A treatise has without doubt an incontestable superiority. But it requires to be read, meditated, and understood. It addresses itself to the select few. Its mission is first to fix attention, and then to enlarge the circle of acquired knowledge.

A work that undertakes the refutation of vulgar prejudices cannot have so high an aim. It aspires only to clear the way for the steps of Truth; to prepare the minds of men to receive her; to rectify public opinion, and to snatch from unworthy hands dangerous weapons they misuse.

It is above all in social economy that this hand-to-hand struggle, this ever-reviving combat with popular errors, has as true practical utility.

We should help those who have been deceived or who are misinformed to find the truth. Unless each person who knows the truth will stand up and speak up, it is difficult for the deceived or confused citizen to find his way back.

As members of His true church, perhaps we do not need to be taught new things as much as we need to be reminded of what we already know. This is what pondering the birth of our Savior does for all of us. I believe it reminds our mortal minds of things our spirits already know.

This Church came about as a result of intellectual curiosity. We believe in education, and we spend a substantial part of our budget on the education of our young people. We expect them to think. We expect them to investigate. We expect them to use their minds and dig deeply for knowledge in all fields. If we have a motto, it is this, "The glory of God is intelligence."

I regard television as perhaps the greatest tool yet created to teach and educate people in large numbers. But I decry the filth, the rot, the violence, and the profanity that spew from television screens into our homes. It is a sad commentary on our societies. The fact that the television set is on six or seven hours every day in many homes says something of tremendous importance. I feel sorry for those who are addicted to the tube. I believe it is an addiction. It becomes a habit as pernicious as many other bad habits. I feel sorry for parents who do not read to their young children. I feel sorry for children who do not learn the wonders to be found in good books, or how stimulating an experience it is to get into the mind of a great thinker as that person expresses himself or herself, with language cultivated and polished, concerning great and important issues.

Man cannot make principles, he can only discover them.

An effort must be put forth to learn the gospel, to understand it, to comprehend the relationship of its principles. The gospel must be studied, otherwise no test of its truth may sanely be applied to it. That study must be wide, for the gospel is so organized that in it is a place for every truth, of every name and nature. That study must be constantly continued, for the content of the gospel is illimitable.

It is a paradox that men will gladly devote time every day for many years to learn a science or an art; yet will expect to win a knowledge of the gospel, which comprehends all sciences and arts, through perfunctory glances at books or occasional listening to sermons. The gospel should be studied more intensively than any school or college subject. They who pass opinion on the gospel without having given it intimate and careful study are not lovers of truth, and their opinions are worthless.

To secure a testimony, then, study must accompany desire and prayer.

What I want to fix your attention on is the vast overall movement towards the discrediting, and finally the elimination, of every kind of human excellence — moral, cultural, social or intellectual. And is it not pretty to notice how ‘democracy’ (in the incantatory sense) is now doing for us the work that was once done by the most ancient dictatorships, and by the same methods? The basic proposal of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be ‘undemocratic.’ Children who are fit to proceed may be artificially kept back, because the others would get a trauma by being left behind. The bright pupil thus remains democratically fettered to his own age group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coeval’s [of the same age] attempts to spell out A CAT SAT ON A MAT. We may reasonably hope for the virtual abolition of education when ‘I’m as good as you’ has fully had its way. All incentives to learn and all penalties for not learning will vanish. The few who might want to learn will be prevented; who are they to overtop their fellows? And anyway, the teachers — or should I say nurses? — will be far too busy reassuring the dunces and patting them on the back to waste any time on real teaching. We shall no longer have to plan and toil to spread imperturbable conceit and incurable ignorance among men.

One who knows not what his rights are can never know when they are taken and is unable to defend them. He is like a man who believes he owns a piece of ground which his neighbor also claims, but he doesn’t know its boundaries. The neighbor continues to encroach further and further onto land he suspects is his, but since he is never certain where the boundary is, he cannot check the advance. Until he takes a firm position and says: "this far and no further," there is no line.