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Quotes From Biographies About LDS Scholars Addressing the Relationship Between the Gospel and Education

Shelton, Ken

"Allen Bergin." Ensign, September, 1983, pp. 34-39.

"I want to see a 'restoration' in academe, [Bergin] says. "I want to see basic gospel values harmonized within the academic and professional spheres. I have been thrilled to find outstanding people from many religions, and even with no religion, who share a commitment to reestablish traditional values perspectives.

"The gospel is a continuing revolution against the standards of the world." says Brother Bergin, quoting President Harold B. Lee. "I can't think of a profession that has not been corrupted by a measure of worldliness," he continues, "consequently, it is our task to confront whatever is wrong in our professions, not merely to become competent in them. It is up to us to revolutionize them--not by militant action, of course, but rather by a steady, inexorable pressure for change, rooted in deep scholarship and inspired thought." (pp. 36-37)

. . .

"I've always been achievement-oriented," [Bergin] says introspectively, "and the approval I receive from my achievements is very important to me. As a result, it has been a struggle to avoid pride and an excessive task orientation. I have had to learn by sad experience that quiet humility is better than public displays of ability. Through gospel discipline, I have gradually learned that relationships really are more important than achievements. There is nothing I will ever do professionally that will give me as much joy, satisfaction and delight as seeing my wife, children, and grandchildren optimize their growth." (p. 39)

Boone, David F.

"Contributing to the Concept of a School in Zion: Karl G. Maeser's Educating for Eternity." Proceedings of the Second Annual Laying the Foundations Symposium (Provo, UT: Brigham Young University, 1992), pp. 113-121.

Perhaps it was Maeser's concern for, interest in, and a willingness to assist the individual that set him apart from other educators and educational systems of the day. Maeser went out of his way to touch the lives, the hearts, and the feelings of what he later referred to as "his boys." Incidentally, "his boys" also included the names of some very prominent women who influenced different aspects of the Church. His individual attention and the feelings of self-worth he engendered in them remained with Maeser's former students to the ends of their eventful lives. The success of the individual in his organization was more important than the educational program or the process. (p. 116)

Maeser, Reinhard

Karl G. Maeser: A Biography (Provo, UT: Brigham Young University, 1928).

The time had now come to begin the real work for which all of Karl G. Maeser's previous experiences had been but preparatory. Now was to be laid the foundation of the great school system of the Church. . . . He knew full well there would be perplexing problems to solve, difficult situations to meet, soul-trying times to endure, when he would have to go up to his Gethsemane to seek relief. This struggle continued within him for several days. At last he decided that he must accept the appointment, or, cowardlike, back out. He went to President Young, whom he found in his office, busy on important matters. Addressing the President, he said, "I'm about to leave for Provo, Brother Young, to start my work in the Academy. Have you any instructions to give me?"

The President looked steadily forward for a few moments, as though in deep thought, then said: "Brother Maeser, I want you to remember that you ought not to teach even the alphabet or the multiplication tables without the Spirit of God. That is all. God bless you. Good-bye." (pp. 78, 79)