Sister Gayle M. Clegg
Second counselor, Primary General Presidency

April 2004
Some time ago I found a large white envelope in my mailbox. Inside was a story written by a boy I had taught years before when he was in sixth grade. I remembered the student and the assignment his class had worked on for months. I also remembered that he loved to write and would sit and think and think. Sometimes only a word or two found their way to the page. At times he worked during recess, but when the due date arrived, his story still had a chapter to go. I told him just to turn it in as it was, but Jimmy had a different vision and wanted to turn in a finished story. The last day of class he asked if he could finish during the summer break. Again I told him just to turn it in. He pleaded for more time, and finally I sent him on his way with a stack of wrinkled and smudged papers, complimenting him on his determination and assuring him of my confidence in his ability to complete a great story.
I thought about him that summer, but the assignment left my mind until years later when I found his completed project in the mailbox. I was amazed and wondered what made Jimmy finish his story. What kind of vision, determination, and effort had been required in this task? Why do any of us finish a hard task, especially if no one demands its completion?
My husband's great-grandfather Henry Clegg Jr. was a finisher. He joined the Church with his family when the first LDS missionaries went to Preston, England. Henry had a view of his destination in his mind as he and his wife, Hannah, and their two young boys immigrated to Utah. Henry left his older parents, who were too feeble to make such a long and arduous journey, knowing he would never see them again.
While crossing the plains, Hannah contracted cholera and died. She was laid to rest in an unmarked grave. The company then moved on, and at six in the evening, Henry's youngest son also died. Henry retraced his steps to Hannah's grave, placed his young son in his wife's arms, and reburied the two of them together. Henry then had to return to the wagon train, now five miles away. Suffering from cholera himself, Henry described his condition as being at death's door while realizing he still had a thousand miles to walk. Amazingly he continued forward, putting one foot in front of the other. He stopped writing in his journal for several weeks after losing his dear Hannah and little son. I was struck with the words he used when he did start writing again: "Still moving."
When he finally reached the gathering place of the Saints, he began a new family. He kept the faith. He continued his story. Most remarkably, his heartache over the burial of his sweetheart and son gave birth to our family's legacy of moving forward, of finishing.
Years ago one of our daughters asked me to come outside and play tetherball with her. She told me to sit down and watch as she hit over and over again a ball on a rope that wound itself around a pole. After watching several windings I asked what my part was in the game, and she said, "Oh, Mom, you say, 'Good job, good job,' every time the ball goes around the pole."
Last fall I found myself with a wonderful but challenging opportunity to develop and teach Primary training through a video made entirely in Spanish. At one time in my life I was a Spanish speaker, but recently I had been speaking Portuguese and knew what it would take to relearn Spanish. I did all the things each of you do to complete a task that feels extremely difficult. I found help from capable and dedicated Hispanic sisters. Together we studied, prayed, fasted, and worked long hours. The day arrived to go and do the thing the Lord had asked, and we not only were fearful but felt our work was inadequate. We had worked up to the moment of delivery, and nothing more could be done. I wanted to start over.
Each of our husbands gave us priesthood blessings, and peace and calm started to come. Like angels, help came in the form of a sweet husband who set the alarm on his watch so he could pray for me every half hour during the recording, a cameraman whose eyes radiated "Good job," and Primary leaders who had confidence in the workings of the Spirit and were able to communicate that with power. We ended up with a finished film that was helpful for our Spanish-speaking leaders. All who participated in it were partly surprised and entirely grateful for its success. We walked as far as we could go, and when we thought we might abandon our carts and drop by the wayside, angels somehow pushed from behind.

April 2002
When I was a young mother, my husband and I found ourselves taking our five children under the age of eight to live in South America. Although none of us spoke the language, my six-year-old had the greatest difficulty learning a new language. We decided to put her in preschool with four-year-olds, even though she should be starting first grade. Our hope was that interaction with younger children would be less intimidating to her and might facilitate her ability to communicate in Portuguese. But the reality for my daughter was that she was as foreign to the children as they were to her. Each day was a struggle, and I anguished for her every morning as I walked her to school and then waited for her to return, dejected, at the end of the day. One day, some children were particularly unkind to her. A few even threw rocks and bullied her, laughing rudely at recess. She was scared and hurt and decided she couldn't go back into class. Sitting alone while the playground emptied, she remembered what we had taught her about loneliness. She remembered that Heavenly Father is always close to His children and she could speak to Him at any time, not just before bedtime. He would understand the language of her heart. In a corner of the playground, she bowed her head and said a prayer. She didn't know what to pray for, so she asked that her father and mother could be with her to protect her. While returning to the classroom, a Primary song came into her mind. I often go walking in meadows of clover, And I gather armfuls of blossoms of blue. I gather the blossoms the whole meadow over; Dear mother, all flowers remind me of you. ("I Often Go Walking," Children's Songbook, 202) As she opened her eyes, she noticed one little flower growing between the cracks of the cement. She picked it up and put it into her pocket. Her troubles with the other children did not disappear, but she walked back into the school feeling that her parents were with her.

When I was teaching sixth grade a number of years ago, a 14-year-old boy dressed in gang attire was marched into my classroom. He was two years older and four years larger than the other 30 students. Quickly I discovered Brian did not read, had not attended school with any regularity, and had lived with a variety of guardians in a number of cities.
Report card time was coming up, and I came to school on my day off to finish recording the children's work and mark the report cards. As I entered the classroom to gather up the records, I could see Brian had the class in an upheaval. I suggested to my grateful coteacher that I would take Brian with me. With some first-grade primers filled with pictures, we headed to the library, talking a little football on the way.
We settled ourselves at a table where I was marking report cards. I asked him if he had ever had a report card.
He shook his head and said, "No." I asked if he would like a report card.
He looked directly at me. "Only if it said I was a good boy."
I made out a special card for him, emphasizing his strengths. I wrote his full name on it and his ability to include everyone and make people laugh. I specifically mentioned his love of sports. It was not a traditional report card but seemed to please him. Not too long after that, Brian disappeared from our school, and the last I heard of him, he was living in another state. I hoped he had my report card saying that he was a good boy in his pocket, wherever he was.

Susan Madsen tells the story of Agnes Caldwell in the Willie Handcart Company. They were caught in heavy storms and suffered terrible hunger and cold. Relief wagons came to deliver food and blankets, but there were not enough wagons to carry all the people. Even after rescue, the majority of the people still had to trudge on many more miles to the safety of the valley.
Little nine-year-old Agnes was too weary to walk any farther. The driver took notice of her determination to keep up with the wagon and asked if she would like a ride. She tells in her own words what happened next:
"At this he reached over, taking my hand, clucking to his horses to make me run, with legs that . . . could run no farther. On we went, to what to me seemed miles. What went through my head at that time was that he was the meanest man that ever lived or that I had ever heard of. . . . Just at what seemed the breaking point, he stopped [and pulled me into the wagon]. Taking a blanket, he wrapped me up . . . warm and comfortable. Here I had time to change my mind, as I surely did, knowing full well by doing this he saved me from freezing when taken into the wagon" (in I Walked to Zion [1994], 59).
The driver of that relief wagon made the little girl run as far and as fast as she could to push blood back into her frozen feet and legs. He saved her legs, possibly her life, by letting her help herself.