![SERIES EDITORS’ PREFACE
It would be unusual now in science to encounter students who do not use
ICT in their school or leisure time, and equally unusual to encounter
science teachers who do not incorporate ICT in some way into their teach-
ing. However, this was not always the case. In the early days, it took a
while for the dazzling ICT presentation effects to diminish in impact so
that we could begin to think about using ICT as an integral part of making
our teaching more effective, instead of just more visually interesting. But
at this stage came the realization that in order to use ICT effectively, we
had to begin to understand teaching and learning in greater depth. Devel-
oping science teaching with ICT is not, as Laurence Rogers reminds us in
his chapter, simply about reversioning traditional science teaching, but
‘invite[s] thinking about new opportunities for teaching and learning’. We
see this type of thinking emerging in three major ways.
First is the place of science in a world that is rapidly becoming shaped by
ICT use in both leisure and the workplace. Formal curriculum documents,
such as the National Curriculum in the UK, recognize that science has a
particular and significant relationship with technology, and one that
affects the individual and society. The National Curriculum for science
(p. 102) states:
Through science, pupils understand how major scientific ideas contrib-
ute to technological change – impacting on industry, business and](https://image.slidesharecdn.com/54920-250414075943-d27ae974/85/Teaching-Secondary-Science-With-Ict-Barton-15-320.jpg)
![medicine and improving quality of life . . . [Pupils] learn to question and
discuss science-based issues that may affect their own lives, the direction
of society and the future of the world.
The interplay between science and technology has a direct effect on the
‘real world’. ‘Improving quality of life’ is rooted in the opportunities ICT
brings through, for example, speed and automation. In the classroom,
students can explore the wider world, gathering information about and
evaluating events such as space travel through websites such as NASA.
With ICT, we have the makings of global scientists who, through collabor-
ation, can indeed affect ‘the future of the world’.
Second, science is a subject where ideas are linked with practical investi-
gation. Science requires demonstrable evidence of the validity of any
theory. Part of teaching science is to bring about ‘scientific thinking’ in
students: a mind set that requires students to test out, through experimen-
tation, any given thesis. As Brendan O’Neill, Chief Executive of Imperial
Chemicals Industry plc, observes: ‘Studying science teaches us to be good
at analysis and helps us to make complex things simple. It trains minds in
a way that industry prizes.’ Training minds is about bringing about scien-
tific thinking, based on real and observable phenomena, tested through
experimentation. In the classroom, much has changed in this field.
Experiments once undertaken in the laboratory are now, with the rightly
strict guidelines of health and safety, no longer permitted in a school
setting. However, through the use of ICT, whether CD-ROM, PowerPoint
presentation or websites, virtual demonstrations can continue, ensuring
that science teachers can still use experimentation as a fundamental
scientific process but, with the added facilities of provisionality and inter-
activity, can not only demonstrate experiments in safety but illustrate the
dangers of incorrect procedures, thus enhancing the understanding of the
scientific processes under investigation.
In biology, ICT has the same function for understanding how the body
works. Dissection, again no longer seen in classrooms, can be undertaken
virtually. Indeed, so effective is ICT in this area that teaching hospitals
such as Addenbrooks at Cambridge now have virtual learning classes in
anatomy for the students. Taking a walk around a liver is not an experi-
ence that students would ever have – but the benefits of understanding
anatomy in this way are clear in the evaluations of the system given by
both teaching staff and trainee medics.
Third, and importantly, science is about ideas. ICT, through all of its
dimensions – speed and automation, provisionality, interactivity and cap-
acity and range – can support the scientific imagination in exploring the
‘what ifs’ of scientific knowledge. As Professor Susan Greenfield says in the
introduction to the science National Curriculum, ‘Science is valuable
because it meshes with all our lives and allows us to channel and use
our spontaneous curiosity’. ICT allows the what ifs to become temporary
SERIES EDITORS’ PREFACE
x](https://image.slidesharecdn.com/54920-250414075943-d27ae974/85/Teaching-Secondary-Science-With-Ict-Barton-16-320.jpg)
![After the members have partaken of the bread, the person officiating takes
the cup and engages in prayer, saying, "O God, the eternal Father, we ask
thee in the name of thy Son, Jesus Christ, to bless and sanctify this wine [or
water] to the souls of all those who drink of it, that they may do it in
remembrance of the blood of thy Son, which was shed for them; that they
may witness unto thee, O God, the eternal Father, that they do always
remember him, that they may have his Spirit to be with them. Amen."
There is also the ordinance of marriage.
No person has authority to preach the Gospel, or administer in any
ordinance thereof, unless he holds the Priesthood, and then to administer
only in such ordinances as the particular office to which he has been
ordained empowers him and often only by special calling and appointment.
HISTORY.
In the spring of 1820, God the Father and his Son Jesus Christ appeared in
vision to Joseph Smith, at Manchester, Ontario County, New York, while he
was praying for wisdom. During several years following he enjoyed the
ministration of angels, and received from them much instruction in the
things of God.
On the 22d of September, 1827, an angel of the Lord delivered into his
hands the metal plates which contained the ancient record known as the
Book of Mormon, engraved in reformed Egyptian characters, and hid in the
earth by divine direction about fourteen hundred years ago. In 1829 the
plates were shown by an angel to three witnesses. Afterward eight witnesses
saw them, and handled some of them. The testimony of these eleven
witnesses is published with the Book of Mormon. With the plates was found
a Urim and Thummim, consisting of two transparent stones set in the rim of
a bow fastened to a breastplate, by means of which Joseph Smith translated
the record into English by the gift and power of God.
On the 15th of May, 1829, John the Baptist appeared to Joseph Smith and
Oliver Cowdery, laid his hands upon them, and ordained them to the
Aaronic Priesthood, in the following words: "Upon you, my fellow](https://image.slidesharecdn.com/54920-250414075943-d27ae974/85/Teaching-Secondary-Science-With-Ict-Barton-36-320.jpg)
![This I did, and after I had read some of their publications a light seemed to
dawn upon me, and I commenced to wonder if we were living in the times
of the great apostasy which had been predicted in so many parts of the
inspired scriptures. I quote a few references to these predictions in the note
below,[A]
but these are by no means all. My mind expanded still more when
I had carefully read through the Book of Mormon, a book which I found to
be replete with divine truths and elevating principles, and which bore the
very strongest testimony to the truths contained in the Bible, both in the Old
and in the New Testament; a book, too, which made plain and easy of
understanding so many parts of the Bible that appear at present to be vague,
or regarding which the numerous sects of Christendom have set themselves
against each other in argument and dispute. In that book (Book of Mormon)
it was clearly stated that the great apostate church would be upon the earth
when the book itself would come to light. In Revelation St. John spoke of
the apostate church of the latter days as "Babylon,"[B]
and as "Mystery,
Babylon the great, the mother of harlots and abominations of the earth,"[C]
and he added that this apostate church was to rule peoples, multitudes,
nations, and tongues,[D]
which would make it almost if not quite universal.
[Footnote A: Isaiah 24: 1-5; Matthew 24: 4-31; Acts 20: 29, 30; II Thess. 2: 3, 8, 9, 10;
I Timothy 4: 1-3; II Timothy 3: 1-5; II Timothy 4: 3, 4; Revelation, chapters 1, 2, and
3; Revelation 17: 2-5.]
[Footnote B: Rev. 14: 8.]
[Footnote C: Rev. 17: 5.]
[Footnote D: Rev. 17: 15.]
Now the question which concerned me was whether the Church of England,
of which I was a member, was a portion of that church to which the Bible
predictions in respect to the great apostasy referred, or whether the church
of Rome or some other Christian church, was the only one alluded to. That
it was a Christian church to which the texts in the Bible referred is not, I
think, likely to be denied by any one; and indeed we know that even in as
early days as those in which John the Revelator himself lived, he discovered
the commencement of apostasy in the seven truest churches of Christians
among those then existing.[E]
The other branches of the then Christian
church would appear to have gone altogether wrong, for these seven were,](https://image.slidesharecdn.com/54920-250414075943-d27ae974/85/Teaching-Secondary-Science-With-Ict-Barton-54-320.jpg)
![it seems, the only ones worth divine mention, and they too were becoming
so corrupt even in those early days that God threatened them with complete
rejection.
[Footnote E: Rev. chaps. 2, 3.]
In order to enable me to arrive at a just and proper conclusion, it was
necessary for me to turn to the Bible as my guide, and to ascertain
therefrom what constituted the primitive Church of Christ, and what were
the exact doctrines and ordinances as laid down by Him and as taught and
practiced by His Apostles. Having ascertained these facts, I had then to
compare them with the constitution of the Church of England and with the
doctrines and ordinances as taught and practiced by her. It appeared to me
to be quite evident that if the primitive church as planted by Jesus Christ
and built up by His Apostles and servants, with all its organization and
powers, had not been maintained in its completeness and perfection, or if
any of Christ's doctrines had been altered, or His ordinances changed in any
one respect without due authority, this could only have come about through
false teachers arising in the church, as St. Paul had predicted would be the
case after his days.[A]
I felt that I should then be compelled to admit that the
Church of England had fallen into error, and that therefore the texts in the
scriptures regarding the latter day apostasy could not but refer to her as well
as to the other churches of Christendom which were teaching and practicing
a gospel not in accordance with that found in the Bible. And further that the
following inspired prophecy of Isaiah pointed to her equally as much as to
the other churches: "The earth also is defiled under the inhabitants thereof;
because they have transgressed the laws, changed the ordinance, broken the
everlasting covenant,"[B]
(or in other words apostatized). One of the Latter-
day Saints has very appropriately written the following words in this
connection: "It is contrary to scripture and to reason to suppose that Christ
would set up two or more discordant religious systems to distract mankind,
and cause strife and contention. God cannot create confusion. His mind is
one, the minds of men are various, so that when we see various opposing
religions in Christendom, it is conclusive evidence that men have been
engaged in their invention, and that they have established but very
imperfect imitations of the true church of Christ."[C]
[Footnote A: II Tim. 4: 3, 4.]](https://image.slidesharecdn.com/54920-250414075943-d27ae974/85/Teaching-Secondary-Science-With-Ict-Barton-55-320.jpg)
![[Footnote B: Isaiah 24: 5.]
[Footnote C: See Mormon Doctrine, 6th leaf.]
The true church must always conform to the pattern of the primitive church
of Jesus Christ and His Apostles in every respect, unless there is clear and
undisputable authority in the scriptures for a divergence in any particular,
and I have not been able to find any such authority in any portion of the
New Testament. So that if the Church of England (for that is the only
church with which I am concerned at present) is dissimilar in her
organization or in her doctrines and ordinances from the primitive church,
she can be but a very imperfect imitation of that church at best.
Well, on turning to the Bible I found that the church which Jesus Christ
planted on earth consisted of "First apostles, secondarily prophets, thirdly
teachers, after that miracles, then gifts of healings, helps, governments,
diversities of tongues."[A]
Elders, too, were ordained in all churches.[B]
Then
again evangelists and pastors are mentioned.[C]
We further read why all
these inspired apostles, prophets, evangelists, pastors, and teachers were
absolutely necessary in the church, namely, "for the perfecting of the saints,
for the work of the ministry, for the edifying of the body of Christ."[D]
St.
Paul in writing to the Corinthians very clearly described the church of
Christ, and he showed that not one of its members could be dispensed with
without thoroughly disorganizing the body. He was then specially speaking
of the various gifts of the Holy Spirit of God, which were considered so
essential to the maintenance of the true church of Christ, and it will be seen
that He practically forbade any one of the members of the church (Christ's
body) to say of those miraculous gifts "We have no need of thee."[E]
[Footnote A: I Cor. 12: 28.]
[Footnote B: Acts 14: 23.]
[Footnote C: Eph. 4: 11.]
[Footnote D: Eph. 4: 12.]
[Footnote E: I Cor. 12: 21-28.]](https://image.slidesharecdn.com/54920-250414075943-d27ae974/85/Teaching-Secondary-Science-With-Ict-Barton-56-320.jpg)
![Now I vainly look for a church of this pattern in the Church of England or
in any of the other churches in Christendom, except in that of Jesus Christ
of Latter-day Saints I can find no apostles, no prophets, no workers of
miracles, no discerners of spirits, no gifts and no interpretations of tongues;
but I find popes, cardinals and archbishops. By what authority then was the
organization of Christ's church altered, and her most important members
lopped off? For I have already made mention of the reasons given by St.
Paul why inspired apostles, prophets, and the wonderful gifts of the Holy
Spirit, were absolutely necessary in the church of Jesus Christ as founded
by Him. And I fail to discover any good reason why the church should now
be able to get on without them any more than it found itself able to get on
without them in former times. On the contrary, I am clearly of opinion that
they must be just as essential now as in days of old, and that to their
absence must be attributed all the discord, ill-feeling, and confusion that
reign supreme in and between the very numerous sects in Christendom, all
of which profess themselves to be members of the true church of Jesus
Christ. All these different sects or churches, if I may so call them, are
admittedly without the miraculous gifts of the Holy Spirit spoken of by St.
Paul, for they do not teach nor do they appear to allow that gifts of
prophecy and miracles are actually necessary in these days. Indeed, they
apparently consider that these gifts are not needed at all; the very thing
which St. Paul forbids them to do when he says that, in respect to the
Spirit's wonderful gifts, no member of Christ's church must say, "We have
no need of thee."[A]
So that prophets and workers of miracles have
altogether ceased to be, although I can find no authority whatever in the
Bible for their ceasing to exist. Inasmuch as they were necessary "for the
perfecting of the saints, for the work of the ministry, for the edifying of the
body of Christ,"[B]
how can saints now be perfected or the work of the
ministry be efficiently and satisfactorily performed, or the body of Christ
(the true church) be edified in these days? The Bible shows us that it was
always through prophets that God revealed His will, commands, and
instructions to His church under all the changing and trying circumstances
through which she has had to pass since the world commenced. And it
seems to me to be altogether opposed to scripture and to reason to conclude
that in these admittedly evil days it is unnecessary for Him to intimate His
will and commands, and to instruct His people in exactly the same way, in
order that His church may continue to be guided through the great](https://image.slidesharecdn.com/54920-250414075943-d27ae974/85/Teaching-Secondary-Science-With-Ict-Barton-57-320.jpg)
![difficulties and trials that must beset her. For the teachings of Jesus Christ
and His Apostles I prefer to go direct to the Bible and be guided thereby,
than to go to any of the churches of Christendom which teach doctrines not
in accordance therewith. For instance, Jesus Himself said that miraculous
signs should follow believers,[C]
but the churches do not teach this doctrine.
Then again St. Paul, writing under the inspiration of the Holy Ghost,
recorded that apostles and prophets were necessary in the church, not only
for his days, but "till we all come in the unity of the faith, and of the
knowledge of the Son of God, unto a perfect man, unto the measure of the
stature of the fulness of Christ: that we henceforth be no more children,
tossed to and fro, and carried about with every wind of doctrine, by the
sleight of men, and cunning craftiness, whereby they lie in wait to deceive."
[D]
How different this appears to be from the teachings of the various
churches and sects in Christendom! In this passage of scripture which I
have just quoted, St. Paul not only tells us how long apostles and prophets
would be necessary in the church of Jesus Christ, but also how the church
would be affected if prophecy ceased. As inspired by God, he distinctly
asserts that apostles and prophets would be required till we attain to perfect
men, unto the measure of the stature of the fulness of Christ. I think it will
be admitted that we have not reached this perfection as yet. Again, St. Paul
showed that if we had no apostles and prophets, the church would be tossed
to and fro, and carried about with every kind of doctrine, etc. What do we
see in the churches of Christendom but this very result, when we
contemplate the numerous discordant and opposing religious denominations
and sects, all teaching divers doctrines and ordinances? Thus it seems
evident to me that a church, devoid of inspired prophets and the miraculous
gifts of the Holy Spirit, all of which played so very important a part, in the
opinion of the apostles of Christ, in the primitive church, cannot possibly be
anything but in error. This view is strengthened by the words of St. Peter,
who tells us that the Spirit would continue to manifest His marvelous
powers in the true church while the world lasted, if the people would submit
themselves to the ordinances of the gospel, and obey God's commandments.
He was preaching on the day of Pentecost, just after the Holy Ghost had
fallen upon the assembled disciples, and had sat upon each of them in the
form of cloven tongues like as of fire,[A]
and he called upon all his hearers
to repent, and to be baptized for the remission of their sins, and he promised
them the gift of the Holy Ghost. Then he went on to say that this promise](https://image.slidesharecdn.com/54920-250414075943-d27ae974/85/Teaching-Secondary-Science-With-Ict-Barton-58-320.jpg)
Teaching Secondary Science With Ict Barton
- 1. Teaching Secondary Science With Ict Barton pdf download https://ebookfinal.com/download/teaching-secondary-science-with- ict-barton/ Explore and download more ebooks or textbooks at ebookfinal.com
- 2. We believe these products will be a great fit for you. Click the link to download now, or visit ebookfinal to discover even more! Teaching Mathematics Using ICT 3rd Edition Adrian Oldknow https://ebookfinal.com/download/teaching-mathematics-using-ict-3rd- edition-adrian-oldknow/ History ICT and Learning in the Secondary School 1st Edition Terry Haydn https://ebookfinal.com/download/history-ict-and-learning-in-the- secondary-school-1st-edition-terry-haydn/ Teaching Reading in Science A Supplement to Teaching Reading in the Content Areas Teacher s Manual 2nd Edition Mary Lee Barton https://ebookfinal.com/download/teaching-reading-in-science-a- supplement-to-teaching-reading-in-the-content-areas-teacher-s- manual-2nd-edition-mary-lee-barton/ Teaching Geography in Secondary Schools Margaret Smith https://ebookfinal.com/download/teaching-geography-in-secondary- schools-margaret-smith/
- 3. Teaching Mathematics at Secondary Level 1st Edition Tony Gardiner https://ebookfinal.com/download/teaching-mathematics-at-secondary- level-1st-edition-tony-gardiner/ Complete Mathematics for Cambridge Secondary 1 Student Book 2 For Cambridge Checkpoint and beyond Barton https://ebookfinal.com/download/complete-mathematics-for-cambridge- secondary-1-student-book-2-for-cambridge-checkpoint-and-beyond-barton/ Complete Mathematics for Cambridge Secondary 1 Student Book 3 For Cambridge Checkpoint and beyond Barton https://ebookfinal.com/download/complete-mathematics-for-cambridge- secondary-1-student-book-3-for-cambridge-checkpoint-and-beyond-barton/ Teaching Secondary English Readings and Applications 2nd Edition Daniel Sheridan https://ebookfinal.com/download/teaching-secondary-english-readings- and-applications-2nd-edition-daniel-sheridan/ Teaching Secondary and Middle School Mathematics 7th Edition Daniel J. Brahier https://ebookfinal.com/download/teaching-secondary-and-middle-school- mathematics-7th-edition-daniel-j-brahier/
- 5. Teaching Secondary Science With Ict Barton Digital Instant Download Author(s): Barton, Roy ISBN(s): 9780335208623, 0335208622 Edition: Kindle File Details: PDF, 1.97 MB Year: 2004 Language: english
- 6. TEACHING SECONDARY SCIENCE WITH ICT This book takes a practical approach to improving secondary science education with the use of Information and Communications Technology (ICT), while considering the broader educational issues that inform and underpin the approach. The material is presented from a teacher’s perspective, and explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment. With topics ranging from using the Internet in school science to handling and interpreting data, Teaching Secondary Science with ICT is invaluable in helping teachers to make the most effective use of the ICT ‘tools’ available to them. This practical book is essential reading for anyone involved in science education, including trainee teachers, practising science teachers, and their tutors and mentors. It is particularly useful to support a school science department’s internal professional development programme. Roy Barton is a Senior Lecturer in Education at the University of East Anglia. He has a long-standing interest in the use of computers in science education and has written widely on the subject. Prior to working in higher education he spent many years working as a secondary school science teacher. Cover design: Pentacor Book Design, High Wycombe, Bucks.
- 8. Learning and Teaching with Information and Communications Technology Series Editors: Tony Adams and Sue Brindley The role of ICT in the curriculum is much more than simply a passing trend. It provides a real opportunity for teachers of all phases and subjects to rethink fundamental pedagogical issues alongside the approaches to learning that pupils need to apply in classrooms. In this way it foregrounds the ways in which teachers can match in school the opportunities for learning provided in home and community. The series is firmly rooted in practice and also explores the theoretical underpinning of the ways in which curriculum content and skills can be developed by the effective integration of ICT in schooling. It addresses the educational needs of the early years, the primary phase and secondary subject areas. The books are appropriate for pre-service teacher training and continuing professional development as well as for those pursuing higher degrees in education. Published and forthcoming titles: Adams & Brindley (eds): Teaching Secondary English with ICT Barton (ed.): Teaching Secondary Science with ICT Florian & Hegarty (eds): ICT and Special Educational Needs Johnston-Wilder & Pimm (eds): Teaching Secondary Maths with ICT Loveless & Dore (eds): ICT in the Primary School Monteith (ed.): Teaching Primary Literacy with ICT Monteith (ed.): Teaching Secondary School Literacies with ICT Hayes & Whitebread (eds): Supporting ICT in the Early Years Stern: Teaching RE with ICT Way & Beardon (eds): ICT and Primary Mathematics
- 9. TEACHING SECONDARY SCIENCE WITH ICT Edited by Roy Barton Open University Press
- 10. Open University Press McGraw-Hill Education McGraw-Hill House Shoppenhangers Road Maidenhead Berkshire England SL6 2QL email: enquiries@openup.co.uk world wide web: www.openup.co.uk and Two Penn Plaza, New York, NY 10121-2289, USA First published 2004 Copyright © Roy Barton 2004 All rights reserved. Except for the quotation of short passages for the purpose of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or a licence from the Copyright Licensing Agency Limited. Details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Ltd of 90 Tottenham Court Road, London, W1T 4LP. A catalogue record of this book is available from the British Library ISBN 0 335 20862 2 (pb) 0 335 20863 0 (hb) Library of Congress Cataloging-in-Publication Data CIP data applied for Typeset by RefineCatch Limited, Bungay, Suffolk Printed in Great Britain by MPG Books Ltd, Bodmin, Cornwall
- 11. CONTENTS List of contributors vii Series editors’ preface ix Introduction 1 Roy Barton Part I The School Context 5 1 Using ICT in a secondary science department 7 Rob Musker Part II Practical Science with Computers 25 2 Why use computers in practical science? 27 Roy Barton 3 Management and organization of computer-aided practical work 40 Roy Barton 4 Planning, teaching and assessment using computer-aided practical work 52 Roy Barton and Caroline Still
- 12. Part III Using Information 69 5 Using the Internet in school science 71 Patrick Fullick 6 Multimedia in science teaching 87 Jerry Wellington Part IV Interpreting Data 105 7 Handling and interpreting data in school science 107 John Wardle Part V An International Perspective 127 8 The approach to ICT in science education in the Netherlands 129 Ton Ellermeijer Part VI What Next? 137 9 Integrating ICT into science education and the future 139 Laurence Rogers 10 Closing remarks 155 Roy Barton Index 159 CONTENTS vi
- 13. LIST OF CONTRIBUTORS Roy Barton, University of East Anglia. Before joining the university Roy spent 18 years as a secondary school science teacher, much of this time as head of physics in two comprehensive schools. His research interests are centred on the use of ICT for teaching and learning, particularly in science educa- tion and initial teacher education. He has produced many publications in both areas of study. Ton Ellermeijer, AMSTEL Institute, University of Amsterdam. For many years Ton has been a leading figure in the development of ICT in science educa- tion in the Netherlands. He is particularly interested in the use of inter- active video to support the teaching of physics. Patrick Fullick, University of Southampton. Patrick has worked on curriculum development projects, including SATIS, Salter’s Science and Cambridge Modular Sciences, and has written texts for GCSE and A-level sciences. He recently won an international award for ScI-Journal, an innovative project that publishes school students’ science work on the Internet. Robert Musker, Lancashire Grid for Learning. Robert was previously head of science at Archbishop Temple School, Preston. He is co-author of Heinemann’s ICT Activities for Science and the Eureka series. His chapter relates to his experiences while teaching science at the Cornwallis School in Kent.
- 14. Laurence Rogers, University of Leicester. Formerly a school teacher of physics, electronics and science, Laurence has fostered research and curriculum development interests in the applications of ICT to teaching. He has been responsible for developing a range of hardware and software for science and technology education, his best-known works being Motion Sensor (1989), Understanding Insight (1998), Control Insight (2000) and Insight 4 (2002). Caroline Still, University of East Anglia. Before joining the university in 2000 Caroline spent 15 years as a secondary school science teacher. At the uni- versity she is involved in the initial training of science teachers and is currently responsible for the secondary science PGCE course. Her research interests centre on science education. John Wardle, Sheffield Hallam University. John’s background is in teaching science in secondary schools. He became an advisory teacher and later a project officer for NCET (now BECTa). More recently he has worked with the TTA on the ICT Training Needs Identification software and leading the Teaching and Learning Group in the Science Consortium, the only NOF-approved training provider to focus on science. Jerry Wellington, University of Sheffield. Jerry’s main area of research is in science education and the use of ICT in education. This has resulted in a wide range of publications, including five major books and 32 journal articles since 1980. LIST OF CONTRIBUTORS viii
- 15. SERIES EDITORS’ PREFACE It would be unusual now in science to encounter students who do not use ICT in their school or leisure time, and equally unusual to encounter science teachers who do not incorporate ICT in some way into their teach- ing. However, this was not always the case. In the early days, it took a while for the dazzling ICT presentation effects to diminish in impact so that we could begin to think about using ICT as an integral part of making our teaching more effective, instead of just more visually interesting. But at this stage came the realization that in order to use ICT effectively, we had to begin to understand teaching and learning in greater depth. Devel- oping science teaching with ICT is not, as Laurence Rogers reminds us in his chapter, simply about reversioning traditional science teaching, but ‘invite[s] thinking about new opportunities for teaching and learning’. We see this type of thinking emerging in three major ways. First is the place of science in a world that is rapidly becoming shaped by ICT use in both leisure and the workplace. Formal curriculum documents, such as the National Curriculum in the UK, recognize that science has a particular and significant relationship with technology, and one that affects the individual and society. The National Curriculum for science (p. 102) states: Through science, pupils understand how major scientific ideas contrib- ute to technological change – impacting on industry, business and
- 16. medicine and improving quality of life . . . [Pupils] learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world. The interplay between science and technology has a direct effect on the ‘real world’. ‘Improving quality of life’ is rooted in the opportunities ICT brings through, for example, speed and automation. In the classroom, students can explore the wider world, gathering information about and evaluating events such as space travel through websites such as NASA. With ICT, we have the makings of global scientists who, through collabor- ation, can indeed affect ‘the future of the world’. Second, science is a subject where ideas are linked with practical investi- gation. Science requires demonstrable evidence of the validity of any theory. Part of teaching science is to bring about ‘scientific thinking’ in students: a mind set that requires students to test out, through experimen- tation, any given thesis. As Brendan O’Neill, Chief Executive of Imperial Chemicals Industry plc, observes: ‘Studying science teaches us to be good at analysis and helps us to make complex things simple. It trains minds in a way that industry prizes.’ Training minds is about bringing about scien- tific thinking, based on real and observable phenomena, tested through experimentation. In the classroom, much has changed in this field. Experiments once undertaken in the laboratory are now, with the rightly strict guidelines of health and safety, no longer permitted in a school setting. However, through the use of ICT, whether CD-ROM, PowerPoint presentation or websites, virtual demonstrations can continue, ensuring that science teachers can still use experimentation as a fundamental scientific process but, with the added facilities of provisionality and inter- activity, can not only demonstrate experiments in safety but illustrate the dangers of incorrect procedures, thus enhancing the understanding of the scientific processes under investigation. In biology, ICT has the same function for understanding how the body works. Dissection, again no longer seen in classrooms, can be undertaken virtually. Indeed, so effective is ICT in this area that teaching hospitals such as Addenbrooks at Cambridge now have virtual learning classes in anatomy for the students. Taking a walk around a liver is not an experi- ence that students would ever have – but the benefits of understanding anatomy in this way are clear in the evaluations of the system given by both teaching staff and trainee medics. Third, and importantly, science is about ideas. ICT, through all of its dimensions – speed and automation, provisionality, interactivity and cap- acity and range – can support the scientific imagination in exploring the ‘what ifs’ of scientific knowledge. As Professor Susan Greenfield says in the introduction to the science National Curriculum, ‘Science is valuable because it meshes with all our lives and allows us to channel and use our spontaneous curiosity’. ICT allows the what ifs to become temporary SERIES EDITORS’ PREFACE x
- 17. realities, explorable in space and time in ways that pre-ICT days simply could not support. In a subject with the breadth of the science curriculum, any volume can offer only a representation of the curriculum content. The pedagogies, ideas and processes explored in this volume belong to a range of areas within the science curriculum, but all the approaches explored here belong to the whole of science: to ways of representing the subject, to transferable ideas and strategies and to opportunities to break down bar- riers that have stood in the way of the scientific imagination in bringing about changes for the better in all our lives. Tony Adams and Sue Brindley SERIES EDITORS’ PREFACE xi
- 19. INTRODUCTION Roy Barton The book is intended to identify and explore the ways in which ICT can be used to enhance secondary science education. While a predominately practical approach is taken, this is backed up by considering the broader educational issues which inform and underpin the approach. The material is presented from a teacher’s perspective, discussing the rationale for the use of a range of ICT applications, but also considering practical issues such as the selection of resources, lesson planning and the impact of ICT on classroom organization. The aim is to enable the reader to make the most effective use of the ICT ‘tools’ available, complementing and developing the ICT requirements set out for teachers in England in the National Opportunities Funded training (NOF) (TTA 1999) and the ‘New Standards’ equivalent requirements for Initial Teacher Training (DfEE 2002). Therefore this book will be useful for anyone involved in science education, whatever their current level of expertise in the use of ICT, including practising science teachers, trainee teachers and their tutors and mentors. In terms of structure, the book is divided into six parts, each one dealing with a different aspect of ICT in science education. Part I starts by con- sidering the place of ICT in science, and leads on to an exploration of ICT use in the context of a secondary school science department. The next three parts deal with practical science with computers, using information and interpreting data. These chapters deal with some of the main ICT applications that can be used in science teaching. Part V aims to set the previous discussion into a wider context by considering the ways in which another country, the Netherlands, has developed its use of ICT in science education in parallel with the developments in England. Finally, the last part of the book pulls the ideas presented earlier in the book together and attempts to consider future developments in this area. Contributors to this book are all experienced users of ICT in science education and their work is well known and respected in this field. Part I, dealing with ICT in the context of a school science department, is written by Rob Musker, who has also published curriculum support material for science teachers in using ICT activities in their teaching (see
- 20. Chapter 1). Whilst the science department described may not be an ‘ordinary’ department in terms of the level of ICT resources available, his chapter provides an insight into some of the opportunities to enhance science education in an ‘ICT rich’ environment. In this chapter Rob used his personal experience and the results of research conducted in the school to provide guidance on a range of issues, such as the role of ICT in improv- ing literacy and numeracy skills and the ways in which pupils react to extensive use of ICT in science. A significant part of the chapter is devoted to providing guidance on how to go about planning for an increased use of ICT within a school science department. Part II, on practical science with computers, is written by Roy Barton, who has a number of years’ experience in using, researching and writing about the use of computers in practical science. Chapter 2 looks in detail at the rationale for using computer-aided practical work. This is done by illustrating the significant features and potential benefits of this approach, stressing the importance of teachers considering their personal phil- osophy of the use of practical work, as a important step in deciding whether computer-aided practical work will assist in meeting these aspir- ations. The author expresses the view that if science teachers first appreci- ate the potential benefits of computer-aided practical work then they are in a much better position to plan for its implementation in their teach- ing. Chapter 3 moves on from considering why we might want to use computer-aided practical work to how we might do it. Therefore, this chap- ter is concerned mainly with classroom management and organizational issues related to the use of data-logging equipment. In addition to con- sidering the selection of equipment, the chapter identifies alternative ways in which computers can be used with different levels of resources available to the science teacher. In Chapter 4 the ideas on the rationale and practical implementation of computer-aided practical work are brought together and illustrated by three lesson case studies, which include detailed lesson plans. Part III of the book deals with ICT-based information sources for science teaching, looking in particular at the use of the Internet and multimedia resources. Patrick Fullick is a leading figure in the development of the use of the Internet, particularly as a publishing medium for pupils and teachers. In his chapter looking at the use of the Internet in school science, he explores the various ways in which the Internet will impact on the ways in which we find, publish and communicate information. He also includes important information about the concept of ‘acceptable use’ in the con- text of young people using the Internet. Jerry Wellington has written extensively on the use of ICT in science education and is an acknowledged expert in the use of multimedia resources. In his chapter he provides a reflective and balanced discussion on the use of multimedia. He considers issues such as what is meant by authentic and inauthentic labour for pupils studying science and also explores the risks and opportunities of ROY BARTON 2
- 21. the use of multimedia in science teaching. The discussion is enriched by the inclusion of the views of teachers and pupils who have made use of this type of software. In Part IV John Wardle, a high-profile figure in educating science teachers in the use of ICT, gives us the benefit of his extensive experience in the ways in which ICT can be used to assist in handling and interpreting information in school science. The aim of the chapter is to reflect on the overall rationale and potential benefits of ICT ‘tools’ such as spreadsheets and modelling software in assisting science teachers to meet their overall teaching objectives. The ideas are illustrated by the discussion of three scenarios that explore the potential of using the ICT-assisted approach to data handling. The first four parts of the book deal exclusively with the use of ICT in English schools and so, to provide a wider context and as a means of evaluating an alternative approach, Ton Ellermeijer provides an overview of developments in the use of ICT in science education in the Netherlands. Ton is a leading figure in the use of ICT in science education in the Netherlands and so is in an ideal position to provide this discussion. The chapter gives a fascinating picture of the parallel developments occurring in the Netherlands, particularly their recent activities aimed at integrating the use of a range of software ‘tools’, such as multimedia applications and data-logging software, into an all-purpose activity-based teaching and learning environment, called ‘Coach 5’. The task of considering ‘what next?’ in the final part of the book falls quite rightly to Laurence Rogers, who has been actively pushing back the frontiers of how we think about using ICT in science education, particu- larly in terms of the development of data-logging software, for well over a decade. In this chapter we are able to benefit from Laurence Rogers’s ability to step back and see the whole picture. He considers the future direction of ICT in science education. Experience would suggest that making predictions in the area of ICT is particularly risky but, drawing on his considerable first-hand experience, Rogers is able to identify likely trends in hardware and software development. However, perhaps the most significant issues are those related to the ways in which ICT may influence how teachers and pupils work in the future. References DfES (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: The Stationery Office. TTA (1999) The Use of ICT in Subject Teaching. London: TTA Publications. INTRODUCTION 3
- 22. Part I The School Context
- 23. 1 USING ICT IN A SECONDARY SCIENCE DEPARTMENT Rob Musker In an ideal world Given a high level of resources, how could ICT transform a practical sci- ence lesson? Consider this scenario. The teacher brainstorms the back- ground science ideas behind the experimental work using an interactive whiteboard or Mimio. The work is saved as a web page or put into a shared file from the laboratory via a radio link to the network, so that the pupils can use it that night. The pupils undertake the experiment using data-logging equipment and take digital pictures and a video of the results of their experiment. The pupils finish the experiment and have a quick discussion among them- selves before linking, via a webcam, to another school in another part of the country to discuss their experiments further. The teacher plays back the images and data from earlier work to refresh and review the topic undertaken. The pupils go home and write up the experiment using an authoring tool or word processor incorporating sound files of their method, video and pictures of their experiment. They also incorporate graphs and an analysis of their results with the help of a spreadsheet pro- gram. During this process the pupils use resources from the Internet or link to copies of relevant CD-ROMs on the school’s network to support their
- 24. work. The finished experimental report can be mailed to the teacher or put in the shared homework folder waiting to be marked electronically. The above scenario can really happen at my school but not necessarily with all these features at the same time. But it is exciting and stimulating to work in this way for both teachers and students. How can we work towards this approach to teaching science? This chapter aims to explore some of the ways in which the elements discussed above are currently used in a comprehensive school and the impact they are having on the work of the science department. The Cornwallis School Writing from the perspective of a practising science teacher at the Cornwal- lis School (an 11–18 technology college with approximately 1575 pupils, in Maidstone, Kent), I have rooted this chapter in my own classroom experi- ences, recognizing nevertheless that Cornwallis is unusually well resourced in terms of information technology. It has almost 200 laptops and over 190 desktop computers and is a regional centre for the National Opportunities Funded (NOF) ICT training for teachers, a mentor school for Microsoft and the first school in England to have a campus-wide wireless network. In the science department of 17 teachers, there is access to a set of 20 laptop computers, and each laboratory has up to four desktop computers available. The class sizes never exceed 25, which makes it possible to have a ratio of two pupils per computer in the laboratories. The department has two half-sets of data-logging equipment giving similar pupil access. One set uses Acorn pocketbook computers with Data Harvest Sense and Con- trol data-loggers, while the other makes use of laptop computers and Data Harvest Easylog data-loggers. While the school and the science department are currently far from typical, they do provide an indication of the likely impact that an ICT-rich environment might have on the workings of a school science department. In most science departments there are a range of factors which can impede the use of ICT, such as access to computers, peripheral devices and, signifi- cantly, the knowledge to use them effectively. Other factors that have been suggested include the lack of suitable teaching materials (Tebbutt 2000). This chapter explores the potential benefits and the organizational and other departmental issues that arise when many of these barriers are removed. ICT in the science curriculum Communication is at the heart of all scientific activity and is itself a key aspect of science education. The term communication is being used in its ROB MUSKER 8
- 25. widest sense to include not only speaking and writing but also TV, radio and video, all of which can be linked and controlled by a computer. The use of ICT enables the pupils to save time and provides clear and effective ways of presenting scientific information. Table 1.1 shows some of the ways in which ICT can be used to assist the process of communicating within science lessons. In addition, programs such as the ones cited enable pupils to give added depth to written reports by including a results graph, a digital image of the equipment or videos of an experiment. The pupils can include hyperlinks to related documents or websites, thus enhancing, rather than replacing, more conventional means of communicating ideas and information. For example, pupils who can access a video of their experiment have a visual aid that helps them to follow and review the experiment at home. This will help them to write their methods, see the results again and evaluate their work much more effectively. As with other subjects, science is now charged with the development of basic skills such as numeracy and literacy, and here again ICT offers opportunities for extending the learning in many aspects of the con- ventional science curriculum. Spreadsheets can support pupils in calculat- ing formulae or modelling numerical relationships; sliders and scroll bars, part of the Form toolbar in Microsoft Excel, allow pupils to ascertain the relationships between numbers and specify which formulae the relation- ship could refer to (see Figure 1.1). ICT can help numeracy in other more subtle ways, such as using the zoom facility in graphing software as an aid to understanding scale factors. A range of the software features provided in many graphing packages can provide useful tools to assist pupils in this area of the curriculum. Pupils Table 1.1 ICT tools to aid communication in science lessons Software program Activities Microsoft Word Experiment reports, writing frames, templates, drag and drop activities Microsoft PowerPoint Slide shows and simulations Microsoft Excel Labelling activities Macromedia Flash Animated simulations of experiments and scientific concepts Microsoft Frontpage Web pages Macromedia Dreamweaver Web pages Matchware Mediator Web pages Hot Potatoes Crosswords and cloze exercises Microsoft Visio Memory maps, timelines, flow charts of experiments and food chains, labelling activities Various E-mail and video conferencing USING ICT IN A SECONDARY SCIENCE DEPARTMENT 9
- 26. Discovering Diverse Content Through Random Scribd Documents
- 27. All officers superior to elders are frequently termed elders. The duties of an elder are thus defined: "An apostle is an elder, and it is his calling to baptize; and to ordain other elders, priests, teachers, and deacons; and to administer bread and wine, the emblems of the flesh and blood of Christ; and to confirm those who are baptized into the Church, by the laying on of hands for the baptism of fire and the Holy Ghost, according to the scriptures; and to teach, expound, exhort, baptize, and watch over the Church; and to confirm the Church, by the laying on of the hands, and the giving of the Holy Ghost; and to take the lead of all meetings. The elders are to conduct the meetings as they are led by the Holy Ghost, according to the commandments and revelations of God." The Aaronic, with the Levitical, Priesthood is a subordinate priesthood. It is called the lesser Priesthood because it is an appendage to the Melchisedek or higher Priesthood, and acts under its direction and supervision. The Aaronic Priesthood comprises bishops, priests, teachers, and deacons, and has power to administer in certain ordinances and in the temporal affairs of the Church. "The power and authority of the lesser or Aaronic Priesthood is to hold the keys of the ministering of angels, and to administer in outward ordinances, the letter of the Gospel—the baptism of repentance for the remission of sins;" also to sit as a common judge in Israel. The bishopric is the presidency of the Aaronic Priesthood, and holds the keys or authority of the same. "The office of a bishop is in administering all temporal things." First-born sons, literal descendants of Aaron, have a legal right to the bishopric. No other man has a legal right to the presidency of this Priesthood, and a first-born descendant of Aaron must be designated by the First Presidency of the Melchisedek Priesthood, "and found worthy, and anointed, and ordained under the hands of this presidency," before he is legally authorized to officiate in the Priesthood. "But as a high priest of the Melchisedek Priesthood has authority to officiate in all the lesser offices, he may officiate in the office of bishop when no literal descendant of Aaron can be found, provided he is called and set apart and ordained unto this power under the hands of the First Presidency of the Melchisedek Priesthood."
- 28. A bishop who is a first-born descendant of Aaron can sit as a common judge in the Church without counselors, except when a president of the High Priesthood is tried. But a bishop from the High Priesthood must not sit as a judge without his two counselors. In both cases the jurisdiction of bishops is original, but not exclusive. Over all the other bishops in the Church there is a presiding bishop, with two counselors. William B. Preston is the present presiding bishop, and Robert T. Burton and John R. Winder are his counselors. The duties of a priest are "to preach, teach, expound, exhort, and baptize, and administer the sacrament, and visit the house of each member, and exhort them to pray vocally and in secret, and attend to all family duties; and he may ordain other priests, teachers, and deacons; and he is to take the lead of meetings when there is no elder present; but when there is an elder present he is only to preach, teach, expound, exhort, and baptize, and visit the house of each member, exhorting them to pray vocally and in secret, and attend to all family duties. In all these duties the priest is to assist the elder, if occasion requires." The duties of a teacher are "to watch over the Church always, and be with and strengthen them, and see that there is no iniquity in the Church, neither hardness with each other, neither lying, backbiting, nor evil speaking; and see that the Church meet together often, and also see that all the members do their duty; and he is to take the lead of meetings in the absence of the elder or priest." The duties of a deacon are to assist the teacher in his duties in the Church, if occasion requires. But deacons have more especially to do with temporalities and are expected to see that the meeting houses are in comfortable condition for the use of the officers and members of the Church in their various meetings. It is also the duty of the deacons, under the direction of the bishops, to look after the welfare of the poor, and endeavor to supply their necessities. Teachers and deacons are "appointed to watch over the Church, to be standing ministers unto the Church." "But neither teachers nor deacons have authority to baptize, administer the sacrament, or lay on hands. They are,
- 29. however, to warn, expound, exhort, and teach, and invite all to come unto Christ." No man can hold any office in the Priesthood, in either kind, unless by authoritative call and ordination, or by special appointment of God. As a general rule, though with some limitations, an officer in the Priesthood has power to ordain men to the same office that he holds, when the candidates are properly called and vouched for. ORGANIZATION. The First Presidency of the Church, also known as the First Presidency of the High Priesthood, consists of a president and two counselors. Wilford Woodruff is the present president, and George Q. Cannon and Joseph F. Smith are his two counselors. It is the duty of the First Presidency to preside over the affairs of the Church, and they can officiate in any or all of its offices. "Of the Melchisedek Priesthood, three presiding high priests, chosen by the body, appointed and ordained to that office, and upheld by the confidence, faith, and prayer of the Church, form a quorum of the presidency of the Church." "The duty of the President of the office of the High Priesthood is to preside over the whole Church, and to be like unto Moses." "Yea, to be a seer, a revelator, a translator, and a prophet, having all the gifts of God which he bestows upon the head of the Church." The Twelve Apostles are a traveling presiding high council, next in order of authority to the First Presidency. On the death of the President of the Church, the presiding authority falls on the next council in precedence, which is the council of the Twelve Apostles, and continues with that council until another First Presidency is installed. The presidency of the council of the Twelve Apostles is decided by seniority or ordination. The duties of the Twelve Apostles are to preach the Gospel and build up the Church and regulate the affairs of the same in all nations, under the direction of the First Presidency. It is the privilege and duty of the council of the Twelve Apostles, when sent out, to open the Gospel door to the various nations of the earth, and, when they need assistance, it is their duty to call
- 30. preferentially on the Seventies to fill the calls for preaching and administering the Gospel. The Seventies are organized into various councils of seventy, commonly termed quorums. Each council of seventy has seven presidents, chosen out of the seventy, one of the seven presiding over the others and over the whole seventy. The seven presidents of the first council of seventies also preside over all the councils of seventies. There are now one hundred and three councils of seventies, seventy members in each council when it is full. In each Stake of Zion the High Priesthood assemble in council at stated times, perhaps once a month, for counsel and instruction in their duties, with a president and two counselors presiding over them. Elders are organized in councils of ninety-six, each council with a president and two counselors. Priests are organized in councils of forty-eight, each with a president and two counselors. This president must be a bishop. Teachers are organized in councils of twenty-four, each with a president and two counselors. Deacons are organized in councils of twelve, each with a president and two counselors. At the gathering places of the Latter-day Saints, the branches of the Church are organized into Stakes of Zion. In Utah these stakes are generally, but not necessarily, coextensive with counties. Each stake has a president, with his two counselors, and has also a high council, consisting of twelve high priests. The president of a stake, with his two counselors, presides over the high council of that stake. The jurisdiction of the high council of a stake is appellate in most cases, but original in some. The decisions of a high council are usually, but not invariably, final. On an appeal from the decision of a high council, a hearing and decision can be had from a general assembly of the various councils of the Priesthood, which is the end of controversy in the Church, but such appeals are very rarely taken.
- 31. The jurisdiction of all councils in the Church is ecclesiastical, extending to fellowship and standing only, the extreme judgment in all cases being excommunication. Each stake is divided into an irregular number of wards, over each of which a bishop, with his two counselors, presides. Each ward has its own meeting house, as a rule. Each stake has also its own meeting house generally, for the holding of conferences and other meetings. In Utah and adjacent Territories and States there are thirty-two stakes, comprising about four hundred and twenty-five bishops' wards. Salt Lake City is divided into twenty-two wards, the usual size of each of which is a square of nine ten-acre blocks, though most of the wards in the outskirts are considerably larger. Each stake as a rule holds a quarter-yearly conference, usually continuing two days. The church holds two general conferences yearly. They are held almost invariably in April and October, commencing on the sixth day of each of those months, and generally lasting three or four days. Occasionally special general conferences are held. DOCTRINES. The Latter-day Saints believe in the Bible as an inspired record of the dealings of God with men in the eastern hemisphere, and consequently believe in the creation or organization of the heavens and the earth by the word of God. They believe that God placed Adam and Eve in the Garden of Eden, and that they were cast out therefrom for transgression, thereby bringing suffering and death into the world, including banishment from the presence of God. That Jesus Christ was the Son of God, and that by his death he made atonement for the sins of Adam and of the whole world, so that men, by
- 32. individual acceptance of the terms, can have their own sins forgiven or remitted and be reconciled to God. That in order to obtain this forgiveness or remission and reconciliation, men must have faith in God and in Jesus Christ, repent of and forsake their sins, be baptized for the remission of them, have hands laid upon them by authorized ministers for the reception of the Holy Ghost, and live a pure life, keeping the commandments of God and walking in holiness before him. That members of the Church should partake of the Sacrament of the Lord's Supper, at stated times, and assemble frequently to worship God and to be instructed in regard to their duties and privileges. That it is the duty of the members of the Church to pay first a tenth part of their property, and afterward a tenth of their increase or income for the advancement of the work of God. That revelations from God and miraculous manifestations of his power were not confined to the apostolic and earlier ages, nor to the eastern hemisphere, but may be enjoyed in this age or in any dispensation or country. That the Book of Mormon and the Doctrine and Covenants of the Church of Jesus Christ of Latter-day Saints are revelations from God, the former being an inspired record of his dealings with the ancient inhabitants of this continent and the latter consisting of revelations from him in this dispensation. That he gave revelations to Joseph Smith and inspired him to translate the Book of Mormon and to organize the Church of Christ anew upon the earth in our day. That this is the dispensation of the fulness of times, in which all things will be gathered together in one, both which are in heaven and which are on the earth.
- 33. That the Gospel must be preached in all the world for a witness, and then the end shall come. That those who believe in the Gospel and receive the testimony of the servants of God should gather themselves together as one people upon this continent, to build up communities, cities, and temples to the name of the Lord, and to establish Zion, that they may escape the judgments which God is about to send upon the wicked, and be prepared for the coming of Jesus Christ to take upon him his power and reign on the earth as King of kings and Lord of lords. That men and women should not indulge in the lusts of the flesh, and thereby corrupt, debase and destroy themselves and others. That marriage, whether monogamic or polygamic, is honorable in all, and the bed undefiled, when such marriage is contracted and carried out in accordance with the law of God. That the ten commandments are as binding now as when delivered to Moses on Mount Sinai, and that the two supreme commandments, into which Jesus Christ resolved the ten, are, with the ten, as binding now as when he was upon the earth in the flesh; which two commandments are as follows: "Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is like unto it. Thou shalt love thy neighbor as thyself. On these two commandments hang all the law and the prophets." That every man is free to accept or reject the Gospel, but that he cannot receive remission of sins, nor be reconciled to God, nor enjoy eternal life in his presence, on any other terms than obedience to the Gospel. That men will be rewarded or punished according to their works, whether good or evil. That the dead, who did not obey the Gospel in this life, can hear and accept of it in the spirit world, their mortal relatives or friends attending to the ordinances of the Gospel in their behalf.
- 34. That all mankind will be resurrected from the dead and will come forth to judgment and receive either reward or punishment, which will be various in degree, according to capacity, merit, and demerit. That the earth glorified will be the dwelling place of resurrected, glorified and immortal beings, who will have previously passed their mortal probation thereon, and that they will dwell upon it forever in the light and knowledge and glory of God. ORDINANCES. There are certain ordinances connected with the Gospel, most of which are essential to complete salvation, and all are desirable to be observed under proper circumstances. The first ordinance is the baptism of water for the remission of sins. "Baptism is to be administered in the following manner unto all those who repent: The person who is called of God, and has authority from Jesus Christ to baptize, shall go down into the water with the person who has presented him or herself for baptism, and shall say, calling him or her by name, 'Having been commissioned of Jesus Christ, I baptize you in the name of the Father, and of the Son, and of the Holy Ghost. Amen.' Then shall he immerse him or her in the water, and come forth again out of the water." Baptism is analogous to the door of the Church. No person can become a member without baptism, and no person is eligible for baptism without repentance of sins committed. Consequently the candidate must have arrived at the years of accountability, and be capable of repentance. "All those who humble themselves before God, and desire to be baptized and come forth with broken hearts and contrite spirits, and witness before the Church that they have truly repented of all their sins, and are willing to take upon them the name of Jesus Christ, having a determination to serve him to the end, and truly manifest by their works that they have received of the spirit of Christ unto the remission of their sins, shall be received by baptism into his Church."
- 35. Children are eligible for baptism on attaining the age of eight years, previous to which age they are not considered accountable before God for their transgressions. No person who has been excommunicated from the Church can be re- admitted without repentance and baptism as at the first. Baptism for the dead is administered in a similar manner to baptism for the living, a living person acting as proxy for the dead person on whose account the baptism is administered. After baptism the candidates are confirmed members of the Church by the laying on of hands, that they may receive the Holy Ghost. The duty of "every member of the Church of Christ having children, is to bring them unto the elders, before the Church, who are to lay their hands upon them in the name of Jesus Christ, and bless them in his name." The laying on of hands is an ordinance also in the giving of patriarchal or other blessings to members of the Church, in ordination to office in the Priesthood, in setting persons apart to particular duties or callings or missions, and in administering to the sick in connection with anointing with consecrated oil and the prayer of faith. In regard to the ordinance or sacrament of the Lord's Supper, the members of the Church are required to meet together often to partake of the bread and wine (or water, when pure home-made grape wine cannot be had) in remembrance of the Lord Jesus. An elder, a bishop or a priest can administer it. Usually the officer officiating breaks the bread into small pieces, kneels with the members of the Church assembled, and calls upon God, the Father, in solemn prayer, saying, "O God, the eternal Father, we ask thee in the name of thy Son, Jesus Christ, to bless and sanctify this bread to the souls of all those who partake of it, that they may eat in remembrance of the body of thy Son, and witness unto thee, O God, the eternal Father, that they are willing to take upon them the name of thy Son, and always remember him and keep his commandments which he has given them, that they may always have his Spirit to be with them. Amen."
- 36. After the members have partaken of the bread, the person officiating takes the cup and engages in prayer, saying, "O God, the eternal Father, we ask thee in the name of thy Son, Jesus Christ, to bless and sanctify this wine [or water] to the souls of all those who drink of it, that they may do it in remembrance of the blood of thy Son, which was shed for them; that they may witness unto thee, O God, the eternal Father, that they do always remember him, that they may have his Spirit to be with them. Amen." There is also the ordinance of marriage. No person has authority to preach the Gospel, or administer in any ordinance thereof, unless he holds the Priesthood, and then to administer only in such ordinances as the particular office to which he has been ordained empowers him and often only by special calling and appointment. HISTORY. In the spring of 1820, God the Father and his Son Jesus Christ appeared in vision to Joseph Smith, at Manchester, Ontario County, New York, while he was praying for wisdom. During several years following he enjoyed the ministration of angels, and received from them much instruction in the things of God. On the 22d of September, 1827, an angel of the Lord delivered into his hands the metal plates which contained the ancient record known as the Book of Mormon, engraved in reformed Egyptian characters, and hid in the earth by divine direction about fourteen hundred years ago. In 1829 the plates were shown by an angel to three witnesses. Afterward eight witnesses saw them, and handled some of them. The testimony of these eleven witnesses is published with the Book of Mormon. With the plates was found a Urim and Thummim, consisting of two transparent stones set in the rim of a bow fastened to a breastplate, by means of which Joseph Smith translated the record into English by the gift and power of God. On the 15th of May, 1829, John the Baptist appeared to Joseph Smith and Oliver Cowdery, laid his hands upon them, and ordained them to the Aaronic Priesthood, in the following words: "Upon you, my fellow
- 37. servants, in the name of Messiah, I confer the Priesthood of Aaron, which holds the keys of the ministering of angels, and of the gospel of repentance, and of baptism by immersion for the remission of sins; and this shall never be taken again from the earth, until the sons of Levi do offer an offering unto the Lord in righteousness." The same year the ancient apostles, Peter, James and John appeared to them and ordained them to the apostleship of the Melchisedek Priesthood. On the 6th of April, 1830, the Church of Jesus Christ of Latter-day Saints was organized, with six members, at Fayette, Seneca County, New York, by Joseph Smith, then twenty-four years old, who was instructed and empowered to that purpose by revelation from God. The Book of Mormon was printed at Palmyra, New York, and published the same year. The Church rapidly increased in numbers and many located at Kirtland, Ohio. In 1831, a settlement was made at Independence, Jackson County, Missouri, and in a few years in several other counties in that State. On February 14, 1835, the first council of the Twelve Apostles was chosen. On the 28th of the same month the first council of Seventies was selected. After being mobocratically driven from county to county, the Latter-day Saints were finally expelled from Missouri in 1838. Many of them soon after found a refuge at Commerce, (afterward named Nauvoo) and vicinity, in Illinois, which speedily became a comparatively large and prosperous city. But persecution of the Latter-day Saints was shortly recommenced, and on the 27th of June, 1844, when under the express pledge of Thos. Ford, Governor of the State, for their safe keeping, Joseph Smith and his brother Hyrum were shot and killed, and John Taylor was severely wounded, at Carthage, by a mob with faces blackened. At the time of his death Joseph Smith was President of the Church, and Hyrum Smith was Patriarch.
- 38. On the death of Joseph Smith, the council of the Twelve Apostles, with Brigham Young as their president, became the presiding council in the Church. In consequence of continued mobocratic outrages and threats, the Church determined to leave Nauvoo and go west to some far distant place where they hoped to be permitted to live in peace. Brigham Young and one thousand families left Nauvoo in February and the early spring of 1846, arriving at Council Bluffs, Iowa, in July of that year, where the Mormon Battalion of five hundred men was called for by the Federal Government, and raised to aid in the war against Mexico. In September following, the Latter-day Saints remaining in Nauvoo, including the aged, infirm, poor, and sick, were attacked by an armed mob, despoiled of most of their property, driven across the river, and otherwise outrageously and inhumanly abused. In the spring of 1847, Brigham Young and a company of pioneers (one hundred and forty-three men, three women and two children) started across the great plains and the Rocky Mountains. They arrived in Salt Lake Valley July 24th, of the same year, and immediately founded Great Salt Lake City, now Salt Lake City, subsequently making other settlements and building cities all over the Territory of Utah and extending into the Territories and States adjoining. The pioneers were followed by seven hundred wagons in the fall of the same year, and by many emigrants of Latter-day Saints every year since. On the 27th of December, 1847, a First Presidency was accepted, consisting of Brigham Young, president, with Heber C. Kimball and Willard Richards, counselors. In 1857, in consequence of false and malicious reports, President Buchanan sent an army to Utah to operate inimically to the inhabitants. But the army was unable to enter Salt Lake Valley that year. In the spring of 1858, the people of Salt Lake City and the country adjacent left their homes, with the view of burning them, and traveled southward.
- 39. But amicable arrangements were soon made, most of the people returned to their homes, and the army found itself with nothing to do, until the secession of the Southern States, when its commander and other officers took the side of the south, and the rank and file were sent to fight on the side of the north. The army came to Utah to despoil and destroy, but God overruled things and caused it to greatly aid the people, materially and financially, to build up and develop the Territory, and they have prospered ever since, although some federal officials and other unprincipled characters have many times endeavored to oppress them and accomplish their overthrow. On the 29th of August, 1877, Brigham Young died, and the direction of the Church fell upon the council of the Twelve Apostles, with John Taylor presiding. On the 10th of October, 1880, a First Presidency of the Church was accepted, consisting of John Taylor, president, and George Q. Cannon and Joseph F. Smith, his counselors. On the death of President Taylor, which occurred July 25, 1887, the Twelve Apostles, with Wilford Woodruff as president, became the presiding council in the Church. On April 7, 1889, another First Presidency was accepted, with Wilford Woodruff as president and George Q. Cannon and Joseph F. Smith as his counselors. On the 14th of March, 1882, incited by most abominable lies and slanders, Congress passed the unconstitutional and infamous Edmunds bill, destroying the liberties of the people of the Territory and putting all registration and election and many appointive matters in the hands of an oligarchal commission or returning board, consisting of five irresponsible appointees of the President, at a cost to the country of much more annually than the appropriation for the Territorial legislature biennially. On the 19th of April of the same year, the House of Representatives refused to permit the legally elected delegate from Utah to take his seat, and declared the same vacant.
- 40. On the 5th of August following, in consequence of representations made by the three federal judges of the Territory, Congress passed a law authorizing the Governor to appoint men to fill vacancies resulting from the failure of the August election, which fell through because of the passage of the Edmunds bill. The actual vacancies under this law were very few, yet Governor Murray, with his characteristic unscrupulousness, resolved to wrest the law so as to make a fell swoop of nearly all the offices in the Territory, and thus wrench them out of the hands of the people and their lawfully elected officers and representatives, and give them into the hands of his own partisans, the bitter enemies of the people. Consequently, he arbitrarily interpreted the new law to vacate nearly all the offices of the twenty-four counties in the Territory, said offices numbering between two and three hundred, besides some other local and some Territorial offices, and proceeded, by and with the advice and consent of nobody, probably, but his own prejudiced and wicked self, to make appointments to fill these offices, thus despotically assuming to exercise a far greater stretch of power than is exercised by the President of the United States, and correspondingly despoiling the people of their constitutional, organic, lawful, and vested right to official representation. This same Governor Murray, in direct violation and open defiance of the law, had previously refused to count eighteen thousand lawful votes for the people's candidate for delegate to Congress, in order that he might illegally give the certificate of election to one of his own partisans, who received less than fourteen hundred votes, and thus corruptly and ruthlessly deprive the eighteen thousand citizens of their right of suffrage. Congress refused to sanction this outrageous tampering with the ballot box, this wholesale spoliation, and rejected the bogus certificate. Yet the unprincipled Governor, who attempted this iniquitous tampering and spoliation and gave the certificate to the man who was not elected, but refused to give one to the man who was elected by an overwhelming majority, was sustained in his partiality, presumption and wickedness by no less than three several presidents of these United States, and consequently the longsuffering people of the Territory had to endure the incubus of his unwelcome and pernicious presence and the aggravated infliction of his usurpative and demoralizing gubernatorial rule.
- 41. In the second full week in September of the same year, the five federal commissioners had a registration of voters throughout the Territory, expurging from the old lists the names of all those who did not appear and be re-registered, and of others who did appear. Many Latter-day Saints, men and women of excellent character, peaceable, industrious, order-loving, and law-abiding citizens, some of them three or four score years old, and who had been accustomed to vote unchallenged from their youth up, were not allowed to be re-registered, though eligible under the law, and not liable to any legal punishment in any court in the country, because no crime of any kind could be lawfully charged against them. On the other hand, adulterers and libertines, well known and acknowledged to be such, married men who confessed to living with other women, and notorious public prostitutes were freely registered. The same week a number of rabid anti-Mormons conspired to overthrow the right of women to be registered and to vote. Such an obnoxious character had Governor Murray obtained among the people, that he was almost universally believed to be one of the chief of the conspirators and instigators in this ungallant, unmanly, and ineffably mean spirited attempt to abolish woman suffrage in Utah. But the judges in all the district courts in the Territory decided that the woman suffrage law was valid. In March, 1886, Governor Murray, for his unreasonable and obstructive conduct, was virtually removed from office by President Cleveland, or, in other words, was invited to resign. During his whole gubernatorial term he had persistently shown his prejudice against and enmity towards the Latter- day Saints, and had sought to deprive them of their liberties, rob them of their rights, and create a conflict between them and the federal government, which last the people had sufficient good sense to prevent, notwithstanding the many aggravating provocations. He was succeeded by Caleb W. West, not much of an improvement on his predecessor. Governor West commenced by offering amnesty to all the prisoners in the penitentiary, under the infamous Edmunds law, who would "promise to obey the law as interpreted by the courts," an insulting and degrading offer that was respectfully declined, as they could not bind themselves to accept all the partisan and persecutive vagaries of the courts.
- 42. Governor West was succeeded in 1889 by A. L. Thomas, who soon announced himself as decidedly in favor of still further restricting government of the people, by the people, for the people, by recommending that more local officers should be appointed "by some federal agency," instead of continuing to be elected by the people. The last eight, and especially the last six, years have been chiefly notorious for the outrageous and desperate attempts of the anti-Mormon party, through congressional legislation and the courts, to crush and destroy the church, and persecute, distress, and despoil the members thereof. The details are too profuse to be related here, and therefore must be referred to but briefly and mostly in a general way. It seems to have been a settled leading idea of most, yet not quite all, of the federal officers appointed and sent to Utah, that the almost sole purpose of their appointment was to destroy the church as a religious body, and especially the political power of the members, and to despoil them in every possible way, preferably under some sort of color of law. A strange thing in a free country, in this much vaunted land of liberty and equal rights par excellence. In regard to federal officials, or to officials appointed by "some federal agency," the usual course is to select and appoint those who are prejudiced and who cherish animosity against the Latter-day Saints, and who antagonize them on all possible occasions. If by any fortunate accident a fair-minded man is appointed, he is either so badgered and worried by the anti-Mormon element as to cause him to resign in disgust, or every effort is made to effect his early removal from office, so that the courts and all offices under federal or anti-Mormon influence become mere partisan machinery for oppressing and despoiling the Latter-day Saints. The Utah Commission, that costly superfluity, which probably causes the country an expenditure of $50,000 per annum to enable the commission to supersede local self-government so far as it can, makes its annual report to the federal government in which one thing is surely manifest—the attempt to increase its own powers and to secure further legislation restrictive of the privileges, powers, rights, and liberties of the people. Under such circumstances the commission is entitled to no more respect than the law
- 43. demands. There really never has been any more use for such a commission than for the fifth wheel to a wagon; not so much, for an extra wheel would come in useful if one of the four was broken, but the Utah Commission has been from the beginning absolutely of no necessity nor utility whatever. It has been an extravagant and criminal waste of the people's money, an excrescence on the body politic, a libel on popular government, a disgrace to American liberty. Some of the unrighteous decisions of the commission have been virtually reversed by the Supreme Court of the United States, though even that august tribunal can not be said to be forward in doing even and exact justice towards the Latter-day Saints. Indeed in all the courts under federal jurisdiction, or under anti-Mormon influence, the justice that is done to the Latter-day Saints is such as can hardly be avoided under the law, and even the law is frequently so one-sidedly construed and technically twisted and distorted as to become a mere mockery of justice, which, on the contrary, should be the foundation, spirit, substance, object, and end of all law. Utah and Idaho are disgraced with religious test oaths, through federal and anti-Mormon agency. Arizona had such a law, but to her credit be it said that she repealed it, though some Mormon-eaters want another enacted. Nevada made a law disfranchising the Latter-day Saints, but the Supreme Court decided that it was unconstitutional. In Idaho a Latter-day Saint is debarred, because of his religion, from voting or holding office, and the new state constitution prohibits him from sitting on juries. In Utah the federally appointed judges have decided that an alien Latter-day Saint cannot be naturalized, solely on account of his religion. The appointment of the chief justice who concurred in that decision, was afterwards confirmed by the United States Senate, the Senate thus sanctioning persecution for religious and conscience' sake. The attempt is also made to prohibit even native-born Latter-day Saints from taking up land, and threats are freely made that disability to hold real estate will follow. Then perhaps the right to live will be denied, as in the case of our Savior, Jesus Christ. The law known as the Poland bill gave federal and local agency equal power in arranging the jury list, but that show of justice is now gone, and all jurors are chosen by federal agency, resulting in jury lists and juries from which Latter-day Saints are excluded, so that they are tried, not by juries of
- 44. their peers, but by juries of prejudiced, political and religious partisans and open and avowed enemies. What confidence can any man have in getting justice from a court where judge and juries and prosecuting and executive officers are well known to be unscrupulous partisans and bitter enemies of the accused? Among the judicial infamies perpetrated against the Latter-day Saints was the diabolical Dickson-Zane doctrine of segregation, by which a man charged with a misdemeanor could be kept in prison all his life. This doctrine, as well as its near akin doctrine that the same misdemeanor could be divided into two or more offenses, with two or more different sentences of punishment, was overthrown by the Supreme Court of the United States. In the administration of recent federal law, the courts in 1887 took possession of the Latter-day Saints' Perpetual Emigrating Fund, a charitable institution for the assistance of worthy emigrants, and seized real and personal estate belonging, or supposed to belong, to the Church, and estimated to be worth about a million dollars. Some of its own property was then rented to the Church, the federal agency requiring and receiving the rent. Now, if the federal government sets the demoralizing example of robbing the people of their property, what else can be expected than that the people will follow the example of the government and freely rob one another, until this will become a nation of sixty or a hundred million people, mostly thieves? If the Latter-day Saints are to be robbed, then why not the Catholics, Episcopalians, Baptists, Methodists, Presbyterians, or any other religious society? If any religious society, why not any civil society, until theft becomes common business throughout the land? For, do it under cover of law, or call it confiscation, or by any other name, it will smell as bad, it will still be theft in every essential element. Much more might be said of the endless persecutive enormities perpetrated through federal agency toward the Latter-day Saints. But the subject grows with the handling, and time and space would fail for an adequate portrayal of the facts, the disfranchisement of all women, and of those men who had more than one wife; the numerous day and night raids of peaceable towns and settlements; the vexatious arrests; the frivolous and spiteful charges preferred; the outrageous bonds required in cases of misdemeanor, running
- 45. from $1,000 to $10,000, and even to nearly $50,000; the multitude of convictions, numbering between one and two thousand, some without any and many with very slight evidence; the high penalties inflicted in most cases, with regrets at the inability of the court to inflict still higher; the dragging of delicate women into court and compelling them to testify against their husbands, and sending them to prison for refusal; deputy marshals with impunity shooting at and even killing men only charged with misdemeanor; straining the law so that a man could safely live in the same house with a whore, but not with his reputed wife, nor could hardly look over the fence at her house or her garden, or sit on the fence while she passed by; refusing to prosecute lewd and lascivious anti-Mormons, but imprisoning Latter-day Saints who informed on them; the voluntary exile for years of many who had no confidence in the justice of the courts; the enormous expense, amounting to millions of dollars, incurred, in one way or another, in these persecutive proceedings, all wrung from a sober, industrious, God-fearing, but abused, slandered, and persecuted community, and wholly, solely and entirely on account of their religion. For a time the plea was put forth by their persecutors that plurality of wives was the only cause of the enmity against the Latter-day Saints. Now that plea is being withdrawn, and it is shamelessly declared that nothing short of the destruction of the church and the abandonment of their religion by the persecuted, will satisfy the ungodly and tyrannical demands of their oppressors. It is shocking to have such a tale to tell in this everywhere and all the time boasted land of liberty, in this last quarter and almost last decade of the nineteenth century. But the worst thing is yet to be said, and that is, that the tale is true, every word of it. It is a sad, a discouraging commentary on the much be-lauded civilization of this latest age, which has been the hope, but which promises to be the disappointment, of all the ages. When justice fails, and fails so grievously, the heavens mourn. For all this has not been happening in Dahomey, or Timbuctoo, or Persia, or Turkey, or Russia, or in any country in the old and effete eastern hemisphere, but, let it be reiterated, in these United States of America, in this new and progressive world, in this free and happy land, at this late date in the world's history. Sackcloth and ashes ought to be in brisk demand, for a long time to come, in this highly
- 46. favored nation. That is the fitting garb, and should be the only wear, in memory of strangled Liberty. During the last twenty-eight years, about four thousand missionaries, and previously, since the organization of the church, probably about one thousand five hundred more, have been sent to the various nations to preach the Gospel, besides hundreds of native Elders, traveling and preaching more locally in the several missions thus established. Missionary Elders went to Canada as early as 1833; England in 1837; Wales, Scotland, Isle of Man, Ireland, Australia and East Indies in 1840; Palestine in 184l, Elder Orson Hyde passing through the Netherlands, Bavaria, Austria, Turkey and Egypt, on his way; Society Islands in 1844; the Channel Islands and France in 1849; Denmark, Sweden, Italy, Switzerland and the Sandwich Islands in 1850; Norway, Iceland, Germany and Chili in 1851; Malta, the Cape of Good Hope, Burmah and the Crimea in 1852; Gibraltar, Prussia, China, Ceylon and the West Indies in 1853; Siam and Turkey in 1854; Brazil in 1855; the Netherlands in 1861; Austria in 1864; Mexico in 1877; the Samoan Islands in 1888. Previous to the settling of the Church in Salt Lake Valley, about five thousand Latter-day Saints had emigrated from Europe to America, mostly to Nauvoo. Since that time the emigration of Latter-day Saints from Europe has amounted to nearly eighty thousand souls, making an average of nearly two thousand annually, most of them coming to Utah. The Book of Mormon was published in England in 1841; in Danish in 1851; in Welsh, French, German and Italian in 1852; in Hawaiian in 1855; in Swedish in 1878. Several years ago it was translated into Hindostanee and into Dutch. In 1875 portions of it were published in Spanish, and the whole of it in 1886. Last year it was published in the Maori language. The Book of Doctrine and Covenants of the Church, in addition to numerous editions in English, in America and England, was published in Welsh in 1851, Danish in 1852, German in 1876 and Swedish in 1888. Many regular periodicals, advocating the doctrines of the Church, have been published in America, England, Wales, Denmark, Sweden, France, Germany, Switzerland, Australia and India. Hundreds of thousands, perhaps
- 47. millions, of other books and tracts have been published by the Elders in various languages in the different quarters of the globe. The following temples to the Lord have been built by the Latter-day Saints: Kirtland, Ohio, 80 by 60 feet; corner stones laid July 23, 1833; dedicated March 27, 1836. Nauvoo, Illinois, 128 by 88 feet; corner stones laid April 6, 1841; dedicated October 5 and November 30, 1845, and February 8 and April 30 and May 1, 1846; burned by an incendiary November 19, 1848. St. George, Washington County, Utah, 142 by 96 feet; corner stones laid March 10, 1873; dedicated January 1, 1877. Logan, Cache County, 171 by 95 feet, with an annex to the north 88 by 36 feet; corner stones laid September 17, 1877; dedicated May 17, 1884. Manti, Sanpete County, 172 by 95 feet, with an annex to the north 85 by 40 feet; corner stones laid April 14, 1879; dedicated May 21, 1888. The temple at Salt Lake City, 186 by 99 feet, is unfinished; corner stones laid April 6, 1853. The site for a temple was dedicated at Independence, Jackson County, Missouri, August 3, 1831. The corner stones of a temple, 110 by 80 feet, were laid at Far West, Caldwell County, Missouri, July 4, 1838.
- 48. PLAIN TALK TO PARENTS. PARAGRAPHS TAKEN FROM THE WRITINGS OF APOSTLE ORSON PRATT, IN THE SEER, 1853. Let that man who intends to become a husband, seek first the kingdom of God and its righteousness, and learn to govern himself, according to the law of God; for he that cannot govern himself cannot govern others. Let him dedicate his property, his talents, his time, and even his life to the service of God, holding all things at His disposal, to do with the same, according as He shall direct through the counsel that He has ordained. In selecting a companion, let him look not wholly at the beauty of the countenance, or the splendor of the apparel, or the great fortune, or the artful smiles, or the affected modesty of females; for all these, without the genuine virtues, are like the dew-drops which glitter for a moment in the sun and dazzle the eye, but soon vanish away. But let him look for a kind, amiable disposition; for unaffected modesty; for industrious habits; for sterling virtue; for honesty, integrity, and truthfulness; for cleanliness in person, in apparel, in cooking, and in every kind of domestic labor; for cheerfulness, patience, and stability of character; and above all, for genuine religion to control and govern her every thought and deed. You should remember that harsh expressions against your wife, used in the hearing of others, will more deeply wound her feelings than if she alone heard them. Reproofs that are timely and otherwise good, may lose their good effect by being administered in the wrong spirit; indeed, they will most probably increase the evils which they are intended to remedy. Do not find fault with every trifling error that you may see, for this will discourage your family, and they will begin to think that it is impossible to please you; and, after a while, they will become indifferent as to whether they please you or not. How unhappy and extremely wretched is that family where nothing pleases—where scolding has become almost as natural as breathing.
- 49. Let each mother commence with her children when young, not only to teach and instruct them, but to chasten and bring them into the most perfect subjection; for then is the time that they are the most easily conquered, and their tender minds are the most susceptible of influences and government. Many mothers from carelessness, neglect their children, and only attempt to govern them at long intervals, when they most generally find their efforts of no lasting benefit; for the children having been accustomed to having their own way, do not easily yield; and if peradventure they do yield, it is only for the time being, until the mother relaxes again into carelessness when they return again to their accustomed habits; and thus by habit they become more and more confirmed in disobedience, waxing worse and worse, until the mother becomes discouraged and relinquishes all discipline, and complains that she cannot make her children mind. The fault is not so much in the children, as in the carelessness and neglect of the mother when the children were young. It is she that must answer, in a degree, for the evil habits and disobedience of the children. She is more directly responsible than the father; for it cannot be expected that the father can always find time, apart from the laborious duties required of him, to correct and manage his little children who are at home with their mother. * * * Some mothers, though not careless, and though they feel the greatest anxiety for the welfare of their children, yet, through a mistaken notion of love for them, forbear to punish them when they need punishment; or if they undertake to conquer them, their tenderness and pity are so great that they prevail over the judgment, and the children are left unconquered, and become more determined to resist all future efforts of their mothers, until, at length, they conclude that their children have a more stubborn disposition than others, and that it is impossible to subject them to obedience. In this case, as in that of neglect, the fault is the mother's. The stubbornness of the children, for the most part, is the effect of the mother's indulgence, arising from her mistaken idea of love. By that which she calls love, she ruins her children. Children between one and two years of age are capable of being made to understand many things; then is the time to begin with them. How often we see children of that age manifest much anger. Frequently by crying through anger, they that are otherwise healthy, injure themselves. It is far better in such instances, for a mother to correct her child in a gentle manner, though with decision and firmness, until she conquers it, and causes it to cease crying, than to suffer that habit to increase. When the child by gentle
- 50. punishment has learned this one lesson from its mother, it is much more easily conquered and brought into subjection in other things, until finally, by a little perseverance on the part of the mother, it learns to be obedient to her voice in all things; and obedience becomes confirmed into a permanent habit. Such a child trained by a negligent or over-indulgent mother, might have become confirmed in habits of stubbornness and disobedience. It is not so much in the original constitution of children as in their training, that causes such wide differences in their disposition. It cannot be denied that there is a difference in the constitution of children even from their birth; but this difference is mostly owing to the proper or improper conduct of parents, as before stated; therefore, even for this difference, parents are more or less responsible. If parents, through their own evil conduct, entail hereditary dispositions upon their children, which are calculated to ruin them, unless properly curtailed and overcome, they should realize, that for that evil they must render an account. If parents have been guilty in entailing upon their offspring unhappy dispositions, let them repent, by using all diligence to save them from the evil consequences which will naturally result by giving way to those dispositions. The greater the derangement, the greater must be the remedy; and the more skillful and thorough should be its application, until that which is sown in evil is overcome and completely subdued. In this way parents may save themselves and their children, but otherwise there is condemnation. Therefore we repeat again, let mothers begin to discipline their children when young. Do not correct children in anger. An angry parent is not as well prepared to judge of the amount of punishment which should be inflicted upon a child, as one that is more cool and exercised with reflection, reason and judgment. Let your children see that you punish them, not to gratify an angry disposition, but to reform them for their good, and it will have a salutary influence. They will not look upon you as a tyrant, swayed to and fro by turbulent and furious passions; but they will regard you as one that seeks their welfare, and that you only chasten them because you love them, and wish them to do well. Be deliberate and calm in your counsels and reproofs, but at the same time, use earnestness and decision. Let your children know that your words must be respected and obeyed.
- 51. Never deceive your children by threatenings or promises. Be careful not to threaten them with a punishment which you have no intention of inflicting, for this will cause them to lose confidence in your word; besides, it will cause them to contract the habit of lying. When they perceive that their parents do not fulfill their threatenings or promises, they will consider that there is no harm in forfeiting their word. Think not that your precepts concerning truthfulness will have much weight upon the minds of your children, when they are contradicted by your examples. Be careful to fulfill your word in all things in righteousness and your children will not only learn to be truthful from your example, but they will fear to disobey your word, knowing that you never fail to punish or reward according to your threatenings and promises. Let your laws, penalties and rewards be founded upon the principles of justice and mercy, and adapted to the capacities of your children; for this is the way that our heavenly Father governs His children, giving to some a Celestial, to others a Terrestrial, and to others still a Telestial law, with penalties and promises annexed according to the conditions, circumstances and capacities of the individuals to be governed. Seek for wisdom, and pattern after the heavenly order of government. Do not be so stern and rigid in your family government as to render yourself an object of fear and dread. There are parents who only render themselves conspicuous in the attribute of justice, while mercy and love are scarcely known in their families. Justice should be tempered with mercy, and love should be the great moving principle, interweaving itself in all your family administrations. When justice alone sits upon the throne, your children approach you with dread, or peradventure hide themselves from your presence and long for your absence that they may be relieved from their fear. At the sound of your approaching footsteps they flee as from an enemy, and tremble at your voice, and shrink from the gaze of your countenance, as though they expected some terrible punishment to be inflicted upon them. Be familiar with your children that they may delight themselves in your society, and look upon you as a kind and tender parent whom they delight to obey. Obedience inspired by love, and obedience inspired by fear, are entirely different in their nature. The former will be permanent and enduring, while the latter only waits to have the object of fear removed, and it vanishes like a dream. Govern children as parents, and not as tyrants; for they will be parents in their turn and will be very likely to
- 52. adopt that form of government in which they have been educated. If you have been tyrants, they may be influenced to pattern after your example. If you are fretful and continually scolding, they will be very apt to be scolds too. If you are loving, kind and merciful, these benign influences will be very certain to infuse themselves in to their order of family government; and thus good and evil influences frequently extend themselves down for many generations and ages. How great, then, are responsibilities of parents to their children! And how fearful the consequences of bad examples! Let love, therefore, predominate and control you, and your children will be sure to discover it, and will love you in return. Let each mother teach her children to honor and love their father, and to respect his teachings and counsels. How frequently it is the case when fathers undertake to correct their children, mothers will interfere in the presence of the children. This has a very evil tendency in many respects. First, it destroys the oneness of feeling which should exist between husband and wife; secondly, it weakens the confidence of the children in the father, and emboldens them to disobedience; thirdly, it creates strife and discord; and lastly, it is rebelling against the order of family government established by divine wisdom. If the mother supposes the father too severe, let her not mention this in the presence of the children, but she can express her feelings to him while alone by themselves, and thus the children will not see any division between them. For husbands and wives to be disagreed, and to contend, and quarrel, is a great evil; and to do these things in the presence of their children is a still greater evil. Therefore, if husband and wife will quarrel and destroy their own happiness, let them have pity upon their children, and not destroy them by their pernicious examples.
- 53. MY REASONS FOR LEAVING THE CHURCH OF ENGLAND AND JOINING THE CHURCH OF JESUS CHRIST OF LATTER-DAY SAINTS. (R. M. BRYCE THOMAS, LONDON, ENG.) Previous to my visiting Salt Lake City, Utah, in the months of July and August, 1896, I knew nothing of the Church of Jesus Christ of Latter-day Saints beyond the fact that it was commonly known as the Mormon Church. During my stay of nearly a month in Salt Lake City I heard from those quite unconnected with their Church that the so-called Mormons, but whom I shall hereafter designate as "the Latter-day Saints," were the most peace- loving and quiet of people, honest, thrifty, well behaved and good citizens, and exceedingly kind to their poor, who were so well looked after that public begging was not known among them. I found that this people possessed a beautiful Temple and a very fine Tabernacle, with grounds prettily laid out and well cared for; their houses, too, were neat and picturesque, with nice gardens attached to them, while they could boast of a Tabernacle Choir of about 600 men and women, the best that I have ever heard. Everything to do with this people appeared to be most excellently managed and looked after, while their missionaries were preaching the Gospel in most parts of the world, having gone out altogether at their own cost, and at a very great sacrifice of self in all cases. The Church organization of the Saints, too, appeared to be complete and effective, and it became evident to me that they were a very interesting and extraordinary people, and I therefore decided to secure some of their books, especially the Book of Mormon, in order to learn more of their character and doctrines.
- 54. This I did, and after I had read some of their publications a light seemed to dawn upon me, and I commenced to wonder if we were living in the times of the great apostasy which had been predicted in so many parts of the inspired scriptures. I quote a few references to these predictions in the note below,[A] but these are by no means all. My mind expanded still more when I had carefully read through the Book of Mormon, a book which I found to be replete with divine truths and elevating principles, and which bore the very strongest testimony to the truths contained in the Bible, both in the Old and in the New Testament; a book, too, which made plain and easy of understanding so many parts of the Bible that appear at present to be vague, or regarding which the numerous sects of Christendom have set themselves against each other in argument and dispute. In that book (Book of Mormon) it was clearly stated that the great apostate church would be upon the earth when the book itself would come to light. In Revelation St. John spoke of the apostate church of the latter days as "Babylon,"[B] and as "Mystery, Babylon the great, the mother of harlots and abominations of the earth,"[C] and he added that this apostate church was to rule peoples, multitudes, nations, and tongues,[D] which would make it almost if not quite universal. [Footnote A: Isaiah 24: 1-5; Matthew 24: 4-31; Acts 20: 29, 30; II Thess. 2: 3, 8, 9, 10; I Timothy 4: 1-3; II Timothy 3: 1-5; II Timothy 4: 3, 4; Revelation, chapters 1, 2, and 3; Revelation 17: 2-5.] [Footnote B: Rev. 14: 8.] [Footnote C: Rev. 17: 5.] [Footnote D: Rev. 17: 15.] Now the question which concerned me was whether the Church of England, of which I was a member, was a portion of that church to which the Bible predictions in respect to the great apostasy referred, or whether the church of Rome or some other Christian church, was the only one alluded to. That it was a Christian church to which the texts in the Bible referred is not, I think, likely to be denied by any one; and indeed we know that even in as early days as those in which John the Revelator himself lived, he discovered the commencement of apostasy in the seven truest churches of Christians among those then existing.[E] The other branches of the then Christian church would appear to have gone altogether wrong, for these seven were,
- 55. it seems, the only ones worth divine mention, and they too were becoming so corrupt even in those early days that God threatened them with complete rejection. [Footnote E: Rev. chaps. 2, 3.] In order to enable me to arrive at a just and proper conclusion, it was necessary for me to turn to the Bible as my guide, and to ascertain therefrom what constituted the primitive Church of Christ, and what were the exact doctrines and ordinances as laid down by Him and as taught and practiced by His Apostles. Having ascertained these facts, I had then to compare them with the constitution of the Church of England and with the doctrines and ordinances as taught and practiced by her. It appeared to me to be quite evident that if the primitive church as planted by Jesus Christ and built up by His Apostles and servants, with all its organization and powers, had not been maintained in its completeness and perfection, or if any of Christ's doctrines had been altered, or His ordinances changed in any one respect without due authority, this could only have come about through false teachers arising in the church, as St. Paul had predicted would be the case after his days.[A] I felt that I should then be compelled to admit that the Church of England had fallen into error, and that therefore the texts in the scriptures regarding the latter day apostasy could not but refer to her as well as to the other churches of Christendom which were teaching and practicing a gospel not in accordance with that found in the Bible. And further that the following inspired prophecy of Isaiah pointed to her equally as much as to the other churches: "The earth also is defiled under the inhabitants thereof; because they have transgressed the laws, changed the ordinance, broken the everlasting covenant,"[B] (or in other words apostatized). One of the Latter- day Saints has very appropriately written the following words in this connection: "It is contrary to scripture and to reason to suppose that Christ would set up two or more discordant religious systems to distract mankind, and cause strife and contention. God cannot create confusion. His mind is one, the minds of men are various, so that when we see various opposing religions in Christendom, it is conclusive evidence that men have been engaged in their invention, and that they have established but very imperfect imitations of the true church of Christ."[C] [Footnote A: II Tim. 4: 3, 4.]
- 56. [Footnote B: Isaiah 24: 5.] [Footnote C: See Mormon Doctrine, 6th leaf.] The true church must always conform to the pattern of the primitive church of Jesus Christ and His Apostles in every respect, unless there is clear and undisputable authority in the scriptures for a divergence in any particular, and I have not been able to find any such authority in any portion of the New Testament. So that if the Church of England (for that is the only church with which I am concerned at present) is dissimilar in her organization or in her doctrines and ordinances from the primitive church, she can be but a very imperfect imitation of that church at best. Well, on turning to the Bible I found that the church which Jesus Christ planted on earth consisted of "First apostles, secondarily prophets, thirdly teachers, after that miracles, then gifts of healings, helps, governments, diversities of tongues."[A] Elders, too, were ordained in all churches.[B] Then again evangelists and pastors are mentioned.[C] We further read why all these inspired apostles, prophets, evangelists, pastors, and teachers were absolutely necessary in the church, namely, "for the perfecting of the saints, for the work of the ministry, for the edifying of the body of Christ."[D] St. Paul in writing to the Corinthians very clearly described the church of Christ, and he showed that not one of its members could be dispensed with without thoroughly disorganizing the body. He was then specially speaking of the various gifts of the Holy Spirit of God, which were considered so essential to the maintenance of the true church of Christ, and it will be seen that He practically forbade any one of the members of the church (Christ's body) to say of those miraculous gifts "We have no need of thee."[E] [Footnote A: I Cor. 12: 28.] [Footnote B: Acts 14: 23.] [Footnote C: Eph. 4: 11.] [Footnote D: Eph. 4: 12.] [Footnote E: I Cor. 12: 21-28.]
- 57. Now I vainly look for a church of this pattern in the Church of England or in any of the other churches in Christendom, except in that of Jesus Christ of Latter-day Saints I can find no apostles, no prophets, no workers of miracles, no discerners of spirits, no gifts and no interpretations of tongues; but I find popes, cardinals and archbishops. By what authority then was the organization of Christ's church altered, and her most important members lopped off? For I have already made mention of the reasons given by St. Paul why inspired apostles, prophets, and the wonderful gifts of the Holy Spirit, were absolutely necessary in the church of Jesus Christ as founded by Him. And I fail to discover any good reason why the church should now be able to get on without them any more than it found itself able to get on without them in former times. On the contrary, I am clearly of opinion that they must be just as essential now as in days of old, and that to their absence must be attributed all the discord, ill-feeling, and confusion that reign supreme in and between the very numerous sects in Christendom, all of which profess themselves to be members of the true church of Jesus Christ. All these different sects or churches, if I may so call them, are admittedly without the miraculous gifts of the Holy Spirit spoken of by St. Paul, for they do not teach nor do they appear to allow that gifts of prophecy and miracles are actually necessary in these days. Indeed, they apparently consider that these gifts are not needed at all; the very thing which St. Paul forbids them to do when he says that, in respect to the Spirit's wonderful gifts, no member of Christ's church must say, "We have no need of thee."[A] So that prophets and workers of miracles have altogether ceased to be, although I can find no authority whatever in the Bible for their ceasing to exist. Inasmuch as they were necessary "for the perfecting of the saints, for the work of the ministry, for the edifying of the body of Christ,"[B] how can saints now be perfected or the work of the ministry be efficiently and satisfactorily performed, or the body of Christ (the true church) be edified in these days? The Bible shows us that it was always through prophets that God revealed His will, commands, and instructions to His church under all the changing and trying circumstances through which she has had to pass since the world commenced. And it seems to me to be altogether opposed to scripture and to reason to conclude that in these admittedly evil days it is unnecessary for Him to intimate His will and commands, and to instruct His people in exactly the same way, in order that His church may continue to be guided through the great
- 58. difficulties and trials that must beset her. For the teachings of Jesus Christ and His Apostles I prefer to go direct to the Bible and be guided thereby, than to go to any of the churches of Christendom which teach doctrines not in accordance therewith. For instance, Jesus Himself said that miraculous signs should follow believers,[C] but the churches do not teach this doctrine. Then again St. Paul, writing under the inspiration of the Holy Ghost, recorded that apostles and prophets were necessary in the church, not only for his days, but "till we all come in the unity of the faith, and of the knowledge of the Son of God, unto a perfect man, unto the measure of the stature of the fulness of Christ: that we henceforth be no more children, tossed to and fro, and carried about with every wind of doctrine, by the sleight of men, and cunning craftiness, whereby they lie in wait to deceive." [D] How different this appears to be from the teachings of the various churches and sects in Christendom! In this passage of scripture which I have just quoted, St. Paul not only tells us how long apostles and prophets would be necessary in the church of Jesus Christ, but also how the church would be affected if prophecy ceased. As inspired by God, he distinctly asserts that apostles and prophets would be required till we attain to perfect men, unto the measure of the stature of the fulness of Christ. I think it will be admitted that we have not reached this perfection as yet. Again, St. Paul showed that if we had no apostles and prophets, the church would be tossed to and fro, and carried about with every kind of doctrine, etc. What do we see in the churches of Christendom but this very result, when we contemplate the numerous discordant and opposing religious denominations and sects, all teaching divers doctrines and ordinances? Thus it seems evident to me that a church, devoid of inspired prophets and the miraculous gifts of the Holy Spirit, all of which played so very important a part, in the opinion of the apostles of Christ, in the primitive church, cannot possibly be anything but in error. This view is strengthened by the words of St. Peter, who tells us that the Spirit would continue to manifest His marvelous powers in the true church while the world lasted, if the people would submit themselves to the ordinances of the gospel, and obey God's commandments. He was preaching on the day of Pentecost, just after the Holy Ghost had fallen upon the assembled disciples, and had sat upon each of them in the form of cloven tongues like as of fire,[A] and he called upon all his hearers to repent, and to be baptized for the remission of their sins, and he promised them the gift of the Holy Ghost. Then he went on to say that this promise
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