑ D&C 93:36
- ↑ Ezra Taft Benson, Teachings of Ezra Taft Benson, p. 302; So Shall Ye Reap, p. 170
- ↑ Thomas S. Monson, Be Your Best Self, p. 84
- ↑ Boyd K. Packer, Mine Errand From The Lord, p. 340
- ↑ J. Reuben Clark, Education–A World Challenge to Parents and Teachers, Salt Lake City, UT, May 18, 1938
- ↑ Dallin H. Oaks, LDS General Conference, October 2007
- ↑ LDS.org, Education
- ↑ Ibid., 130:18
- ↑ Matthew 5:48
- ↑ Levi Edgar Young, Conference Report, April 1948, p. 81-82