It is frightening to be asked to speak to youtoday. It is even more frightening when I hear

those who have sacred callings in the Church—those much closer to the Spirit than I—acknowl-edge the great responsibility they feel whenasked to speak at a BYU devotional. I don’tknow that I will say anything profound today,but I will tell you a few things I have learnedfrom others and from my own experiences,especially experiences I have had at BYU.

Forty years ago last month I became afreshman at this university. I came from asimple background in a small community witha small high school. My life was not even closeto being sophisticated by today’s standards,but my home life was one where reading andhard work were taught and valued. As a boyI did not always appreciate the importance ofhard work, but I later understood its value inmy life. I believe that Nephi’s opening phrasein the Book of Mormon applies to me. Indeed,I was “born of goodly parents” (1 Nephi 1:1)—parents who taught me some of life’s mostvaluable lessons: to work, to respect those withmore experience, to make the best of situationswithout complaining, to obey, to sacrifice, towait for what I want most instead of compro-mising for what I want now, to respect agency,to face accountability, and to value humor.

As I have read and pondered the scripturesthrough the years, I have been increasinglyimpressed with their applicability to my life.I suppose this should not be surprising, sinceNephi said, “For I did liken all scriptures untous, that it might be for our profit and learning”(1 Nephi 19:23). I have become more aware eachyear that events and behavior in my life and inthe lives of others are described remarkablywell by the scriptures, especially by the Bookof Mormon. This recognition has strengthenedgreatly my testimony of that book. So, if I wereto do nothing else today, I would considermyself successful if someone who is listeningbegan to read and ponder the scriptures morefaithfully, even every day.

I have often wondered what my life wouldbe like today if I had read from the Book ofMormon for just 20 minutes every day sinceI first came to BYU in 1960. Had I done that,I would have read the Book of Mormon morethan 160 times in those 40 years! I wonder whatmy perspective of life would be now if I haddone that. What would be my knowledge and

© BRIGHAM YOUNG UNIVERSITY 1

Building Your Future

EARL M. WOOLLEY

Earl M. Woolley was dean of the College of Physicaland Mathematical Sciences at BYU when thisdevotional address was given on 3 October 2000.

speeches.byu.edu

testimony? What would be my influence on myfamily? What would be my standing with theLord? Why didn’t I do it? Was I really too busy?I urge each of you, especially you students, totake steps now so that you do not have to askyourselves or answer these last two questions:“Why didn’t I do it?” and “Was I really toobusy?” Make those choices now to establishhabits and patterns in your life that will bringsatisfaction in five, 20, 40, or 100 years.

Let me share with you two scriptures, andI will attempt to “liken them” to your BYU andother experiences.

The Savior advised us about the importanceof our behavior in the sixth chapter of Luke:

And why call ye me, Lord, Lord, and do not thethings which I say?

Whosoever cometh to me, and heareth my sayings,and doeth them, I will shew you to whom he is like:

He is like a man which built an house, anddigged deep, and laid the foundation on a rock: andwhen the flood arose, the stream beat vehementlyupon that house, and could not shake it: for it wasfounded upon a rock.

But he that heareth, and doeth not, is like a manthat without a foundation built an house upon theearth; against which the stream did beat vehe-mently, and immediately it fell; and the ruin of thathouse was great. [Luke 6:46–49]

Helaman advised his sons Nephi and Lehiusing a similar analogy:

And now, my sons, remember, remember that itis upon the rock of our Redeemer, who is Christ, theSon of God, that ye must build your foundation;that when the devil shall send forth his mightywinds, yea, his shafts in the whirlwind, yea, whenall his hail and his mighty storm shall beat uponyou, it shall have no power over you to drag youdown to the gulf of misery and endless wo, becauseof the rock upon which ye are built, which is a surefoundation, a foundation whereon if men build theycannot fall. [Helaman 5:12]

There is no doubt that we should fill ourlives with actions based on principles of thegospel and on the chief cornerstone, JesusChrist. But there is another application to theanalogies in these two scriptures. We can applythe principle of building on a solid foundationin our academic pursuits and in everything elsewe do. That foundation is preparation. Mostof us will recognize times in our past when wewere more interested in just finishing some-thing than in learning or gaining real under-standing. Tasks like reading a book, writingan essay, fixing a car, mowing a lawn, preparinga meal, cleaning a room, preparing a lesson,finishing a homework assignment, or complet-ing a class are in this category occasionally inour lives. How much better we would be tobuild on a foundation of real understandingthan to “just finish” something.

Often in our hectic lives we forget the oppor-tunity to grow as we complete tasks and facechallenges. It is unfortunate that we do notalways consider the perspective of the futurewhen we make the “small” decisions or performthe “small” tasks. Let me assure you that I speakfrom experience. Several times in the past 30years as a faculty member I have found myselfreturning to fundamental principles in mathe-matics and science as I was struggling to under-stand a current or modern or exciting orsophisticated idea or development. Had I simplygiven greater effort earlier in life to understandbasic principles, I would have saved myselfand others considerable time, and I could haveprovided more help to others later on.

Two examples from my own interest inchemistry problems illustrate some importantprinciples. Please don’t worry too much aboutthe chemistry, although I must say that it is“good chemistry,” at least from my perspective.I would be pleased to discuss “good chemistry”with any of you later if you are interested.

One measure of the interactions betweenmolecules in a substance or a mixture is the heatcapacity of that substance or mixture. Let me

2 Brigham Young University 2000–2001 Speeches

give a few basic definitions. Heat capacity isdefined as the amount of energy, such as heat,in units of calories or joules, that a specifiedamount of substance, such as a gram or a mole-cule, absorbs to raise the temperature of thatsubstance by one degree in Celsius, Kelvin, orFahrenheit. Thus heat capacity of a substance isits “capacity for heat.” A homogeneous mixtureof molecules is called a solution, and the amountof a component in a solution is that component’sconcentration. For example, sugar dissolved inwater makes a solution, and the amount of sugarin that solution defines its concentration.

Until last year, very few heat capacity datahad been measured for solutions made bydissolving small amounts of sodium nitratein water. The best data were available only atroom temperature, 25 degrees Celsius, butover a fairly wide range of concentration. InFigure 1, experimental heat capacity values at25 degrees are indicated by the circles andsquares, and the line represents a correlationequation. If we were to predict from these datathe heat capacity of a solution made from asmall amount of sodium nitrate dissolved inwater at, for example, 120 degrees Celsius, we

would simply have to assume it is the same asat 25 degrees.

The three circles in Figure 2 are data oflesser quality, but obtained at three tempera-tures near 25 degrees (fig. 2). We could rely onthese three values to extrapolate a long way toestimate the “unknown” heat capacity of thesolution at 120 degrees Celsius. Although wemight be confident about that extrapolation, itdoes not represent the truth unless it gives thecorrect value of heat capacity at 120 degrees. Acautious or experienced person would likely tryto avoid making an important decision or rec-ommendation based on that long extrapolation.

Earl M. Woolley 3

Figure 2

Figure 1

Figure 3

Careful measurements of the heat capacityof solutions of sodium nitrate dissolved in watermade this year by BYU undergraduates areshown in a three-dimensional projection inFigure 3. One can readily see from the addi-tional information now available that extrapola-tion to conditions far removed from those wheremeasurements were previously made wouldhave been seriously in error. There is nothingreally wrong with the old heat capacity data foraqueous sodium nitrate solutions, but they arenot very useful to describe behavior at signifi-cantly higher or lower temperatures. There isan important lesson to learn from this example.Extrapolation beyond our own or others’ experi-ence can be risky. Furthermore, extrapolation

from our own perspectives to judge anotherperson’s behavior is even more risky.

A more striking example of the risks ofextrapolation is shown in the next few graphs.The compound n-dodecylpyridinium chlorideis a surfactant. Detergents are a class of com-pounds called surfactants, and it should beobvious that their behavior in water as func-tions of temperature and the concentration ofsurfactant are important factors to understand,or at least to know, in the detergent industry.In Figure 4 we see the results of measurementsof heat capacity at various temperatures for a

solution that contains only a very small amountof n-dodecylpyridinium chloride dissolved inwater. One could easily make a fairly safeextrapolation from just a few measurementsat a few temperatures to other temperaturesthat would give “the right answer,” but only

because we know “the right answer” at thoseother temperatures.

In Figure 5 we see an extrapolation ofresults of a few measurements at lowerconcentrations to higher concentrations basedon a straight line or linear model. We do notknow the reliability of this extrapolationunless someone has measured the heatcapacity at higher concentrations.

4 Brigham Young University 2000–2001 Speeches

Figure 4

Figure 5

Figure 6

Such measurements at higher concentra-tions were made at BYU recently, and theresults are shown in Figure 6. We can seeclearly from this graph that, had we mademeasurements only on solutions containing thefour lowest amounts of surfactant, an extrapo-lation to larger amounts would have been inerror. Similarly, had we made heat capacitymeasurements only on solutions containing afew or even all of the larger amounts of surfac-

tant, an extrapolation to the smallest amountswould clearly have been in error.

Figure 7 shows the results of four series ofheat capacity measurements on solutions ofthis surfactant at low concentrations as a func-tion of temperature. Note that the trend in heatcapacity is toward decreasing values as tem-perature increases, and we might be persuadedto make an extrapolation or generalization forall concentrations. However, Figure 8 showsresults of three series of heat capacity measure-ments on solutions with about 10 or 20 times asmuch dissolved surfactant as in Figure 7. Notethat the trend in heat capacity here is towardincreasing values as temperature increases,which is opposite to what we saw in Figure 7.

Thus, if we looked only at the data on thisgraph we might be persuaded to extrapolateor generalize opposite to what we observed inthe previous slide.

All the heat capacity results for measure-ments on solutions of this surfactant in waterare shown in Figure 9. Only when we have allrelevant information can we make a correctjudgment about what happens to the heatcapacity of solutions of this compound whentemperature or the amount of surfactant in solu-tion is changed. It is only when we see all thedata that we can rationalize and formulate withconfidence a functional model of what is occur-ring in these solutions. Of course, it would stillbe risky for us to make extrapolations beyondthe boundaries of these data to conditionswhere measurements have not yet been made.

These examples from chemistry illustratesome principles that are applicable in manyimportant aspects of life. As we gain moreknowledge and experience, we broaden ourperspectives. As we have experiences andgain knowledge in new dimensions, we areable to make connections that allow us to inter-polate between related variables and also tomake extrapolations beyond the edge of our

Earl M. Woolley 5

Figure 7

Figure 8

knowledge and understanding. Generally, thedeeper and broader our database of knowledgeand experience is, the greater likelihood wehave to know and understand truth. We canformulate improved models of the world onlywhen we have sufficient knowledge and per-spective. We gain that knowledge and perspec-tive through broad, in-depth study andexperience. Since we have limited time toaccomplish what we will do in life, it is fortu-nate that we can gain knowledge and perspec-tive not only through our own experiences andobservations but also through the experiencesand observations of others. Thus it is crucial forus to listen to and learn from others. Perhapsmost important, we can have the influence ofthe Holy Ghost to teach and guide us even inour academic pursuits and careers as wehumbly live the gospel of Jesus Christ.

There are some fundamental steps we mustall follow to gain an understanding of, appreci-ation for, and ability to effectively apply our-selves in both earthly and spiritual matters.First, we must learn the facts about a matter,and often this means learning the facts aboutmany seemingly peripheral matters as well. Itis important that we try to gain as much infor-

mation as time and circumstances allow beforewe make a decision or claim an understanding.

It seems appropriate to follow the advicein the scriptures about the value of knowledgeand understanding. “He that answereth a mat-ter before he heareth it, it is folly and shameunto him” (Proverbs 18:13). “The heart of theprudent getteth knowledge; and the ear of thewise seeketh knowledge” (Proverbs 18:15).“How much better is it to get wisdom thangold!” (Proverbs 16:16). “Wisdom is the prin-cipal thing; therefore get wisdom: and withall thy getting get understanding” (Proverbs4:7). “For he that diligently seeketh shall find;and the mysteries of God shall be unfoldedunto them, by the power of the Holy Ghost”(1 Nephi 10:19).

To understand something requires that wegain and retain facts and information. Of coursethose facts and information should be relevant,or we will waste valuable time analyzing thatwhich is not important. Ultimately, we mustjudge what information is useful and what info-rmation is irrelevant, but that usually requiresthat we at least become exposed to a variety ofinformation. It is also important that we assessthe uncertainty in the information judged as rele-vant. Clearly we cannot hope to understand,rationalize, interpret, or apply lessons learnedby others if we do not know the facts about theirexperiences. We cannot hope to understand andavoid past mistakes in history unless we knowsome events of history, any more than we canhope to understand and use chemistry unlesswe know some facts of chemistry. There willalways be those in our society who could havethe greatest influence for good but who seemto be interested only in the present and whoignore both the past and the future. Others,however, have “made history” by buildingon the wisdom of past civilizations—wisdomthat was gained only by dedicated study andprayer. Of course this includes many modernand ancient prophets.

6 Brigham Young University 2000–2001 Speeches

Figure 9

Consider the following statements madeby modern-day prophets about the value ofknowledge, learning, and education.

Every accomplishment, every polished grace, everyuseful attainment in mathematics, music, and inall science and art belong to the Saints, and theyshould avail themselves as expeditiously as possibleof the wealth of knowledge the sciences offer to everydiligent and persevering scholar. [Brigham Young,JD 10:224]

We might ask, when shall we cease to learn? Iwill give you my opinion about it; never, never. . . .

We shall never cease to learn, unless we aposta-tize from the religion of Jesus Christ. [BrighamYoung, JD 3:203]

True education seeks to make men and womennot only good mathematicians, proficient linguists,profound scientists, or brilliant literary lights, butalso honest men with virtue, temperance, and broth-erly love. [David O. McKay, “Why Education?”Improvement Era, September 1967, 3]

It is my observation that those who makethe most of the new discoveries in the sciencesor who create new applications in technologydo so from the basis of a sound understandingof the fundamental principles of those sciencesor technology. I believe that this is also true innearly any area that might be considered. Thusit seems wise for us to try to understand—notjust to study, not just to get a grade in, not justto get a degree in, not just to have experiencewith—the important foundational principlesin any field we either choose or are asked topursue. I urge you as students to avoid thosebehaviors and shortcuts that yield only imme-diate short-term results and that wouldencourage you to merely “get through” youruniversity experience. Do not compromiseyour future capability and productivity bylosing sight of your goal that you are here tolearn and to really understand both spiritual

and academic matters. I urge you to build yourfuture on the rock of the Savior and on thefoundation of knowledge and understandingof truth.

Consider the words of Brigham Young onthe matter of education in the following threestatements. “A firm, unchangeable course ofrighteousness through life is what secures toa person true intelligence” (JD 8:32). “Oureducation should be such as to improve ourminds and fit us for increased usefulness; tomake us of greater service to the human fam-ily” (JD 14:83). “Education is a good thing, andblessed is the man who has it, and can use itfor the dissemination of the Gospel withoutbeing puffed up with pride” (JD 11:214).

I have recently reread The Aims of a BYUEducation, a document that was developed afew years ago. The Aims document outlineswhat the purpose of this university is from theperspectives of prophets. Have you studentsread this document? Have you considered whatit says? I believe it will help to clarify your per-spectives of why you are here. I believe it isworth the few minutes it takes to read or rereadand to think carefully about. May I quote a fewmore selections from that document.

“Education is the power to think clearly,the power to act well in the world’s work, andthe power to appreciate life” (Brigham Young,quoted by George H. Brimhall in “The BrighamYoung University,” Improvement Era, July 1920,831).

The mission of Brigham Young University . . . isto assist individuals in their quest for perfection andeternal life. That assistance should provide a periodof intensive learning in a stimulating setting wherea commitment to excellence is expected and the fullrealization of human potential is pursued. [TheMission of Brigham Young University and The Aimsof a BYU Education (pamphlet), BYU, 1995, 1]

To this end, BYU seeks to develop students of faith,intellect, and character who have the skills and the

Earl M. Woolley 7

desire to continue learning and to serve othersthroughout their lives. . . .

. . . A BYU education should be (1) spirituallystrengthening, (2) intellectually enlarging, and (3)character building, leading to (4) lifelong learningand service. [Mission and Aims, 3]

Also, consider the words of two prophetsabout their vision of Brigham Young University.

Brother Maeser, I want you to remember thatyou ought not to teach even the alphabet or themultiplication tables without the Spirit of God.[Brigham Young, in Reinhard Maeser, Karl G.Maeser: A Biography (Provo: Brigham YoungUniversity, 1928), 79]

[BYU] has no justification for its existenceunless it builds character, creates and develops faith,and makes men and women of strength and courage,fortitude, and service—men and women who willbecome stalwarts in the Kingdom and bear witnessof the . . . divinity of the gospel of Jesus Christ. It isnot justified on an academic basis only. [Spencer W.Kimball, “On My Honor,” in Speeches of the Year,1978 (Provo: Brigham Young University Press,1979), 137]

[BYU fulfills its promise when] the moralityof the graduates of this University provide[s] themusic of hope for the inhabitants of this planet.[Spencer W. Kimball, “Second Century Addressand Dedication of Carillon Tower and Bells,”Brigham Young University, 10 October 1975, 12]

Also, from the Aims document we read thefollowing about the purpose of our being at BYU:

Every part of the BYU experience should there-fore strengthen character—academic integrity intaking a test or writing a research paper; sports-manship on the playing field; the honest reportingof research findings in a laboratory; careful use ofuniversity funds derived from the tithes of Churchmembers; treating all other people with dignity and

fairness; and wholehearted acceptance of commit-ments made to bishops and parents. Character isconstructed by small decisions. At this personallevel of detail, BYU will realize its hope of teaching“those moral virtues which characterize the life andteachings of the Son of God” (Mission Statement).[Mission and Aims, 11; emphasis added]

Finally, from the Aims document we havethis summary:

These are the aims of a BYU education. Takentogether, they should lead students toward whole-ness: “the balanced development of the total person”(Mission Statement). These aims aspire to promotean education that helps students integrate all partsof their university experience into a fundamentallysacred way of life—their faith and reasoning, theirknowledge and conduct, their public lives andprivate convictions. . . .

[Prophets] have also known that educationplays a vital role in realizing the promises of theRestoration; that a broad vision of education forself-reliance and personal growth is at the very heartof the gospel when the gospel is at the heart of educa-tion. To the degree that BYU achieves its aims, thelives of its students will confirm Brigham Young’sconfidence that education is indeed “a good thing,”blessing all those who humbly and faithfully use itto bless others. [The Aims of a BYU Education, 14;also see http://www.byu.edu/about/aims/]

Let me share a few brief quotes from thescriptures concerning the importance of humil-ity as we seek knowledge, understanding, andwisdom. “But to be learned is good if theyhearken unto the counsels of God” (2 Nephi9:29). “See that ye are not lifted up unto pride;yea, see that ye do not boast in your ownwisdom” (Alma 38:11; emphasis added).

And if men come unto me I will show unto themtheir weakness. I give unto men weakness that theymay be humble; and my grace is sufficient for allmen that humble themselves before me; for if they

8 Brigham Young University 2000–2001 Speeches

humble themselves before me, and have faith in me,then will I make weak things become strong untothem. [Ether 12:27]

To conclude, I encourage each of you to dothe following:

1. Build your life on a foundation of strongspiritual and academic principles.

2. Have faith in the experience of othersand learn from their experiences and fromyour own experiences.

3. Seek all the information you can andassess its quality before you make a decision.Be cautious as you extrapolate or judge.

4. Trust in the future value of learning,both learning in breadth and in depth.

5. Remember those character traits oflasting value, including humility, civility,integrity, industry, rigor, and accountability.

I thank my Heavenly Father for the bless-ings of learning afforded me and my familyat Brigham Young University. In the name ofJesus Christ, amen.

Earl M. Woolley 9