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Education, in the proper meaning of the term, implies that system of training, whether public or otherwise, which elicits and improves the capabilities of human nature; which calls into exercise, and puts under proper discipline, the intellectual, moral, and animal faculties of man, preparing him for the effective and graceful accomplishment of the several duties, which, in the order of divine Providence, may be incumbent on him to perform. Any thing less than this, however brilliant in its nature or results, falls short of an adequate and finished education. The importance of a full development of the resources of human nature, and the subjection of those resources to the government of reason and revelation, though not sufficiently appreciated by any, is, in some degree, admitted by all. That moral culture, in the training of human beings, ought to be an object of primary and solicitous attention, is too plain to be denied. The adaptations and capacities of the youthful mind; its quick susceptibilities of moral and religious truth, and the highest interests of the social state, all declare, in language not to be misunderstood, the duty of parents in this respect. So clear is the voice of reason in regard to the improvement of the moral powers, that all nations have bowed to her decision. History presents on every page the solemn and admonitory fact, that a recklessness of moral culture is productive of the most unhappy results. Be the power and wealth of nations, or individuals, what they may, if they are destitute of moral principles, they will be fruitful sources of human wretchedness. To assist in providing the youthful mind with sound and salutary principles, and to induce in it habits of moral rectitude, we commenced and prosecuted the following work. Much as we value the acquirements of human learning, and ardently as we wish to contribute to our country's glory, by promoting the intellectual improvement of her children, we are infinitely more solicitous to assist in the diffusion of sound morals and evangelical piety. Nature, and the god of nature, have decreed that, in the want of these attainments, no one can be happy in the life which now is, or in that which is to come. With this view, we hope that no apology is requisite for offering to the public a new family and school book on moral philosophy. In the present work we have not attempted to build up our own reputation at the expense of our predecessors; but simply to supply a desideratum, which, as far as we know, has never been attempted before. To the plan of incorporating theology with ethics, we have no doubt objections will be raised; but believing that Christian principles are the only stimulus to moral action, and that the interests of truth should not be sacrificed to classification, we felt obliged to pursue the course we have taken. The work is divided into three books. The first treats of the nature of obligation, and the lights by which it is discovered. The second book treats of the adaptations and relations of human beings; because it is believed that, in every instance, obligations arise from this source. The third and last book treats of the duties we owe to God, to our fellow creatures, and to ourselves. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Christian ethics --- Christian ethics --- Reorganized Church of Jesus Christ of Latter Day Saints authors. --- United Church of Christ authors.

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"The book situates American universities as a unique egalitarian cultural and institutional space for Mormons in nineteenth-century American society. They were places where Mormons could experience a personally transformative sense of freedom and dignity, equip themselves for taking advantageous paths in American society, and explore provisional reconciliations of religious and scientific perspectives. Contributing to an understanding of the evolution of the Church of the Latter-Day Saints in the context of American history, Simpson chronicles a Mormon intellectual pilgrimage made by hundreds of youth to the elite universities of the United States"--

Mormons --- Education, Higher --- Latter-Day Saints --- Christians --- Intellectual life. --- History. --- Education (Higher) --- Latter Day Saints --- Brighamite Mormons --- Church of Christ (Temple Lot) members --- Church of Jesus Christ of Latter-day Saints members --- Church of Jesus Christ (Strangites) members --- Hedrikites --- Josephite Mormons --- Reorganized Church of Jesus Christ of Latter Day Saints members --- Reorganized Mormons --- RLDS Mormons --- Strangite Mormons --- Temple Lot Mormons --- Utah Mormons

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Winner of the Evans Handcart Prize 2009. Winner of the Mormon History Assn Best Biography Award 2009. By the early twentieth century, the era of organized Mormon colonization of the West from a base in Salt Lake City was all but over. One significant region of Utah had not been colonized because it remained in Native American hands--the Uinta Basin, site of a reservation for the Northern Utes. When the federal government decided to open the reservation to white settlement, William H. Smart--a nineteenth-century Mormon traditionalist living in the twentieth century, a polygamist in an era when it was banned, a fervently moral stake president who as a youth had struggled mightily with his own sense of sinfulness, and an entrepreneurial businessman with theocratic, communal instincts--set out to ensure that the Uinta Basin also would be part of the Mormon kingdom. Included with the biography is a searchable CD containing William H. Smart's extensive journals, a monumental personal record of Mormondom and its transitional period from nineteenth-century cultural isolation into twentieth-century national integration.

Mormons -- Utah -- Biography. --- Smart, William H. (William Henry), 1862-1937. --- Utah -- History. --- Mormons --- Religion --- Philosophy & Religion --- Christianity --- Smart, William H. --- Utah --- History. --- Latter Day Saints --- Brighamite Mormons --- Church of Christ (Temple Lot) members --- Church of Jesus Christ of Latter-day Saints members --- Church of Jesus Christ (Strangites) members --- Hedrikites --- Josephite Mormons --- Reorganized Church of Jesus Christ of Latter Day Saints members --- Reorganized Mormons --- RLDS Mormons --- Strangite Mormons --- Temple Lot Mormons --- Utah Mormons --- Christians

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Mormons --- Mormon Church --- Mormonism --- Latter-Day Saints --- Mormon Church. --- Mormons. --- Christian sects --- Christians --- Latter Day Saints --- Église mormone --- Brighamite Mormons --- Church of Christ (Temple Lot) members --- Church of Jesus Christ of Latter-day Saints members --- Church of Jesus Christ (Strangites) members --- Hedrikites --- Josephite Mormons --- Reorganized Church of Jesus Christ of Latter Day Saints members --- Reorganized Mormons --- RLDS Mormons --- Strangite Mormons --- Temple Lot Mormons --- Utah Mormons --- Latter Day Saint churches

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Mormons --- Recreation --- Latter-Day Saints --- Christians --- Manners and customs --- Amusements --- Community centers --- Leisure --- Social life and customs. --- History. --- Latter Day Saints --- Brighamite Mormons --- Church of Christ (Temple Lot) members --- Church of Jesus Christ of Latter-day Saints members --- Church of Jesus Christ (Strangites) members --- Hedrikites --- Josephite Mormons --- Reorganized Church of Jesus Christ of Latter Day Saints members --- Reorganized Mormons --- RLDS Mormons --- Strangite Mormons --- Temple Lot Mormons --- Utah Mormons