I have been led to inquire: Must all that is valuable in our youth be sacrificed in order that they may obtain a school education? Had there been agricultural and manufacturing establishments connected with our schools, and had competent teachers been employed to educate the youth in the different branches of study and labor, devoting a portion of each day to mental improvement and a portion to physical labor, there would now be a more elevated class of youth to come upon the stage of action to have influence in molding society. Many of the youth who would graduate at such institutions would come forth with stability of character. They would have perseverance, fortitude, and courage to surmount obstacles, and such principles that they would not be swayed by a wrong influence, however popular. There should have been experienced teachers to give lessons to young ladies in the cooking department. Young girls should have been instructed to manufacture wearing apparel, to cut, make, and mend garments, and thus become educated for the practical duties of life. {3T 155.2}

Jeg er blevet ledt til spørgsmålet: Skal alt hvad der er dyrebart i vore unge ofres for at de kan opnå en skoleuddannelse? Havde der været landbrugs- og fabriksvirksomheder knyttet til vore skoler og havde kvalificerede lærere som uddanner unge i forskellige studiegrene og arbejde, helliget en del af dagligdagen (156) til åndelig forbedring og en anden del til fysisk arbejde, ville der nu være bedre unge, der kommer ud og påvirker og former samfundet. Mange af de unge som vil graduere fra disse institutioner vil gå frem med en karakterstabilitet. De vil være udholdne, have sjælsstyrke og opmuntre til at overvinde forhindringer og sådanne principper så de ikke vil påvirkes af forkert indflydelse, uanset hvor populær den er. [Der burde have været erfarne lærere til at undervise unge kvinder i madlavning. De unge piger burde være blevet undervist i tilskæring, syning og reparation af tøj og således uddannet til livets praktiske pligter.