in mm OF HIGHER EDUme IN m OF JESUS CHRIST OF IATI‘ER-DAY SAINTS By Don Wallace McBride A'IHESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial mlrillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Education 1952 THESIS ABSTRACT The purpose of this study is twofold: (l) to trace the development of higher education in the Church of Jesus Christ of Latter-day Saints, and (2) to compare educational practice in the Church with the philosophy and doctrines propounded by its leaders. Along with this has been a com- parison of Church educational philosophy with the relatively progressive school of thought and action in education, experimentalism. Also included in this thesis is a survey of the literature pertaining to the evaluation or education among the Mormons or members of the Church of Jesus Christ of Latter-day Saints. Histories, catalogues, and registrar files were consulted. Newspaper articles, Journals, and oral communications were valuable sources of infor- mation. The Church historian's library in Salt Lake City, the libraries of the University of Utah and the Brigham Young University and the files of the Church department of education were found to be most helpful. The leaders or the Church of Jesus Christ of Latter-day Saints established the University of the City or Nauvoo, Illinois in the year 1840 and the university of Deseret (later the university of Utah) in Salt Lake City in 1850. Political and economic problems retarded the growth of public education in Utah at all levels, but private and parochial education advanced steadily until the last decade of the nineteenth century when church and state were more thoroughly separated and Utah became one or the United States or merica. In 1890 the elementary schools were made free ad public and in 1911 the public secondary schools were made accessible to all. c“. (yawn? swan) 1' As the state assumed more and more responsibility for secular education, the Church gradually diminished her efforts in that field and even relinquished her physical plants to the public. Since the week-day religious education needs were not being met by the public schools, the Church established seminaries adjacent to public secondary schools and institutes adjacent to public colleges for this purpose. Of the original thirty or more academies begun by the Church in the latter part of the nineteenth century, only four remain today as Church schools. Most of the effort and finances dispensed for education in the Church today is for the support of higher education, for it is in this area that the public is making the smallest contribution. In comparing the Mormon philosophy with experimentalism it was concluded that they have much in common. Both believe that the worth and dignity of the individual, and the ability of the group to govern itself through enlightened and critical Judgement are basic elements in an educational program in a democracy. Both accept experience and the scientific method as means of arriving at truth and goodness. Both set up as goals the process of growth and creativity. The principal differ- ence is that the Mormon vieWpoint considers God to be essential in man's search for the truths of life, while the experimentalists hold that for all practical purposes there lies within the realm of human experience alone the necessary means for arriving at these truths. ACKNOWWTS The author wishes to express his sincere gratitude to Dr. Milosh Muntyan under whose inspiration, supervision, and unfailing interest this study was undertaken. He is also greatly indebted to Dr. Harry Sundwall for his understanding and guidance throughout the study and to Dr. Clyde Campbell for his many helpful suggestions. Grateful acknowledgment is also due to Mr. A. William Lund, assistant historian of the Church of Jesus Christ of Latter-day Saints, for the use of the resources in the Church historian's library, and to the Church department of education and the Improvement Era staff for the information in their libraries and files. The writer extends sincere thanks to his wife, who, through her inspiration and untiring assistance, has helped immeasurably to make this study a reality. VITA Don Wallace McBride candidate for the degree of Doctor of PhilosOphy Final examination, May 21, 1952, 10:00 A.M., 221 Morrill Hall Dissertation: The DevelOpment of Higher Education in the Church of Jesus Christ of Latter-day Saints Outline of Studies Major subject: Higher Education Minor subjects: Counseling and Guidance, Educational Psychology, Psychology Biographical Items Born, September 20, 1924, Washington, D. C. Undergraduate Studies: University of South Carolina, 1941-45 Brigham Young University, 1946-47 Graduate Studies: University of Utah, 1947 Michigan State College, 1950-52 kperience: Member United States Marine Corps, 1943—46, Missionary of the Church of Jesus Christ of Latter-day Saints in the French speaking countries of Europe, 1947-49, Instructor in Counseling and Guidance at the University of South Carolina, Summer 1951 \\b3© 7' 9 shims m Dmommr or HIGHER EDUCATION IN THE CHURCH OF JESIB owner or LATI'ER-DAY SAINTS \ By Don Wallace McBride ANABS'HZACT Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHIDSOPHY Department of Education u ' ' ' ' ', g o v v x ‘r l «P A ‘ ‘~ ¢ 0‘ e’ ‘v 'i o I 1 I V r u v . v v ’ v - l' - n ‘ v- 7"! ‘ . u l s \' t i n i 'x l ‘s \ t :\ I 7",. ‘Fl F. H'i.‘ \fir" I,“ (I’MT \ I ' ’ . . ‘. , - b- '- -- 0‘ a '0 .r I" .9 v . .u'.e e. 0' I :‘O"..‘ f‘ I'l‘e. I'Xcl‘ p {\"Cllzl‘fl'n nf‘ of‘fi in. [If (5, fl“, , ',"ft,l, e -~ - e a _ . bnr‘fu'f‘. nu. .(yrf. t'.("(' f’v'l" |"."l'. : '5'." (5f (9' o“ i I'f‘". D'l'i""":'- . C 'I"x'(r\"i(l\ 'r‘apn n": '.-r “Hr. " :- IIII .:(- if'v""\"‘;’ n. "r l‘t n-r- r. 7- n r!- Nr (a 0 er .. o.“ a . . . ., . ’, J," ‘\. lr‘7"nt\r(?~ -I n ‘-!:a 1+0 r- vn." ‘..l’ l - -o \.| 5‘ x... The purpose of this study is twofold: (l) to trace the development of higher education in the Church of Jesus Christ of Latter-day Saints, and (2) to compare educational practice in the Church with the philosophy and doctrines prepounded by its leaders. Along with this has been a comparison of Church educational philosophy with the relatively progressive school of thought and action in education, eXperimentalism.(Also included in this thesis is a survey of the literature pertaining to the evaluation of education among the Mermons or members of the Church of Jesus Christ of Latter-day Saints. Histories, catalogues, and registrar files were consulted. NeWSpaper articles, journals, and oral communications were valuable sources of information. The Church historian's library in Salt Lake City, the libra- ries of the University of Utah and the Brigham Young University and the files of the Church department of education were found to be most helpful. The leaders of the Church of Jesus Christ of Latter-day Saints established the University of the City of Nauvoo, Illinois in the year 1840 and the University of‘Deseret (later the University of Utah) in Salt Lake City in 1850. Political and economic problems retarded the growth of public education in Utah at all levels, but private and parochial education advanced steadily until the last decade of the nineteenth century when church and state were more thoroughly separated and Utah became one of the United States of America. In 1890 the elementary schools were made free and public and in 1911 the public secondary schools were made accessible to all. was As the state assumed more and more responsibility for secular education, the Church gradually diminished her efforts in that field and even relinquished her physical plants to the public. Since the week-day religious education needs were not being met by the public schools, the Church established seminaries adjacent to public secondary schools and institutes adjacent to public colleges for this purpose. 0f the original thirty or more academies begun by the Church in the latter part of the nineteenth century, only four remain today as Church schools. Most of the effort and finances dispensed for education in the Church today is for the support of higher education, for it is in this area that the public is making the smallest contribution. In comparing the Mormon philosophy with experimentalism it was concluded that they have much in common. Both believe that the worth and dignity of the individual, and the ability of the group to govern itself through enlightened and critical judgement are basic elements in an educational program in a democracy. Both accept experience and the scientific method as means of arriving at truth and goodness. Both set up as goals the process of growth and creativity. The principal differ— ence is that the Momon vieWpoint considers God to be essential in man's search for the truths of life, while the experimentalists hold that for all practical purposes there lies within the realm of human experience alone the necessary means for arriving at these truths. List of TABLE OF CONTENTS Table 8 O I O O O O O O O O ListofFigures. . . . . . . . . . CHAPTER I. II. III . MODUCTION........ A. The Problem . . . . . B. Scope of the Problem . . 0. Definitions of Terms . . D. Organization of Thesis . BASIC ASPECTS OF THE RELIGIOUS PHILOSOPHY OFTHELA‘I‘I'ER-DAYSAINTS . . . . ECCLESIASTICAL AND EDUCATIONAL LEADERS OF THE CHURCH OF JESUS CHRIST OF LA‘ITER-DAY A. Ecclesiastical Leaders . . 1. Presidents of the Church a. Joseph Smith, Jr. . b. Brigham Young . . c. John Taylor . . . d. Wilford loodruff . e . Lorenzo Snow . . f. Joseph F. Smith . g. Heber J. Grant . . h. George Albert Smith 1. David O. McKay . . B. Educational Leaders . . 1. Superintendents and Commiss a. Karl G. Maeser . . . b. J oseph Marion Tanner . c. Horace H. Cummings . d. Adam S. Bennion e. David 0. McKay . f. John A. Widtsoe 3. Joseph F. Merrill h. Franklin L. West 0. Conclusions . . . . eeeeeeeeeH-eeeeeeeeeeee SAINTS e oners xiv PAGE molest- l--' 1'? 18 18 19 22 28 31 33 35 39 43 49 49 49 52 53 55 56 5'7 59 61 64 IV. V. ms LITTER-DAY SAINTS EDUCATIONAL PROGRAM . . A. htrOdUCtion e e e e e e e e e e B. The 1. 2. 3. 4. C. The 1. 2. 3. 4. D. Priesthood . . . . . . E. The 1'. 811mm e e e e e e General Church Board of Education . . Executive Committee . . . . . . The Church Board of Examiners and the Church Board of Religion Classes . . Duties and Objectives of the General Church Board of Education Department of Education . a. Finances . . . . . Church Auxiliaries . . The Relief Society . . . a. Educational Program of the Relief Society . . . . . . The Sunday School . . . . . The Mutual Improvement Association The Primary “Boeiation e e e Missionary Program . . . . . HIGHER EDUCATIONAL ACTIVITIES IRM1830T01892. . . . . . . . . . A. University of the City of Nauvoo . . . B. University of Deseret . . . . 1. 2. 3. 4. C.Summary........ Reasons Ihy the University of Deseret DidNotThrive . . . . . . . . Resumption of Classwork . . . . . Church Influence in the Public University . . . . . Period of Stress and Change . a. Governing Boards . . . THEIUNIORCOIIEGEMOVEMENT . . . . . . A. Introduction . . . . . . 1. B. he 1. 2. The Rise of Church Academies Brigham Young College . . . Administration and Buildings Curriculum . . . . . . PAGE 6 6 66 68 72 ’73 105 107 113 123 125 129 132 135 137 140 140 141 148 148 158 VII. 0. D. E. F. G. B. Snow College . . . . . 1. Origin and Early Growth 2. College work Begun . . ‘Weber College . . . . . 1. Organization . . . . . 2. Organization of the Board of Directors 3. Curriculum . . . . . . . . 4. Administration and Buildings . a. Transfer to the State of Utah Gila Junior College . . . . . . 1. Origin and Early Growth . 2. College werk Begun . . . Dixie College . . . . . . L mum. .. .. .. 2. Early Administration and Growth 3. College'Work Begun . . . . . 4. Changes in Administration . . 5. Curriculum and Other DevelOpments after 1920 . . . . . Summary . . . . . . . . . . . . FOUR'YEAR COLLEGES . . . . . . . . Introduction . . . . . . . The Brigham Young'University . . 10 Origin e e e e e e e a. Dueenberry's Term . . . 2. The Maeser Administration . 3. The Administration of Benjamin a. Beaver Branch . . . . 4. The Administration of George'H. Brimhall . . . . . . . 5. The Administration of Franklin S. Harris a. Accrediation . . . . . . . b. world war II . . . . . . . . 6. The Administration of Howard S. McDonald . . . . . . . 7. The Administration of Ernest L.‘Wilkinson . . . 8. Change in Board Personnel . 9. Student Activities . . . a. Social Units . . . . eOeeeee H 5 et-heeeee ft 5 b. Athletics . . . . 10. Enrollment and Graduation PAGE 174 174 178 182 182 185 186 191 199 202 202 204 210 210 213 214 216 218 222 237 237 238 238 239 240 244 250 254 260 262 264 265 267 267 271 271 275 275 (Emma VIII . vii PAGE C. Ricks College . . . . . . . . . . 281 1. Origin and Administration . . . . 281 a. Aims of the Academy . . . . . 282 b. Recent Organization . . . . . 287 2. Buildings . . . . . . . . . . 287 3. Curriculum . . . . . . . . . 289 De Summary e e o e e e e e e e e e 296 THE PROFESSIONAL SCHOOLS . . . . . . . 307 A. Introduction . . . . . . . . 307 B. Latter-day Saints Business College . . . 308 1. Introduction . . . . . . . . . 308 2. The Salt Lake Stake Academy . . . . 309 a. A New Feature . . . . . . . 312 3. The Latter-day Saints College . . . 313 4. The Latter-day Saints University . . 324 a. Buildings . . . . . . . . . 326 b. Administration . . . . . . . 327 0. Curriculum . . . . . . . 330 5. The Administration of F. Y. Fox . . 333 a. Factors in Favor of Closing the School . . . . . . 335 b. Factors in Favor of Retaining the School . . . . . 336 c. Status of the Business Colleg . . 338 6. Present Status of the College . . . 343 C. 11ch School of Music and Art . . . . 347 1. Origin and Administration . . . . 347 2. Name of School Changed . . . . . 349 3. Purposes of the School . . . . . 350 4. Curriculum and Faculty . . . . . 353 a. Master's Degree Offered . . . . 356 b. Faculty . . . . . . . . . 357 D.Summary............ 359 LATTER-Dfl SAINTS INSTITUTES 0F RELIGION . . 369 A. Introduction . . . . . . . . . 369 B. The Latter-day Saints Seminary . . . . 372 0. Religious Instruction at the College Level . . . . . . . . . . 375 1. Objectives . . . . . . . . . 375 D. Religious Work at State Institutions . . of Higher Education . . . . . . . 382 1. Church Founding of Schools . . . . 382 E. F. G. H. 2. Plans of Interdenominational Organization . . . . . . a. University of Pennsylvania b. Michigan State College . Establishment of Latter-day Saints Institutes of Religion . . . . The Institute Program . . 1. Religious Instruction 2. Program of Worship . 3. Social Program . . a. Lambda Delta Sigma 4. Counseling Program . Deseret Clubs . . . . Summary e e e e e A REVIEW OF THE LITERATURE PERTAINING TO THE EVALUATION OF EDUCATION MONG 1m: LATI'ER-DAY SAINTS . . . A. B. G. D. E. F. G. H. I. I. Introduction . . . . . . Harris and Butt Study . . . Studies of Thorndike and Wooton Hughes and lancelot Study . . Nelson Study . . . . . . Utah Educational Association . Mel and Prentice . . . . Cattell and Ross Study . . . . . The Census of the Church of Jesus Christ of Latter-day Saints Conclusions . . . . . . . EDUCATIONAL PHILOSOPHY AND PRACTICES CCMPARE'D . . . . . . A. B. 0. Introduction . . . . . . Educational Philosoph . . . . Educational Practices . . . 1. Church Organization . . 2. The Role of Schools in Latter-day Saint Education a. Use of Literature . . . 3. Spiritual Experiences . . 4. The Role of Research in the Church viii PAGE 385 385 387 390 399 399 401 402 402 406 408 410 413 413 414 419 422 426 426 429 430 431 431 434 434 434 436 436 439 444 446 CHAPTER D. The Church and mpermentalism . . . . 1. The Latter-day Saint Point of View . GIDSSARY . APPENDIX A. mm: B. APPEV'DIX 0. APPENDIX D. mm B. APPENDIX F. APPENDIX G. BIBLIOCBAIEY 2. EIperimentalist Point of View . . . 3. Similarities Between Mormonism and mperimentalism . . . . . . The Maori Agricultural College . . . . Deed of Trust of Brigham Young College . Deed of Trust of Brigham Young University Articles of Incorporation of Brigham Young Academy . . . . . Articles of Incorporation of Brigham Young University . . . . . A Brief History of the Baccalaureate Degree . . . . . . . Roport of Controversy at the Brigham Young University in 1911 . . Table ILVI: Names, Term of Office, Positions in and out of the Church of the Members of the General Church Board of Education, 1888-1952 . . ix PAGE 449 449 452 454 459 461 463 466 469 474 480 483 489 491 TABLE I. II. III. VII. VIII . XII. LIST OF TABLES Presidents of the Church, Date of Birth, Date Ordained Apostle, Date Sustained President of the Church, Death Date, Age at Death and Lay Occupation . . . . . Church Commissioners of Education, Their Term of Office and Chief Lay and Ecclesiastical Positions, 1888-1952 . . . . . . . Educational Expenditures from Tithing as Canpared with Expenditures from Other Sources and Total Church Expenditures, 1940-1950 . Enrollment in Relief Society for Year Ending December 31, 1950 . . . . Mollment in the Sunday School for Year Ending December 31, 1950 . . . . Enrollment of the Young Men's and Young Women's Mutual Improvement Associations for the Year Ending December 31, 1950 . . . Enrollment and Participation in the Primary Organization as of May 31, 1951 . . . Smmnary of Enrollment and Officers and Teachers in the Church Auxiliaries for the Year Ending December 31, 1950 . . . . . Chairmen of the Board of Regents, Years Served, and Church Affiliations . . . . Student Enrollment of the Church Academies and 00116868, 1903-1933 e e e e e e e Enrollment Trends in Latter-day Saints Secondary Schools and Colleges, 1902—1950 . Latter-day Saint Academies, Dates of Origin and Subsequent Developnent . . . . . . PAGE 48 63 88 92 95 103 136 144 145 147 TABLE XIII . EV. XVII. XVIII. m1. XXIII. mv. Courses of Study Offered at the Brigham Young College with Entrance Requirements, and Time Required to Complete Courses, and Recognition Received for the Year 1892-1893 . Requirements for Admission, Years Required for Completion, Recognition Given, and Foreign Language Requirements for the Courses Offered at the Brigham Young College During the Year 1893-1894 e e e e e e e e e e e e Courses offered in the Year 1894-1895 with Minimum Age for Entrance, and Length of Course Required and Recognition . . . . . . . Administrative Heads of Brigham Young College with Title and Years Served . . . . . . Enrollment and Graduation Trends for Brighan Young College, 1892-1926 . . . . . Enrollment and Graduation Trends for Snow College, 1913-1931 . . . . . . Administrative Heads of Snow College with Title and Years Served . . . . . . Officers of the Weber College Board of Education, 1888-1933 . . . . . . . Administrative Heads of Weber College with Title and Years Served . . . . . . Enrollment and Graduation Trends for “her 0011686, 191-6-1932 e e e e e 0 Administrative Heads of Gila College with Title and Years Served . . . . . . Enrollment and Graduation Trends for Gila Junior College, 1913-1933 . . . . Administrative Heads of Dixie College with Title and Years Served . . . . . . xi PAGE 160 163 166 171 172 180 181 187 198 201 208 209 217 xmx. mIII. m7. mvn. XXXVIII. Enrollment and Graduation Trends IQ? D1110 0011686, 1916-1935 e e e e e Administrative Heads of Brigham Young University with Title and Years Served . . The Membership of the National Delta Phi Fraternity According to Chapters for the Year 1951-1952 . . . . . . . Enrollment and Graduation Trends for the Brigham Young University, 1891-1951 . Administrative Heads of Ricks College with Title and Years Served . . . . . Enrollment and Graduation Trends for Ricks College, 1913-1951 . . . . . Administrative Heads of Latter-day Saints Business College with Title and Years Served Enrollment Trends for the Latter-day Saints College and Business College, 1895-1950 . Trends in the Develoment of the Latter-dw Saints Institutes of Religion . . . . . Colleges Served by Institutes with location and Size of College, Year of Founding of Institutes and Number and Percentage of LDS Students in Colleges and Institutes, Nmnber of Non-IDS Students and Graduates of Institutes for the Year 1950-1951 . . . Location, Date of Founding, and Enrollment far 1950-1951 of Each Chapter of the Lambda Delta 81% maternity e e e e e e e Statistical Summary of all Institutes for the Year Ending June 1, 1951 . . . Percentage of Latter-day Saint Students in Institutions of Higher Education in the State of Utah for the Year 1950-1951 . . . . xii PAGE 221 270 274 277 286 294 345 391 397 405 407 XIII. XIIII. XLV. XLVI. Per Cent Illiteracy in Groups of Utah Counties with Different Pr0portions of Mormons . . . Per Cent of Population of Utah and the United States Attending School According to Age Groups, 1920 Census . . . . . . . . . Educational Levels of the Adult Population of the 48 States . . . . . . . . . . Number of Students in Institutions of Higher Education per 10,000 of Population in T0p Ten States for 1939-1940 with Corresponding 1949-1950 Ranks and Numbers . . . . . . College Students per 10,000 Population Numbers and Ranks of Western States . . . . Number of Graduates and Per Cent Gain of Utah Colleges in P'Who's Who in America" for the Years 1938-1939 and 1950-1951 . . . . . . Educational Attainments of Adults of the Church (20 Years of Age and Above) as Shown by 1950 Latter-day Saints Church Census . . . . . Names, Term of Office, Positions in and out of the Church of the Members of the General Church Board ofEducation . . . . . . . . . xiii PAGE 416 417 424 427 428 429 432 489 FIGURES 1. 3. 4. LIST OF FIGURES The Plan of Eternal Life as Viewed by the Church of Jesus Christ of Latter-day Saints Location of Church Schools and Institutes The Deseret Alphabet . Location of Latter-day Saints Institutes of Religion . PAGE 10 75 122 376 CHAPTER I INTRODUCTION A. The Problem The purpose of this thesis is to present the development of higher education in the Church of Jesus Christ of Latter-day Saints from the time of the establishment of the Church1 in 1830 to the present. To give this purpose direction and greater significance the educa- tional practices of the Church have been examined in light of the religious and educational philosophy propounded by the leaders. The cardinal teaching of all Church leaders is that all men are spiritual children of God and that God placed man on earth so that he, men, might grow and progress eternally. In light of this, it seems appropriate to inquire: Does this theme which is expanded in chapters II and III permeate the educational practices of the Qiurch? Are educational practices as duocratic as this spiritual theme of universal brotherhood indicates? Is the (Enron educational program oriented to eternal goals or are these goals surrogated by ephemeral and extrinsic goals which tend to alienate one individual from another rather than to strengthen the bonds of brother- hood? 1 See paragraph entitled ”Definitions of Toms," page 5. 2 A.further purpose in this study is to show through a presentation of Churchmeducational philosophy and practice that there is a marked degree of similarity between them and educational endeavors outside of the Church. The Latter-day Saints have not lived in isolation from the rest of the world. This has undoubtedly brought about a reciprocal influence between them and other peoples. There have been written voluminous histories of the state of Utah and of the Mbrmon people. However, there have been written only two general histories of education in Utah2 and one general history of education in the Church of Jesus Christ of Latter-day Saints.3‘No analysis of the de- velopment of higher education in the Church in question has ever been conducted. It is expected that this study will remove, in part, the now existing dearth of historical writing in the above mentioned areas, the emphasis here being on higher education. Formal education in the Church began in a small school with a few books and has grown to one of the largest educational systems of its kind in the United States. In gathering the material for this study, an attempt has been made to place in relief those features in the development of 2 John Clifton Moffitt, The Development of Centralizing Tendencies in Educational Organization and Administration in Utah (Chicago: The University of Chicago, 1940), 154 pp. , The History of Public Education in Utah (Salt Lake City, ‘Utah: The Deseret News Press, 1946), 375 pp. 3 M. Lynn Bennion, Mormonism and Education (Salt Lake City, Utah: The Department of Education of the Church of Jesus Christ of Latter-day Saints, 19391 297 pp. 3 higher education which have been particularly characteristic of the Church system in question. The material presented in this thesis, in addition to treating the questions posed above, is expected to aid in the understanding of the following statements of fact which describe important aspects of the edu- cational scene in the Church of Jesus Christ of Latter-day Saints and in Utah. (1) The educational system under study is, at the present time serving over one million members of the Church which supports it. It also serves a large number of pe0ple who are not Church members. The geographic area served is quite extensive since centers of higher education alone are found in the states of Arizona, California, Idaho, Nevada, Utah, and Wyoming. Represented in these institutions as of this writing are residents of nearly every state in the United States, of Hawaii, of Alaska, of Canada, and of Mexico, and of fifteen other countries in South America, Europe, and Asia.‘ (2) In number of years of school completed at all ages Utah leads all other states and has been in the lead at least since the United States Bureau of the Census began compiling such information in 1940. In the per- centage of pOpulation between the ages of five to twenty who attend school, Utah has led all other states at least since that characteristic was placed under observation by the United States Bureau of the Census in 1910. 4' See chapter VII, page 280 for list of states and countries. 4 (3) The state of Utah, of which not less than about seventy-five per cent of the population have been Mormons since the time of its settlement in 1847, had, as of 1937, a greater percentage of its citizens in "American Men of Science" than any other state. It led Massachusetts, which was second in rank, by twenty per cent. (4) Of the ten institutions of higher education existing today in the state of Utah, five were begun by leaders of the Church of Jesus Christ of Latter-day Saints and three others by the public, of which Latter-day Saints have been a decided majority. One was founded by the Catholic Church and the other was founded by the Presbyterian Church. The Church has contributed materially to the junior college movement by establishing three such colleges in Utah and one in Arizona, turning them over later, free of charge, to the public. Physical facilities in about fifteen Church supported academies or high schools were also given to the public for the advancement of secondary education. (5) The Brigham Young University, the principal Church school, in- creased in the fall of 1951 in enrollment by ten per cent over the fall 1950 enrollment, while the trend in other colleges in Utah and throughout the nation was toward decreased enrollments. B. SCOpe of the Problem As the title of this study indicates, it is concerned primarily with hisher education. It is a fact that since about 1920, practically all formal education in the Church has been on the college level and in the seminaries. 5 From.1875 to about 1920 there was a gradual shift from providing the.mem- bars with elementary education to providing them.with higher education. Reasons for this are discussed in chapters'V and VI. The peak in Church secondary education activity was about 1915. The high point in collegiate education in the Church is the present, 1952. The phase of formal education sponsored by the Church, which is not treated at length in this study, is the seminary system. The Church seminaries are engaged in providing relig- ious education for junior and senior high school age students. The Primary Association, organized differently, and described in chapter IV} provides week-day religious education for the elementary school age boys and girls. In part, this is a comparative study. In discussing the Latter-day Saints Institutes of Religion, chapter Ix describes religious work done on the campuses of two representative state universities. Chapter 1 compares the educational attainment of the Latter-day Saint pe0ple with that of the state of Utah and of other states in the United States. Enrollment trends are also presented comparatively. In chapter‘XI Mormonism.is compared with experimentalism. Because of the number of institutions necessarily included, an exhaus- tive historical treatment of each one would have been prohibitive, notwith- standing the need for such an undertaking. C. Definitions of Terms The term Momon will be used throughout this study to refer to the Church of Jesus Christ of Latter-day Saints. The term is undoubtedly taken from the title of one of the basic books in the Church, which bears the 6 name of2Mormon, an ancient prophet and historian. Since this book has al- ways been held in high esteem among Church members, they have come to be called Mormons. The term Latter-day Saints will be used interchangeably with.Mbrmons.‘When capitalized, the word Church will be used in a specific sense to indicate the Church of Jesus Christ of Latter-day Saints. The term.higher education will be used in this study to indicate all institutionalized education above the secondary school level. A definition of higher education, which is applicable here, is the one used by the Division ofingher Education of the United States Office of Education. Instruction offered to persons of considerable intellectual maturity usually requiring previous preparation through the secondary school; in terms of the institutions common to the United States, higher education includes all education above the secondary school given in colleges, universities, graduate schools, professional schools, technical insti- tutions, teachers colleges, and normal schools. (The junior college is considered an institution of higher education by some authorities, and by others it is considered a part of secondary education).5 In this study, the junior college is considered an institution of higher'education. The term.college will be used synonymously with university. A glossary, provided at the end of this thesis, includes terms in common use in the Church of Jesus Christ of letter-day Saints. D. Organization of Thesis The chapters which follow are arranged t0pically and, in so far as possible, chronologically. Chapter II is an exposition of the basic features 5 Carter V’. Good, Dictionary of Education (New York: McGraw Hill Book Comoany, Inc., 1945), p. 201. 7 of the Mormon religious philosophy, from which the educational philosophy and practices of the Mormon people take direction. The most significant leaders of the Church are treated in Chapter III, through a presentation of their statements on education and pertinent biographical data. Also, a brief biographical description is given of those who have been of greatest direct influence in the develOpment of education. In order to present the formal Church educational system in its true parapective, a brief discussion of each of the educational agencies in the Church other than the home has been included in chapter IV. Chapter V gives an account of the origin and growth of the two pioneer universities, founded by leaders of the Church, the University of the City of Nauvoo and the University of Deseret. In reviewing their history, one can see the spirit of Mormon education which waxes strongly today in modern educational practices. Chapter VI. mentions the Church academies and explores the history of those which developed into junior colleges. Also, the history of the early Church college at Logan, Utah, the Brigham Young College, is treated in this chapter. Chapter VII (gives an historical account and describes the present functioning of the two four year colleges, the Brigham Young University and Ricks College. The evolution of the Latter-day Saints Business College and the McCune School of Music and Art is treated in chapter VIII. Chapter I! introduces the Latter-day Saints Institutes of Religion which are operating adjacent to state universities throughout Utah, Idaho, Wyoming, Arizona, Nevada, and California. 8 In chapter I an attempt is made to review the literature pertaining to the evaluation of education among the Latter-day Saints. Some original compilations of data are included. wapter n is included so as to tie together principal issues involved in the study. It provides a test of the consistency of educational practices with their philosophical basis. Similarities between Momon education and experimentalism are brought out. CHAPTER II BASIC ASPECTS OF THE RELIGIOUS PHILOSOPHY OF'THE LATTER-DAY SAINTS It is the religious philosophy of the Church which forms a basis for the educational philos0phy and practices; for that reason, it is included in this study. Without supplying at least a brief review of the religious philosophy of the Church of Jesus Christ of Latter-day Saints, it would be difficult to present, coherently, its educational philosophy and activities. Joseph Smith, Jr., the founder of the Church, summarized most of the doctrines in the Articles of Faith in the year 1842 in answer to the request for a laconic statement of the beliefs of the Church.1 In 1853 they appeared in the Church publication, the Pearl of Great Price.*.A statement formulated by the present writer, summarizing pertinent basic Church doctrines and their sources, is given below to provide a concise picture of the religious philosophy which permeates all of the educational activities of the Church. Accompanying the following statement of doctrines is a graphic representation of the general plan of life as conceived by the Momon Church. (see Figure l) . 1 Times and Seasons (Nauvoo, Illinois: The Church of Jesus Christ of_ Latter-day Saints, 1839-1846), III, Number 9 (March 1, 1842), p. 709. * Words which are followed by anasterisk appear in the glossary. The inteniggnce of man, embodied in a Spiritual body, dwelt here in a pro-mortal existence. It is a child of God the Father. Promises were made here to honor and obey God's teachings. Pr00ess of mortal birth This represents mortality into which the intelligence and spirit enter without a recollection of the pro-mortal life and take possession of a mortal body, which has been provided by one's own mother and father. we makes new prunises to God pertaining to mortality. __‘,f Death or separation of the mortal body from the Spirit and intelligence occurs. The resurrection or reuniting of the spirit and intelligence with the body and the final judgment take place. Man is now an immortal person. Then one is consigned to that state or existence wish is compatible with his faith and faithfulness and his diligence in honoring the promises made to God. Figure 1. The plan of eternal life as viewed by the winch of Jesus Christ of Latter-day Saints. 10 11 Man is believed to have existed as an ”intelligence" or intellect, possessing a spiritual body before his birth into mortality. This spiritual body is believed to be, literally, a child of God. Hence, God is looked upon as a spiritual Father or a heavenly Father.2 God is believed to be a person, possessing body, parts, and passions, and is believed to have passed through an existence similar to that through which man is now passing.3 Thus, the principal difference between God and man is that God has- a greater store of knowledge and experience, which is largely, though not necessarily, a function of time.4 This mortal life, in which man is now living, is believed to be one of a series of states or existences, but the only one which is mortal.5 Since time is considered to be highly relative, the only important aspect of it is the Spacious present. 2 The Pearl of Great Price (Salt Lake City, Utah: The Church of Jesus wrist of Latter-day Saints, 1921), Abraham chapter 3, verse 26. The Bible King James Version (Chicago: John A. Dickson Publishing Company, 1947 , Hebrews chapter 12, verse 9. The Doctrine and Covenants (Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1921), section 93, verse 23; section 76; verses 23 and 24. Joseph anith, Jr., History of the Church of Jesus Christ of Latter- daz Saints, 2nd ed. rev. (Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1949) , VI, p. 474. 3 , ml'ollett Discourse (Salt Lake City, Utah: The Magazine Printing Company, 192$. Joseph Fielding Snith, editor, Teachings of the Prephejtr Joseph anith (Salt Lake City, Utah: The Deseret Book Company, 1938), p. 345. 4 Joseph Smith, Jr., History of the Church, 22. cit. 5 The Pearl of Great Price, pp. cit., Abraham chapter 3, verses 24 and 25. The Book of Mormon (Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1920) , Alma chapter 34, verses 32-35. 12 The ”intelligence”, embodied with a Spirit, enters mortality in accordance with the laws of heredity, and man assumes an intricate rela- tionship with his fellow human beings. In mortality, in addition to being a spiritual brother or sister to all inhabitants of the earth, he is now a son or daughter, cousin, niece or nephew, etc. It is believed that man, prior to birth into mortality, voluntarily made certain covenants with God to the effect that he would honor and obey his heavenly Father. Man is free to make further alliances with God as he so chooses. Allowing free agency of will rather than employing coercion, is believed to be God's ruling principle.6 Mortality gives man new reaponsibilities, hence new obligations arise to make and keep alliances. Beginning at the age of accountability mich has been centered at age eight,7 man makes formal covenants or alliances with God, e.g. baptism, which serve to strengthen the ties which he had with God before birth. Although man is born oblivious of his spiritual existence, it is claimed that God has provided ways and means of bringing an understanding of that existence to man. One of these means is the Holy Ghost, which is made accessible to man following baptism. The Holy Ghost is believed to be a spiritual being, who, along with God the Father, and 6 The Pearl of Great Price, pp. 311., Moses chapter 3, verse 17; Abraham chapter 3, verse 25. The Book of Mormon, gp. 335., II Nephi chapter 2, verses 11-16; Alma chapter 12, verse 31; Helaman chapter 14, verse 30. The Doctrine and Covenants, 92. 3.31., section 29, verses 36-39. 7 Ibid., section 68, verse 27. 13 God the Son, Jesus Christ, makes up the Godhead.8 He serves as an inter- mediary between God and man to shed light and truth upon the earth.9 Another mans of bringing to man an understanding of his pre-existent 10 spiritual state is through ordained prophets, who are believed to be the object of revelation from Jesus Christ. Jesus Christ, as the Son of God, is immediately responsible for this earth.11 The chief prophet, or official spokesman on earth, is claimed to be the president of the Church of Jesus Christ of Latter-day Saints. By these two means, the Holy Ghost administering to man, and Jesus wrist revealing to pr0phets, the Latter-day Saints also believe themselves to be increasing in an understanding of the true relationship of man to God and of man to man in this mortal life. Also, through these means, they feel that man's understanding of his physical environment is increasing. A Spiritual revelation of truth to man, however, is predicated on his seeking truth and exhibiting a need for it. For one of the alleged purposes in earth life is to provide man with experience in dealing with the elements of the amnelz 3 Ibid., section 130, verse 22. 9 Joseph Snith, Jr., defined truth as ”knowledge of things as they are, as they were, and as they are to come," The Doctrine and Covenants, 9p. cit., section 93, verse 24. 1° The Bible, 22. cit., Amos chapter 3, verse '7; Jeremiah chapter 1, verses 4 and 9; Hesekiah chapter 1, verse 3. 11 The Book of Mormon, pp. cit., Alma chapter 11, verses 39 and 40. 12 John A. Widtsoe, A Rational Theolo (Salt Lake City, Utah: The Deseret Book Company, 1937 , chapter 9: "The Great Plan," pp. 41-46. 14 It is believed therefore, that man has a solemn obligation to culti- vate the aid of the Holy Ghost and to develop a receptivity to the words of the prephets,13 so as to be better equipped to deal with all phases of his environment, and to better understand and serve his fellowmen. Largely by virtue of his diligence in his premortal existence, man is possessed with certain talents and inclinations at birth, which among other things, make him a unique character or personality. The Latter-day Saints feel obligated to deve10p these talents at the maximum rate. In so doing, they believe that God and man can best be served. In developing oneself for the ”mutual improvement" of mankind, the Church member accepts aid from his fellomen as he gives it, he draws upon his own ingenuity, and he seeks inspiration from God and his prophets.“ The Mormon concept of the family is also of fundamental importance. It is believed that the family is a social unit, which is not only knit together during mortality, but it is designed to remain intact as a family unit from generation to generation throughout all eternity, which is to say without and. Church leaders, who hold the specific authority within the priesthood,* perform marriages which are of an eternal nature. These marriages "seal" the wife to the husband; and the children, at birth, become a part of this eternal union. Accompanying this concept of marriage 3 The Doctrine and Covenants, 22. cit., section 93, verses 20, 27 and 28. 14 Nidtsoe, 23. cit., chapter 6: "God and Man," pp. 251-259. 15 and The family is a reSponsibility of the parents to the children, which is also eternal in nature.15 .At death, the body is laid into the grave, and the "intelligence", within the Spiritual body, is assigned to that state of immortality which is compatible with the attitudes deve10ped and with the accomplishments achieved in mortality. Finally, the Mormon concept of immortality is that death does not interrupt or curtail the existence of the ”intelligence” and the spiritual body. It merely represents a separation of the physical body from the spiritual body and the’intelligence".16 At some time follow- ing death, a moral judgement will take place. Previous to the ”judgement" of man, the body will be literally resur- rooted17 and will come forth as an immortal entity or body. This judgement is not looked upon by the Mbrmon people as an arbitrary judgement based upon the decision of one or even two heavenly beings, however perfect they may be. But, it is believed that one's daily living Spells out the final allocation of himself in reference to others. Each person will possess a relatively perfect or complete knowledge of his entire life, and on the basis of this knowledge he will be able to identify and comprehend the 15 Joseph Fielding Smith, The Way to Perfection (Salt Lake City, Utah: The Genealogical Society of Utah, 1935), chapter 35: ”The Perfect Marriage Covenant, ” pp. 240-250; and chapter 36: "The Family in the Celestial King- dom,” pp. 251-259. 15 The Book of Mormon, 92. cit., Alma chapter 11, verses 42-45, and chapter 40, verses 9-14. 17‘Resurrection is defined as a re-uniting of one's original.mortal body (which has decomposed) with the spiritual body. This combination of body and Spirit is immortal, meaning not subject to death or other mortal influences. (The Doctrine and Covenants, gp,'git., section 88, verses 16-31; section 93, verse 381 16 realm of existence for which he is best fitted.18 It is believed that in immortality as in mortality, man seeks that level of existence which he is capable of appreciating and understanding. He will exist in that Sphere for which he has prepared himself either deliberately or unconsciously.19 It is believed that "whatever principle of intelligence we attain unto in this life, it will rise with us in the resurrection."20 Thus, earth life is viewed only in relation to the timeless existences which precede and follow it. And yet, this earth life is considered of utmost importance in the total plan: For behold, this life is the time for man to prepare to meet God; yea, behold, the day of this life is the day for men to perform their labors, . . . for after this day of life, which is given us to prepare for eternity, behold, if we do not improve our time while in this life, then cometh the nigh of darkness wherein there can be no labor per- fouled. . . . for that same Spirit which doth possess your bodies at the time that you go out of this life, that same Spirit will have power to possess your body in that eternal world .21 Constant activity of a'righteous" nature is the goal of the Latter-day Saints. Eternal progression without reference to time is one of the prime motivating concepts in this religious philosophy. 18 The Book of Mormon, pp. cit., Alma chapter 40, verse 2; chapter 41, verses 2-15; and chapter 11, verses 41-43. 19 The Doctrine and Covenants, o . cit., section 88, verses 22-24, 28-32. Widtsoe, pp. cit., chapter 35: "The Hope of Tomorrow," pp. 181-184. 20 The Doctrine and Covenants, pp. cit., section 130, verses 18 and 19. 31 The Book of Mormon, pp. cit., Alma chapter 34, verses 32-34. CHAPTER III ECCLESIASTICAL AND EDUCATIONAL LEADERS OF THE CHURCH OF JESUS CHRIST, OF IAT'T'ER-DAY SAINTS The purpose of this chapter is to introduce by means of brief biographical sketches and quotations on education, those people who have been most influential in the development of education in the Church of Jesus Christ of Latter-day Saints. In studying the educational philosophy of the ecclesiastical and educational leaders of the Church, it is evident that in every case man is looked upon as a spiritual child of God, who has been placed into mortality for the purpose of growing and developing in knowledge, skills, and understanding so that he might increase in productivity and creative- uess. The scope of this study does not permit a review of the philosophy as each leader has conceived it. Statements which are most pertinent to revealing the educational philosophy of the Church have been chosen here. It can readily be seen that references made to research and study are inseparable from references made to spiritual experiences and faith. Since the basis of the Church of Jesus Christ of Latter-day Santa lies in the spiritual aspect of life, God and spirituality are treated a. focal points and human experiences are treated as necessary supplements to achieving the purposes or goals of growth and development. The chapter is divided into into parts. he first part deals with the ecclesiastical leaders who have been most influential in education; 9 , w *._-o-~r-L as.... . y .* 18 the second part deals with the educational leaders , as such. A detailed treatment of each individual is beyond the scope of this study. W l. Presidents of the Church The presidents of the Church of Jesus Christ of Latter-day Saints have always presided over all temporal and Spiritual affairs of the Church. In addition, they are looked upon by the manbers as prophets of God. mat is, they are considered to be the mouthpiece of God on earth in all matters. In such a unique and influential position, it is readily understood how the presidents could influence the direction of practically all activities within the Church. Consequently, they have influenced the growth and developnent of education more than an other category of men. It is not overlooked that each president has two counselors, and that there is chosen a body of twelve apostles, who act as counselors to the president. But, in a theo-democratic fem of organization, as is the Church of Jesus Christ of Latter-day Saints, all officers of the Church and all decisions are approved or rejected by the vote of the people. It will be noted in this chapter that no president of the Church has been a college graduate and only four of them ever attended college. In Spite of the relative lack of formal education among the foremost leaders, strong support has been given to schools in every case. Beginning with Wilford Woodruff, the president of the Church has also served as president of the General Church Board of Education. d--- 19 e. W. Joseph Smith, Jr. was the first president of the Church of Jesus Christ of Latter-day Saints. In this unique position, he laid the religious and philosophical basis upon which almost all practice in the Church today is derived. In the relatively short span of fifteen years, from 1829 to 18“., he made the most significant contribution yet known to the Church, in establishing the fundamental tenets and practices which have been closely adhered to ever since. He was born in Sharon, Windsor County, Vermont on December 23, 1805. When he was ten years of age, his parents moved to Palmra, New York, a town sixteen miles east of Rochester, New York. His formal education extended only through the very early grades. In his youth, spent on the farm, he had very limited contact with the outside world. He was, however, an assiduous student of the Holy Scriptures, and took advantage of every opportunity to learn. Joseph Smith, J r. laid the theological foundation upon which all Church activities are based. He set the course to follow in educational as well as all other matters. He organized schools for adults and provided for the teaching of children by the best trained men.1 He was instrumental in the organization of the University of the City of Nauvoo, which was established on the frontier in western Illinois in the midst of persecution and privation. Like his successors, who also had 1 Joseph sum, Jr., J c 6 (Salt Lake City, Utah: me Deseret Book Company, 1902), ‘ I, pe 27 e - , » 20 little formal education, he saw the necessity of providing education for all who could possibly avail themselves of it. One of his biographers, John A. Widtsoe, makes this statement concerning the development of education under Joseph Smith, Jr. Particular reference is made to higher education: ‘lhe development of education under Joseph Smith, Jr. is notable. He lifted learning to eternal heights. He insisted on the foremost necessity of schools; he pointed out the value of home training canbined with school training; he set up education for adults at a time when only young people were thought able to learn; he entered the field of higher education and declared that higher education was so necessary that it should be supported by taxation- he unified all educational activities in a district under one head}2 he Mormon people have as a guide, a book entitled the "Doctrine and Covenants."3 his book consists of a number of revelations, purportedly given to Joseph Smith, Jr. by Jesus Christ, as explanations to questions and problems of that day and time. The words therein have served as a basis for the beliefs and actions of the Church leaders in all phases of life. The contents of this book, as well as the other teachings of Joseph Smith Jr., have given sustained direction to the efforts in the Church to establish an educational system. moss portions of the teachings of Joseph Smith Jr. , which are felt to have'had the most bearing on the developaent of the Church school system are given below. 2 John A. Widtsoe, W Seeker after Truth, Prophet of God (Salt Lake City, Utah: The Deseret News Press, 1951), p. 225. 3 Actually, there are four books in the Church of Jesus Christ of Latter-day Saints, which are looked upon as Holy Scriptures . 'mey are known as the Standard Works. They are, the Holy Bible, the Book of Mormon, the Doctrine and Covenants, and the Pearl of Great Price. ‘ _ ‘ A . '\, C u \L, , _. ‘ . _ . -.. . \- - _ _, - - v _ . e . . . - . e s O C C ‘C . l . ' O I O 4 w A O O _- 7 _ . - .‘ e --, vs. . . ‘ o - A ‘ , a e _ - ,. . - O O O s s . J e . e . s . J‘..~ 21 me Doctrine and Covenants states: "It is impossible for man to be saved in ignorance.“t This is interpreted very broadly by Latter-day Saints to mean that one should learn as much as he can about all aspects of life. It further states, “The Glory of God is intelligence, or in other words, light and truth."5 Note that intelligence is here defined as light and truth and that it is the Glory of God. The Mormon people, however, do not limit themselves to formal education in seeking light and .truth. Other means held just as valid are: conversation, conferences, observation, voluntary reading, contemplation, and prayer. All of these are necessarily leavened with inspiration or the aid of the Holy Ghost ,* who has the overall picture and true perspective of life. In the Doctrine and Covenants, Just two years after the Church was organized, this admonition to teach and learn was given: Seek ye dilligently and teach one another words of widsom, yea, seek ye out of the best boo? words of wisdom, seek learning even by stuw and also by faith. Keeping in mind the definition of intelligence and the charge to teach, given above, this statement found in Mormon scriptures takes on great significance: For intelligence cleaveth unto intelligence; wisdom receiveth wisdom; truth enbraces truth; virtue loveth virtue; light cleaveth unto light; mercy hath compassion on mercy and claimeth her own; Justice continueth its course and claimeth its own; Judgment goeth before the face of him who sitteth upon the throne and governeth and executeth all things. . . s " new (Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1921), section 131, verse 6. 5 32.11., section 93, verse 36. 6 M” section 88, verse 118. b. 22 And I give unto you a counandment, that you shall teach one another the doctrine of the kingdom. Teach ye diligently, and my grace shall attend you, that you may be instructed more perfectly in theory, in principle, in doctrine, in the law of the gospel, in all things that pertain unto the kingdom of God, that are expedient for you to understand. 0f things both in heaven and in the earth, and under the earth; things which have been, things which are, things which must shortly come to pass; things which are at home; things which are abroad; the wars and perplexities of the nations, and the judgments which are on the land; and a knowledge also of countries and of kingdoms.7 And again, the mqnbers are advised to "obtain a knowledge of history, and of countries, and of kingdoms, of laws, of . . . man."8 his places a definite responsibility upon the menbers of the Church tolearn extensively. A pmise of God's grace to those that teach diligently also is given to the people in the above injunction. In the following statanent,also found in the Doctrine and Covenants, is seen a reference made to ”the world to come" inconnection with learning: I Whatever principle of intelligence we attain unto in this life, will rise with us in the resurrection; and if a person gains more knowledge and intelligence in this life through his diligence and obedience than another, he will have so much the advantage in the world to come.9 W. Brigham Young was born on June 1, 1801 in the state of Vemont. He joined the Church on April 11., .1832, two years after its organization. He came from a family of eleven children and had little 7 M” section 88, verses 1.0, 77-79. 8 Ibid., section 93, verse 53. 9 3213., section 130, verses 18 and 19. 23 opportunity for formal schooling. Preston Nibley, an historian of the Church, makes this cement on his schooling: 0f book learning, school ethication, he had little, or’it might be said, none at all, only 'eleven days' in some backwood during his boyhood. . . . .. The boy had few advantages in his youth. He relates that he had 'no opportunity for letters' , but 'I had the privilege of picking up brush, chopping down trees, rolling logs , and working among the roots, getting my shins, feet, and toes bruised.‘ And yet, his education was practical: 'I learned how to make bread, wash the dishes, milk the cows, and make butter. . . . 'niose are about the advantages I gained in mg youth, I learned how to economize, for my father had to do it.’ 0 . Brigham Young, however, did have a desire to learn more of the things of this life, as is expressed in the following words: I want to have schools to entertain the minds of the people and draw than ‘out to learn the arts and sciences. Send the older children to school and the young ones also. There is nothing I would like better than to learn chemistry, botam, geology, andminerolog, so that I could tell what I walk on, the properties of the air I breath, what I drink.11 . it the age of seventeen he was in business for himself. He learned the trade of a carpenter, joiner, painter, and glazier, and used his knowledge of them in superintending construction on the Mormon tanple at Kirtland. 0n Decanber 5, 181.7 he was chosen to succeed Joseph Smith, Jr. as president of the Church of Jesus Christ of Latter-day Saints. He encouraged the building of farm, industrial, and educational structures among the menbers of the Church throughout his presidency. In 1861 he 1° Preston Nibley. Wuhan (Salt lake City. Utah: The Deseret Book Company, 191.1 , pp. W9. - 11 WW (Liverpool, England: The Church of Jesus Christ of Latter-day Saints, 1854-1886), 12:, Number 3, (April 6, 1861). g . O n - e; 24 began construction on the Salt Lake heatre, "one of the most beautiful buildings of its kind in the United States, at that time".:l"2 Brigham Young was a close friend and admirer of Joseph Smith, Jr. and was unquestionably influenced by him in his educational philosophy. He attended the Hebrew School in Kirtland in the winter of 1835-1836. He was an enrollee in the parent school in Utah. With his associates, many of whom were professional educators, he aided in founding the University of Deseret, less than three years after arriving in the Salt Lake valley.13 his statuent indicates his realization of a need for higier education: See that your children are properly educated in the rudiments of their mother tongue and then let them proceed to higher branches of learning, let them become more informed than their fathers are. When they have become well acquainted with their language, let them study other languages and make themselves fully acquainted with the manners, customs, laws, governments, and literature of other nations, peoples and tongues. Let than study things that are upon the earth and that are in the heavens. Before the university board of regents, he defined education as "the power to think clearly, the power to act well in the world's work, and the power to appreciate life.“15 Shortly before his death on August 9, 1877, he provided for the founding of what is now the Brigham Young University 1'2 Preston Nibley, M” p. 76. 13 9;. mp1, chapter v. 1“ Journal of Discourses, M” VIII, March 1., 1860. 15 quoted by George H. Brimhall in W (Salt Lake City, Utah: nte Church of Jesus Christ of Latter—day Saints, 1897-), XXIII, p. 83].. 25 in Pravo, Utah and the Brigham Young College in Logan, Utah. In 1860 he founded the Union Acadm for boys in Salt Lake City, evidently to meet an urgent need. He gave as its purposes to help boys: . . . to be useful to themselves and this conmunity as speedily as possible. We shall urge the study of mathematics, and more particularly its practical application, that as many as have a taste and aptness may become familiar with surveying, which they can fit themselves for in a very short time. here are but few are who are practical surveyors and we wish that number increased. In educational matters, Brigham Young was only somewhat sympathetic with the classical and academic traditions adhered to by the European and eastern educators who had joined the Church and had come West. Be very tenaciously held to the "practical" values in education and avoided any practice leading to the creation or maintenance of social class structure. He advised the peeple in these words: We should be a people of profound learning pertaining to the things of this world. We should be familiar with the various languages, for we wish to send men to the different nations and to the isles of the sea. We wish missionaries who may go to France to be able to speak the French language fluently, and those who may go to Germany, Italy, Spain, and so on to all nations, to be familiar with the languages of those nations. We also wish them to understand the geography, habits, customs and laws of nations and kingdoms, whether they be barbarous; or civilized. his is recommended in the revelations given to us. In than we aretaught to study the best books, that we may become as well acquainted with geography of the world as we are with our gardens, and as familiar with the people - so far at least, as they are portrayed in print. 17 16 Benrks of Brigham Young in the Salt Lake Tabernacle, on April 8. 1860. quoted by J- Cecil Alder. Utah. W Chicago: he American Historical Society, Inc., 1932 , I, p. 315. 17 Journal of Discourses, 93. 23..., VIII, March 1., 1860. '\ s l‘a'. 26 By practicing such a philosophy, it was difficult for the theory of faculty psychology, which was prevalent at that time, to find a foothold. Brigham Young in his educational philosophy and practices was relatively modern. Although, he was not schooled in educational philosophy as such, he made this statement as a warning against those who might follow purely classical lines: It is an erroneous idea that a very learned man should not work with his hands, and is better than other people because he is learned. Education is the handmaid to honest labor. I should be pleased to have our young females study the fine arts, music, painting, etc. , for which there is fine talent here, but I would not have them suppose that education in the fine arts alone constitutes them ladies or will fit them for the active duties of life. It is more necessary, that they should know themselves and the duties that will be required of them when they are wives and mothers; to educate them thus, is a duty that is particularly binding upon mothers . Every accomplishment, every polished grace, every useful attainment in mathematics, msic and in all science and art belong to the Saints and they should avail themselves as expeditiously as possible of the wealth of knowledgg the sciences offer to every diligent and persevering scholar. Brigham Young viewed life in terms of tasks that had to be accomplished. And formal education was looked upon as one of the necessary means to that end. here were valleys to be colonized. his involved farming, building, manufacturing, and camnication. There were children to be educated. And one of the greatest tasks, it was felt, was to send missionaries throughout the world to tell other people about the doctrines of the Church of Jesus Christ of Latter-day Saints. Languages had to be learned for this purpose and theology had to be learned by all, since the Church - believed in a lay ministry. 13 hid" IX, August 31, 1862, p. 370. 'w 27 For purposes of relaxation, diversion, and creativeness, the arts needed to be developed among the Church menbership. Thus , Brigham Young supported and encouraged schools throughout his lifetime. hough he met with factors operating against the development of institutions of higher education, he did, very definitely, plant the seed for the same in both words and action. he following statments on education made by Brigham Young place no age or time limit on gaining knowledge. Such statements have encouraged adults to continue schooling beyond the conventional eleven or twelve years. We shall never see the time when we shall not need to be taught nor when there will not be an object to be gained. I never expect to see the time that there will not be a superior power and a superior knowledge and conseqiiently, incitements to further progress and further improvement. 9 One scholar in school may far outstrip the rest; but give them sufficient time and they can learn what the quick bright scholar has learned so easily and quickly. If we are capacitated to learn one thing today, we can learn another tomorrow. It is the height of folly, to say, that a man can only learn so much and no more. he further literary men advance in their studies, the more they discern there is to learn and the more anxious they are to learn. 0 And again he stresses the importance of studying books along with expressing the view that much can be learned through direct contact with nature. . . . We shall get wisdom by reading and study. We should introduce the best books into our schools for the education and improvement of our children. . . . Fields and mountains, trees 19 m" X, during April 1863, p. 221. 20 32“., VI, October 23, 1852. p- 274- 28 and flowers, and all that fly, swim, or move upon the ground are lessons for study. Let us explore this great field of information that is open befoii us in good books, and in the great laboratories of nature. . . . C. W. John Taylor was born on November 1, 1808 in England. He learned the trade of a wood turner in his youth in his native land.22 He came to America in 1832 when he was twenty-four years old.23 In 1836 he became Converted to Mormonism and was baptized by Parley P. Pratt, a Church leader. In August 181.1 he was elected a "regent in the University of Nauvoo."2" At the same time he was the publisher of the "Nauvoo Neighbor", 8 local-newspaper.25 He was also editor of the newspaper "Times and Seasons" in Nauvoo. hroughout his life he won wide acclaim as a writer. In 181.6 he went on a mission to England and returned with "valuable scientific instruments, two sextants , two barometers, two artificial horizons, one circular reflector, several thermometers, and a telescope."26 In 1838, at the age of thirty, he was made an apostle. John Taylor was made territorial superintendent of district schools in 1877. In 1880 he was sustained as president of the Church of Jesus Christ offiLatter-day Saints and was very active in spiritually reviving the members of the Church. On February 1, 1885 he made his last public 21 gm. , 1, November 29, 1861.. pp. 369-370. 2‘2 Nibley, on. all... P. 90. 23 319.2. m. 24 a. H. Roberts, W (Salt Lake City, Utah: George Q. Cannon and Sons, 1892 , p. 102. 25 Niblsy, me Ms, De 97s 26 3.1.1., p. 101. is 29 appearance before withdrawing into voluntary exile, because of the persecution which was imposed upon all those who were practicing polyganw. On July 25, 1887, at the age of seventy-eight years and eight months, he died in Kaysville, Utah. Like Brigham Young, John Taylor believed in a balanced education that was adapted to the physical, intellectual, and spiritual needs of the people. He encouraged taking the eternal view in education. he education of man ought to be adapted to their positions, both as temporal and eternal beings. It is well, to understand the arts and sciences; it is well, to understand language and history; it is well, to understand agriculture, to be acquainted with mechanics, and to be instructed in everything that is calculated to promote the happiness, the well being and the comfort of the human family. he incentive, as seen by Taylor, behind the acquisition of truth and the developaent of intelligence is: Truth and intelligence have a tendency to enlarge the capacity, to expand the soul, and to show man his real position -- his relationship to himself, and to his God, both in relation to the present and the future, that he may know how to live on the earth and be prepared to mingle with the Gods in the eternal worlds.27 In the following statement, President Taylor decries the use which is generally made of education. And he expresses a need for spirituality in such. He stresses the need of God in the life of man. Teaching is considered a means of transmitting truth. I appreciate all true intelligence, whether moral, social, scientific, political, or philosophical. But, I despise the folly, that they hang on to it, and the folly that they call education. It is good for men to be taught in the history and laws of nations, to become acquainted with the principles of justice and 27 Journal of Discourses, pp. nit... v (September 20, 1857), p. 262. [e 30 equity, with the nature of disease and the medicinal properties of plants, etc. But, there is no need of their being without the lmowledge of God, for in fact, every branch of true knowledge known to man has originated in God, and men have come in possession of it fran his word or from his works. Oh, the folly of men in not acknowledging God in all things, in laying aside God and his religion, and trusting in their own judgnent and intelligence. All the intelligence which men possess on the earth, whether religious, scientific, or political, proceeds from him, the fountain of light and truth, wherein there is no human system that has proceeded from the human itself, which God has organized.28 John Taylor in the following statements stresses the importance of study from books along with consciously seeking an understanding from God. He states that all things that enoble man are to be sought. We . . . to be alive in the cause of education are commanded of the Lord to obtain knowledge, both by study and by faith, seeking it out of the best books. And it because us to teach our children, and afford them instruction in every branch of education calculated to pranote their welfare, leaving those false acquire- ments which tend to infidelity, and to lead away the mind and affection from the things of God. We went to compile the intelligence and literacy of the people in book form, as well as in teaching, preaching; adopting all the good and useful books we can obtain; make them. 9 . . . We ought to foster education and intelligence of every kind; cultivate literary tastes, and men of literary and scientific talent should improve that talent; and all should magnify the gifts which God has given unto them. Educate your children and seek for those to teach them who have faith in God and in his pranises, as well as intelligence. . . . If there is anything good and praiseworthy in morals, religion, science, or arwthing calculated to exalt and enoble man, we are after it. But, with all our getting, we want to get understanding, and that under- standing which flows from God.30 28 91.4., 1:, October 25, 1863, p. 275. 29 MO: my April 8’ 1878, pe 310. 3° 321d” XX. August 1.. 1878, pp. 1.7-1.8. N. as 31 Here he states again, that study by books and by faith is necessary to comprehending ourselves fully. He gives as the aim in life "Improvement in all things relating to our spiritual and temporal welfare”. . . . We should become acquainted with the physiology of the human system and live in accordance with the laws that govern our bodies, that our days may be long in the land which the lord, our God, has given us. And in order to comprehend ourselves fully, we must study from the best books and also by faith. And then, let education be fostered and encouraged in our midst. Train your children to be intelligent and industrious. First, teach them the value of healthful bodies, and how to preserve them in soundness and vigor; teach them to entertain the highest regard for virtue and chastity, and likewise, encourage them to develop the intellectual faculties with which they are endowed. Improvement of all things relating to our spiritual and tanporal welfare should be our aim in life, and we should encourage in our children this desire to improve. . . .3 d. W. He was born on March 1, 1807 in Farmington, Connecticut. At eighteen years of age he began working in a flour mill and sawmill and continued that occupation for about fifty years . here is some mention of his having attmded school during his early years but "we do not know to what extent he continued his education."32 He joined the Church in 1833, three years after its founding, and was in the first group to arrive in the Salt Lake valley in 181.7. On April 26, 1839 he was ordained an apostle. Before 1860 he organized the "Universal Scientific Society” in Salt Lake City, and on December 16, 1867 he aided in the re-establishment of the School of the Prophets in 31 1pm., XXIV, May 19, 1883, pp. 167-169.- 32 Nibley, an. 31.1., p. 128. s! I? ntul‘. . I 32 Salt Lake City.33 He could not appear in public between 1885 and 1889, because of the Edmund Act and the Edmunds-hcker law.34 In 1888 he organized the General Church Board of Education and became its first president. On April 7, 1889 he was sustained as president of the Church. he following statement reflects a feeling prevalent at that time, which eventually materialized in an expansion of the Church school program. Spiritual education is held to be vitally important, as is education in temporal areas of life. Our children should not be neglected, they should receive a proper education in both spiritual and temporal things. That is the best legacy aw parents can leave their children. We should teach them to pray, and instill into their minds while young, every correct principle. Ninety-nine out of every hundred children who are taught by their parents the principles of honesty and integrity, truth and virtue, will observe them through life. . . . Our children should be prepared to build up the kingdom of God. hen qualify them in the ways of childhood gor the great duties they will be called upon to perform. . . .3 . . . We want to save our children. . . . We do not want them to go through all the routine of false doctrine and erroneouz systems that we have had to wade through in our generation.3 In the statement below President Woodruff has stressed the importance of education early in life. . . . here is one thing I wish particularly to impress upon your minds ,and that is, the importance of improving your time while 33 J..,,, m (Unpublished daily record, 1830-, a}. Church Historian's are... Salt Lake City, Utah), December 16,1867. , 3" 91. p931, chapter V, p. 132, for explanation of this law. 35 Journal of Discourses, 93. £11., XV, April 6, 1867, p. 12. 36 mg” VIII, August 26, 1860, p. 272. ,- 33 young, in treasuring up knowledge and learning those things which will be useful to you in after life. I know from experience, and so do most parents, that the child cannot appreciate the worth of true intelligence, the importance of improving their time as they will when they come to act upon the stage of life, become fathers and mothers, and feel the full force of the responsibilities of training up children. . . . Do not be discouraged because you cannot learn all at once; learn one thing at a time, learn it well, treasure it up, then learn another, trust and treasure that up, and in a few years you will have a great store of useful knowledge which will not only be a great blessing to yourselves and your children, but to yorr fellowmen. e. W. He was born on April 3, 1811. in Mantua, Ohio. On September 13, 1898, eleven days after the death of Wilford Woodruff, he was sustained as president of the Church. Eliza R. Snow, his sister, recalls some childhood scenes which bear particularly on education: Although a farmer by occupation, my father was much abroad on public business, and Lorenzo, being the eldest of three brothers, was left in charge, and early in life became accustomed to responsibilities which he discharged with scrupulous punctuality ani that inflexibility of purpose which insures success; and from early childhood exhibited the energy and decision of character which have marked his progress in subsequent life. An unseen hand, evidently, was guiding him, for in his boy- hood he was energetically, yet, unconsciously, preparing for the position in life he was destined to occupy. Ever as a student, at home, as well as in school (most of his schooling after his twelfth year was during the winter terms), his books were his associates, 'hid up with his books' , became proverbial. With the exception of- one term in a high school in Ravenna, Ohio, also a special term of tuition under a Hebrew professor, he completed his scholastic training in Oberlin College, which at that time was exclusively a Presbyterian institution.38 3” mid. II. was 1. 1857. 38 31128 Rasher. WW (Salt Lake City, Utah: The Deseret News Compamr, 1881. , p. 175. out Q V . 3h Lorenzo Snow was baptized in 1836 in Kirtland, Ohio. He was a school teacher in Sharlersville, Ohio during the winter of 1839-181.0 ,39 then went on a mission to England. In the fall of 181.3 he taught school at Lima, Illinois, thirty miles from Nauvoo. In 1850 he opened a mission of the Church in Italy, Switzerland, and Malta. Then he returned to become active in educational circles in Salt Lake City. In the winter of 1852 he organized the Polysophical Society, which met in his own home. Here he encouraged all manner of educational activity. he following statement describes this society: he all-embracing and most successful organization of those times was that of the "Polysophical Society" under the patronage and in the mansion of President Lorenzo Snow, in the winter of 1852; this was the first nucleus of a varied intellectual character in the Church, “and it speedily drew toward itself the lion's share of that talent shift, through the gathering, gravitated to Salt Lake City; its programs, quoting from a letter written at the time, included ' productions in English, French, Italian, and other languages, besides the new, or Deseret Alphabetm by brother G. D. Watt, large diagrams of which were used by Professor Orson Pratt, while the Presidency and the halve were honorary members, and generally there. . . . The whole was as diversified as taste was, for essays, poems, recitations, music, song, anecdote, experience, and comment, made a veritable 'feast of reason and a flow of soul, public interest grew by what it was fed upon' : the rush for active participation in quiet enjoyment crowded weekly the Spacious . hall and adjoining rooms; when, like an avalanche, came the news that President Snow was appointed to preside in Brigham City, and disorganization was deemed an assured and certain thing. President Snow, himself a collegian, has enjoyed this success, and to preserve its influence and the opportunities it presented, he appointed a committee of three to take charge thereof, this 39 Ibid., p. 178. 1.0 91,. mi, chapter V, p. 122. f. 35 consisted of Brother Samuel W. Richards, William Eddington, and Claudius V. Spencer, who, for a time, on the old lines and without much change, fostered interest as they could.“- he Society later merged into the Deseret Theological Class. It is looked upon as the forerunner of the Mutual Improvement Associations. In 1855 Lorenzo Snow settled in Box Elder County and organized a dramatic company there. He was also active in building up the industry of that county. Presidents John Taylor and Wilford Woodruff were confronted with a gnawing antagonism against the Church on the part of non-Mormons in Utah and the United States as a whole. Pillaging and confiscations retarded the developnent of education materially; at the time Lorenzo Snow became president, the Church was broken financially. ' He was greatly concerned with building up the finances of the Church, as well as looking after the spiritual welfare of the members. A million dollars in bonds were issued to remove the debts of the Church. To aid in the liquidation of debts he stressed the payment of tithing. In May 1900 Lorenzo Snow, in behalf of the Church, donated a plot of land north of the Deseret News corner in Salt Lake City, to the Latter-day Saints College. his is the present site of the Latter-day Saints Business College. W. He was born on November 13, 1838. His father was a brother to Joseph Smith Jr.; the two brothers were killed at the same time on June 27, 181.4. His mother died in Salt Lake City when he was fourteen years [‘1 Henry W. Haisbett "Polysophical Hutuals," W 11, Ember 8 (August 1899 , pp. Wilt-71.5. ‘(1 ,"fi ’11 36 of age. Shortky after her death, he had a fight with a school teacher in protecting his sister, which probably ended his formal school education.“2 At the age of fifteen, he was called as a missionary to the Hawaiian Islands and remained there for four years. From there he went on a mission to England, then he returned to Hawaii for the same work. He was made apostle on.July l, 1866. 0n.0ctober 17, 1901 Joseph F. Smith became president of the Church. In.l906 the Church was clear of debt."3 No president since Brigham Young had conducted a more enterprising building campaign. Joseph F. Smith found the Church in a better financial position to build up the educational system.of the Church than his predecessors. It was during his term of office that the seminary program.began. Also before his death, the Church began to broaden its offerings in the field of higher education. School buildings at the Brigham Young University. and Ricks College, St. George, Gila, Weber, and Snow'Academies and the Latter-day Saints University were erected during the first two decades of the twentieth century. He passed away on November 19, 1918 in Salt Lake City. President Smith's views on education in the Church indicate that he was a strong advocate of formal education. Below are given his opinions on the aims of education and the purposes of the Church schools. The importance of the ”practical things" is stressed. While we are educating our children in all that.may be termed the beautiful in science, and art, we should not fail to insist, [‘2 Hibley, me Ms, De 236s “3 Ibid., p. 250. \i‘ 37 that they shall learn to do practical things, and that they do not despise the cannon labors of life. Any other course toward them is an injustice to the boys all girls, as well as to ourselves and the camnunity in general. In an opinion, the Church schools are laying the foundation for great usefulness among the people of God, and they should be sustained by the people and the Church. he Church is sustaining them, and as we acquire more means and become more free from obligations which have been resting upon the Church for years, we will be more free-handed to administer to the needs of our Church schools, as well as other requirements of that nature.“ Again he expresses his opinion on the purpose of Church Schools. Reference is made to the spiritual aspect of education. he object, I may say, almost the only purpose, for the maintenance of the Church schools, is that true religion and undefiled before God, the Father, may be inculcated in the mind and hearts of our children while they are getting an education, to enable the heart, the soul, and the spirit of our children to develop with proper teaching, in connection with the secular training that they receive in schools.“ In the following statements is revealed a similar philosophy which motivated Brigham Young in educational matters. Joseph F. Smith at that time felt strongly the need for a considerable amount of practical or menial training. While not decrying education in the aesthetic sense, I think it is a serious duty devolving upon parents and those who have educational matters in hand, to provide a supplemental, if not coordinated course in practical labor for every boy and girl which shall make them proficient in handiwork, and enable them to expend their powers in the proguction of something for the material use and benefit of man.4 “4 W (Salt Lake City, Utah: he Church of Jesus Christ of Latter-day Saints, 1897-), April 1906, p. 6. 1‘5 The Improvmnent Era, 93. 211., XIX, Number 11 (November 1915), Do 73. - - 1’6 91.4., VI, Number 1 (January 1903), p. 229. 38 We have sought to encourage in our Church schools the establishment of departments of mechanic arts and manual training; and, so far as we know, everything possible is being done, at least in the principal schools, for the training of our youth, not only in the regular mechanic arts, but also in the art of agriculture. An agricultural course has recently been started in the Brigham Young University and one of our most proficient scientists has been called to take charge of the class. he Brigham Young College is putting up a building now, wherein are to be taught all sorts of industries; where our youth will be able to learn carpentry, blacksmith' domestic arts, and other trades that will be useful to them. 7 Here he encourages developing facilities for education in the higher branches, so as to more adequately meet the needs of the Mormon people. . . . We need, however, those who are capable of teaching in the schools, and I would like to see a greater interest manifested by our young men and women in normal training, that they might become proficient teachers and look forward to following this profession, because it is a most important one, and great results will follow the faithful performance of the duties and labors of those who are engaged in it. I would like to see the giving of proper instruction to those who are seeking education, as well as the creating of facilities in our midst for all who desire not only the cannon branches of education, but the higher branches, that they may obtain these privileges and benefits at home instead of being compelled to go abroad to complete their education."8 In a comencanent address at the Lattercday Saints College, Joseph F. Smith gives Joseph Smith Jr.'s definition of truth with an original explanation of it. He states, min intelligence should be sought and that mere knowledge is not sufficient: . . . 'Lnd truth is a knowledge of things as they are, as they were, and as they are to cme.’ 47 Conference Report, pp. 911., April 1906, pp. 5-6. “8 3214., October 1903, pp. 5-6. John A. Widtsoe, et. al., comp., 92W Sermons and Writings of Joseph F. Smith (Salt Lake City, Utah: The Deseret Book company, 1939). 39 This knowledge of truth, combined with proper regard for it, and its faithful observance, constitutes true education. he more stuffing of the mind with a knowledge of facts is not education. his mind must not only possess a knowledge of truth, but the soul must revere it, cherish it, love it, as a priceless gem; and this human life must be guided and shaped by it in order to fulfill its destiiw. file mind should not only be charged with intelligence, but the soul should be filled with admiration and desire for pure intelligence, which comes of a knowledge of the truth. me truth can only make him free who hath it, and will continue in it.” 3. W. He was born on November 22, 1856 in Salt Lake City, Utah. Little of his early life was spent in formal schooling; yet, he became proficient in a number of tasks due largely to his perseverance. His occupation was first that of a bookkeeper and clerk. Later he was a teacher of penmanship and bookkeeping at the University of Deseret. Host of his middle and later life was spent in business and Church work.50 In October 1892 he was called to the apostleship of the Church, one month before his twenty-sixth birthday. In 1901 he was called to open the Japanese mission of the Church. He died May 11., 191.5 in Salt Lake City. Below is given Resident Grant's view on the importance of spiritual developaent along with intellectual growth: When I was a young man, .in reading sane statistics, I was astonished to find out, that there was a higher percentage of education within the state penitentiary of Nae sachusetts than there was outside of it, that is, that the average was better in the penitentiary than in the remainder of the state. This made a very profound impression upon aw mind. From that time until the present, I have seen nothing and read nothing but what has confirmed me in the conviction that the mere develop- ment and improvement of the body and the intellect by education, 49 W LVI, Number 9 (July 1895), Joseph F. Smith, p. 570. 5° Nibley, 2p. m. , p. 278- 40 without developing the spirit, does not accomplish what education ought to do for a person. The primary purpose of Church schools is cited below in contrast to non-Church education. The term Latter-day Saints as used here is defined in Chapter IV in the section on Sunday Schools. I remember speaking, upon one occasion, in one of our great Church schools. I said, that I hoped it would never be forgotten that the one and only reason wl'w there was any necessity for a Church school, was to make Latter-day Saints. If it were only for the purpose of gaining secular knowledge or improving in art, literature, science, and invention, so far as our information was concerned, and adding to it on these subjects, that there was no need for Church schools, because we could gain these things frcm our secular school supported by taxation of the people; and that we had an abundance of uses for all the means that the Church possesses, all the tithing, that might come into our hands, without expending vast sums of money upon Church schools. But, if we kept it in our minds, the one central thing, namely, the making of Latter-day Saints in our schools, than they would be fulfilling the object of their existence.” President Grant was president of the Church at the time when the transfer of Church schools to the public was a live issue and a taxing problem. His views as set out below were shared by most other educational and Church leaders, and were largely followed in the course of events as the data in this thesis illustrate. here are today (1929) twelve thousand five hundred students in our suinaries and three thousand eight hundred students in our Church schools. It is costing more than twice as much to support the 3800 students in the Church schools, as it is to support the 12,500 students in the sminaries. It costs over ten times as much per capita to give the same amount of religious instruction in our Church schools as is given in seninaries. 51 The Improvement Era, 93. 9.1.1., XXVI, Number 10 (October 1923), P0 1091. ' . 52 En. git. All. It is only fair to say that the religious instruction given in our suinaries is equally as extensive and as thorough as that given in our Church schools. Wk have appeals from all over the Church, wherever Church schools are located, that we do not close these institutions. The people in each stake feel, that their particular school is the one that ought not be closed. While we are expending now, and have done so for the past three years, more than all the tithes paid by’the people in the various stakes of Zion from Canada to Mexico, it is an.impossibility to extend our seminary system.further - which has been.greatly expanded in the last three years - and still continue our Church schools. When you stop to reflect that it only costs a little less than one-tenth as much to educate our young people religiously in the seminaries as it does in the Church schools, you will realize that we are justified in curtail- ing our schools and in enlarging our seminaries - when we can give for the same amount as much, if not a little.more religious education to ten people in a seminary as we can give to one person in a school. we would be delighted, if it were possible, not only to keep everyone of our Church schools in operation, but to have .more of theme I am.sure that, figuratively speaking, it breaks the hearts of the Presidency and of all of the general authorities of the Church, to close any one of the Church schools. we appreciate the wonderful good that has been done in these schools. But, we cannot, without facing a deficit, continue to expend three or four times as much money for building.meeting- houses and Church schools with only a very slight increase in our tithes. Because of these facts we would like the people to understand that in closing Church schools and opening seminaries we shall be able to give religious instruction to nineteen times as many students.” h. mm. He was born April 1., 1870 in Salt Lake City, Utah. When he was eighteen years of age he entered the University of Utah and attended for one year.5h He had previously studied under Khrl.G. Nasser w— 53 Conference Report, 93. cit., April 1929, pp. 3-h. 5“ Preston Nibley. editor Wm. Statements of’Geor e Albert Smith Salt Lake City, Utah The Deseret Book Company, 1948, p. l. 42 at the Brigham Young Acadenw. On October 6, 1903 he was made an apostle and he became president of the Church on October 5, 19h5. President Smith always has had a deep interest in formal education. He encouraged his son in school work and today with a Ph.D. degree, the latter is assistant dean of the Harvard Business School. One daughter with a Master's degree is active in public health work. The other daughter, who’has the equivalent of a Master's degree in history, has taught at the University of Utah in that subject. In 1931 he was made a menber of the National Executive Council of the Boy Scouts of America. High honor was accorded President George Albert Sadth at the convocation celebrating the one hundredth anniversary of the founding of the University of Utah on February 28, 1950, when he received an honorary Doctor of Humanities degree. Dean 0. Meredith Wilson of the university college said: Hr. President: ' Nay I present George Albert Snith, three times president of societies for developing scientific farming, sixteen years president of the Society for the kid of the Sightless, Founder and president of the Utah Pioneer Trails and Landmarks Association, twenty years Executive of the Buy Scouts of America and recipient of the silver beaver and silver buffalo awards, for a generation a leader in and new President of the Church of Jesus Christ of Latter—day Saints, who has traveled over a million miles in the interest of peace. He has helped to develop a living economy, devoted years to the handicapped, kept alive a devotion to the ideals and achievements of the pioneers, and invested his best efforts in the leadership of tomorrow. A prophet to the members of his Church, a counselor and a friend to all, being a servant of all men, he is, in truth, a man of God. For a lifetime of devoted service to the welfare of all his fellowmen, I recommend that he be awarded the degree of Doctor of Humanitieahgmrig 9325.55 55 m9 Improvement Era, 9n. fl" L111, Number ll» (April 1950), Pe 2770 i. 43 George Albert Smith, like Heber J. Grant, was not a member of the General Church Board of Education until he became president of the Church. However, he was for many years active in the Young Men' 3 Mutual Inprove- ment Association. His recorded views on education, as such, are rare, as his speeches were filled with other subjects, such as brotherly love and service. One statement, however, referring to the Church school system and to his former teacher Karl G. Naeser is given below: We have our great educational institutions, our schools, and sninaries, where our sons and daughters may not only be taught the rudiments of education, but may be taught the fundamentals of eternal happiness. I am thankful, that Karl G. Nasser, when I was only a child, put into my life a part of that which goes to make up the organization of the great Church schogi system of the Church of Jesus Christ of Latter-day Saints. . During George ubert Smith's term of office much expansion of the Church school system took place. W. David 0. McKay was born on September 8, 1873 in Huntsville, Utah. When he was twenty years old, he became principal of the Huntsville, Utah school.57 In 1897 he graduated from the University of Utah; in August of the same year he went on a mission to Scotland. He returned for the purpose of serving as principal of the Weber State Acadm in Ogden in September 1899, and remained there until 1908. He was ordained an apostle in the Church on April 9, 1906. Also in 1906 he was made a member of the General Church Board of Education. In November 1918 he was appointed general superintendent of the Church Sunday schools. 56 Conference Report, 93. 211., April 7, 191:7, p. 131» 57 Nibley, The Presidents of the Church, gm. cit., p. 76. sill 4h On January 7, 1919 he became second counselor to President Heber J. Grant. On May 9, 1919 he was made Church commissioner of education. On April 9, 1951, Just a few days after the death of George Albert Smith, David 0. McKay was sustained as president of the Church. In this same year, 1951, there was conferred upon him three honorary degrees. The first was from the Brigham.Young University where he offered the baccalaureate address to the graduates on June 3. On June A Dr. Christen Jensen, former acting president of the Brigham Young University, presented the following citation: David OlaaneKay, honored and beloved leader of men. From the early years of his life he has progressively'become a farmer, student, missionary, educator, father, apostle, public servant, .and now, the president and high priest, and prophet and seer and revelator in the restored Church of Jesus Christ of Latter-day Saints. In the crowning years of his life he is active in all these fields of endeavor. Gifted in speech, he lends clarity and dignity to the principles of the gospel. His is a nobility of spirituality, a gentleness founded in.love, and particularly in love for little children. He has a calmness born of long labor in perfect faith, a forcer1ness based on a sure vision of the kingdom of heaven, and uncompromising firmness where the principles of righteousness are concerned. Henored by calls to service, he has presided over the weber Stake Academy, was commissioner of education for’the Church, and has been a member of the governing boards of all three of the major universities in Utah. He has been chairman of the Ogden Betterment League. The American.Red Cross advisory board in Utah, the Utah Council of Child Health and Protection, and the Utah State Centennial Commission, and an active participant in.many other similarly worthy causes. In the economic realm.he has for years been a director in numberous outstanding business organizations,.many of which he will now serve as a president. Having spent five years in active missionary work, including a tour of every mission in the world (except the South African) and two years as president of the European Mission, he was in 1931. 45 given charge of the entire missionary program of the Church. Fifty- two years of his life have been marked by service to the Sunday Schools, which continue to claim his mature counsel and to enjoy a choice place in his affection. Because he has given his life to his fellow men in every part of the world, because he is in his person and character what men everywhere might well aspire to be, because he stands for all that education would make of a servant of all in his Father's kingdom, this university, founded upon the principles reaponsible for his achievements, confers upon him the degree Doctor of Humanities, honoris causa. On June 9, 1951 he was given the degree Doctor of Letters by the University of Utah. A few days later on June ll. at the invitation of Temple University, President David 0. McKay went to Philadelphia and delivered a comencement day address. I There, Dr. Edward R. McKay, Salt lake City physician and graduate of Temple University, cited his father for the honorary degree of Doctor of Letters, saying: Because I cannot evaluate, impartially, the candidate for Temple University's honors, Mr. President, let me speak only from the record. He is the spiritual leader of a faith numbering about a million persons. His life has been spent in the councils of the Church, guiding its schools, heading its missions abroad, writing books of doctrine and precept, and directing its business concerns. Prayer and practical affairs being indivisible elements for members of this communion, he has been trustee or executive officer of banks, insurance canpanies, securities corporations, mercantile enterprises, colleges, universities, health and welfare organi- zations, and community improvement groups. With great personal pleasure, Mr. President, and a deep sense of privilege, I present to you for the honorary degree of Doctor of Letters, aw father, David 0. McKay, President of the Church of Jesus Christ of Latter-day Saints.59 55:3 he Improvement Ere, op. £13., LIV, Number 3 (August 1951), p. . w , _ ‘ 59 M” p0 5‘09. #6 In the address to the University of Utah graduates on June 9, 1951 Prasident McKay refers to the public schools and in so doing stresses a more spiritual approach to public school work. . . . However, after all is said and done, the most potent force for training youth in the United States today is our public school system. But, let us face clearly, and forcefully, the fact that the paramount idea permeating all education in the grades, the high schools, through collage and the university, should be more spiritual than economic . In his address to the Tuaple University graduates, President 11ch shows a keen interest in the practical problems which are facing man today. He extolls free public education, and mentions what he feels to be the qualifications of a teacher. Students enter school primarily to gain economical or social advantage. But this aim is not always achieved nor is it, nor should it be, the highest purpose of education. However, we must not underestimate the value of obtaining an education for a livelihood. Education for economic advancement is a good investment for the individual as well as the state. “his United States as a nation is still young, but its brief history is replete with striking examples of the values of its free public school system even as a financial investment. Cur educational system will radiate such principles (democratic) only, to the extent that we employ teachers in our public schools, men and women, who are not only eminent in their particular profession, but loyal to the Constitution of em; land ; men and women, influential leaders, noble in character. 1 60 W (Salt Lake City, Utah), Church Section, June 13, 1951, p. 3. . .. . . 61 m0) Jun. 20, 1951, P0 3e 1.7 Table I gives the names of the presidents of the Church with their dates of birth and death and the dates when they were sustained as apostles and as presidents of the Church. The date when.made an apostle is important because in.each case this occurred relatively early in life and from that date forward practically all of their time was devoted to the Church work. Their lay occupations are also given. honoree R3... .ana 83... .ana 33688 5o: .0 no.8 geefimon towmamewwsa 8 as} do. .33 .m 3.8 836 5.8 2.33 .ana nos-n .4 omaooo ssnaoamwmwnsn em 33:: as: 33.3.»8 «3.358 33.3.82 scene .a. them 3.83.3 on 33.3 .52 83.358 33.3 has 33.3.52 £3 .u noose» Bfluwnsn um 53.3.30 33.3.38 33.35: 3min .and room 038qu a cameo so 33;“ .aaom e33. .nna 33.8.3 83.3 :3: onstage Boas H0 H3 nonawweoou 2. 83.3 .22. 03.338 33.368 83.3 .82 noses ones a amwnanwmao a. Edens... Segue... 33.3.3 83; ea... mono» aromas noise. on 33.5 case 336 can. 33 cash. 33.368 .3. .53 nausea. a: , 3 we owe mason pooodnonm enhanced in 2.32 33.83 23.28 08 3. are 343 .3 a3 .33 348 £828 he so Seaweed gens 38 .383 @330 33 .333 .8 33 .5550 an. no 33333 HER D 0" 7‘. '. (r. C '7‘... 9. Q 0 ‘ 0 § Q. A‘ i. 0 v . ‘ 4 9.- . 0‘. . o 0". o oi. I.- . 5 .Ix» 5 h I I q . o o o _. y 0 o O . O o o a o O s O o O . O . O I O c . O O o o O I A9 W By naming a particular individual an educational leader in the Church, there is no intention of implying that he was not a leader in other areas of life. In fact, most educational leaders in the Church also have been civic and spiritual leaders in various capacities. The outstanding educational leaders in the Church can, with few exceptions, be found among those who have been the superintendents and commissioners of education and the principals and presidents of the Church schools. Since those in the latter category are treated in the chapters dealing with their respective schools, it will be the plan of the remainder of this chapter to present a brief biographical sketch of only those who have served as superintendents of Church schools or as commissioners of education in the Church. It is evident that most educational leaders in the Church until recent years, had studied and widely traveled in foreign countries and in the eastern United States. This practice had its effect on education in the Church in that the Church schools have tended to conform in general to the patterns set by the prevalent educational ideas in the nation as a whole. it the same time unique practices in the Church schools have been developed, because of the emphasis on religious education paralleling secular education. 1. Superintendents and Commissioners a. W. Karl G. Maeser probably did more toward the upbuilding of education and particularly higher education in the Church, than any 50 other educator in the Church. A biographer makes this statement of Naeser: The growth of not only the academy, but all of the Church schools, from such a crude and poor beginning to their present proud station among the educational institutions of the West, is due mostly to his indefatigable efforts, coupled with intelligence and devotion. 0n the system of the Church schools is stamped the impress of high organizing genius, in that field he stands forth pro-eminent. He could bring order out of chaos and mold small beginnings to large endings. With a rare gift of prescience he understood the needs of the future and laid the foundation of his work deep and wide 23 that they will stand for the requirements of future years. He was born in Meissen, Saxony, Germany on January 16, 1828. He graduated from the teachers seminary of Dresden in 181.8 and became a teacher in the city schools there. In 1860 he emigrated to Utah after having Joined the Church of Jesus Christ of Latter-day Saints.63 One month after arriving here, he became engrossed in educational activities by Opening an evening school for men and women. English, German, French, Italian, Latin, Greek, Drawing, Booking, Hathematics, and "all branches of sound and practical education" were offered in this school.“ Nasser also began offering private music lessons. In 1861, Brigham Young employed Nasser as the tutor of his children. At the same time he was organist in the great tabernacle in Salt Lake City. In 1867 he 62 Andrew Jensen, (Salt Lake City, Utah: The indrsw Jonson History Company, 1901 I ,p. 709. 63 n. Deseret News, on. 31.1., November 7, 1860, p. 3. 6" M4. 1» 5. 51 returned to Europe to serve as head of the Swiss, and German Missions of the Church of Jesus Christ of Latter-day Saints.65 In 1876 Brigham Young appointed Nasser principal of the newly founded Brigham Young Acadenw in Provo. He undoubtedly had great confidence in Maeser as an educational administrator. In his book, "School and Fireside", Maeser gives his interpretation of the Mormon view on education. One can detect the influence of Brigham Young's practical outlook on education in these words: ‘ me fundamental principles of Latter-day Saints education are plainly marked, viz. , a religious foundation, consisting of reverence for, and obedience to the revealed word of God. . . . The imsdiate and practical use of school room equipment, the pursuance of science, literature, and art with careful avoidance, 'as far as possible, of the human adulterations in them; the formation of character for integrity, truthfulness, chastity, love, and independence; and finally a close connection between 66 school and fireside, these are the objectives of lemon ecmcation. He was named general superintendent of Church schools on June 8, 1888. However, it was the wish of the presidency of the Church that Nasser remain principal of the Brigham Young Acadenw until. the new building was ready. In 1890 Benjamin Cluff Jr. was made assistant principal to lighten llaeser's load. on Kay 7, 1889 the degree of Doctor of Letters and Didactics (D.L.D.) was conferred on Karl G. Nasser. It was the first degree which the Church had given. 67. 65 Jmson, me fine, 1, PO 7%. 66 Karl G. Nasser, 189W (Salt Lake City, Utah: Skelton and Company,189 8 , p. 160 67 Reinhard Nasser, W, A Biography by his Son (Provo, Utah! Brigham Young University, 1928), p. 97. b. 52 While he was superintendent of Church schools, twelve academies were established, including Ricks in Idaho, Gila in Arizona and Juarez in Mexico. In 1897 he was appointed by the governor of the state of Utah to serve on a cmissien‘to establish a "Branch Normal School" in southern Utah.‘>8 On this oomieeion he served with John R. Park, then State Superintendent of Public Instruction, and James E. Talmage, then president of the University of Utah. This action was provided for by an act of the 1897 State Legislature.69 He died on February 15, 1901, in Salt Lake City. W. Joseph Marion Tanner, the second superintendent of Church schools, was born on March 26, 1859 in Pusan, Utah. He attended night school under Nasser in Provo while working in the woolen mills. At the age of seventeen hebecame a regular student of the academy and graduated in the year 1878 3 thus being one of the first to graduate frcm this school. Up to the age of twenty-five he taught mathematics at the academy, then he went on a mission for the Church to Europe and traveled extensively among the German speaking people.70 He returned in 1887 and assisted Nasser at the acadmy until the following year, when he was elected principal of the Brigham Young College at Logan, Utah. Also in 1888 he was appointed to the Church Board of Examiners, along with the 68 The school was established at Cedar City, Utah. 69 Laws of the State of Utah, 1897, pp. 1.1-1.2. 70 Jensen, on. 911., p. 710. 53 principal of the Salt Lake Stake Academy. Ihe General Church Board of Education conferred upon him the Doctor's degree in 1889.71 After three years as president of the Brigham ‘YoungiCollege, he resigned to study law at Harvard University. He returned to Utah in 1896 and became the first supreme court reporter in the new state. In the same year, 1896, he was chosen president of the Utah State Agricultural College at Logan. In 1900 he resigned the position as college president and resumed the practice of law. In 1901, on May 10, he was appointed deputy superintendent of state schools.7:2 Later in the same year he received the appointment of superintendent of Church schools to succeed Maeaer, who had died. Joseph Marion Tanner was a regular contributor to Church periodicals and served in such positions in the Church as assistant superintendent of Sunday I Schools and as assistant superintendent of Religion Classes. In 1913 he moved to Canada. W. He was born on June 12, 1858 in Provo, Utah and received training in. the local district schools. In 1877 he entered the University of Deseret as a normal student. In 1895 he obtained a Bachelor of Science degree with a state normal certificate and began teaching at the University of Utah. He also did graduate work at Chicago University and Columbia University. From the latter he obtained the Master's degree in 1918. From 1885 to 1887 he was on a Church mission to Mexico. While there, he served as mission president and translated Church literature 71 91. m, Chapter VIII, p.312. 72 Journal History, 93. 915., May 10, 1901. 54 into Spanish. Later he was a teacher at the Brigham Young College as well as at a number of other Church schools. He became superintendent of Church schools in 1913 and served for six years. He was very active in public educational affairs, serving on various occasions as representative of the National Education Association and of the Utah state legislature73 at educational conventions and expositions. He wrote several textbooks on science, which were approved by the Utah Text Book Comnission. they have been very well received. H Superintendent Cmings was an ardent advocator of complete Church schools. He felt like they were serving a purpose which could not be met by the public schools. me following is an example of his views on this subject: he schools of the Church are now being maintained in the midst of most excellent free public schools, for the express purpose of teaching the young peeple the principles of the gospel, and faith in the Lord, -- an object, that the public schools do not attenpt. 7“ He traveled extensively overseeing and encouraging personnel in the Church schools from Hexico to Canada. When it became the policy of the General Church Board of Education to turn the Church schools over to the public and establish seminaries, Cummings could not put his "heart" into 75 the work. Hence, in 1919 he resigned. 73 Jonson, on. 211., I, p. 713. 7" Horace H. C "The Church Schools ," The Improvement Era, an. 91.1., XV, Number 11 November 1911), p. 67. 75 Oral canmunication with J. M. Cumings, son of the late Horace H. Cumings, November 20, 1951, Salt Lake City, Utah. 55 d. W. He was born on December 2, 1886 at Taylorsville, Utah. He received his early schooling in Salt Lake City and obtained the Bachelor of Arts degree from the University of Utah in 1908. From 1908 to 1911 he taught in the Latter—day Saints University high school department. From 1911 to 1916 he was principal of the Granite high school, near Salt Lake City. He earned the Master of Arts degree from Columbia University in 1912, and the Doctor of Philosophy degree from the University of California at Berkeley in 1923. In 1915 he became a menber of the General Sunday School Union Board. In 1919 he was appointed a member of the General Board of Religion Classes, and on July 1, of the same year he was appointed superintendent of Church schools. He held this position until 1927 when he became an official of the Utah Power and Light Company. Bennion was, however, retained as a member of the General Church Board of Education, and today he serves on this board as well as on the board of trustees of the Brigham Young University and on the board of regents of the University of Utah. Superintendent Bennion, on many occasions, has eXplained the relationship between the Church and the public schools. Below is a statement of his viewpoint. The Church has no desire whatsoever, to operate a system of schools in opposition to those under state control. . . . The Church appreciates the work they public high schools are doing and is anxious only to supplement that work for its children by the religious training which it believes so essential to a complete life. ‘And so, the academies that it now operates, it operates not in the spirit of rivalry, but having operated them in comunities not served by public high schools, it continues 56 to do so to the relief of the treasury of the stage and to the very great satisfaction of the people served by them.7 It was during his administration that the transfer of the Church academies to the public took place. In a recent appearance in Los Angeles, Adam S. Bennion made a statenent on education which reveals in part- his educational philosophy. He believes that five social groups share the responsibility of education. Below is given the short article which appeared in the Salt Lake City newspaper. ‘ Dr. Adam S. Bennion, vice president of the Utah Power and Light Company in Salt Lake City, said Tuesday, that five different groups must share the 'responsibility of tomorrow's education' . 'In a free country, you cannot delegate the responsibility of education to arw individual group' , Dr. Bennion told the second conference between businessmen and educators meeting at the University of Southern California. 'First, the parents, then the school, the board of education, the legislature, and business and industry, must work together for better schools ,' he said. 'It is the hope of tomorrow that there will be intelligent cooperation between all five groups .' Dr. Bennion concluded by saying, it is the legislature's G 7 responsibility to keep education 'free, universal, and compulsory.' 7 e. W. David 0. McKay, who was discussed in the previous section of this chapter as the president of the Church, was made commissioner of education in the Church in 1919 and served until 1922. 76 Adam S. Bennion, "The Latter—day Saints and Education," The Improvement Era, 93. 913., XXIII, Number 9 (September 1920), p. 775. 77 The Deseret News, 99. 911., November 11., 1951, p. 6b. -.. ¢h 57 f. W. John A. Widtsoe was born on January 31, 1872 on the island of Troyen, Norway. He graduated from the Brigham Young College in 1891. In 1891. he graduated from Harvard University. During 1894-1898 he instructed in chemistry at the Utah State Agricultural College. He then entered the University of Goettingen, Germany, where he earned the Doctor of Philosophy degree in 1899. In 1890 he was made director of the experimental station at the Utah State Agricultural College. He held that office until 1905. From 1905 to 1907 he was director of the department of agriculture at the Brigham Young University. From 1907 to 1916 he was president of the Utah State Agricultural College. Then he was made president of the University of Utah. He served in that capacity until 1921, when he was made an apostle. He was the senior member of the Utah state board of education in 1920. He served as Church comissioner of education from 1922 to 1921.. Then he was called to preside over the EurOpean missions of the Church. In 1933 he was replaced in Europe by Joseph F. Merrill, and was again given the position of Church comissioner of education. Widtsoe is one of the most prolific and most authoritative writers in the Church today. Given below are quotations from his writings on education. He explains the reason for the existence of schools in general in the following statement. Schools and scholastic training make the acquirements of an education easy and rapid, and enable those who use their oppor- tunities properly to enter early and effectively upon life's work. . . . It gives, without the costly price of experience, . . . the education that, to be gathered out of school, requires half a life time.78 73 John A. widteoe (while president of the Utah State Agricultural College), "file Need and Kind of Education," The Improvement Era, m. 91.1., 11, Number 9 (September 1908), p. 826. 58 In the following paragraphs, John A. Widtsoe discusses the question ”does higher education tend to diminish faith in the gosPel?" This question has been one of vital importance to Latter-day Saints because science and other so-called secular studies seemingly attacked the faith of youth of the Church. Widtsoe points out four reasons why faith is lost in some peeple who continue in higher education. He extolls virtues of formal education and recommends tolerance. Really, the constant advocacy by the Church, over a hundred years, of study and learning should be sufficient answer to this question. Schools and universities mark the course of Mormon history. Today the largest single elqlenditure of the Church is for education. Mormon students are found everywhere in collegiate institutions. In proportion to its membership, no group of like size in the world has a higher literacy or more graduates of colleges and universities. The Church has ever been mindful of the doctrine "The Glory of God is Intelligence" (Doctrine and Covenants, section 93, verse 36); and its great objective is to become increasingly like God. The true objectives of education - to gather knowledge, and to learn how to use it for human welfare -- are fully accepted by the Church. Therefore, arw decrease of faith among educated men does not depend upon their education, but upon some other coincident factor or factors. To become an adept in religion -- which includes the science of human behavior - requires more study and practice than to become master of any one of the mam groups of knowledge recognized by collegiate institutions. And one cannot depend on previous knowledge. The past fades away, with the progress of time. Every person, whether in religion or science must keep this knowledge fresh and up-to-date, else he goes 'on the shelf' . Here then are four of the factors that have contributed to loss of faith among a small proportion of those who seek or have sought higher education; (1) Starvation of faith through lack of study and practice of gospel principles; (2) imitation of rsons who have acquired improper habits of life; (3) immorslity; 3 I.) the failure to understand the real relationship that religion bears to all truth. ‘ ’ These are among the most important causes of unbelief. The unbelief or gatuitous judgment of the gospel by. those who are 59 guilty of one or more of these things is really unworthy of discussion. Let one set his own house in order before he passes judgment upon the abodes of others. . . . Education, higher, or lower, does not diminish faith, but the lives and attitudes of those who seek education to determine the nature and the degree of faith.79 Here below Widtsoe gives a philosophical definition of education. He claims that it is a means to fuller living and that it should be combined with faith and industry. Education, the light of the mind, like unto faith, intangible but irresistible, gives men and nations power over material things even as faith directs the moral world. Education, guided by religion, enables men to reason together, and effect bloodless revolutions. Education lessens toil by labor - saving machinery and beautifies daily labor by explaining that which is done. Education sets forth the reasons for moderation and thrift, without which industry fails of its high purpose. Education is a leveler of living humanity; the final canpromise between contending minds. In the possession of a few, it is dangerous, a menace; shared by all, it becomes a joyous gift, a bulwark against discontent, a path to understanding. These are finger points, way signs to the economic paradise - only general principles to be applied definitely by those in power to human needs - but they may be used to test all proffered ruedies. Other ways will not lead to the desired end. Cooperation, using faith, industry and education, will lead mankind into sound economic conditions, until the day when the acceptance of the richer cooperation, the United Order, .. shall open the door to economic plenty. g. M. He was born on August 21,, 1868 at Richmond, Utah. He graduated from the University of Deseret in 1889, then entered the University of Michigan, from which he graduated in 1895 with the 79 John A. Widtsoo, WW Aids to Faith in A Hodzrn Day (Salt Lake City, Utah: Murray and Gee, Inc., 1913). pp. 31-3 80 John A. Widtsoe, W and other Essays (Salt Lake City: me Bookcraft Commrw, 191.5 , pp. 21-22. . 60 Bachelor of Science degree. In 1891. he studied at the University of Chicago. During the years 1897 and 1898 he studied physics and electrical engineering at the John Hopkins University and in 1899 he obtained the Doctor of Philosophy degree from that school. He received the honorary degree, Doctor of Science, from the University of Utah in 1920. In the fall of the same year he commenced to build the school of mines, which had just been created by the legislature. He was a professor of physics and electrical engineering at the University of Utah until about 1934. In 1912, while still a professor at the University of Utah, Joseph F. Merrill opened up, near the Granite high school, the first suinary of the Church. He succeeded Adam S. Bennion as commissioner of the Latter-day Saints Church school system on February 1, 1928. He then became active in the establishment of Church seminaries and institutes of religion throughout the West. Here is given, in brief, his view on the relationship between sc‘ience and religion, which is universally accepted by the Church membership. The aim of science is the discovery of truth. If religion is true, or rather, if your religious doctrines aretrue, then real science can never do ought but support these doctrines. For truth can never be in conflict with itself. . . . . PhysiCal science can aid in the teaching of religion beCause it develops the right attitude of mind, reveals the minuteness and the imensity of creation, and, therefore, the greatness of God, shows the permanence of even gross entities, making a belief in immortality logich and makes known a universe where law and justice reign supreme. 31 Joseph 1?. Merrill, "How Can Physical Science Aid in the Teaching of Religion,” The Improvement Era, 93. 91.12., XXVI, Number 1 (January 1923), p. 227. h. 61 This view has permeated all of Merrill's activities in the Church schools as well as in other areas of his work. He was made an apostle in the Church on October 8, 1931. Other quotations of Merrill's are given elsewhere in this thesis. W. He was born on February 1, 1885 in Ogden, Utah. He graduated from Utah State Agricultural College in 1901., then continued his studies at Sanford University in California. This was followed by study at the University of Chicago, where he received the Doctor of Philosophy degree in 1911. He was professor of physics at the Brigham Young University in 1905-1906, and professor of physics at the Utah State Agricultural College from 1907 to 1935. He also served as dean of faculty fran 1921 to 1935 at the Utah State Agricultural College. He is a fellow of the Utah Academy of Science, the American Meteorological Society, the American Physical Society, and the herican Association for the Advancement of Science. He is a member of the National Council of Boy Scouts of America, and was second assistant in the Young Men's Mutual Improvement Assocation from 1935 to 1937. 1 His viewpoint on the relationship between science and religion, expressed below, is similar to that of other Church leaders. We shall in no wise lower our claims to scholarship by granting that God lives. Our religion is natural and rational. It is to our advantage to live God's comandments, to be pure in heart, so that we may be turnedto and in acgord with his Holy Spirit and thereby receive his assistance. 2 82 Franklin L. West, “How Knowledge Comes,” The Improvement Era, 9a. cit., XI, Nmber 5 (May 1908), p. 1.93. . 62 West was made assistant Church commissioner of education in 1935.83 Later in the same year he was made commissioner of education in the Church. Table II gives the superintendents and camissioners of education from 1888 to the present. Years served and lay and Church occupations are given. Between the years 1919 and 1924 there was a superintendent and a comissioner serving simultaneously. From 1924 to 1928 there was no commissioner of education. In 1928 the title superintendent was changed to that of camnissioner. TABLE II. CHURCH CGMI$IONERSI OF EDUCATION, THEIR TERM OF OFFICE AND CHIEF LAY AND ECCIESIAS‘I‘ICAL POSITIONS 1888-19522 63 W Name ‘Years Served lay Occupation Church Office principal, Karl G. Maeser 1888-1901 teacher, missionary musician missionpresident teacher Joseph M. Tanner 1901-1913 lawyer missionary missionary Horace'H. Cummings 1918-1919 teacher a mission- president teacher Sunday school & Adem.S. Bennion 1919-1928 (businessmen Gen.Church Board after) of Education apostle & David 0.‘McKay 1919-1922 teacher president (after) teacher apostle JOhn.Ao‘Widtsoe 1922-1924 (phys. science) (after) teacher Joseph F. Merrill 1928-1933 (physical ap°8t1° (after) _*‘ science) John A. Widtsoe 1933-1935 (of. ante) (cf. ante) teacher assistant Franklin 1.. west 1935- (physical Superintendent science) of Y.M.M.I.A.2 1 Known as superintendents until 1923. Y.M.M.I.A. represents the Young Men's Mutual Improvement Association. 64 “missions. The centra1.theme permeating the educational philosophy of the ecclesiastical leaders of the Church is that all men should be educated. It is agreed by them that this education should be broad and as all inclusive as possible. They advocated the study of peoples and their languages and the physical environment including the inner-galaxy of stars and planets. The reason for viewing education in this broad sense is that man is looked upon as an eternal personality and a spiritual child of God. Man is believed to be progressing eternally, which means that some day he will be able to create existences similar to the one in which he now lives. In developing this broad concept of education and in setting up such an extensive goal, the leaders have always recognized the spiritual element working with man. They point out the necessity of combining faith with study and research in seeking knowledge and understanding. Nest of the leaders have stressed acquiring knowledge and skills pertaining to the basic life processes of Obtaining fbod, clothing, and shelter. Even in a relatively complex society they have felt that a knowledge of these things on the part of all was necessary. Specialization has not been encouraged by them. However, they believe that, if in specializing one can better serve his fellowmen, then he is to be given support in.this endeavor. Yet, in no case should one sacrifice a general education for the purpose of specializing. General education and Specialization are not considered to be mutually exclusive by the Hermon.leaders. H. 65 The educational leaders themselves have carried out programs of education compatible with this philosophy. They have always provided weekeday religious education paralleling seCular education. They have stressed the importance of obtaining a broad general education, so that one could fit into any number of jobs when necessary. With few exceptions the ecclesiastical and educational leaders in the Church have had relatively broad educational and experiential backgrounds. In addition to their Church callings they have had lay occupations of various kinds. Being chosen for a position of leadership in the Church does not seem to have been.based on one's specialty, but on his general abilities. CHAPTERIV TEE “TIER-DAY SAINTS EDUCATIONAL PROGRAM AW In this chapter the total educational program of the Church is described as it is today, that the reader might see the relationship which higher education bears to 'the other phases of educational endeavor. In chapters II and III the religious and educational philosophy of the Church is given. Herein, the total educational activity program is outlined, thus providing the means for making an overall comparison between philosophy and practice. In the Church educational program, mutual improvenent is stressed throughout. In fact, one auxiliary organization is called the "Mutual Improvement Association. " If each individual is a child of God and morally equal with all others as the philosOplw states, than each should be given not only equal opportunities with all others, but an effort must be made to provide m opportunity for growth. It is the aim of the educational progrmn to provide means of participation for all, in as many areas of life as possible, that each might grow and develop to the maximum capacity within a social situation. Group thinking and group acting is an important part of this program. There is lay leadership and ' participation, with rotation in office so that all may function in a variety of positions. "Learning to do by doing" is the principle adhered 111‘.) ¥Ila bl“ P‘ . It" 67 to. Only in a few cases wherein one's full time is required, as in school teaching, do the participants in the educational program receive remuneration for their work. Higher education in the Church, as defined in chapter I, is under the direction of the General Church Board of Education. However, in addition to the General Church Board of Education, of which the depart- ment of education is a part, there are four auxiliary organizations, the Relief Society, the Sunday School, the Mutual Improvement Association, and the Primary Association. Priesthood and missionary activities, also provide educational opportunities for the members of the Church. In each of the educational auxiliaries, there is a general board of advisors of frwn twenty to fifty members, with a presidency consisting of a president and two counselors. These presidencies and other general board members are volunteer workers, giving of their time, means, and talents for the general welfare of the Church. The 1950 official Church census shows that sixty-three per cent of all members above the age of tselve years, in the wards, hold some Church office. In all meetings and activities an opening and closing prayer is offered. 'This practice exemplifies the belief of the Church leaders and members that man is in need of spiritual guidance in all of his activities and that recognition of the aiding power of our Father in Heaven should be given. you B G C E c The General Church Board of Education was organized in 1888, when the leaders of the Church saw the need for expanding educational activities both in number of pupils and in area covered. There was no presidency of the Church, as such, at the time, but Wilford Wooder and George Q. Cannon, who were senior members of the Quorum of the Twelve Apostles, took the initiative in organization. The charter manbers of the Board consisted of Wilford Woodruff, Lorenzo Snow, George Q. Cannon, Karl G. Nasser, Horace S. Eldredge, Willard Young, George w. Thatcher, Anthon H. Lund, and Amos Howe.l his first meeting was held June 8, 1888. At that time Maeser was appointed superintendent of Church schools and executive officer of the board, and George Reynolds was named as secretary. The than existing Church academies, of which there were four, were concerned with providing education on the secondary level for members of the Church. However, the elementary grades were conducted in all Church academies for a number of years later. Six more academies were established within a year following the organization of this board. Upon its establishment, the General Church Board of Education began forming unifom policies and sending out instructions and suggestions in the form of circulars. The following is an excerpt of l Sustaining of the board members took place at the April 1888 semi-annual conference of the Church. Recorded in the Jomg Histon WWW (Unpublished dam record, 1830-, be Church Historian's Office, Salt Lake City, Utah), April 5, 1888. 69 the first letter issued by the general board. It explains conditions generally and advises the peOple to raise funds for school purposes: We feel that the time has arrived when the proper education of our children should be taken in hand by us as a people. Religious training is practically excluded from the district schools. The perusal of that we value as divine records is forbidden. Our children, if left to the training they receive in these schools, will grow up entirely ignorant of those principles of salvation for which the Latter-day Saints have made so many sacrifices. . . . The desire is universally amassed by all thinking people in the Church, that we should have schools where the Bible, the Book of Mormon, and the Book of Doctrine and Covenants can be used as text books; and where the principles of our religion may form a part of the teachings of the schools. To effect this, it will be necessary that funds be collected. The Church will doubtless do its share, but it cannot carry the entire burden.2 Also, among the first instructions was the suggestion that stake* boards of education he formed with the stake president as the president of the board and as the nominator of other board members. The names of all menbers of the board, including the stake president, were to be presented to the members of the stake at each stake conference for a sustaining vote or rejecting. The establishment of local boards is explained by Jensen, a professor at the Brigham Young University, as follows: bees are created by the action of the presidents of the stakes and high councils and consist of five to seven members. The presidents of the stakes are ex-officio members of the board. These boards being a part of the system are under the superin- tendency of the general board which is the head of the whole system. The general board, however, does not interfere with the business of the stake boards, but from time to time it makes 2 Circular of the Salt Lake Stake Academy for the third academic year, 1888-1889, p. 1.. 70 suggestions and recanmendations for the promotion of action and for the improvement of methods.3 The local board chose its own school teachers, built the necessary buildings, and in some cases, as pointed out in later chapters, incorporated. When the policy to relinquish Church academies came into effect, the General Church Board of Education saw no longer the need for the local boards, except in stakes which had a Church College. In 1933, the year during which most of the Church junior colleges were turned over to the public, practically all local boards of education were dissolved. In 1939 the General Church Board of Education took final action and released the local boards of education at Ricks College and at the Brigham Young University. Karl G. Maeser, who was made superintendent of Church schools in 1888, played a leading role in the establishment of academies in the Church from the time of his appointment as principal of the Brigham Young Academy in Provo, Utah in 1876 to his death in 1901. Joseph M. Tanner, former principal of the Brigham Young College was chosen to succeed him as superintendent and served until 1913. Tanner was followed by Horace H. Cumings, whose term ended in 1919. The next superintendent was Adam S. Bennion, who served until 1928. During the latter's term of office in 1919, a comission of education 3 Christian Jensen, "A Study of How the Church of Jesus Christ of Latter-day Saints Attanpted to Meet the Educational Needs of its Members for the Period of Time 1830-1900" (Unpublished paper, the library of the Church Historian'sOffics, Salt Lake City, Utah, 1931), p. 159. 71 was formed with David O. McKay as commissioner and Stephen L. Richards and Richard R. Lyman as counselors. This office was created for the purpose of assisting the superintendent, of overseeing the Church schools, and of making recommendations to the General Church Board of Education. It served, in sum, as an executive committee for the General Board of Education. In 1921 Bennion was given a leave of absence for the purpose of attending school to work on the Doctor's degree in education at the University of California. David 0. McKay first, and then Dr. John A. Widtsoe functioned as both superintendent and comnissioner during Bennion's absence. Upon Dr. Adam S. Bennion's return in 1923, he resumed his duties as superintendent of Church schools. An executive comittee, as such, was formed in 1925 to carry on the work which was formerly done by the emission of education. Dr. Bennion resigned in 1927 and was succeeded by Dr. Joseph F. Merrill, [who took office in 1928. ‘hle title of superin- tendent was changed to camissioner because the former was not sufficiently ”broad” to cover the adainistrative reaponsibilities of that office.h In 1933 Dr. Herrill was called to succeed Dr. Widtsoe as president of the European mission of the Church. Upon Widtsoe's return to Utah he was made camaissioner of education for the second time.5 1’ Minutes of the General Church Board of Education of the Church of. Jesus Christ of Latter-day Saints (On file in the General Church Office Building, Salt Lake City, Utah), Harch 22, 1928. 5 Henry A. Smith, "The Church and Education,” e v (Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1897-), mom, Number 1., (April 1935), p. 221.. 1- -a- 72 Embers of the General Church Board of Education are nominated by the presidency of the Church and are elected and/or sustained semi- annually by the members of the Church assembled in general conference. The term of office is generally for life, unless other assignments are made by the president of the Church, who is also president of the general board. With few exceptions the general board has been composed of the commissioner of education, the first presidency, and a number of the council of the twolve apostles. A notable exception is Adam S. Bennion who has served on the board since the time when he was superin- tendent of Church schools . In 191.9 a change in policy took place when the presidency of the Church decided to nominate all members of the council of the twelve apostles for membership on the General Church Board of Education. At the present time the board consists of seventeen men. These same man, with the addition of the President of the Brigham Young University, form the board of trustees of the Brigham Young University. See Appendix G for a couplets list of the menbers of the General Church Board of Education found in Table ILVI . l. The Executive Committee The Executive Committee of the General Church Board of Education, in 1925, consisted of the following members all of whom were apostles: Joseph Fielding Smith, John A. Widtsoe, Charles A. Callie, Joseph F. Merrill, and Stephen L. Richards. In 1939 Albert E. Bowen, a new apostle, was added to this committee, and in 191.6 Callie died. In 1951 a new executive committee was formed with Joseph Fielding Smith as the 73 chairman and Harold B. Lee, Henry D. Hoyle, Marion G. Romney, Adam S. Bennion, and Franklin L. West as members. 2. The Church Board of Examiners and the Church Board of Religion Classes On October 8, 18996 the presidency of the Church organized a Church Board of Examiners, ”to consider all matters pertaining to courses of study and to certification of teachers".7 Members of the board were Karl G. Nasser, Benjamin Cluff, Jr. , William J. Kerr, George H. Brimhall, and Joshua H. Paul, with John Mills as secretary. Each of these men were principals or assistant principals in one of the three Church schools located at Provo, Salt Lake City, and Logan. Others serving on the board before its suspension, which occurred about 1919, were James H. Linford, Joseph 11. Tamer, Willard Young, Horace H. Cumings, C. N. Jensen, and Guy C. Wilson. C On April 8, 1900 a general superintendency of Religion Classes was installed with Anthon H. Lund, Karl G. Maeser, and Rudger Clawson as munbers.8 At the October 1902 semi-annual general Church conference, a general board of Religion Classes was formed with Joseph M. Tanner in the superintendenoy following the death of Maeser.9 This superintendency 6 W (Salt Lake City, Utah: has Church of Jesus Christ of Latter-day Saints, 1897-), October 1899, p. 66. 7 Osborne J. P. Widtsoe, in "Re rt of the Commissioner of Education for the year ending June 30, 1913," Washington, D. 0.: United States ' Bureau of Education, 1911.), I, p. 1.10. 8 Conference Report, 9,9,. 213., April 8, 1900, p. 52. 9 3:14., October 6, 1902, p. as. "t’ 7k and supporting board were eliminated in 1922 when the Religion Class program was consolidated with the work under the superintendent of Church schools. 3. Duties and Objectives of the General Church Board of Education ‘Ihe Board’s main responsibility is the providing of fonnal class- room instruction, both secular and religious, to members of the Church and others at educational centers located throughout Utah, Idaho, Wyoming, Arizona, California, Nevada, and Mexico.10 Included among these centers are two four year colleges and sixteen "institutes of religion" located near public college campuses. There are also about ten "Deseret Clubs” located in Oregon, Colorado, New Mexico, and California. more are 135 ”seminaries" located adjacent to public high schools in the West and one school system in Mexico ranging from the first grade through high school. Figure 2 shows the location of Church schools and institutes. 'fiie objectives and duties of the General Church Board of Education are given by Jensen: Its objectives are to establish a system of Church schools wherein shall be given religious instruction in connection with the subject usually taught in common schools and colleges. The Board has a general supervision over all the school interests of the Church and it meets once a month to consider and act upon questions affecting the Church school system. Its superin- tendency extends also over the stake boards of education. lO ‘Ihere was formerly a Church educational center in New Zealand. For a brief treatment of this see Appendix A. 75 Q -O-O---'T--—."—"-‘o‘- . ! . ‘. . I k ‘. Hos“ ' m}. \. s ‘., .’ - ‘I’ - v . .— ‘gvc‘.’-J-'-'§ ( k .‘e .\ .-.—.._--c—".4. .< Lo‘.”r ‘ . I COL? o I 33m!” i ! ___ . __ - .— i Pentium ' r '-"' .i tea. ' unma‘ A .i-"m .-.-.i---.fiwm “"1..- - . "We--~—-—-—-—- 1. ' | ME! uncmmr r...— .1 ° s cementum ' ! PENN”. | ' °Enuwn‘ | ”N | UT. ‘ s . . “:3!th . . .Csn‘a‘ytwv ‘. i...“ ‘ ~ '!.2.'.Se‘£:"_._r_-—-—-—--",_.- \. J . '— \ s | e \ . ‘ \ o . . ‘f ruasva'rzr ‘ ‘ Leann-.21.” \ ' i . 0 CAL. (0 ‘ ' I I renews | ’ O 3 s "d m‘ . ’- .— °J TU'OOI. . ._ ~~.1....LJ’ ‘R ‘\ s \ 0". -\.I V J :1 Snack: one! LEGEND us! 0 a O Cwuacu SCHOOLS Catamarans!» e lusflvurss 1 Figure 2. location of Church Schools and Institutes Taken from Announcements of Program or the Latter-day Saints Department of Education, Salt Lake City, Utah, Number 3, 1949. 76 his general superintendent (comissioner) is appointed by the board. It is his duty to have a general supervision over all the schools, to keep in close touch with them and to see thatl the general plan of the Church school education is conformed to. A. Department of Education Ihe Department of Education is directed by a commissioner of education and two supervisors. In addition, there are office personnel and a research staff. Also within the department are 223 seminary and twenty-one institute of religion teachers.l2 his department is the executive branch of the General Church Board of Education. Its program has been succinctly outlined by Walker a member of the research staff of the department of education as follows 2 1. To provide formal courses of study in religion. 2. To provide as nearly ideal Opportunity and conditions as possible for worship. 3. To create an attractive and wholesane social program. 1,. To provide sympathetic and helpful counseling to all students needing such. 5. And in the administration of this program to provide all students with some kind of responsibility to develop leadership. 13 lbs following statement of principles and policies was given by the presidency of the Church to the General Church Board of Education ll. Jensen, 99,. 911., p. 159. 12 W (Salt Lake City, Utah: the Department of Education of the Church of Jesus Christ of Latter-day Saints, 1951-1952). . 13 Roy A. Walker, Department of Education of the Church of Jesus Christ of Latter-day Saints, Salt Lake City, (unpublished statenent, 1951). 77 in 191.2. Its contents has provided direction for the activities of the Church Department of Education: Item 1: . An important compensatory element in any Church service, paid or unpaid, is the opportunity it affords for work in the cause of the Lord. This is basic and should be borne in mind by every one who works for the Church. Itun 2: A secondary but very real compensatory element in the Church paid service is that of relative security of tenure. Men are not cast away from Church service for trivial reasons nor because of a passing convenience. The fundamental precepts taught by the Master forbid non-Christian treatment. Item 3: Giving consideration to the items mentioned in the preceding paragraphs, the Church may not be expected to be actively competitive for its paid service with other institutions which do not offer the compensatory features mentioned. In considering these matters, it should be observed that notwithstanding the decrease in school attendance, during the last year, and the probable decrease during the coming year, the General Church Board of Education does not ask that any teachers now employed be released nor that the salary of any teacher now employed be reduced. All adjustments in these respects are to be those of normal administration of the system, and are left for the consideration and action of the regular administrative officers of the system. On the other hand, the General Board authorizes advances in lower bracket salaries in amounts as detennined by the administrative officers, that is, salaries under 2,000 Dollars, the advance not to bring the salary beyond 2 ,000 Dollars. In addition to these salary advances, however, the General Board authorizes an increase in the regular salaries of all teachers in the Church school service, by taking therein the annuity sums heretofore provided by the Church, so that hereafter the full regular compensation paid to teachers for their regular teaching service in the school, including annuity shall be paid as a flat salary thich will be adjusted to include the annuity payments as heretofore made. Item 1»: llhe General Board desires that no teacher shall be employed or retained in the service who does not have a firm testimony of the truth of the restored gospel as taught in the standard works of the Church. This testimony should include, among other 78 things, a testimony of the personality of God, the Messiahship of Jesus Christ, as the Only Begotten of the Father according to the flesh, the existence and functions of the Holy Ghost, the divinity of the.mission of Joseph Smith with the reality of the First Vision, the restoration of the Priesthood, and the continuing divine authority of the leaders of the Church. Every teacher should have knowledge of the approved doctrines pertaining to the Fall, the Atonement, the ante-mortal existence, the resurrection, and the postemortal existence, eternal progression, and the fundamental principles of faith, repentance, baptism by immersion, and the laying on of hands for the reception of the Holy Ghost. Item 5: a Emery teacher must believe in.and pay his tithing, keep the Word of Wisdom, be loyal to Church authority, and be active in Church work. He.must reflect in his life the influence of the fundamental precepts and standards of the Church, and thereby establish a character fer integrity, personal honor, chastity, and other Christian virtues. Item 6: It is also important, that every teacher shall be able to teach the Gospel to the youth in a.manner carrying conviction. He must be a converted teacher of the Gospel. Item 7: . A variance of views on theological questions upon which the Church has not established interpretation, is recognized; but the teacher is not to air nor to teach unapproved views to his students. He must teach the Gospel as it is set out in the standard works of’the Church as officially interpreted.by its authority. Item 8: . Secular scholarship and training in teaching methods may contribute to efficiency in teaching the Gospel, but they alone are not sufficient and, indeed, they are not the most important. The essential thing to teaching the Gospel are those already covered in the preceding paragraphs regarding a knowledge and testimony of the GOSpel with all that it embraces. Secular scholarship and training in teaching methods must be considered in conjunction with the factors hereinbefore set forth in reaching a conclusion to use or not to use any given person in the teaching staff of the system. Item.9= . As to secular fields of learning covered in the college and university curriculums, secular scholarship therein is of great importance, and those employed in the college and university 79 should possess it to the maximum extent obtainable; yet such scholarship is for teachers in these institutions not the final test, for in addition to this scholarship, every teacher must he possessed of the spiritual qualifications named above. Item 10: his course of study for students of the Church School System - religious and secular -- shall be so presented as to build faith and to lead the students to live in accordance with Gospel principles. No course should be given in such a way as would tend to sow seeds of doubt or to destroy faith in the restored Gospel. The essential thing in the teaching of all subjects is the nurturing of faith, and, as stated, the leading of students to live in accordance with Gospel standards.“ While such things as finances and tenure are mentioned, the major concern expressed in these principles is the maintenance of high spiritual and moral standards within the school system. Em. ma activities of the executive branch of the General Church Board of Education, the department of education, are financed almost entirely from general Church funds, which are derived from tithing. Each menber of the Church of Jesus Christ of Latter-day Saints is asked to tender one tenth of his income to the bishop* of his ward, who then transmits the same to the presiding bishopric.* This donation is called tithing. In the office of the presiding bishopric, appropriations from the tithing are made for the various Church activities. There is no tuition in the Church seminaries nor in the institutes of religion. In the Church colleges a tuition fee is charged, which is comparable to that of other colleges in the corresponding states. To 11.. A statement of principles affecting the Church school system, based on cammmications from the first presidency of the Church to the General Church Board of Education and the Board of Trustees of the Brigham Young University in Provo, Utah, 19h2. (on file in the office of the president of the Latter-day Saints Business College, Salt Lake City, Utah). 80 the Brigham Young University, private donations are made for scholarships and research purposes, as is true with most universities. The fees charged at the Latter-day Saints Business College are comparable to those at other business colleges. At the McCune School of Music and Art students pay fees for private and group lessons. The general appropriations to this school are made directly from the presiding bishopric's office, rather than through the General Church Board of Education. The cost for the maintenance of schooling in the Church has exceeded three million dollars annually since l9h9. Table III gives the total annual expenditures of the Church and the annual expenditures on education from 1940 to 1950. 81 TABLE'III EDUCATIONAL mmDITUREs mcm TITHING as comm WITH Mime mom 0mm sources AND TOTAL amass EXPENDITURES 1940.19501 1 _ ._ __ _‘___ ___, _.__ -_ ___ __-_. .- -_ __‘ mu...“-—--—~n---._—_-_-~—._“__~_ ._.___. _. ,_ _____ 1_..—..——-“_~ Educational Expenditures Total ‘Year Tithing ‘Expenditures Tithing Other Sources 1940 $4,138,760 $924,495 unknown 1941 4,420,035 895,452 unknown 1942 4,187,318 838,752 unknown 1943 5,064,340 838,098 $291,915 1944 5,326,239 903,941 386,180 1945 5,083,109 969,846 265,593 1946 6,890,995 1,343,931 756,691 7 1947 11,263,344 2,707,342 1,018,000 1948 15,467,080 2,444,518 1,552,761 1949 19,725,565 3,086,136 1,749,644 1950 19,949,599 3,272,403 2,432,820 1 The April Semi-annual Conference Report of the Church for the years 1940-1950e .41. bus. 82 W32: 1. The Relief Society The Relief Society of the Church of Jesus Christ of Latter-day Saints was organised on March 17, 181.2 in the City of Nauvoo, Illinois. The ladies of the Church were invited by Joseph Smith, Jr. to meet in the room above his store. Eighteen women and three men were in attendance. Joseph Smith's wife, Emma Hale Smith, was chosen as the first presidentls of the organization and it was called "The Female Relief Society of Nauvoo". In 1862 the name became simply the Relief Society. In 1891, upon recommendation of President Wilford Woodruff, the Relief Society became a charter menber of the National Council of Women. he Relief Society is also affiliated with the International Council of Women.16 7 In October 1892 the Relief Society was incorporated for a period of fifty years.17 On June 12, 191:6, it was again incorporated for a period of one hundred years under the name, the "Relief Society General Board Association" .18 15 Joseph Smith, Jr., WW 3 C t’ W (Salt Lake City, Utah. The Deseret Book Canpany, 1902 3 IV, PP. 552.553e 16 WW 18424942 (Salt Lake City, Utah: General Board of the Relief Society of the Church of Jesus Christ of Latter-day Saints, 191.2), p. 25. 1" 129.- 211. 18 Oral communication with Margaret C. Pickering, secretary- treasurer of the Relief Society, Salt Lake City, Utah, October 15, 1951. 83 a. W. In October 1901 action toward a nurses school and the establishment ofa corps of nurses "in every stake in the Church" was undertaken.19 In 1902 "Mother's Classes" were begun. To encourage singing and to provide music for conferences, the Relief Society Chorus was established in 1911;. In 1934 the term "Singing Mothers" was adopted and efforts were made to establish a chorus in all wards and branch of the Church. In January 1911.20 a uniform course of study and work was adopted under four departments: (1) work and business, (2) genealogy and testimony, (3) home ethics and gardening, (4) literature, art, and architecture. In 1919 a social science department offered courses dealing with psychological and sociological problems. Speaking of the educational program of the Relief Society, the writer of "A Centennary of Belief Society" says this in conclusion: For one hundred years the Society has carried forward its work of education. The program has been adapted to the needs of the women over a period of time extending from a religious pioneering era to one of great social and industrial advancement, and has aided the women of each period to better accommodate themselves to life. It has contributed to the development of Relief Society members, has widened their sphere of influence and qualified than to better serve their fellow men. It has developed their skills and given them a broader understanding and a deeper appreciation of life. It has built and strengthened their testimonies of the Gospel byincreasing their knowledge of Gospel principles and Church doctrines, and has influenced them to hold fast to the Gospel truths.21 19 A Centennary of the Relief Society, pp. cit., p. 27. 20 - M0: PO 51' 21 ‘ ' M0: PO 56- 84 The enrollment of the Relief Society, which is opened to all female .members of the Church above the age of seventeen, has increased rapidly in.recent years. Table IV gives the present enrollment according to stakes and missions, and according to the United States and abroad. TABLE IV' mommm'r IN RELIEF SOCIETY FOR YEAR memo DECEMBER :31, 19501 ====:. Location Organization Number of members Units Stakes 1,514 99,310 “”1““ States Missions 788 13,816 Total 2,302 113,126 Other Stakes 45 2,082 Countries Missions 634 11,342 Total 679 13,424 Grand Total 2,981 126,550 1 Office of the Executive Secretary of the Relief Society, Salt Lake City, Utah. Of this total, 72,468 or about fifty-six per cent are officers and teachers. 86 2. The Sunday School The Sunday school in the Church of Jesus Christ of Latter-day Saints was first organized on December 9, 1849 by Richard S. Ballantyne in Salt Lake City, Utah. It contacts more peOple in the Church than any other auxiliary. George R. Hill, the general superintendent of the Sunday school has stated: "A study has shown that well over ninety per cent of young children of our Church members are coming to Sunday School."‘22 There are at least two reasons for its predominant popularity. It is held on Sunday, which is the conventional day for religious worship. Secondly, except for the presiding officers of a ward or stake, the most willing and able members in the local units of the Church are chosen for the superintendency of this auidliary. On the general Sunday School board there are forty-nine members. Among them are at least twelve who have the Doctor of Philosophy degree in various fields ; nearly all have achieved notable success in one of a variety of endeavors . The Sunday school, officially known as the Deseret Sunday School Union Board, deals largely with spiritual and moral values and doctrines . Yet, it is concerned with growth in other phases of life. For example, each Sunday twa menbers of the congregation, who have been previously notified, are asked to arise and address the group for two and one half minutes on sane spiritual theme. Children, particularly, are given this 22 (Salt Lake City, Utah, The Deseret Sunday School Union, 1866- , LDCXVIII, p. 1, Convention Program 1952. 87 opportunity for growth in appearing in public with aplomb. There is also a ten.minnte song practice, during which time a qualified.member instructs the group in the techniques of congregational singing. In addition, one of the regular study classes provides instruction dealing with the techniques and resources used in genealogical research, an important phase of Mormon theology and practice. The aims of the Sunday school are, to help each member to become a "Latter-day Saint" in the fullest and truest sense of that term. Tb become a “Latter-day Saint", one must: (1) Develop faith in God the Father, in His Son Jesus Christ, and in the Holy Ghost and in the plan of salvation revealed to man gziigsus Christ and restored to earth through the prophet Joseph (2) Consecrate one's time, abilities, and possessions to the perfection of the kingdom of God on this earth. (3) Develop a realization that the kingdom of God on earth means the practice of universal brotherly love, elimination of selfishness, and the furthering of action both individual and social that are for the highest and.most lasting good of man- kind.23 Opportunities for executive responsibility and teaching are given to 50,760 or about nine percent of the Sunday school enrollment. The reason, why this percentage is relatively low is, because a relatively large percentage of the enrollment is composed.of children and of'those who hold other positions in the Church. The same is true of the Primary ASSOCiatlon. 23 W (Salt Lake City, Utah: The Deseret Sunday School Union, 1951 , p. 6. . . , 88 The Sunday School enrollment for the year ending December 31, 1950 is given in Table V. TABLE V WM IN ms SUNDAY SCHOOL FOR THE YEAR ENDING mom 31, 19501 Officers Percentage Organization Members and Officers & Teachers Teachers Stakes 449,676 Missions 88,L90 1 Files of the Deseret Sunday School Union, Salt Lake City, Utah. 3. The Mutual Improvement Association A.part of the philosophy of the Church has been to advocate.mutual improvement among its members. It was felt that this was a necessary practice in order to achieve the goal of progressing in life at the maximum.rate. Thus, on November 28, 1869 Brigham.!bung organized the ”Retrenchment Association" giving the following statement of purpose: I have long had it in mind to organize the young ladies of Zion into an association so that they might assist the older .membere of the Church, their fathers and mothers, in propagating, teaching, and practicing the principles I have been so long teaching. There is need for the young daughters of Israel to get a living testimony of the truth. . . . We are about to organize a Retrenchment Association, which I want you all to join, and I want you to vote to retrench in your dress, in.your tables, in your speech, sherein.you have been guilty of silly, extravagant speeches and lightmindedness. 89 Retrench in everything that is bad and worthless, and improve in everything that is good and beautiful. Not to make yourselves unhappy, but to live 32 that you may be truly happy in this life and the life to come. The name of this association was later changed to Young Ladies Mutual Improvement Association and finally to the Young Women' 8 Mutual Improve- ment Association. On June 10, 1875 Brigham Young, just two years before his death, organized a similar group for the men, known as the Young Men's Mutual Improvement Association. He stated the aims as follows: We want you to organize yourselves in associations for mutual improvement. Let the key-note of your work be the establishment in the youth of individual testimony of the truth and magnitude of the great latter-day work; the developnent of the gifts within than that have been bestowed upon them by the laying on of hands of the servants of God; cultivating a knowledge and an application of the eternal principles of the great science of life. Each member will find that happiness in this world mainly depends on the work he does, and the way in which he does it. It now becomes the duty of these institutions to aid the holy Priesthood in instructing the youth of Israel in all things comendable and worthy of the acceptance of Saints of the Most High God. 25 The interests, means, and goals of both organizations have been similar. In 1929, when the Young Women's Journal, the organ of the Young Women's Mutual Improvement Association, was combined with the Improvement Era, organ of the Young Men' 5 Mutual Improvement Association, the two sub-associations combined their, efforts even more. Today, the general board of the one organization meets with the general board of the other three out of four times per month. (Salt Lake City, Utah: General Board of the YoungLadies llutual Inprovement Association, 1911) , pp. 8-9. 25 Edward H. Anderson, ”Ihe Past of Mutual Improvement, " The Improvement Era, 93. £11., I, Number 12 (December 1897), p. 2. 90 The Mutual Improvement Association educational program provides religious instruction and recreation one evening a week for all members of the Church and friends above the age of twelve years. This is a year round program, however, during the summer outdoor recreational activities are emphasized. The members are segregated into classes on the basis of age and interests. For example, the twelve to fifteen year old boys are engaged in the boy scout program. A greater percentage of this age are boy scouts than is the case with any other Church in the United.States. The Church of Jesus Christ of Latter-day Saints was the first Church in America to integrate the boy scout program.into one of its auxiliary programs. George J. Fisher, Deputy Chief Scout Executive of the Boy Scouts of America, wrote a letter to scout officials in Salt Lake City stating that, Utah excells in the number of boys reached in proportion to the population. In.many communities practically all of the boys available are scouts. There are more boys of advanced rank and a greater percentage of eagle scouts than in any other section of America. Scouting reaches the boys not only in the large centers of the State, but in the remotest villages. . . . Scouting is raising up a fine breed of boys in Utah. It is giving them splendid executive training that will fit them for effective leaderShipe . . . That state is a great state, which gives to its youth its first attention. Utah excells in that regard. The secret of it all is, that splendid, high-motived men are giving themselves unselfishly to the boys of the State. . . . Utah is setting standards for the whole country. Utah is repeating history. Just as she developed the early scouts, the great heroes of pioneer days, so now she is raising up boy scouts, caught by the same spirit of adventure. . . . The Hermon Church is the largest factor in this splendid achievement. She it is, that is furnishing men and vision and ideals to the young men.throughout the state, and they, as scoutmasters, in the great majority, are inspiring the youth of the state to become good scouts.2 26 George J. Fisher, "A.Letter on Scouting in Utah," The Improvement Era, an. an” xxvn, Number 3 (March 1921.), pp. 1.71-1.72. . 91 Aside fran the formal class work at all age levels, an activity program is carried on in four major areas; speech arts (including drama), music, dancing, and athletics. Members of the Church feel an obligation to cooperatively attempt to develop their talents in all phases of life to the mmdmum degree. Professionally trained members contribute to the training of others. Weekly programs and annual festivals in all four fields mentioned above are given throughout the year. The largest basketball league in the world is a part of the Mutual Improvement athletic program. 27 Participating teams are found throughout the ten western states, namely, Washington, Oregon, California, Idaho, Nevada, Utah, Arizona, Wyoming, Colorado, New Mexico and Montana. Enrollment in both the Young Men' 3 and Young Women' 3 Mutual Improvement Associations at the end of December 1950 totaled 187,890 of which 38,830 are officers and teachers. This gives over one-fifth of those enrolled opportunity for leadership; and rotation in office is the cannon practice. Table VI shows the enrollment of the two associations for the year 1950. 27 Frederick C. Wolters, Jr. , "Patterns of Progress ," 'me Improvement Era, new” L, Number2 (February 19“), p. 68. 92 TABLE VI ENROLLMENT OF THE YOUNG MEN'S AND YOUNG WOMEN'S 1mm macvnmu'r ASSOCIATIONS FOR mm YEAR ENDING DECEMBER 31, 19501 Total Officers Organization Enrollment &.Teachers Young Men's Mutual Improvement Association 86,875 16,438 Ibung Women's Mutual Improvement Association 100:915 22,393 TOTAL 187,790 38,831 1'Files of the General Boards of the Young Men's and Young Women's Mutual Improvement Associations, Salt Lake City, Utah. The Mutual Improvement Association is not as well organized in the missions of the Church as the Relief Society and Sunday Schools. This fact largely accounts fer a smaller percentage of the total Church population enrolled in the Mutual Improvement Association. A. The Primary Association In March of 1878, Mrs. Aurelia Spencer Rogers of Farmington, Utah presented an idea to her friends and the bishop of the ward concerning a class for boys and girls. On August 11, 1878 she was called to super- vise this work.28 From.this beginning the plan has spread throughout the ChIII‘Ch e 28 Ezimgnz;flandhggk (Salt Lake City, Utah: The Primary Association, 1951): P0 2° ‘ V ‘ 93 The Primary Association is an educational auxiliary of the Church organized for the purpose of inculcating high spiritual and moral ideals into the children of the Church between the ages of four and eleven years, inclusive; to make of them more efficient human beings. The leaders and teachers strive to help the child in his understanding of God and the universe through classwork and an activity program. A one hour week-day meeting is held usually on Tuesday or Wednesday afternoon. It is designed to complement the public sChool work, operating principally during the school year. Considerable emphasis in the Primary program is placed upon the graduation from the Primary at the age of twelve into the Mutual Improvement Association, scouting,and.the priesthood. The Children's Hospital is almost unique feature of the Primary Association. It was dedicated and opened in May, 1922 in Salt Lake City, 'with a capacity of thirty-five beds. In April 1950 the corner stone was laid for a new million dollar structure, which was ready fer occupation in December 1951. There is room for about seventy children who are crippled or otherwise afflicted. The only restrictions are that the child must be under twelve years of age and must be inflicted with a curable ailment. Color, religion, or race do not enter into the admittance policy. One pays for services according to his financial ability. Throughout the year l9h9 the names of primary children and teachers and officers who donated ten cents or more toward the brick fund for this new hospital were recorded and were placed in the corner stone. This building and the work that goes on within it, are a great monument 9A to the children of the Church. The most unique feature, however, of this hospital is that one of its principal means of support is from the 'weekly donation of pennies by all members of the Primary. The custom.is for each child to give annually the number of pennies corresponding to his years of age. Below is a table giving the primary enrollment for the year 1951. TABLE VII ENROIIMENT AND PARTICIPATION IN THE qum ORGANIZATION AS or MAY 31, 19511 Ehrolled Number Children 4-12 157,223 Teachers 30,524 NOnaEnrolled Children 0-4 8,020 Visitors Children 10,388 Total Number of Children Touched by'Primary 175,631 Grand Total of Those Participating 206 .155 Files of the executive secretary of the Primary.Association, Salt Lake City, Utah. 95 96 W ‘file priesthood is not an auxiliary of the Church. It is the nucleons . Yet, its educational program has much in common with the auxiliary programs. Most of its educational program consists of activity assignments to male members, such as making home visits, speaking in Church, and taking care of menial tasks connected with the material welfare of the Church. Also included are various ecclesiastical functions. Its program is best described by stating that its main concern is the temporal and spiritual welfare of the Church. The manbers are organized into quorums according to age and individual function, to enable them to facilitate performing their respective duties. more are two main categories, the Aaronic and the llelchisedethe former includes young men from ages twelve to seventeen years as well as older men, and had a membership of 111,083 for the year ending December 31, 1950. The latter includes all male members over seventeen who are worthy and willing, and had a membership of about 172,000 for the same period.29 It is iron the priesthood back, which is lay in nature, that the Church derives its ecclesiastical leaders. And they remain lay ministers throughout their term of office mich varies from weeks to life, depending on the circumstances and the nature of their respective callings or appointments. 29 Files of the general Priesthood Committee of the Church of Jesus Christ of Latter-day Saints, Salt Lake City, Utah. 97 W me Missionary system of the Church is most unique. The program is directed by the presidency of the Church, with the aid of the entire priesthood. It consists of calling young men and women to "go out into the world" and inform those whom they meet of the principles and doctrines of the Church of Jesus Christ of Latter-day Saints. Parts of almost every country in the world have been. proselyted since 1831, when the work was begun. For the most part, these missionaries are between the ages of eighteen and twenty-six. They spend from one to three years in full time missionary activity at their own expense. Parents and friends frequently assist in subsidizing the missionary; but, no contribution from the general Church funds is made other than for the return fare home and emergencies . Before World War 11 about 2,000 missionaries were kept in the field constantly, since that time the number has been over 5,000. Because of the current danand for young men to go into the armed forces, the Church has not called draft eligible men on missions since January 1951.30 As of this writing (June 1952) there are about 15,00031 men and women of the Church in the armed forces of the United States. If the mission is in a foreign country the missionary learns the language and the customs of the peeple among whom he lives. He conducts 30 Files of the Missionary Comittee of the Church of Jesus Christ of Latter-day Saints, Salt Lake City, Utah. 31 Files of the Latter-day Saints Serviceman Committee, Salt Lake City, Utah. a 98 meetings and organizes new branches of the Church. He engages in conver- sation with people of all stations of life. He preaches from the pulpit and in other public places as well as in the home. He cares for the sick and the needy, and performs all other ministerial duties. Since 1831, the Church has called about 65,000 men and women to fillmissions.32 There are countless references by leaders of the Church to missionary activities as an educational process. A representative statement is given.here: One of the greatest educational forces in the Church is the system of missionary work carried on. Practically every young man among the Latter-day Saints and many young women consecrate two years of their lives to missionary service. Having volunteered to accept the call of the president of the Church, these young people pay their own expenses into the.mission field and either support themselves while there, or are supported by their families.33 Lima The educational program of the Church of Jesus Christ of Latter-day Saints in practice bears out the religious and educational philosophy of the Church leaders. It is oriented to the growth and development of the individual for the advancement of the group. The recognition of the spiritual and.moral equality of individuals is seen in the lay administrative practices at all levels in all organisations within the total program. This program includes virtually all activity in the Church. 32 Files of the Missionary Committee, 9.2- 2.1.. 33 Adam.S. Bennion, "The Latter-day Saints and.Education" 29333 W ma, Number 7 (July 1920), p. 370. , 99 All auxiliary organizations function with the aim, to educate the members in the philosoplv and practices of the Church. The General Church Board of Education, of which the Church comissioner of education and the department of education are the executive branch, could itself be considered an auxiliary organization, because it constitutes only a part of the total program which is carried on. Each organization in the Church is presided over by a general board. it the head of each board presides a president and two counselors. Twice each year at the semi-annual general Church conference the members of these boards are elected and/or sustained by the vote of those present. it the head of the General Church Board of Education presides the president of the Church and his two counselors. On this board are the twelve apostles of the Church. The Church commissioner of education is the executive officer and Adam S. Bennion, a former superintendent of Church schools, is also a member of this board. These men, with the addition of the president of the Brigham Young University, form the board of trustees of the Brigham Young University. All other schools in the Church, with the exception of the Mche School of Music and Art, are directly under the supervision of the department of education, of which the comissioner of education is the head. The General Church Board of Education came into existence in 1888 when the Church leaders saw the need for the expamion of educational activities. his was at a time, when the Church leaders thanselves were . either in prison or in voluntary exile. Wilford Woodruff, “then president of the quorum of the twelve apostles, took the initiative in organizing 100 a general board of education, because there was no president of the Church, immediately following the death of John Taylor. The newly formed board chose Karl G. Haeser, principal of the Brigham Young Academy, to serve as superintendent of Church schools and as executive officer of the board. he General Church Board of Education has been faced with the task of providing week-day religious education to the youth of the Church without duplicating the work offered in the public schools. At first, academies were begun, which offered a full curriculum, because there were no public schools. But, as the public schools became more numerous, the Church schools were incorporated in the public schools, and seminaries and institutes of religion were established near the public schools primarily to provide the religious phase of the student's education. he General Church Board of Education now has under its supervision, tile four year colleges, sixteen institutes of religion, one hundred and thirty-five seminaries, one complete school system through the secondary level, and one business college. For the women of the Church, above the age of eighteen the Relief Society functions as an educational and service auxiliary. It was established by Joseph Smith, Jr., and has become an important part of the Church in service as well as in education. he Sunday School auxiliary exists primarily for the purpose of providing religious instruction for all members of the Church. It contacts a greater percentage of the members than any other auxiliary, and generally it has some of the best leadership available in each ward 101 of the Church. It meets on Sunday, the day which is conventionally used for religious activities. The Mutual Improvement Association is designed to provide activity for all members of the Church above the age of twelve years. It embraces boy scout work for the boys and a similar program for the girls. It aims-at assisting each member to develop his talents for the welfare and enjoyment of all. he Primary Association is intended to inculcate high moral ideals in the children of the Church whose ages are from four to eleven years inclusive. Its meetings are held usually on a week-day afternoon. Activities, involving games and crafts are engaged in freely. The children become conscious of giving through the "penny fund", which is maintained for the Children's Hospital in Salt Lake City. Thousands of boys and girls give pennies each week to aid in the caring of sick children their same age. he priesthood is not an auxiliary, for it is the core, so to speak of the Church; yet, it has an educational program for all male members of the Church over twelve years of age. Religious, temporal, and recreational activities are all a part of its program. A significant feature of the activities of the educational system is that a relatively large percentage of those affiliated are engaged in leadership positions. he axiom ”learn by doing" is put into practice in the Church educational program. I Table VIII summarizes the enrollment in the five Church auxiliaries. The percentage of total enrolled membership varies considerably from 102 one to the other. In the auxiliaries with a proportionally large number of children, the percentage of those who hold office is lower. According to the 1950 census sixtybthree percent of the total.membership above the age of twelve in the wards of the Church hold some office. This includes the priesthood offices. 103 TABLE VIII 30mm or mom AND omcms AND TEACHERS mmmcnmmmsmnmm ENDING DECEMBER 31, 1950 Percentage Officers Auxiliary T°tal and Officers 8:. Members Teachers Teachers ‘Relief Society 126,550 72,468 57 Sunday School 558,155 50,760 9 Young Women's Mutual 100,915 22,392 22 Improvement Association Y°un8 Men" Mutual 86,875 16,438 19 Improvement Association Primary 747 524 6 (as of May 31, 1951) 187’ 30’ 1 101. he missionary program of the Church has directly involved approximately 65 ,000 men and women since the founding of the Church. It is universally looked upon as a most significant educational amerience. hose who participate in missionary activities frequently have the opportunity of learning the languages and customs of peoples of foreign countries, in connection with performing ministerial duties. GHAPTER'V HIGHER EDUCATIONAL ACTIVITIES FROM 1830 TO 1892 Within two years after the Church of Jesus Christ of Latter-day Saints was organized, formal schooling was begun. In light of the great emphasis which Joseph Smith, Jr. placed on learning and intelligence, the establish- ment of schools was a logical development. Schools could be seen as a means of education by which the members could help each other grow in knowledge, skill and understanding. It was also seen as a means of providing the opportunity of learning a body of subject matter to a relatively large number of peeple in a minimum amount of time. The purpose in this schooling was to enable the members to become more efficient cooperative members of society and to become more like God in creativity and wisdom. The members of the Church, shortly after the organization in 1830, became actively engaged in expounding the beliefs which they held. There was no professional ministry, and there was a need for lay ministers to preach the theological doctrines of the Church. In June of 1831 Oliver Cowdery and William W. Phelps were assigned the task of "printing and of selecting and writing books for the schools in the Church."1 The task of providing formal education became so momentous that efforts at schooling were concentrated l The Doctrine and Covenants (Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1921) section 55, verse 4. 106 in the beginning on the adult male members, for they were in the best position to assume ministerial responsibilities. On December 27, 1832 Joseph Smith, Jr. was instructed to organize a school.2 In February 1833 he organized the School of the Prephets in Kirtland, Ohio, as a regular day school throughout the winter.5 This was continued while the Church was established in Independence, Mis souri.4 Minutes of these classes held in 1872 reveal that this school was continued in Utah. Other schools were organized to meet the needs for a more educated lay ministry. Here is the account of one of these schools, the school of the elders, given by J enson: During the month of January 1835, J oseph was engaged in the school of the elders. . . . During the winter the school, which was held in the lower story of the printing office building, was well attended, and with the lectures on theology, which were regularly delivered, absorbed for the time being everything else of a temporal nature. . . . The following spring (1835) William E. McLellin, one of the principal teachers of the school, said in his report: 'The school has been conducted under the immediate care and inspection of J oseph Smith, Jr., Frederick G. Williams, Sidney Rigdon, and Oliver Cowdery, trustees. When the school was first commenced, we received into it both large and small; but in about three weeks, the classes became so large and the house so crowded that it was advisable to dismiss all the small stu- dents, and continue those only who wished to study the sciences of penmanship, arithmetic, English grammar, geography.‘5 3 Ibid., section as. 3 Andrew Jensen, The Historical Record (Salt Lake City, Utah: The Andrew Jensen History Company, 1889 T, III T1888), p. 407. 4 Parley P. Pratt, The Autobiography of Parley Parker Pratt (Chicago: Law, King and Law, 1888), p. 100. 5 Jensen, _op. cit., III (1888), p. 424. 107 From the foregoing quotation it appears that the school of the elders, in addition to offering lectures in theology, did provide instruction in courses vdlich today are offered in the high schools and colleges. The nature of these courses, however, is not known. he historian further states, ”Joseph Smith had a great taste for languages. . . . He studied Greek, and during the winter 1835 to 1836 a Hebrew school was established in Kirtland.“6 A. University of the City of Nauvoo After having been driven from Ohio to Missouri and from Missouri northward, the lemon people settled in Nauvoo, Illinois Just ten years after the organization of the Church. The city mushroomed to a pepulation of about 15,000 within the first year. "The city was much larger than Chicago. At the lowest figures it has been stated as being twice as large as Chicago. It was the largest city in Illinois and probably second to St. Iouis in the Missouri Valley.” Writing under date December 15, 1840, Joseph anith said in reference to establishing a school in this city. "We have a bill before the legislature (of Illinois) for the incorporation of the City of Nauvoo, and for the establishing of a Seminary of Learning and other purposes, which I expect will pass in a short time."8 6 Ibid., Do 426. 7 Journal of Histon (Independence, Missouri: Reorganized Church of Jesus Christ of Latter-day Saints), XVII, Nmnber 3 (July 1924) pp. 313-314. 8 Joseph Snith, Jr., Histor of the Church of Jesus Christ of Latter- daz Saints (Salt Lake City, Utah: The Deseret News Press, 1908), VI, p. 288. 108 On December 16, 1840 the act was passed and signed by Governor Thomas Carlin.9 This act granted a charter, establishing the University of the City of Nauvoo. The charter provided for a chancellor at the head and a board of regents. It reads as follows: The City Council may establish and organize an institution of learning within the limits of the city, for the teaching of the arts, sciences, and learned professions, to be called the 'University of the City of“Nauvoo,' which institution shall be under the control and manage- ment of the Board of Trustees, consisting of a chancellor, registrars, and twenty-three regents, which board shall thereafter be a body corporate and politic with perpetual succession by the name of the 'Chancellor and Regents of the University of the City of Nauvoo,‘ and shall have full power to pass, ordain, establish, and execute all such laws and ordinances as shall not be repugnant to the Constitution of the United States, or of this State; and provided also that the trustees shall at all times be appointed by the City Council and shall have all the powers and privileges for the advancement of the cause of education which apgertain to the Trustees of any other college or university of the State. The board of regents method of control was probably best known to them because of the fact that most of the school leaders came from the state of New York, Idlers the board of regents control was in effect.n Moffitt states that the University of the City of Nauvoo provided for the ”first completely centralized educational control.“2 9 Ibid., p. 245. 10 81th, ”Section 24 of the Nauvoo Charter,” 22. cit., IV, pp.234-244. Times and Seasons (Nauvoo, Illinois: The Church of Jesus Christ of Latter-day Saints, 1839-1846), II, p. 284. 11 Richard L. Canuteson, uh Historical Study of Some Effects of Dual Control in the New York State Educational System,” (unpublished Ph.D.' thesis, Michigan State College, East Lansing, Michigan), 1950, p. 6. 12 John Clifton woffitt, The Develoment of Centralizi_ng Tendencies in Educational Organization and Administration in Utah. (Chicago: The University of Chicago, 1940), p. 22. 109 Technically, this university was not a Church school. It was a public institution established by the city of‘Nauvoo. However, practically all residents of the city were members of the‘Mormon Church. Therefore, the leaders and members of the Church served in nearly all administrative and instructional positions. The attitude of the presidency of the Church tOWard the university at that time is described on January 15, 1841 as follows: The University of the City of Nauvoo will enable us to teach our children wisdom, to instruct them in all the knowledge and learning, in the arts, sciences, and learned professions. Ie hope to make this institution one of the great lights of the world, and by it and through it to diffuse that kind of knowledge which will be of practicable utility, and for the public good, and also for the private and individual happi- ness. The regents of the university will take the general supervision of all matters appertaining to education, from.common schools up to the highest branches of a.most liberal collegiate course. They will establish a regular system.of education, and hand over the pupil from teacher to professor, until graduation is consummated and the education is finished.13 This statement as well as other evidence indicate that elaborate plans were in the making for a great university. The university certified all teachers and gave complete supervision to all schools in the city.14 In the inaugural address of John C. Bennett, the first major of“Nauvoo, on February 3, 1841, considerable mention of the newly created university is made. His plea was for "a utilitarian institution, freedom gained through knowledge and a liberal policy in the organization and instruction." That portion of the address dealing with the university is given below. 13 811th, pp. _c_i_._t_., p. 269. 1‘ Times and Seasons, pp. c t., II, p. 632. 110 The immediate organization of the University as contemplated in the twenty-fourth section of the act incorporating our city, """ " The Utah Geneolcgical and Historical Magazine. on.cit.. p. 15 39 The Utah Genealogical and Historical Magazine, op.ci£,. p. 16 254 thereto, the institution has been doing college work. The name academy implies work between the common school and the college or university. The Academy has been conferring degrees for the completion of its col- lege work, but the name academy places the school in a bad lisht. in view of its doing this higher work. That this may be overcome, I sug- gest that a separate name be given to the college department commensVrets with the work done there.no On October 23, 1903 the necessary amendments were made and the Brigham Young Academy became the Brigham Young University. President Cluff tendered his h] resignation to take effect December 23, 1903. The board of trustees unani— he mously adopted a resolution of gratitude. In 1901-1902 the training building, housing the men's gymnasium. was built. This building, as well as the Maeser Memorial building and other in- provements, is largely the result of donations made by Jesse Knight, one of 1‘3. the most generous benefactors of the school. u. The Administration of George H. Brimhall After acting as president until April 16, 190k, George H. Brimhall was on that date appointed president of the Brigham Young University. Joseph B ~O Keeler was appointed first counselor and Edwin S. Hinckley second counselor. This was in keeping with the tradition of the Church and with a resolution passed by the General Church Board of Education. hdfiw‘ ' — —"' '“"' h Minutes of the board of directors, op.cit., September 9?, 1903. l The term trustees is used instead of directors because the term was changed by amendment on October 23. 1903. h2 "History of the Brigham Young University," on.cit., p. MO. Minutes of board of trustees, op.cit., December 23. 1903. u; ._ The Utah Genealogical and Historical Magazine, oo.cit., p.17. 255 On October 26, 190“ the missionary and preparatory building res desi- cated. In the year l90h-1905 the department of arts and industries was or- ganized. An iron work department and a medical department were included in the organization. In the fall of the year 1905 the denartment of aericulthre was established. The Bachelor of Science degree was conferred in June of l’3h for four years of college work for the first time. The Bachelor of Arts degree was first offered in the snring of 1907 for three years of college work. This degree replaced the Bachelor of Pedagogy degree, which had been given fer the completion of two years of college work. Later, four years were requirefi for the earning of the Bachelor of Arts degree. In the board of trustees' minutes of November 10. 1908 is found the preposition made by President Brimhall, that the Brigham Young University be named the Church Teachers College. The preposition was apnroved by the university board of trustees, then sent to the General Church Board of Ein- cation, where it was likewise approved. Subsequently, on February 11. 190? the General Church Board of Educationufistablished the Church Teachers Col- lege at the Brigham Young University. making it the center of all college work in the Church school system. In 1899 it had been made the Church Nor- mal College. __. hh * Minutes of the board of trustees, gg.cit. February 11, 1999. 256 In the decade of 1900-1910 controversial issues arose concerning the spiritual interpretation versus the purely scientific interpretation 0f certain phases of subject matter commonly taught in colleges and univer- sities. The controversy was brought to a climax when superintendent of Church schools, H. H. Cummings, brought the matter before the General Churn? Board of Education and a committee was selected to investigate. At a special session of the board of trustees held February ll. 1911. a report of a special coamittee appointed by the General Church Board of Education was submitted. 5This committee was appointed to investigate a report of the superintendent of the Church schools. H. H. Cummings. regard- ing the teachings of some of the members of the faculty of the university. The investigation revealed that the teachers in question were doing that which they felt impelled to do by their own conscience. No spirit of con- tention was found among them. As a final action the board of trustees made the following resolution: Resolution of the Board of Trustees Jan. 21. 1911 of the Brigham Young University: RESOLVED: That the professors and other instructors of the Brigham Young University be required to teach those doctrines and other scientific and philosophical matters, and only such doctrines and mat- ters as shall be in harmony with the revealed word of God as construotcd and explained by the Presidency and Apostles of the Church. And that this Board of Trustees. under the authority of its arti» else of incorporation, does hereby delegate to the Presidency of the University the right and authority to determine. subject to the revision of this Board. when any teacher is or is not so in harmony. 145 ‘ --..-...., See Appendix F for this report in full. 257 The three men under investigation frankly admitted that they could not teach the inerranoy of the Bible, and that the specific charges brought against them were substantially correct. They denied. however, the implica- tion that their teaching had been such as to undermine the religious faith of the students. They insisted it had been constructive, not destructive. Ralph V. Chamberlin. one of those under investigation. makes this statement of the teachers in question in his biography of his brother: Permitted to express themselves freely before the investigatin: committee. they pointed out the unwisdom and immorality of teachins stn~ dents on a basis that can be sustained only by evasion or repression of facts which must in time arise again and again to confront these stu- dents. They briefly pointed out the advantage of a historical View which recognized that religious experience must have clothed itself in ideas and thought-forms current at any given past time, Just as in our own day, and that the discrepancies between those old forms and those of modern times constitute no serious difficulty. The important thing was to get at the abiding religioushgeality. stripped of those transient and accidental forms of expression. A letter dated March 16. 1911 and signed by five-sixths of the students at the time exnresses some of their feelings: . . . We . . . will proceed . . . with our reasons for asking that Dr. Joseph Peterson. Dr. Ralph V. Chamberlin, and Professor Henry Peter« son should be retained by the faculty. In the first place we believe that freedom of investigation is a fundamental necessity for all scientific, religious. or any other kind of progress, and that we, of all people can least afford to take any stand against it, or do anything that will be interpreted as such a stand. ‘16 -~-------— Ralph V. Chamberlin. Life and Philosophy of W. H. Charbfrlin, (Salt Lake City. Utah: copyrighted by author. 1926), p. lug. 258 We believe that the great prohlems of modern science are worth? of our most resrectful consideration. .53 re realise the fell? n? at?“ pt- ing to solve them indenendently and alone hv-ienoring the findings of the pest and the work thet is beiny done at rresent by others who err striving with honesty and sincerity equal to our own and with Eetter tam cilities. We are convinced, that nothing can be gained by excluding those subjects from our college. since every man or woman who goes east or west to colleges of high rank must face the questions. We believe t?» we should provide for him to meet them here under circumstances that . will assist him in making sane, conservative, and logical sdjustnenie.‘ J» J R. V. Chamberlin end the other two persons involved resigned end four“ employment elsewhere. never to return to the Church school system. A few years later W. H. Chamberlin, a brother of R. V. Chamberlin, became involvw‘ in a similar controversy and left the Brigham Young University. He, however, returned, to the Brigham Young College in logen in 19?0 and remained there until his death. Because of the need to expand the school. a site on a hill north of town was selected and the Maeser Memorial building was constructed there during the year 1911-1912, at a cost of 110,000 dollars. It was named in memory of Karl G. Meeser, the first principal of the school, who had died in 1901. On February 12, 191? Emmeline B. Wells. a Mormon writer of dis~ tinction, received the honorary degree. Doctor of Literature. It was the first honorary degree conferred by the university. During the year 1913 the women's gymnasium was built at a cost of 30,000 dollars. On April P1. 1916, the board of trustees authorized the conferring of the Master’s degree. I‘oid. . pp. ing-15?. 259 During florid War I a student arny training corps unit was organized in an effort to aid in the crisis which was at hand. The White and Blue of October 15, 1918. states: The Student Army Training Corps is still growing and from present indications the two hundred men at whom it was aimed in the first place will form but a nucleus of the real camp. Commander Hancock has efigressed the wish to make this the best training cores in the State. During the closing years of the war, the years 1917-1913. the Mechan- ical Arts building was constructed at a cost of 65.000 dollars. The curric» alum offerings of the school in the year 1919-1920 were relatively complete, although the Bachelor of Science degree had been dropped. Below is a brief description of the curriculum. The Brigham Young University comprises the Church Teacher’s Col~ 1858. offering (I) graduate work leading to a Master's degree. (9) four year work above high school leading to a degree Bachelor of Arts, (33 I two years of college work leading to a Normal dioloua, (h) two years of college work leading to a disloma in business education, (5) one year of college work leading to a.nornal certificate. Ithglso maintains a high school of four years and an elementary school. ‘ In 1920-1921 the Bachelor of Science degree was recintroduced into the college program. . On April 26. 1921 George H. Brimhall was released as president and President Heber J. Grant of the Church submitted the appointment of Franklin S. Harris to the board of trustees for apnroval. Brimhall was made presides' 3 j v v- - w—v— f‘M-—-v- '0"va II. White end Bldg) (Provo, Utah: Brigham Young University) Cctwber 1’ 1918. p. 5. #9 Annual Catalogue of the Brigham Young University. on,¢1t,, lags- 1920, p. 9. '—'—‘—‘ 260 emeritus and Church School Commissioner Joseph F. Merrill aooointed his head of the religion department of the Brigham Young University. 5. The Administration of Franklin S. Harris Franklin S. Harris graduated from the Brigham Young University in 1907 with a Bachelor of Science degree. With slight financial means he went to Cornell University and began work toward the Ph.D., which was con- ferred Upon him in 1911. He then returned to the Utah State Agricultural College at Logan, Utah where be occupied the following positions: from 1911 Ito 1915, professor of agronOmy, from 1919-1916, director of school of sari- q culture, and from 1915 to 1991, director of Utah experiment station./OOn July 1, 1921, he began his duties as president of the Brigham Young Univer- sity, the formal inauguration taking place October 17, 1921. Until 1991 the university had not been a university in the sense generallyaccepted. The departments were loosely organized. the high school section was sensing a great deal of the strength of the institution, and a considerable anouut o' "in-breeding" was resulting from a lack of study outside of the state of Utah on the part of the faculty members. The historical committee appointed by Harris made these observations: While the school had for years had the title of a university. a majority of the students had been in the high school section, and the standards of the college section were not of such a character as to de- mand recognigion of the various colleges and university associations of the country. (sic) ___. ”'W ”- 50 Igigtory of the Brigham Young University,” oo.cit.. p. 65. 51 Ibid., p. 67. 261 President Harris undertook to correct these and other weaknesses at the cut— set of his term of office. A limit was nlaced on the high school enrollmcn‘. the old Academy building was renamed the Education building. and eehheticnl leaves were granted to faculty members. In 1921. when Harris took over. there were 17,030 volumes in the li- brary with hardly adequate space for them. On August 18. 192h. T. N. TnylfiY. chairman of the executive committee of the board of trustees. reported that the General Church Board of Education had made an appropriation of lfifiufivl dollars for a library building. Hence. the Heber J. Grant library building was built. the dedication taking place on October 16. 1925. In January of 1937 the number of volumes exceeded 100.000. In June 19UO there were more than 117.000 volumes. In 1951 the number reached 165.000 books and 90.0““ namphlets.52 Two floors were added to the Mechanical Arts building in 1935. It was renamed the Brimhall building in honor of the former president. The Frieie+ Young stadium and Stadium House were built during the years 1935 and 1936. Three dormitories, Amanda Knight Hall. Allen Hall. and Upper Campus dormi- tory were constructed between the years 1937 and 1939. When Dr. Harris became president. there were already organized a col- lege of education. a college of arts and science. a college of commerce and business administration. an extension division. and a research division. Fe '3 " "’ C p. 73. Annual Catalogue of the Brigham Young University. oo.cit.. lQSI-137? S 8o 262 saw the necessity for expansion and aided the college of apolied scienve {I 19?2, the college of fine arts in 19?5. the division of religion in lfiwfi, and the summer school division in 19hl. During the school year lghl-lQhP, 53 1686 classes of instruction were offered. Accreditation. In 19?? the Brigham Young University became a member of tte Northwest Association of Secondary and Higher Schools on the unfiunlified recommendation of Dean Bolton of the University of Washington.5 On Sertenber 22. 1923 membership in the American Council of Colleges was obtained. On May 3, 192M President Harris renorted to the board of directors that admis~ sion to the National Association of Colleges and Universities was granted. On January 13. 1927 acting President L. John Nuttall reported that aimissior was gained into the Association of American Colleges. In a letter dated November 20, 1998 to President Harris from Adam Leroy Jones, chairman of the committee of university admissions of the Association of American Universi- ties. admission to that organization was announced. It gives me great pleasure to inform you that at its annual meetiur 'on November 17. the Association of American Universities voted on the recommendation of the committee of classification of Colleges and Uni- versities,to place the Brigham Young University on its approved list of colleges.79 It is indicated in the 1351-1052 catalogue that the Brigham Young Uni- versity has been anproved by the following list of educational organization, and associations: 53 v ‘ -—v-~-- ”History of the Brigham Young University.” on.cit., p. 67. 5h Ibid., pr). 71-720 55 4.111.. p. 73. 263 Association of American Universities Northwest Association of Secondary and Fisher Schools American Council on Education Association of American Colleges American Association of University Women National University Extension Association American Association for Adult Education American Chemical Society The National Commission on Accrediting 56 The American School of Oriental Research- The providing of loan-funds was encouraged during Harris's administra~ tion. In 1922 the sophomore class began loan-fund drives which have con— tinued to the present. On June h, 1929 the Alumni Association initiated the "University Permanent Fund Endowment.“ On June 8, 1932 the committee re- ported receipt of 6.000 dollars and the following year 11,797.17 dollars were reported. The Joseph Smith building. the new home of the department of relision, was dedicated on October 16. l9hl. At the dedication, President Franklin 8. Harris said: The growth of institutions such as the Brigham Young University is frequently characterized by distinct epochs. Lewis Hall. the old ward- house. and room D.. each had its day as a meeting place for stud.nts. Then came more spacious College Hall, which served as auditorium for nearly forty years. Each marked an epoch of growth: each has left sacr°‘ memories with those who listened and worshipped within its hallowed we}: . Alumni of each epoch will testify that the spirit of the pronhet—fou:~os and the inspired first teacher has continued to permeate the school, no matter how humble or how elegant have been the housing facilities. '1 mflfi So Annual Catalogue of the Brigham Young University. 0n.cit.,'l?Fl~ 19523 P0 36' 264 With the rapid growth of the student bony during receht years. College Hall, which had served so well and so long. became inadewunte as the general meeting place. Less than a third of the students could be seated in it at a time. Thus. the majority were denied much of it; very things that mass the Brigham Young University unique. Students coming from far away primarily to secure the spiritual advertise-es o: the institution were able to obtain these advantages only in pert. When this problem was made clear to the Board of Trustees of the ‘University and the Authorities of the Church, they sought to solve it. Their efforts bore fruit in this magnificent structure appropriately named in honor of the founder of the Church. Here, many deficiencies of recent years will be remedied, and the University will enter a new era of enlarged spiritual service. All friends of the youth of Zion will rejoice in the completion of the temple of learning which is to serve as a religious and recrea- tional center fog unnumbered generations of students who will gather from many lands. 7 b. World_fl§r II. With the Opening of the school year lake-39b} the school was called upon to make greater effort in connection with the war. President Harris at the first faculty meeting explains briefly the obligation of the Church University: National leaders are more concerned about the country's weIfere than they have been since the Civil War. In this great crisis the col- leges of the country are being asked for aid of two principal kinds, training, which will equip young men and women for a technological war, and influences for emotional stability, and clear and correct ttirhine. . . . As a Church institution. we have a special obligation to help make our peOple spiritually strong in this emergency“R The school was allowed 802 young men in a reserve officers' corps. Also tuition free government courses were offered in areas vital to defense. '1_.t-.---- -w” - - - 57 ”History of the Brigham Young University." n.cit., p. 127. 53 "History of the Brigham Young University." on.cit.. p. 8?. 265 Dining "7eerd War II Brigham Young” Univerdi tv' aided in train-int: rersm-rzr-l for the United States Army through the following proyreme: The Arwy Snee- ielized Training Program, Engineering Science, Mennrenent end Defcnoe Training, Collegiate Pilot Training. Franklin 8. Harris resigned the presidency at the end of the 19th- l9h5 school year. Shortly thereafter he was made president of the Utah State Agricultural College at Logan. 6. The Administration of Howard S. McDonald Howard S. McDonald became the fifth president of the Brigham Youna University on July 1, 1935. Previous to his appointment as president, he had served as assistant principal of a school in San Francisco and later : as superintendent of schools in Salt Lake City."9 At the beginning of President McDonald's tern of office, the Church comniesioner of education was withdrawn from the line of authority so that the university president could report directly to the General Church Boar? of Education. The commissioner of education was also taken out of the line of authority between the university president and the head of the division of religion. During McDonald's term of office. the school underwent an ethaneicn at a rate previously unknown. As enrollment trends indicate there was an irnrv dation of students in the winter term of the year l9h5-19h5. the nurhcr —— —M---.-.-~"fl R9 / Annual Catalogue of the Brigham Young University. on.cit.. 19?:— 1952, n. 314. .. 266 more than doubling. The facultv ens necessarily increased. The eradvate school and the student counseling services were reorganised to meet the new demands. In this emergency prefabricated dormitories for sirgle and married veterans were constructed. Similar buildings were set up to serve as a cafeteria. a health center. a bookstore. and classrooms. A permanert heating plant and a women's dormitory were built and considerable progress was made on a new science building before President McDonald resigned in 19kg. He accepted the position of president 6f the Los Angeles City College (now Los Angeles State College.) Doctor Christen Jensen. formerly dean of the graduate school. was nare5 acting president on November 1. l9h9. He remained in that office until the snring of 1951. During his administration the two million dollar science building was completed and construction on the new fieldhouse was initiated and practically ccnnleted. He had previously served as acting president during an absence of Franklin 5. Harris in the year 1939.19h0. 0f 5‘: 55?- vices at the University it is stated:' His two periods of administration were characterized by an emphasis on scholarship and a meticulous observance of proper university standar5‘. In an era of dynamic university problems. President Jensen directed an administration characterized by stability and sound judgment hot? aca- demically and administratively.60 60“ ___-_ "" Loo. cit. 7. The administration of irrest L. Tilrirson Althouyh Ernest L. Wilkinson took over the presidential responsibil- ities early in the year 1951, his inauguration did not take place until October 5. of the same year. President Wilkinson had graduate; *a a 92 U d n Brigham Young University in the days of President Brimhall'a administratizr and had gone to the George Washineton University to study lew. Fe received the Bachelor of Laws degree from that school. then attended the Harvard in? 41 school from which he received the degree Doctor of Juridical Science. This was followed by rich experience in the teaching field as well as in the practice of law. Since arriving at the university. President Wilkinson has emphasized the need for high scholastic attainment. for democratic living. and for spiritual growth on the pert of faculty members and students. One of his first accomplishments as president was "to arrange for the installation rf 6? Air Force R.O.T.C. units." 8. Change in Board Personnel At a special session of the General Church Board of Education on Sep- tember 28. 1938 the Church presidency exolsined that most of the Church schools had been discontinued and that their respective boards no lonrer 61' V W "WW" 268 were i‘uncticnine. Therefore the General Church Boer-6 0" Education rmlc’. 3' ~ ‘ H Q‘"1.- assume the governing: responsibilities of all remaining institutions. bers of the Brigham Young University board of trustees armroved of the plan and were released. Members of the new board, who were announced at a meeting held Feb- ruary 2, 1939 were Heber J. Grant, J.Reuben Clark, Jr., David O. McVey, all of the Church presidency, and Ruriger Clawson, Josenh Fielding 811‘. th, Stephen L. Richarfis, Rickard R. Lyman, John A. Widtsoe, Josenh F. Merrill, Charles A. Callie, all of the council of the twelve apostles. and Frarlein 1,, West. Adam S. Bennion. Franklin S. Harris, and Arthur Winter. Officers 'of the board were elected as follows: President, Heber J. Grant; First Vice-President, J. Reuben Clark, Jr.; Second Vice-President, David O. Revisit £1 -./ and Secretary and Treasurer. Kiefer B. Souls. At a session of the board held March 31, 1939 it was announced. by President Clark that the following members had been appointed as an execu- tive committee of the board: Joeenh Fielding Smi th, Stephen L. Ric‘hm-fiq, ('1. John A. Widtsoe, Joseph F. Merril. Charles A. Callie. Albert E. Bowen 55 ”and Farris was later added.” All members and officers of the new tears“: of trustees were elected at the general Church conference in April 1‘89. _ 33 Loc. cit. 6h —' 65 "History of the Brigham Young University," omcit” p. 8?. 269 f 3r}: gm Y :3 1L. Y: 3 With the exception of the nresident am’v secretarv of the Fr University, the board of trustees of the Byi gham Young; Univereity her-arse sr;.{.‘-’ identical in 1939 with that of the General Church Board of Education. Q‘ the university had always served. the entire Church. making members of the council of the twelve apostles members of the board strengthened this. polite. 66 Also. since mast of the funds for operation and building: came from the ‘30??? of the Church rather than from Provo or from Utah county, the general an.- thorities must have felt a growing resnonsihility. As evidence of this, be 67 ‘ 19h9 articles of incorporation provided for all of the twelve nestles. a. to addition to the Church commissioner of education and Mam S. Benn-ion. serve as members of the board of trustees. Table XXVII lists the presidents of the Brigham Young University with their title and years served. o’er Nearly 3,000,000 dollars in 1950-1Q51 according to the Catalan»- for 1951-1952, p. 31. 67 See Appendix D for these articles of incorporation. "270 TABLEXXVII ADMINIS‘mATI‘VE HEADS or means YOUNG UNIVERSITY mm TITLE AND YEARS SERVEDI w Name ' Title Years Served Warren Dusenberry principal 1876 Karl G. Maeser principal 1876 - 1892 Benjamin Cluff principal-president 1892 - 1904 George H. Brimhall president 1904 - 1921 Franklin S. Harris president 1921 - 1945 Howard S. McDonald president 1945 - 1949 Christen Jensen (acting) president 1949 - 1951 finest L. Wilkinson president 1951 - 1 Files registrar of Brigham Young University, Provo, Utah. 2'71 9, student Activities 5. Social Unite. 'T‘he "evil in exclusive fraternities and sororities" was early recognized by President Harris and he set upon the task of removing: these and yet retain the good effects of social organizations. On November 3, 1927' the following resolution was submitted to the board of trustees, who approved it: Resolved. that no student ‘he allowed to belong; to exclusive social organizetioxég which to all intents and purposes are fraternities am“ sororities. The terms used here, fraternities and sororities, had a negptive con- notation of secret and exclusive groups which practice snotbishness and SC" ciel ostracism. The university administration fosters social grours. ‘out dues are kept low and rushing is Open to the entire student boob; rather than to invitees only. Rogue. Phi Frageggfl. The Delta Phi Fraternity is one of the most active student organizations on the campus of the Brighton Young University. An?- the same could be said of its activities on other campuses in Utah. Entrees, is Open to any male returned missionary of any denomination. Each year there are elected locally a president. vice-president. secretary. historian, treasurer. and corresponding: secretary. There are selected seven stansim committees each year, 1717... publicity, athletics, social. finance. program. and temple. _— w .1»— m -‘——.--n H... ”- 68 ”History of the Brigham Young University,” omcit... n. 296‘. w... 2'72 The most unique features of tie Delta Phi fraternity hrcejrsm are the tivities directed by the orogram and temple committees. We program corse- ir‘ee schedules members of the fraternity to address the congregations o" ale-a1 churches weekly. This enables the m ,mhers of the fraternity to brew-- .ve their public speaking ability, and to share their thnuglts on relisicu ,jects with others. The tenmle committee arranges for excursions to the non temple which is nearest their respective campuses. By this means ir religious life is kept more alive throughout their college training. Wholesome association with the women students is encouraged through ties. dances. and discussion groups. Inter-chapter activities consist l yearly national leadership meeting: followed by a ”dinner dance." fgflglgrfhi. The Delta Phi Fraternity as it is presently organit‘ei n on April 3, 1931, when the National Friars club merged with the Delis organization. The latter was organized in 1869 as a debating socizty on O timpus of the University of Deseret (now the University of Utah): This i, according: to all available records became inactive around lel. During the year 192‘0 several returned missionaries on the campus of the rsity of Utah asked John LWidtsoe, then president of the school, a‘tmrt assibility of beginning a fraternity for all returned missionaries. $0 as not to incur disfavor from the university, the group maria t‘rs rater-denominational. It was formally begun on November P‘L, 1334?? arr? m-" \4)! Delta Pti Fraternityjfenjhooli, Oliver Smith, editor, (Provo, Utah. p. 15. 273 '70 ‘ - relied the "Friars Cluh." Groups. were organised on the smart-see of 2179*. an Zollege and the Utah State Agricultural College. In Jrnuary of l? ' l'eune; Doctors of Divinity Club“ (Y.D.D.) at the Brigham Young University ralgmnated their organization with the Friars Club. On December 29, 1930 the first alumni chanter of Friars was estab— ished at the University of Southern California. After the name was clrnmd ) the Delta Phi fraternity, national officers were elected. Howard Kelly :s chosen as the Grand President. In October of 193?. Milton Bennion. Dam. the School of Education at the University of Utah was elected to that sitinn. He was followed. in 19314 by Levi Edgar Young, a professor of his- ry at the University of Utah. On May 2, 1939 the present incuehant and {under John A. Widtsoe, was selected as Grand President. The 1951-1952 membership of the Delta Phi fraternity in each of the :rters is given in Table XXVIII. There are active chapters. chapters alumni and affiliated members who are unable to be active because of easily heavy school loads or family obligations. q—_« (J I‘cid. . p. 17. 274 TABLE XXNIII THE MEKBERSHIP OF THE NATIONAL DELTA PHI mrmqry ACCORDING TO CHAPIms FOR m YEAR 1951-19521 M d t f total Chapter Locat ion 81°12 enroll- or g ment U University of Utah 1931 144 Brighameoung Y University 1931 134 Utah State A Agricultural College 1931 104 R Ricks College 1948 31 1 Idaho State College 1949 27 ‘l Weber College 1949 14 Branch B Agricultural College 1950 9 Arizona State College T Tempe, Arizona 1950 23 Southern Californiaz Los Angeles 1931 o Aulnnni Salt Lake City .Al. 1 Salt Lake City 1950 65 1 Files of the national Secretary of Delta Phi, Harold Smith, Heber, Utah. 2 discontinued. h. fi.‘l“','e‘v*iu*-. Base-tall truss t" a first were 1,211.7.”3‘1 unfier Lineaur. A Baseball Club has been organized for the rn.‘:n_‘~or~.e of eri'cir-pf exercise and recreation to the bcys, and ggzzisensent to all W310 win“. to attend the game. There are 21* plaerTSo ’ ‘ “a (c In 1897 the "Y" Football team won the state chamionshin. However, a fatal accident occurred,a1ad on October 12, 1930 a ailing: we sat a "w:- 73 Ih 19%? eluding and forbidding football from the sports oi‘ the pupils." the men's gymnasium was completed, giving basketball a position of inscri- ance in athletics. Track, however, was the principal snort until a‘rc-ut 1930. When the General Church Board of Education restored football, {hes-e 7b was a great rejoicing among students. This led to the construction of the stadium in 1919. In the winter of 1951 the Brigham Young University basketball team won the national invitational meet at Madison Square den in New York City. 10. Enrollment and Graduation Table XXIX gives the enrollment and graduation trends of the Erie-rag: of Young University from 1891 to 19.51. The following list gives the nirrer Masters' degrees offered by the university according to subject: 71 The Normal. (Provo, Utah: Brigham Ymmg University). November r. 72 "History of the Brigham Young University," ram-cit., p. Wit. 7. )4 9! bid. . p. P thid. . o. 290. A. thieu t- 6 d .zham Yfiuflfi'fh3y7er3jry 1? 5 oz“ Vast ere‘ r. F' - P ‘ .‘fiflrttflfl (‘3 fl . F Trr‘. Accounting and Business noninistrstion. Agricultural Economy.. A:ronony............. Art.......... Bacteriology. Botany....... Chemistry.... Economics.... Education.... Engineering.. French....... Geology...... German....... History...... Hort icul ture. Marketing.... Music........ 9 O 0 Physical Education. Physics........... Political Science. Psychology........ Religion.......... Sociology......... Speech............. Zoology and Entomology. Archeology............. Spanish................ 0... TotaloloOOOOOOOOOOOOO Q '— v.— Files of the Graduate School Provo, Utah. ~‘—-_-'vfi—w' A . n O mm 276 \N '0 \NHMKM _ “mm c’thp’m Quwwww 1 \fi ‘ )4 "U '— H. -—'—‘——" - e- v of the Brigham Young University, -., 2'77 TABIEm ENROLIMENT AND GRADUATION TRENDS OF THE BRICHiAM YOUNG UNIVERSITY 1891-19511 Enrollment Graduate 8 Year High College Less Than 4 Years or Master' 8 School 4 Years Bachelor ' 8 Degree Degree M 0A. H080 1891-922 1892-93 1893-94 6 1894-95 515 7 1895-96 900 16 1896-97 904 7 189 7-98 16 1898-99 8 1899-1900 7 1900-01 1901-02 366 22 1902-03 680 11 1903-043 560 72 8 5 1904-05 900 58 20 2 1905-06 1906-07 1 .040 31 6 1907-08 1908-09 1909-104 96 8 1910-11 810 96 16 1911-12 , 760 108 19 1912-13 600 180 20 1913-14 526 259 45 19 1914-15 566 334 97 1915-16 557 * 479 53 1916-175 570 506 42 1917-18 614 262 21 1918-19 548 290 24 1919-20 860 286 18 1 1 1920-21 635 334 12 0 0 1921-226 334 593 31 0 0 1922-23 319 789 33 0 0 1923-24 206 949 141 69 6 1 1924-25 199 1,123 197 110 3 0 1925-26 200 1 .124 115 4 0 278 TABLE m1: continued W Enrollment ’ Graduate 8 High Less Than 4 Years or Master' 8 Year School 0011680 4 Years Bachelor' 8 Degree Degree Mer Mose 1926-27 ' 183 1 , 287 144 143 4 2 1927-28 156 1 .403 114 168 5 3 1928-29 178 1 .458 106 169 3 12 1929-30 150 1 .463 117 180 2 3 1930-31 149 1 . 448 92 188 2 6 1931-32 134 l .519 71 176 9 9 1932-33 112 1 . 710 259 7 11 1933-34 99 1 . 793 145 14 9 1934-35 146 2 .007 236 20 12 1935-36 157 2 .438 291 11 6 1936-37 177 2 . 319 277 7 6 193 7-38 132 2 , 461 319 13 10 1938-39 140 2 . 782 355 6 12 1939-40 147 2 .894 389 10 16 1940-41 161 2 , 715 360 11 17 1941-42 167 2 .131 304 7 10 1942-43 276 l . 687 179 7 13 1943-44 196 1 .155 121 2 3 1944-45 220 1 .508 142 l 3 1945-46 307 3 .446 236 2 2 1946-47 309 5 .082 469 10 2 1947-48 280 5 .441 631 8 14 1948—49 _ 275 5 . 652 779 14 22 1949-50 256 5 .904 916 23 40 1950-51 267 5 . 621 789 35 39 1951-52 270 5 .125 ' 1 Files of registrar of Brigham Young University. Provo. Utah. 2 College courses were introduced at this time. --Ihere no figures are given. no records are available. 3 Bachelorn' degrees were conferred for four years of work. 4 College department more fully established. 5 Mastere‘- degrees were authorized. 5 High school enrollment limited. Following is a list of states a..d countries from which the students of the Brigimm Young: University have come for the fell term of 1951. Forty-two states are represented. the District of Columbia, the territor- ies of Alaska and Hawaii. and fourteen foreign countries. It is a part of the philosrmhy of the school to encourage the interchange of students,re- gardless of the section of the world in which they originate. LIST OF STATES AND COUNTRIES REPRESENTED AT THE BRIGHAM YOUNG UNlVERSITY FOR THE YEAR 1951-19521 280 Alabama Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Idaho Illinois Indiana Iowa JKansas ‘Kentucky Louisiana JMaine IMaryland Massachusetts Michigan Minnesota HUssissippi Missouri Montana Nebraska lNeanhmmpshire Australia Ikihgiumi loamumia :Demnneafl: Ifluileuui IErsurce <}ecnnauuy 235 484 53 12 629 H ,p. H GIFHIP-OQGIQ g..- bl OP'DO‘IHOIP mmawaww United States UNITED STATES FOREIGN COUNTRIES Nevada NeW'Jersey New Mexico New York Nbrth Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vbrmont ‘Virginia Washington west Virginia Wisconsin wyoming ‘Washington D.C. Alaska IHawaii Guatemala India Iran Japan Mexico 'NeW'Zealand Uruguay 4,848 NH H HNONN Fbreign Countries 126 Total 4.974 ‘1 Files of registrar of Brigham Young University, Provo, Utah. 281 C. Rifks Collewe H W" C-“f'- 1. Origin and Administration Onlkwenber 1?, 1983 President Thomas E. Ricks of the Bannock Stake of the Chmmfizof Jesus Christ of Latter-day Saints and Karl G. Maeser of the General Church Board of Education Opened the Bannock Stake Academy at De:- hurg, hhnuu This was in accordance with the urgings of Brigham Young before 75 has denun. Jacob Spori was the first principal and teacher, serving in that capacity for three years. Joyce May gives this account of Spori: Jacob Spori. a brilliant convert from SWitzerland and personal friend of the Church educator Karl G. Maeser. was selected as princi- pal of the Rexburg school. Brother Spori had not yet reached the United States when he received hi§6call to Rexburg and the family went directly to the Snake River Valley. Spori was succeeded in 1891 by O. N. Watkins. who worked with the strug ling institution until 189h. George Cole was then appointed principal: he served for five years. In 1898 the Bannock Stake was divided and the academy was then located in the newly created Fremont Stake. The name was changed to Fremont Stake Academy. In 1399 Douglas M. Todd was made principal. He held this position until 1901. when Ezra C. Dalby succeeded to that position. "m.- lv.N~-'. .4 . 75 - .Annual Catalogue of Ricks Academy. Rexhurg. Idaho, for the year 1909-1913. D- 7- 76 £Layce May."Ricks College. Idaho's Latter-day Saints School." ¢E§ lggggzzgggggg;§g§, (Salt Lake City, Utah: ihe Church of Jesus Christ of‘iatter- day Saints, 12.97 - ). LIV. Number 10 (October, 1951), p. 710. 8. 282 +93 On January 9‘5, 10.02 the Fremont. Bingham, and Teton Stakes were uni t into one school district. The next day. a new stake heard of education “"3“? oraani7ed. consisting of the presidencies (nine men) of these stakes. Thomas E. Bassett was made president of the board. "This new organization gave the Academy support heretofore unknown." The following year, 195‘}, on October 1, the name of the school was changed from Fremont Stake Ace-5923‘; Ricks Academy in honor of its founder, Thomas E. Ricks. to lackfoot S+ahe In January 19014 the Bingham Stake was divided and the was created. The presidency of this new stake was added to the board of education. In 1907 the Bingham Stake was again divided and the Richy; Stake was formed. A year later the Yellowstone Stake was formed out of a division of the Fremont Stake. It was decided that the presidency of the Present Stake and the presidents of the five other stakes would constitute the 78 board of education. éi‘gLof the Academy. Near the close of Dalby's administration he stated the aims of the institution as the instruction of secular knowledge and the development of spiritual understanding. It is the purpose of the authorities of the Ricks Academy to main- tain a school in which the students who attend shall be instructed in all secular branches of study and shall be surrounded with such influx- ences as will tend to deve10p in them faith in God, and an appreciation 77 78 Annual Catalogue, on. cit., 1909—1910, p. 8. Loc! cit. 283 of revealed truth. In order to accomplish this end, sr-ecisl courses of reiirion and ethics are given in eac. year. but especiahg- the suit: t of the gospel is so encouraged throwmsqut the school life that it is . . , ‘ .1 made to pervade ever},r sun-:9 ct taught. - The fol‘o'ri 0 statement was made in 19;}. the same year the mechanical ‘ arts buildln-ti was completed. The educational nhiloscphy of the ecc-esiasti. ' .4 ‘ leaders of the Church from Joseph Sui th down to Joseph F. Sni th is revealed. 3 b 9.5.. . L Development of the manual skills was considered advisable for every stir The great aim of the Academy is to prepare its students for the practical activities of life. It desires its graduates to he a‘nle to 'carry their own weight' in life, to do their part in the industrial world. Not only does it impart knowledge, but it trains in the doing-1 of thingsk Merv student is advised to take some work that develops the hand. . .‘ In the spring of 19114 Professor A. B. Christensen was appointed nrirri- cal. He ”began his work with the idea of strengthening and broadening the 8? curriculum." Early in the year 1917 Professor Christensen was released an“ Professor George S. Romney was appointed head of the school. The title principal was changed to president at that time. In 19?). after the Church had discontinued the academies at Preston, Paris. and Oakley. Idaho. Ricks Academy was made into a junior college. with the intention of eliminating igh school work as soon as possible. This was done so as to accommodate more students at the college level and W79. __-___-=_ V ___—— Ibid., 1911-191?, “0 8. 80 See chapter III for educational philosonhy of Church leaders. 81 ' E. C. Dalby. principal. in Annual Catalosgue. 073.923,. 1'37‘13-119111, p' 170 82 Annual Catalogue. on.cit.. 1913-1919. p. 11. ”rm 9 larrer area. In 19?} the hicxs school district was enlarged to 1_u:]*;§e '53 0f Idaho: nemei stakes comurised the enlarged hoard' Freuort Boise, the board was enlarged accordinnly Presidents latex. the entire state the following Yellowstone, Ili-‘I‘y, Idaho Falls, ihelly, Blackfoot, Lost Five 8 Minidoks, Oneida, and Bear Lake. hathelete nineteen-twenties and early nineteen-t}.irties tlle ore sin dency 0" the Church and the General Church Board of Education were makinv action toward turning the Church junior colleges cv~r to plans and taking .3 unwillingness of the stein Me resoective state govermnents. Because of th of Idaho to accept the resoonsibility of Ricks Coll the Mormon penn‘m college as a Church school. '7‘?! 6:7 in Idaho were determined to maintain the raised certain issues, to which Commissioner Joseph F. merrill in a resort eferred. to the General Church Board of Education on January 8, 193d r At the last board meeting President Grant said we must remiss. The First Presiden v were extremely disappointed that the Advisorv Committee recommended no more than th y did and that was done because of the objections raised by the schools of the Church the etselves ., in their plea for maintenance until there is found a substitute. For in- stance, Ricks College states, that to close Ricks would be to ti<9 0.. of the Comnunity money they are paying into the Church and as it is. ‘we a e returning a part of their tithing‘to them. After careful inves- Bishop's Office has ’ouni that in verv case we have a junior that thev are get‘it..r tigation the Presiding college, in-the districts Where ~h‘n.( .. .--.~-- 0 .‘vfivr-C‘ma.-. ~.~—-..— “—— '5" 1A? .‘ I ‘4'" 5. p. 1 63 Axunhal Catalogue of Ricks College, oo.cit., 1E2 81+ Ibid., 19?8-l929. p. 17. 85 Bills to transfer Ricks. (1011658 to tel state were introdv-ced ix" Thev wer E; bc ‘gh Fererutr‘ 1"" a '11?er t}: 9 Id»; be leg'islsttre in C30 and 19?. nvmrgij1. TWue‘prwrciral argument against it was. that th e state was 018 1*w to sxrr/crt and build no the state university at Moscow, and con? c rr‘t eff”; to sxqpc‘rt another school. 1 v I ' 13“ AV~ Q ‘31-" more returned to then thfifi they pay into the Ciurch. azotHn. ~ev'c.1 If we abandon these schools, we have no means of orepnrin; public so teachers. They would have to go to the State. Fects show that tie greet- 1 e from Latter-day Saint homes. Third objection: we want the influence of the Church school in this state and community. This objection is seriour. his influence should continue if possible. In part, the institute would take the place of the college in junior college regions. A resort from Hinckley states that the seminaries serve better than did the academy. Fourth objection: That you will take from out of our community the on or- tunity of getting college training. This is the most serious objection raised and is the basic reason that the Junior College not be closed next year. . . . People all over the Church are asking for seminaries for their children. There are more than 2000 Latter-day Saints boys and girls c: unable to get week-day religious training until we get more seminsries. When it was evident that the state would not accent Ricks, the Chirch authorities in Salt Lake City, rather than abandon the school, told the echo”: and Church officials at Rexburg that they must raise funds to insure the existence of the Church college. Within a few years the school was on muc? firmer ground. In 1931 Professor Hyrum Manwaring was apnointed president, following a year's leave of absence by President Remney. On April 6, 1936 the collene was fully accredited by the Northwest Association of Secondary and Hieher 8? Schools. In l9hh President Manwaring was made president emeritus and John In Clarke was transferred from the directorship of the institute of religion at St. George, Utah, to the presidency. Clarke is the present incumbent and is administratively under the Church commissioner of education. Below is Table XXX giving the name, years served, the title of the ad- :rinistrative heads of Ricks College from its beginning to the nresent. vmfiv- 86 Minutes of the General Church Board of Education. on.cit., January s. 1930. 87 Annual Catalogue, 02.cit., 1937-1933, p. 1?. 286 TABLEIXXX ADMINISTRATIVE HEADS or RICKS COLLEGE WITH TITLE AND YEARS SERVEDl W Name Title Years Served Jacob Spori principal 1888 - 1891 C. N. Watkins principal 1891 - 1894 George Cole principal 1894 - 1898 Douglas M. Todd principal 1898 - 1901 Ezra G. Dalby principal 1901 - 1914 A. B. Christensen principal 1914 - 1917 George S. Romney. president 1917 - 1951 Hyrum Manwaring president 1931 - 1944 John L. Clarke president 1944 - 1 Files of registrar of Ricks College, Rexburg, Idaho. 287 b. Fettrnt 0r”?! 7e‘ic n. Denartnental orQHFizaticn in the year 193"19?7 consisief '1' -;---;.‘i—--m' of four deuartments: arts and sciences, business. edu"ation, end enaineeriv . In 1938 the heads of these departments were named deans. Since that tire tin organization has been chsneed to include the following divis sions with a chairnan as head of each: social science, business, education, farm and hose science, humanities, mathematics, natural sciences, and relis n. 2. 31.11 15.15.38 For the first ten years following the establishment of the Pannocw Stake academy, it was quartered in three rooms of the First ward chapel. At the opening of the eleventh year the upper floor of the Rexburs Sin“. was made available for classwork by the Zion's Cooperative Mercantile Tn~ stitute. This was found to be insufficient for the rapidly growing numier of students. With the sanction of the Church presidency, the entire Rur- burg store was purchased in 1901. In 1903 a new academy building was completed. The feeling of progress because of this was most enthusiastically described in the annual catslorue as follows: It was the greatest day in the history of the irstitution. The strug:les and di sannointnents of fifteen years were form tte . A new fin: had dawned an d both teachers and students felt the insrirsticn of the I occasion. All were determixed, both faculty, a.nd students. ti.at txe er tent and quality of the work should be bette-r thn.n it. had been before. The hopes of that day have been more than realized. SS — —..u "um. Q‘- a “.p- - ’\ Annual Catalogue, nn.cit., 1009-1910, p. Q j 0 In reference to ecece for the school, the following staterent was made six years after the first building was constructed: So large has been the attendance during the last three years that the building has been corpletely filled, and another new building vii have to be erected to accommodate the students in the near future,** ! The new building, which was opened for use in 1903 and dedicated in 1906, was later used as the Administration building. In 191} the Mechanirni Arts building was ccmnleted. Three years later the corner stone of the firs» nasium was laid. With the addition of these buildings, the curriculum we: enlarged and extended. In 1919 the gymnasium with laboratories was caprj,+§. 90 at a cost of 80,000 dollars. In 1932 an athletic field was constructed fuz‘ west of the “old campus.” Later in the same year ninety acres were ourchnpad 91 making a hundred acres campus. In 1937 the residence housing was improved through the purchase of a building located on College Avenue. In 19b5 under the administration of John L. Clerks 3 remodeling program was begun, which was completed two years later. In l§h6 Federal Housing units for veterans were constructed. In 19L? the new cafeteria was built and put into operation. In 19U9 a new 5?,“fifl dollar shop for wood and metal work was constructed. H -mw-wnm- “MM- - 0‘- ~~s,.—-~- ‘ v- -‘D' .«r... .- ~ - - ~-.......—.—.. m~.“-fi - _ - .. , . _. ~w - . o--- - 289 1. Curriculum ’ For tte firqt few years after the Opening of tte Pannocx Acsderv, (a, school work was almost entirely on the elementary or grade level. Public schools made their Appearance relatively late in that section of Icahn. In 1898 a high school department was added, but not until 1900 were the elFWHr- tary grades removed from the academy. However, a preparatory course for the older students, who did not have the onrortunity of attending elementar: school, was still providefl. In 1903 a three year commercial course was eaded. In 1905 a three year mechanical arts course was mace available. T?» course offerings in 1909, all of seconflery level, were listed as folloret . Four year Normal course. . Four year General High School . Three years Commericel course . Four years Domestic Science . Three Years Mechanical Arts . One Year Sunday School Normal Course . One year preparatory for beginning of hiwh school «or? . A short missionary course . A Winter course 10. Snecisl short .3urses in Elocution, Music, Cooking. Sewing, Arts, and Carpentry. ‘ 1 2 3 u 5 6 7 8 9 The Sunday school and missionary courses were primarily for those who wishei to devote their time as laymen to Church work. All courses however, con- tained the study of theology. In 1909 a music course was eéded on nebular dewnnd. 92 -..-- Il‘=l‘:l., 1905-1909. De 150 290 In 1'15 under A. B. Cvristensen a course in leanersh n are fine arts was added. The same year. a one year college normal orOErnm, consistinr of the folIOwing courses was added: Theology I, Gospel and Princinles and Dispensations English I. Rhetoric and Composition History of Education and Social Pedagogy and Elementary Training Normal Drawing 93 Economics In 1916 by action of the General Church Board of Education, Ricks was made a junior college, "both normal and academic aims war: in mind.” Felow is 9 the two year course that was outlined at that time: \ First year: Second year: Theology I Theolosy II English I Enalish II History I History of Education II Mathematics I Sociology I Agriculture I Pedagogy II Economics I Training II Psychology I Psychology II Education I Biology I Training I Home Nursing Home Economics I Art II _ Normal Drawing I Ethics I 93 Music Manual Training 93 '-_~-‘ Itid., 1915-1916, p. 13. 9h 95 Annual Catalogue. on.cit., 1916-1917, on. l3-lh. ‘ There were two desertgents of‘icially estahlished in lfilh. tre 1rnna: *e— partnent and the arts and sciences deoartnent. In the Bumper of lGlE a. experiment in 51 mp ervised hone study was Tee... wrx ch was very unique considering the period and the location. It was c~n~ ceived and put into practice to meet the educational needs of a sulstsltiel percentage of students. who were obligated to work full time on the farm in the fall and snring. Two resular terms were set up, a long term of nine months and a short term of six months. Those who needed to take the short term because of home obligations could register for ti1e summer course. Ethel Cutler. one of the originators. and George Maughan give the following explanation of this program: 1. Our school is believed to be one of the first to do suocrviaei vocational teaching in Agriculture and Home Economics. 2. Because of planting in shrine and_ harvest in fall eit‘ er st fle1*« would quit school and miss much of their work, or the nexent s V 1a or r- worked or transient help was hired Thus. in the sunifiuer of i 5 tw, "'1. teachers were assigned the task of visi‘irr th . o: a; g? +‘e 9 and hel 9 them plan a bodv of material to as covered w‘ichw was related to actial life problsm8.T Z1e field supervisor visitei we,ks, then the home economics teachers visited for eirht wear of the wor‘{ was dzne b; corresf.nlengo. and high school crsdit given tr e stu tfor work successfully completely?“O V C t ’1) '1‘1.‘ ‘ 1 C. V"- *7 -- ’4. D f P 131‘ s-«— \(}:*.-5 .3, '1. PM“) 1+ W (- A, Guidance was given in social and religious activities an instr given in coaxing, sewing, agri culture. wooden rk, and Ezn lish. The fir~‘ 9? summer'there were many proolsms due to the newness of the wort. ‘6‘: —“-~—-”*W«--~fi _. " ~QWO‘v—m - .v - . .l -W .- J George H. Maugham, and Ethel Cutler," "woes ional Educttion at ?irkv Noruuii College,“ (Circular Number I of Ricks Normal College, Rexhura, Iiafia' $918.57, 13209 p0 10. i 97 Ibid., p. 12. It proved verv successful and the idea "as CrTYlefi to the ;eepT81 Church Foari of Education who accepted and used it in other schools. In the summer of 1913 there was sunervised home work in nursing, launderinr. household management, woodwork, farm accounting and hygiene, and all nhsees of agricultural work. The aims of the Vocational system as stated by those engaged in the work were: I. To permit the student to be at home when he is most needed end to teach him to assume responsibility in making a living. II. To give credit for intelligent practical work. III. To supplement fundamental theory as taught in the classroom. IV. To give a practical application of theory, and to make the sub- ject matter more concrete by giving natural setting for the de- velopment of the lesson. V. To teach the student to acouire the habit of study without the prodding of the teacher and to solve problems as they come to r1» VI. To help students spend their leisure time profitably. VII. To help students maintain the ethical and religious ideals of the school. VIII. To bring the results of scientific research and modern methods into the home and to adapt them to local conditions. IX. To bring school atmosphere and cultural ideals into the home. X. To enable the teacher to become better accusinted with the oer— sonal characteristics of the student and his home environment, and to learn the desire of the parents regarding his future. 1 XI. To make the teacher more alive to needs of the individual student.v 98 __--- Ibid., p. 13. 293 11 respite with the curriculum ernansion, the news was changed from sea APadeuv to Ricks hornal College in 1317. The school year was ten ii~~=i to twelve months and laboratory and library facilities were enlarged to nzrf the renuirenents set no by the state of Idaho. In 1291 the Idaho state roar, of education named Ricks an accredited normal institution. In 13?! t*e fir ‘ two years of high school were eliminated with the intention of later 3T0$T:fl‘ all high school work. At the same time. the name of the school was chanw d from Ricks Normal College to Ricks College. In 19°h the Idaho state board of education made the Ricks Collere suu'vv school a state summer institute for teachers. The following year the state legislature passed a law giving the college the right to issue elementary teaching certificates without further examination. In 1330 high school were was comnletely eliminated. On April 11. lahg a third year of college work was officially adied. In 19h9 a fourth year of college was made available. Accreditation as a ‘nur year college is pending at present (May 1959). The first Bachelor's dear 8 I‘D - '0 o) :g were granted to thirtybone seniors in the soring of 1350 Following in Table XXXI are given enrollment and college graduation trends for Ricks College from the year 1913 to 1951. 294 TABLEIXKXI ENROLIMENT AND GRADUATION TRENDS r03 RICKS COLIEGE 1913-1951l Enrollment Graduation Year 2 Years of College High School College or Associate of Arts Degree 1913-14 380 1914-15 274 1915-162 234 1916-173 377 9 1917-18 438 22 1918-19 405 11 1919-20 490 26 5 1920-21 495 29 2 1921-22 474 59 21 1922-23 532 84 22 1923-244 196 97 48 1924-25 162 134 42 1925-26 no record 210 2 1926-27 173 136 29 1927-28 163 191 31 1928-29 72 230 47 1929-30 33 233 100 1930-31 7 239 50 1931-32 276 282 54 1932-337 301 1933-34 300 1934-35 305 1935-36 244 1936-37 229 1937-38 296 1938-39 348 1939-40 343 1940-41 351 1941-42 315 .1942-43 158 1943-44 1.16 1944-45 170 295 TABLE XXII continued W Enrollment Graduation 'Year 2‘Years of College High School College or Associate of Arts Degree 1945-46 298 1946-47 507 1947-48 597 1948-498 770 1949-509 937 1950-5110 913 1 Files of registrar of Ricks College, Rexburg, Idaho. 2 One year college added. 3 Second year college added. 4 First two years of high school eliminated. 5 High school eliminated entirely. 6 These were largely Special students. 7 Unable to obtain data on graduates from the year 1932 to present. 8 Third year college added. 9 Fourth year college added. 10 First bachelor's degree given in June 1950. J’v \/ \ i) \ f 1 D . SUI-.131 a ry The fact that the Brigham Young University and Ricks College are both four year colleges, and that both are in operation today are the reasons for tresting them both in the same chapter. The two schools discussed in the chan- ter have been the only Church schools ever to offer a full four year academic course and an academic Bachelor's degree, with the exception of the Brigham Young College for a short period. The similarity between these two schools is of recent date, since it was only in 19h9 that Ricks became a four year college. One notable difference which exists today is that while the Brigham Young University has a board of trustees, responsible only to the General Church Board of Education, the president of Ricks College is directly under the supervision of the Church Commissioner of Education, who in turn reports to the General Church Board ‘of Education. The origin and subsequent develODment of the two schools are quite different. 1875 1876 1884 1888 1891 1892 1893 1895 1896 189'] 297 l. Brighan Young university wronological Outline History On October 16 Brighaa Young deeded to a board of trustees certain properties in Provo, Utah to be used to establish a Church Academy. On January 3 classwork began with Warren H. Dusenberry as first teacher and principal . On August 21 the first regular acedem was begun with Karl G. lesser as teacher and principal. On January 24 the building, which was obtained for the acedew with nuch financial sacrifice, was razed by fire. On July 27 Earl G. llaeser was asked to serve as the first super- intendent of Church schools, while continuing as principal of the acadeny. On October 16 the first founder's day was celebrated. The first class organization was effected during this year. Courses leading to a Bachelor of Didactics degree were outlined. m. was the equivalent of two years of college and was the first indication of college work. On January 4 the first permanent building of the seeds”, the Academy building was dedicated. The ease day Benjamin Cluff was inaugurated as principal. During the sun-er the first summer school in the state was organized. In June the Almi Association was forned. On July 20 the title of principal was changed to that of president. A four year high school department was organized. On July 18 the academy was officially incorporated. On October 16 a collegiate department was established, Subsequently the Bachelor of Pedagogy and the Bachelor of Letters degrees were offered for the coapletion of the equivalent of two years of 0011080. A branch of the academy was established in Beaver, Utah. 1899 1900 1902 1903 1904 1905 1907 1909 1911 1912 1913 1916 1917 1921 1922 1941 1945 298 The acadsay received recognition by the General Church Board of Mucation as an institution of higher learning as well as secondary education. On April 15 President Cluff was called by the Church leaders to conduct an archeological investigation in Central and South Micae The Training building was constructed. On October 23 the none of the school was changed to the Brigham Young University. On April 16 George H. Brimhall was appointed president. The offering of the degree Bachelor of Science for four years of college work was begun. In the fall the departnsnt of agriculture was organised. an. Bachelor of Arts degree given after three years of college work replaced the Bachelor of Pedagogy degree. On February 11 the Brigham Young University was named the murch hachsrs College. The lesser Memorial building was built. On February 12 the university conferred its first honorary degree on kneline B. wells. The Nolan's Gylnasiun was constructed. On April 21 the board of trustees authorized the conferring of the [esters degree. The liechanical Arts building was completed. On July 1 lranklin S. Harris essmsd duties as president. The Brigham Young University became a member of the Northwest Association of Secondary and Higher Schools. On October 16 the Joseph aith lsnorial building was dedicated. Howard S. lchonald was aade president. 299 1949 wristsn N. Jensen becne acting president. 1950 The Science building was completed. 1951 The fisldhcuse was dedicated. Ernest L. Iilkinson was inaugurated as president. The Brigham Young University Bus organised at Prove. "tel. in Idlfi. ' It was the first endeavor by the Church to provide fornal classwork shove tie elementary level in Utah. The Timnancgas or Provo branch of the University of Deseret was discontinued in 1875 because of poor organization. Brigham Young saw the opportunity and the need to continue that type of instituticn in Provo. He deeded certain properties to a board of trustees and tisy irnca diately began the establishment of a Church school. After the first year Karl G. Maeser, a professional educator and recent emigrant from Germany. was asked to take over the administration of the academy. So skillful was he in establishing and Operating the school, that he is given credit for the fact that the Brigham Young University has become the center of education in the Church. After sixteen years as principal, he resigned to serve as superintendent of Church schools. Benjamin Cluff, Jr. was made principal in 189}. He was a local student who had gone to the University of Michigan to receive his schooling. 7* ‘v Is. "I said of him that he was the first native Utahan to study in the "East." He made many changes and innovations in the growing school. Such things as loan funds. class organization, school periodicals. and a summer school were introduced early in his administration. He was chosen by the presidency of the Church to make an archeolcaica} exploration of Central and South America in 1901. Considerable expansion of the physical plant took place under Cluff's administration. The naae of the school was changed to the Brigham Young University and the title of the hief administrator was changed to president. \ George H. Brimhall was chosen as Cluff's successor in l?Oh. He and served previously as principal of the high school department. During his administration, college work was strengthened and enlarged. The Brigham Young University was named the Church Teachers College and the conferring of college degrees for four years of work was introduced. The period of great- est expansion of the physical plant up to that time occured between the years 1903 and 1913. In 1991 George H. Brimhall was released as president and was made president emeritus and head of the division of reliaion. He remained in this position until 1930. Franklin S. Harris was appointed to succeed President Brimhall, who was failing physically at this time. Like Cluff, he had attended school in the East and had made many innovations in the total school plan. He arranged for faculty members to take sabbatical leaves and organized the departments of the school more along the lines of a university in the full sense of the ter? The principal building which took place during his term was the construction of the Heber J. Grant library in 1925, three dormitories and the stadium from 1937 to 1939, and the Joseph Smith building in 1931. Also. while President Harris was in office. the Brigham Young University gained admission to many accrediting agencies and college associations. In 19h5 Howard s. McDonald, who had had wide experience in the public _schools, was chosen as president. A change in administrative policy occurred at this time. The president of the Brigham Young University, who heretofore had reported to the commissioner of Church schools. was now responsible only to the General Church Board of Education. The school and Church authorities at this time were becoming even more conscious of the position of the Pris 9; S- '\ O. Q-) ) Young University in the field of higher education. The school yrer at a ohenominal rate at the besinning of winter quarter 1336. with the return of the war veterans. The faculty was expanded, the graduate school was strength ened, and a counseling service was begun. Dormitory facilities were erently eXpanded. A new science building costing 2,000,000 dollers was begun during McDonald's incumbency. In 19h8 President McDonald was honorably released to accept the position of president of the Los Angeles City Colleee. Christisn Jensen, dean of the graduate school, was called to act as president until a permanent president cnuld be found. During his short term of office a much needed field house was constructed. In 1951 Ernest L. Wilkinson, a teacher and lawyer in Washington, D.C.. was asked to serve as president. His inauguration took place in October of 1951. Since he began his presidential duties a military training unit has been placed at the university. Plans for further expansion of the living Quarters and classrooms are in the making. All presidents of the Brigham Young University have been members in good standing of the Church of Jesus Christ of Latter-day Saints. They have in each case stressed the importance of growing and develOping sniritually while increasing in academic or in vocational proficiency. It has also been the practice of the governing board to appoint members in Food standing of the Church to the faculty. Social life at the Frirham Young VniVHrsity, as well fig g1} “a “c? iv« stitutions. is somewhat unique in that boys and girls are erngqyaugq in e ery way possible to participate in wholesome recrration together. .—e noint is taken that for all practical purooscs. one may assume thwt in first cases marriage is inevitable; therefore. boys and girls should ang;ipf9 wi’ potential life partners frequently. so as to be fully aware of the 519,124:_ ities for a sound enduring marriage. Social organizations of a democratic nature are given much ,noou;p d- ment. Athletics. because of their social value. are encouraged. Intrarur"1 sports, particularly, are encouraged, because the sphere of participati*n in the student body is great. 1888 1891 1894 1898 1900 1901 1902 1903 1906 1913 1914 1915 1916 1917 804 2. Ricks College Chronological Outline History On November 12 Ricks Academy was organized as a grade school with Jacob Spori as its first president. C. N. Watkins became president of the institution. George Cale became president. D. E. Todd became president. .A high school department was added. Name was changed to Bannock Stake Academy. Elementary work was discontinued. The corner stone for the present Administration building was laid. The school was moved from the First‘fiard meeting house to the Zion's COOperetive Mercantile Institute building. Ezra Dalby became president. Fremont, Bingham, and Teton Stakes were organized into one educational district. The name was changed to Ricks Academy in honor of its founder, President Thomas E. Ricks. November 12 the Administration building was completed and was dedicated by John.Henry Smith of the Council of the Twelve. Mechanical Arts building was completed. A. B. Christensen became president. One year of college work was added. On June 16 the corner stone of the Gymnasium building was laid. Second year of college work was added. George S. Romney became president. 1919 1923 1924 1930 1936 1937 1944 1945 1946 1947 1948 1949 1950 305 Name was changed to Ricks Normal College. On March 22 the Gymnasium building was completed and dedicated by George Albert Smith of the Council of the Twelve. On February 8 name was changed to Ricks College. On February 19 first leadership week was held. First two years of high school were elminated. Idaho state board of education granted the school the privilege of issuing elementary certificates. High school work was entirely eliminated. Hyrum.Manwaring became president. On April 6 Ricks College became fully accredited by the'North Western Association of Secondary and Higher Schools. Residence Hall was purchased and put into operation. John L. Clarke became president. Construction program for remodeling present buildings was begun. Federal housing units for veterans were constructed, The remodeling program was completed. Cafeteria was built and put into Operation. On April 19 Ricks College became a three year institution. Ricks College added the fourth year of regular college work. A new 58,000 dollar shop was constructed for woodworking and metalworking classes. First four year students graduated. r‘ * i ," ‘1 ‘ V , ‘r. —-,‘.; «u. -: p ‘1‘ 1 A: ’3 ‘ (\1" fl T”. a F“ u.“‘ "‘ "l “ 1 L 1' .MCIJ’ Lf‘lIr- 'r- u... 5;;1 Mums. \u‘- ...I"-( A . ~> »- ~ 4 f C A _\ ,_p 3...“... ‘ _ \‘ .- ‘ ‘¢ q w. J- n - ‘r"'~ ‘ ‘ _ A ' ‘ u 51:130.} 1‘ 37C 2‘1 p 11" it? 1' V :: _." ‘3 ~13 Halt” P rC‘d't that." 3. I .. “71m 5 ‘3 -.'£‘ a .. L J .. . I as the fi tfi academy in tively far from the main body of the Chm there were zealous in their practice of *rcil Tw,t the principles 0.- vere determined to provide their children with sex; form of formal FOZTrt; under Church auspiCFs. Other academies were estellished in Idaho. '. .‘1 but t3e \“ thbg Academy received the most sucpcrt. The schccl district givirz direct support to the academy was gradually enl age. By 1907 most of eastern Idaho was entire state was included in the Ricks In the year 1915, college work was a second year was begun and it became a carried on by the school was the summer because of farm responsibilities. were required to leave school in the and spring. In 1936 the college was accredited by the Northwest of Secondary and Higher Schools. In 1930 the ties to consider already, the panels of Idaho did not want the added burden. Thus. t advised the officials of the college to rally to it continued to grow, and in lghn added a third year fourth year was added. In 1990 the first arged so as to increase the patron- included, and by 19?} virtually tie school district. first offered. The fcllowin; Vv‘*; I‘ Q‘ I. .V‘. normal college. One unicue arcgra: home study ccursc for those his, ‘6 7.3 t 4 -J ’NK‘PP’r». lu'A‘ . ‘3 qu 5‘ i Idaho state legislature was asked by the Charon autlorie taking over Ricks College. But, with two state collerif . .ne Ch rcn .5 support. The school of college. In IQLQ a Bachelcrs' degrees were €1VCR. CHAP’EER VIII THE PROFESSIONAL SCHOOLS 1. ct. Tho two professional schools of the Church, the Latter-day Saints Business College and the Latter-day Saints McCuno School of Music and Art, developed from beginnings very similar to those of the other Church academics. Both of those schools grow out of the Salt Lake Stake Academy, which was established in Salt Lsks City in 1886. In stucb'ing the dovelopnont of thoso schools, we find that the emphasis in instruction was shifted from secondary to higher education and back again several times to most the needs of the people. Shortly after the academy was established, there was felt to be a need for instruction on the college level. A collegiate department was established and flourished until about 1905, when it was felt that the greatest need of the people was instruction in secondary education. About 1920 tho nssd for a junior college was apparent, due both to the growth of population in and around Salt Lake City and the lack of religious instruction on the college level at state institutions. About this time an expansion of the music department seemed necessary, because of increased enrollment and the great emphasis which the Church had always placed on music. ‘lbo expansion of the musical program not at. least two important noods among the Latter-day Saints. First, the need 308 to worship God through singing and other types of music, and second the ' need for mutual improvement and mutual entertainment in a growing population. In 1930 the college and high school departments were closed, but the Latter-day Saints Business College continued. It thrived during and after the economic depression because it met the need of immediate vocational preparation for the people. The institute and seminary progranl of the Church schools had begun and was meeting the week-day religious instruction needs of the people. At the University of Utah an institute of religion was established in 1935. B t -d ts siness Co e 1. Introduction 'lhe vicissitutes through which the Latter-day Saints Business College has gone have been more varied and more perplexing than has been the case with any other Mormon Church institution of Earning. This is probably due to the fact that it was founded and has developed in a relatively large and important city, namely Salt Lake City. 'Ihe pressures and complexities of a metropolis and its suburbs have exerted their full weight on this institution. 'lhe school has been near the headquarters of the Church, where mam! irrevelent issues have had opportunity to creep in and make disturbances. And again, the competition \dth the state university and with large urban high and 1 See chapter 11 for a discussion of this program. ‘\ 309 Junior high schools has been very burdensom. The business college department emerged finally, through the process of evolution, into a world which was hesitant at first to accept it, but which now recognizes it as one of the "best" institutions of its kind in America. 2. The Salt Lake Stake Academy 'Ihe Latter-day Saints Business College was founded largely througl the efforts of William B. Dougall, who felt like the Mormon residents of Salt Lake City needed a school similar to the Brigham Young Acadm in Provo. Dougall consulted with Karl G. Maeser, principal of the Brigham Young Academy, and received his advice. Then on September 17, he addressed the following letter to John Taylor, president of the Church, explaining the need for a Church school in Salt Lake City. President John Taylor: Dear Brother, There is, at present, quite an earnest and general desire to have a Latter-day Saints school to be known as such, opened in this city; many feelings quite exercised over the fact that no religious training can be had for their children, under the law, either in the District Schools or Deseret University. The desire amounts almost to anxiety in may cases as the present condition of affairs causes people to realize the necessity of having a thorough knowledge of the principles of the Gospel impressed upon the minds of the youth as it is possible to get, with the hope that they may be enabled to stand unshaken. Ihe evidence as shown in the conduct of many causing deep concern to parents generally.2 President Taylor and his counsellors showed sympathy to this letter. 2 Letter on file in the president‘s office of the Latter-day Saints Business College, Salt Lake City, Utah. 310 Dougall then worked on a plan for raising funds to provide for physical facilities and teachers and presented this to the Salt Lake Stake president, Angus M. Cannon. With the approval of the latter, Dougall and seven of his friends formed a comittee to raise money by subscription to finance the school for the first year. These men were: Angus ll. Cannon, A. a. Hyde, Francis Cope, Wm. H. Home, William B. Dougall, Spencer Clawson, Rodney C. Badger, William H. Rossister. l'neir efforts bore fruit in the opening of the school on November 15 , 1886 in the basement of Social Hall. 'Ihere was an intermediate department, of which Willard Done was teacher. During the year 1886-1887 Karl G. Nasser served as principal; Willard Done acted as principal. me following year Done was made principal. With the increased enrollment the second term the "Eagle Gate School House, formerly used by Brigham Ioung, was secured" to provide the necessary room.3 In 1888 when the General Church Board of Education was organized, the Salt Lake Stake president was advised to select a seven men stake board of education to preside over all educational activities in the stake, including the Salt Lake Stake Acadmy. his original seven man comittee was dissolved at this time and was replaced by the Salt Lake Stake board of education, consisting of Angus M. Cannon, William B. Dougall, John Nicholson, Elias Morris, James Watson, William H. Rossiter and Francis Cope. 3 John Henry Evans, "Historical Sketches of the Latter-day Saints University," (Unpublished. per, ‘Ihe library of the University of Utah, Salt lake City, Utah, 1913 , p. 8. 311 As with other Church schools, the purpose of the Salt Lake Stake Acadqny was to provide religious and secular instruction together. At that time, there was no public high school in Salt Lake City. The first one did not appear in Salt Lake until 1890.“ me executive comittee of the stake board of education, on November 7, 1888, stated in announcement published in the Deseret News, that the preparatory department would be closed on November 9, of that year, because both the quality and volume of public elementary school instruction were increasing. In July 1888 an academic department was added and James E. Talmage was appointed principal. Because of his intellectual stature, Talmage added considerable prestige to the school. He was born in England, and received his early education there. He proceeded to raise the academic standards, not only of the ~ Church schools, but of the state university as well. Karl G. Nasser at the time of Talmge's appointment said that, it was the desire of the General Church Board of Education, "to make the Salt Lake school the leading school in the Territory with proper chairs endowed of such high grade as to exclude the necessity of our youth going away for education."5 This desire was only partially realized, because the support which was to be given to the Salt Lake Stake Academy was eventually directed to the University of Utah in Salt Lake City and the Brigham Young University in Provo . A Oral camunication with Oscar Van Cott, superintendent of Salt Lake County schools from 1896-1898; October 20, 1951, Salt Lake City, Utah. 5 ‘who matter of the Salt Lake Stake Board of Education, March 1888, p. 10. ' 312 a. W- At a meeting of the General Church Board of Education held on Thursday May 2, 1889 a new and immrtant step was taken. It was determined that in connection with the general education movement recently established, degrees should be created and diplomas issued in conformity with than. Three degrees were created and bestowed as follows: Doctorin Letters and Didactics, the title to consist, as elsewhere, of the initial letters—D.L.D. A diploma in this degree has been issued to Prof. Karl G. Maeser. Doctor in Science and Didactics —- title D.S.D. -- diploma issued to Professor James E. Talmage. Doctor in Mathematics and Didactics - title D.M.D. - diploma issued to Professor J. M. Tanner. . . . We here insert in full a copy of the diploma issued to Brother Nasser, the two others being similar in every respect except in the matter of the name and title, and the character of the ecclesiastical office of the holder of the document: 'Holiness to the Lord. The General Board of Education of the Church of Jesus Christ of Latter-day Saints, to all to wont these presents may come, Greeting: Know ye, that satisfactory evidence having been brought before us, that Professor Karl G. Maeser is a High Priest, in full standing and fellowship in the Church of Jesus Christ of Latter-day Saints, and that he has pursued to a successful completion, theoretically and practically, the various branches of a liberal education in theology, science, letters and arts. We do therefore declare him, the said Karl G. Maeser, to be a Doctor in Letters and Didactics (D.L.D.) unto all the schools of the said Church. . p In witness thereof, we have caused this diploma to be signed by the President and Secretary of this Board and to be sealed and issued at Salt Lake City, Utah, on this the second day of May, Anno Domini, one thousand, eight hundred and eighty-nine. In behalf of the General Board of Education. (seal) Wilford Woodruff, President ‘ George Reynolds, Secretary6 6 llinutes of the General Church Board of Education of the Church of Jesus Christ of Latter-day Saints (on file in the General Church Office Building, salt Lake City, Utah) May 2, 1889. 513 3. The Latter-day Saints College On.lay 15, 1889 the name of the school was changed from the Salt Lake Stake Academy to the Latter—day Saints College. On this same occasion.the college was presented the library of the Salt Lake Stake Literary Society. In the fifth academic year, 1890bl89l, a normal department was added. The General Church Board of Education named on April 7, 1890 the college "The Central Normal College of the Church of Jesus Christ of Latter-day Saints."7 Free scholarships were to be given by the Church to competent normal students. In.0ct6ber of 1891, the college was incorporated under the name “Latter-day Saints College Association." In the articles of incorporation is found the purposes of this association: Article V: The Association.hereby formed shall have power to make all needful rules and regulations, and to establish, maintain and conduct a first class educational institution, with all the necessary and proper appurtenances and to.make all by laws, employ teachers aids and assistants, and to fully and completely carry out the objects of its creation, and they shall also have the authority to teach and inculcate in said institution.the principles of the religion of the Church of Jesus Christ of Latter-day Saints, provided, however, that nothing that is contrary to the laws of the land, shall ever be taught in said institution. The control passed from the Salt Lake Stake board of education into the hands of a board of trustees nominated by stockholders in 7 Circular of the Latter-day Saints College, Salt Lake City, for the year 1890-1891, p. 7. me Deseret News (Salt Lake City, Utah, 1850-), August 7, 1891. 3 County Clerk, salt Lake County, Salt Lake City, Utah. 314 the Latter-day Saints College Association. Church members in good standing residing in the ”Salt Lake Stake of Zion" were admitted to membership in the association by a vote of three—fourths of the Trustees and upon payment of a subscription fee of five dollars. his made way for more rapid progress deSpite the economic depression of the years 1893 and 1891.. he college would have been incorporated earlier had it not been for the risk of having the property confiscated under the Edmunds- 'I‘ucker law. A letter written in 1889 to President Cannon of the Salt Lake Stake board of education Speaks of this: Salt Lake City, Utah April 5, 1889 President Angus M. Cannon, Salt Lake Board of Education Dear Brother: - Some time ago the Salt Lake Stake Board of Education made inquiry regarding the advisability of incorporating under the law, etc. Questions of a kindred character have been . submitted to our attorneys, who prefer not to give an opinion until the Supreme Court of the United States has decided on the questions involved in the escheatment of Church property under the Echunds-hcker law. his will explain the reason of the silence of the General Board as touching your inquiries. When the Board receives the information needed, care will be taken to advise you of the conclusions reached. Respectfully, George Reynolds , Secretary General Church Board of Education.9 It is seen that the corporation which was formed in 1891 had no legal attachment to the Church. 9 Letter on file in the president's office, 22. £11. 315 In 1891 the Ellerbeck building of West First North street was purchased for the use of the college. The Seventeenth ward chapel was also used for classes at this time. At a meeting of the Latter-day Saints College Association held January 9, 1892, Talmage was released as principal, but was to remain as a teacher until the end of the current year. However, he did not mlfill his teaching obligations. Willard.Done was selected to succeed James E. Talmage, to be effective January 11, 1892.10 Following the resignation of Dr. Talmage, the school suffered academically..Also, the effects of the economic crisis 'were felt very strongly during the years 1893 and 1894. 0n.July 26, 189A Principal Done agreed to operate the school for whatever could be obtained, because the Church could not support it. His efforts were amt with success, and 2,000 dollars were raised in addition to the tuition the following year.11 In a circular of the General Church Board of Education dated April 8, 1892, the following statement was made by the president of the Church, Wilford Woodruff. This statement indicates that a Church university in Salt Lake City was desirable and that the establishment of the same in the "near future" was forthcoming. At the head of our system of Church schools active steps are being taken to establish in Salt Lake City, in the near future, a Church university in which students who are prOperly qualified 10 Minutes of the General Church Board of Education, 92, 213., January 11, 1892. W (Liverpool England: he Church of Jesus Christ of Latter-day Saints, law-3, LII, Number 5, (February 1, 1892), p. 79. . 11 Evans, 93- 21b: Po 10. ¢.-' 316 may find facilities for pursuing higher and specialized branches of study. . . . It is contemplated that there will be but one Church university among us, though as the people increase and their domain of residents extends departments or branches may be established in many places. Wilford Woodruff, Presiden George Reynolds, Secret In 1893 the first reference is made to a course which could be considered above the high school level. A three year normal course was announced. he first two years were Considered the junior and senior years of the regular normal course in high school and the third year was considered post high school level. The subjects listed for this third year are: W: W: hoology hoology Educational Systems Philosophy of Education Psycholog Logic Rhetoric English Literature Algebra Botarv Latin, Geman, or Spanish Latin, German, or Spanish13 In Decanber of 1895 James E. Talmage, who had been elected president of the University of Utah, quoted a letter of the presidency of the Church of Jesus Christ of Latter-day Saints to the effect that they felt that the Latter-day Saints College should close, so as not to offer unnecessary competition and duplication with reference to the University of Utah. It appears that Talmage had lost interest 12 Circular of the General Church Board of Education, (Salt Lake City: The Latter-day Saints Department of Education) Number 8, April 8’ 1892, p. 50 13 Circular of the Latter-day Saints College, 9.2- cit. , 1893-1891., p. 14. 317 in the Latter-day Saints College as a college when he resigned as principal and teacher in 1892. Now in 1895 he is extolling the virtues of the state institution. His report with the letter appeared as follows: In September 1893 a circular was published announcing the opening of the Church University, an institution founded and promoted by the Church of Jesus Christ of Latter-day Saints. After a year of successful work, the institution was suspended, and in the official announcement of its discontinuance the First Presidency of the Church above published these statements: here was no intention on the part of the promoters of the University to arouse an unfair competition or rivalry between that school and the University of Utah; nevertheless, the existence of two institutions in the same city, with many courses in cannon, rendered the paralleling of work and the consequent duplication of expenditure, absolutely unavoidable. Time has very plainly demonstrated the fact that Utah, while abundantly able under present conditions to maintain one well equipped institution for higher instruction, cannot adequately support new such, either in material supplies of means, or in students prepared for university courses of study. After due consideration of the present conditions and future prospects of educational affairs in Utah, the presiding quorum of the Church have deemed it wise to brirg the work of the Church university to a close, that greater energy, resulting from concentration of effort, may be devoted to the developnent of our Territorial University. Toward the University of Utah our people may prOperly indulge a feeling of pride; the institution was established in the early days of Utah's history; it was incorporated indeed, under the name of the University of Deseret within less than three years after the first settlement of this region. It has grown in spite of the numerous difficulties incident to pioneer existence, to its present fair proportions , and to the attain- ment of its forty-fifth year, with a steady and healthful progress which inapires strong confidence for its future. Utah has need of such an institution of learning; indeed, there appears no reason why our university should not become the great inter-mountain center for the diffusion of knowledge in advanced and specialized branches. We hope that the day is not far distant when the youth of Utah will no longer need to journey afar in search of professional instruction; but that our own State will offer her sons and daughters ample facilities in all departments of intellectual progress. 318 We recomend to the Latter-day Saints that they faithfully devote their influence and energy, such as might have been claimed by the University of the Church, had wisdom dictated the continuance of that institution, to the University of Utah. We trust that our peOple will sustain the Territorial University by their patronage in sending thither their sons and daughters who are prepared to become students in the institution which by law is constituted as the head of the public school system of Utah. he officers of the University are men in whom people have learned to repose their confidence, the Chancellor and the Regents need no encomimns from us in their reaponsible and honorable stations. he president and faculty of the institution are severally of recognized abilities in their professions and of steadfast devotion to the educational advancement of the people, they are entitled to the fullest confidence of Utah's citizens without distinction.14 . The statement that I‘the institution was suspended," referring to the Latter-day Saints College; does not hold true in light of factual developments which are described in this chapter. The attitude mentioned in the report was held to some extent by the general Church authorities, and did undoubtedly prevent the full development of the college. Yet, the Latter-day Saints College Association was not willing to discontinue collegiate work in the school. They attempted, rather, to offer that which would not duplicate public education. In 1894 the Latter-day Saints College began providing religious claSSes for the Mormon students of the University of Utah as well as for its own students. On October 12, 1895 the college department was established and all classes below the ninth grade were eliminated. Provisions, however, were made for the children in the primery grades to be available to the 1!. Report of the President of the University of Utah, Salt Lake City, Utah, December 27, 1895, pp. 30-31; James E. Talmage, president. 319 normal students for practice teaching. At the same time the title of president was chosen to replace that of principal.15 In the year 1896 a business course was first added. The Ellerbeck property was also sold in this year, making it necessary to.move the school into the Seventeenth ward house. The business department, however, did not remain with the other departments. In 1898 the identity of the business college as a semi-independent institution was recognized by four factors: (1) its removal from the Ellerbeck building to the Templeton building, (2) the publication of a separate circular, (3) the organization of special theology classes for the students of the business department, (A) and more important, perhaps, the business college was financially self-sustaining. In the year 1897-1898 a normal course was added, which was based on the high school course which had been arranged to conform with the report of the Committee of Ten.of the National.Education Association, 'with the addition of a complete course in theology.16.It is evident .here that the school was conforming to a national trend, while at the same time retaining its distinctive feature of offering religious 'training. A part of the expansion consisted of a kindergarten training department. The requirements for entrance into it were listed as :follows: 15 Minutes of Latter-day Saints College Association (on file in the president's office of the Latter-day Saints Business College, Salt Lake City, Utah) October 12, 1895. 16 Annual Catalogue and Announcements of the Latter-day Saints College, Salt Lake City, Utah, for the year 1897-1898, p. 13. 320 he requirements for entering the kindergarten normal work are: good health, adaptability for work with children, age not less than eighteen, and the completion of at least two years work beyond the eighth grade. A four year' 3 high school or normal certificate is preferred.17 his course was intended to be of college level, although provision is made for those over eighteen years of age who did not go beyond two years of high school. The receiving of a diploma, two years of practice teaching, and the completion of the following courses: Froebel's Systems of Education, psychology, history of education, vocal music, drawing, and physical culture were prescribed for teachers. In 1899, had it not been for the supreme efforts of Joseph E. Taylor, the school would have had to close down. By subscription he raised 15,000 dollars and the school continued to operate. From the beginning, the school had difficulty in keeping open due to lack of funds. Private subscriptions and public donations were its principal source of support. Evans states that, y A legacy of 300 dollars left by Eliza R. Snow; some railroad bonds, bequeathed to the school by Horace S. Eldridge and valued at 25,000 dollars; and a plot of ground given to the institution by Edward Stevenson, which was estimated at the time at about 6,000 dollars, but which gas afterward sold for a smaller amount, was given to the school.1 hose donations helped the school financially through the unwieldy eighteen nineties. 17 Les. sit. ” Evarzs. on. to... p. 11+. 321 On December 1, 1899, the General Church Board of Education recognized the college as being of "equal rank with the Brigham Young Academy at Provo and the Brigham Young College at logan, Utah."l9 hey were all sustained as institutions offering higher education in addition to secondary education. he following are certain specifications. hat each institution is to maintain a high school offering, at its discretion, a nomal course, an academic course, and a business course; each extending through four years and leading to a certificate of graduation. In each of these coursgs the studies are essentially the same in each institution. Instruction on the college level, however, was divided into three groups. Instruction in group one was assigned to the Latter—day Saints College: as follows: "Theology and English, Philosophy, Languages, History, Social, the Fine Arts and Law, and leading to the degree Ph.B."21 Degrees were not to be conferred with less than four years work on the college level and the certificates were not offered for less than four years of schooling beyond the eighth grade. There is no evidence of degrees being offered during this period or at any time later. In 1899 J. H. Paul was selected as president of the College to succeed Willard Done, who had accepted a position at the Brigham Young College. The following letter tells of his appointment to the presidency: 19 Annual Catalogue, op. cit., 1900-1901, p. 6. 20 Mo: Po 7. 21 Lee. 21... 322 July 28, 1899. To whom it may concern: his certifies that Professor Joshua H. Paul has been appointed President of the Latter-day Saints College of Salt Lake Stake of Zion and is hereby authorized by its Board of Trustees to secure suitable building and make all arrangements necessary for conducting the different departments of the institution. Angus M. Cannon, President W. B. Dougall, Secretary-'32 Shortly after his appointment, the problem of the business depart- ment came before him. Joseph A. Nelson, the principal of this department, was the third oldest teacher in point of service, and he was an aggressive and independent business man. Because of economic difficulties, the college authorities had allowed Principal Nelson more liberties than they would have under normal circumstances. In addition, Principal Nelson probably took advantage of the situation and overstepped his bounds somewhat. On August 7, 1899 J. H. Paul made a report to the board of trustees on his transactions with Nelson. he report states,in substance,that Principal Nelson through a misunderstanding had alienated himself administratively from the trustees of the Latter-day Saints College Association. Without consulting the board or the president, he had purchased furniture for the school in the sum of 3,000 dollars. This was done during a period of financial depression and he probably made this purchase at a great personal sacrifice. Another difficulty was 2‘2 Letter on file in the president's office, 93. 911. 323 that the board of trustees and the Church officials did not make their relationship with Nelson clearly understood. has members of the Association, even though they wanted full responSibility of the comercial department, were not financially prepared to accept this obligation at the time Nelson agreed that they should do so. In order to bring about a compromise with reference to salaries and purchases, Paul presented the offer of the board to Nelson in the following words: (1) That the Board engage all the teachers in the commercial department, fix their salaries, and be responsible therefore, it being understood that the teachers thus far engaged be retained at salaries already agreed upon. (2) That all expenditures of said department and all arrange- ments and contracts entered into hereafter be made in the name of the Board of Trustees. (3) Eat the question of purchasing the furniture used in the commercial department be referred to the First Presidency (of the Church) to be decided before the close of the present school year. (A) hat the furniture be rented for the present school year at 25 dollars per month. (5) met all departments be located in the Templeton building.23 Nelson accepted all but the monthly payment, which should be raised to fifty dollars. Problems concerning salary recurred and Principal Nelson and six teachers resigned m m m in a letter dated February 1, 1900 to the board of trustees. One month earlier Nelson had purchased a private 23 Report on file in the president's office, 93. m. 324 business college, the Salt Lake Business College. In this institution he drew not only faculty manbers but students of the Latter—day Saints o‘ollege. ‘ On May 10, 1900 President Paul requested that the Latter-day Saints College be provided with a permanent home. ‘Ihe Templeton building, it was stated, did not meet the needs of the College arxi was costly to rent. A committee to arrange for housing and to raise funds was set up. On June 28 it met at the office of the Zion's A Cooperative Mercantile Institute, and ascertained during this meeting that 20,325 dollars had been promised for use of the college. 1.. The Latter-day Saints University On May 21., 1901 members of the Latter-day Saints College Association met and agreed on changing the name of the institution to the Latter-day Saints University. This was accomplished largely through the efforts of Joshua H. Paul, who-was president at this time, and Willard Young, son of Brigham Young. Article IV of the articles of incorporation was amended to read: Tlhe nature and objects of the association shall be to found a university, with colleges, academies, schools, institutes, museums, galleries of art, libraries, laboratories, gymnasium, and all proper accessories, wherein instruction of the highest grade possible to its resources shall be given to both sexes in science, literature, art, mechanical pursuits, and in the principles of the gospel as taught by the Church of Jesus Christ of Latter-day Saints. The chief aim and objects of the institution shall be to make of its students and graduates worthy citizens and true followers of Jesus Christ by fitting them for some useful pursuit, by strengthening in their minds a pure attachment to the constitution of the United States and to our republican institutions, by teaching them the lessons of purity, morality, and upright conduct, and by giving them, as far as possible, an understanding 325 of the plan of salvation revealed by our Lord and Savior Jesus Christ. Nothing that is contrary to the laws of the land shall ever be taught in said institution.mt Willard Young was selected president of the board of trustees in 1898; shortly thereafter he was called into the United States Army. He was replaced by Angus M. Cannon.25 During the period the college was known as a university, great advancements were made in edqlanding the physical plant and in developing the curriculum. The Salt Lake Business College was purchased from Joseph Nelson in 1901 for 9,500 dollars.26 This was in payment for the equipment which he had accumulated during the time that he was loosely connected with the college, and for the equipment which he had purchased in January of 1900 from the Salt Lake Business College, a non-Church affiliated school.27 A short history of this college appeared in the Salt Lake Business College Journal in 1900. It was founded in 1889 by Messrs. N. B. Johnston, and J. W. Jameson Who rented small rooms over the Utah National Bank (Templeton building), in which they began to conduct its first session. . . . In 1891 Professor Jameson severed his connection with the school and from then until 1899 the institution was under the supervision and control of Professor Johnston and G. W. Popp. . . . . . . In 1895 the school was incorporated under laws of Utah and was given a charter and seal. N. B. Johnston was made presi- dent; P. W. Madsen, Vice-President; G. W. Popp, Secretary: S. W. Walken, Treasurer; Charles Gibson, Director. . . . 2“ County Clerk, on. £11. 25 Evans, 932. mu p. 15. 26 9151., p. 18. 27 9151., p. 19. 326 In January of the present year, 1900, Professor Nelson purchased the school outright. Professor Nelson had, for fourteen years previous, been identified with the Latter-day Saints College and during the last three of those years, by sheer force, against heavy odds and strong opposition built up the Business Department of that school from a class of thirty-six students in a single room to a schgol of over 300 with the best obtainable quarters in the city.2 a. Building. 1901-1919. The Business College building was completed in February 1901 with the aid of 1., 500 dollars obtained by the sale of the Stevenson property. In the same year, Matilda H. Barratt donated funds for the construction of a building in honor of her recently deceased son, Samuel M. Barratt. Thus, Barratt Hall was completed and dedicated in 1902. That same year the property, which Brigham Young had deeded to his heirs, was sold to John S. Bransford for the purpose of constructing a building on the Latter-day Saints University campus. The property consisted of two and one half acres and was located just south of the Eighteenth Ward chapel in Salt Lake City. It was sold for 31.,000 dollars. 'me lot was known as the Eighteenth Ward square.29 This property was originally intended to provide for a school in Salt Lake City to be called the Young Academy, corresponding to the Brigham Young College in Logan and the Brigham Young Academy in Provo. In 1903 these funds provided for the canpletion of the Brigham Young Memorial. building, located adjacent to Barratt Hall. In 1910 the Deseret 23 Salt Lake Business College Journal (Salt Lake City, Utah), III, Number 2 August 1900, pp. 1-2. 2" Evans. us. at... p. 19. 32'? Gymnasium was completed for the use of the students and others. In 1919, to meet the expanding needs of the school, the Joseph Smith Memorial building was constructed adjacent to the Latter-day Saints Business College building. No construction has taken place since 1919. W. In 1902 Anthon H. Lund was made president of the board of trustees and Angus M. Cannon former president was now vice-president. John C. Cutler was treasurer and Joseph S. Wells was secretary. Joshua H. Paul was president of the university, Henry Peterson was principal of the normal department, and John M. Mills was principal of the High ° School.30 The business department was still quite independent at this time despite President Paul's efforts to bring it under his headship. A merger between the Salt Lake Business College, the comnercial department of the Latter—day Saints University since 1901, and the Latter-day Saints University preper was investigated by J. C. Cutler, John Nicholson, and George H. Taylor. In a letter to the board of trustees dated February 15, 1903, they recommended that the action not take place due to some apparent negative feelings still exi.stirg.31 In a letter dated March 21, 1906 and signed by Joseph S. Wells, secretary of the board of trustees, Willard Young was informed that he had been chosen "President of the Faculty."32 He accepted the appointment. 3° W (Salt Lake Cit , Utah: Latter-day Saints University , II, Number 6 (June 1902i A 31 Letter on file in the president's office, 9.2. 315. 32 Letter on file in the president's office, 29.- all. 328 President Paul had already handed in his resignation to be effective at the end of the school year. In the fall of the same year B. S. Hinckley was appointed principal of the High School. In 1910 he was succeeded by Osborne J. P. Widtsoe. In 1907 the Salt Lake Business College was finally integrated into the total program of the university and became known as the Latter-day Saints Business College. Beginning in the fall of 1911 the facUlties of the business college and high school department were listed separately in reports. Previous to that no formal distinction was made. In 1915 an article appeared in a Catholic weekly newspaper in Salt Lake City, which gives an objective description of the college as it was operating at that time. The policy not to restrict entrance to menbers of the Mormon Church persists to the present. ‘ 0f the mam notable educational institutions of which Utah boasts, none holds a more enviable place in the hearts of the people than the Latter-day Saints Business College. Always during the twenty years of its existence this comercial school has stood prominently in the forefront of progress and has afforded opportunity for business training to a multitude of young men and women. It is not an exaggeration to say that hundreds of the leading business men of the younger generation laid the foundation of their success in this college. Though a denominational school in the sense that the Latter- day Saints Church organization contributes heavily to its support, its doors are open to students of all creeds; no religious training is given to am, save to those who elect to take it. Its substantial income, aside from its tuition fees , constitutes a welcome boon to its students in that the rates . charged are about half what they would otherwise have to be. Students are also granted free privileges in the Deseret Gymnasium, an affiliated institution. 329 Aiming to fill every need in commercial lines, the college offers courses of three kinds - a short course for those whose circumstance forbid attendance for more than a few months, a two-year course for those who can attend longer, and an advanced twoeyear course Open only tothose who have had two or more years of high school training. A night school is conducted for the benefit of that large class of young.men and women who find it impossible to give up regular employment. Through every systematic effort and an efficient employment agency, positions are secured for qualified students, past as 'well as present. In commanding the Latter-day Saints Business College to the patronage of our friends and readers,'we do so,believing that their attitude toward all classes, regardless of sect or creed, has always been just and fair, and that they are entitled to the support and patronage of those desirous of aiding the city's general welfare by supporting a worthy home institution of 1.0ij18033 In 1916 Guy C. Wilson was selected as president, and he remained such until he resigned in 1926 to accept a teaching position at the Brigham Ibung University. At the time the Latter-day Saints School of Music was established as a separate institution in 1920, President Wilson served as the administrative head over both schools. On December 18, 1923 the existing board of trustees was dissolved and the General Church Board of Education appointed seven stake presidents in the Salt Lake City area to serve as the new board. The reason for this change was that a policy was adopted by the presidency of the Church, not to allow any of the general Church authorities to serve on ary local board of trustees with the exception of the Brigham Young College and the Brigham Young University. The seven stake 33 t c (Salt Lake City, Utah), m1, Number 5 (December 4, 1915 , p. 1h. Co 330 presidents with their dates of release are given below. gm Dgte Released Sylvester Q. Cannon ' December 7, 1938 Nephi L. Morris August 28, 1929 Hugh J. Cannon August 28, 1925 John M. Knight February 5, 1921. .Frank Y. Taylor October 3, 1928 Soren Rasmussen August 28, 1925 Uriah Miller August 23, 192534 Sylvester Q. Cannon later became the presiding bishop* of the Church, thus a general authority. However, upon the urgings 'of President Wilson, P. Y. Fox, and others, the General Church Board of Education permitted Bishop Cannon to ranain on the board of trustees of the Latter-day Saints College Association. He served as its president until 1938. In 1927 Bishop Cannon was also appointed president of the McCune School of Music and Art.35. W. In 1901 the Latter-day Saints University consisted of a four year high school and a four year normal school. President J. H. Paul believed that the school should anphasize the work on the secondary level. On the college level he felt that a division of the field of knowledge between the state university and the Church university should take place. The following is a statement made by him in 1901: ‘ If the Church schools were to be confined to high school work and normal work of the high school grade, and if the university were to discontinue, its preparatory grade and 3“ llirmtes of the Latter-day Saints College Association, 9.2. 9144. December 18, 1923. 35 CL mat... p. 331 also the first three years of its normal course, the Church schools would accomplish more than they are now accomplishing, and the University would become in fact an institution of higher %earning, instead of a combined university and preparatory school.3 He went on to say that in such studies as languages, philosophy, economics, etc., the Church in the future could.meet the need even better than the state university, which would be occupied with the "pure and applied sciences." History, law, and fine arts were also to be stressed.in Church schools. J. M; Tanner, superintendent of Church schools, was not strongly opinionated one way or the other. He believed that normal training should be definitely continued at Provo and Logan. The business department was still somewhat aloof from the school until 1907, when it was merged as has been stated, and its curriculum was integrated into that of the university as a whole. 0f the business course before 1915, F. Y. Fox, who was made president of the university in 1926, states in a letter to the Church department of education, dated January 5, 1829: Before 1915 a business course was two years. Since then armors intensive approach was used, figuring nine months to finish a course in shorthand or bookkeeping. Admission is limited to high school graduates and other qualified students over seventeen years of age.37 .After 1915, the business department was looked upon as a quick.means to the end of becoming economically productive in life. Extra-curricular activities were not encouraged, while the economic needs of the pupils 36 W (Salt Lake City, Utah, 1850-) June 13, 1901, p. l. 37 Letter on file in the president's office, on, git. 332 were given first consideration. Other departments provided a more broad and liberal education. Even though the Brigham Young University had been mentioned as the main Church university, there were those in Salt Lake City who were striving for a full university there. Joshua H. Paul, who was president of the College and later university, from 1899-1905, and Willard Young, who was president of the board of trustees during Paul's term of office, I were active in this respect. Neither James E. Talmage's resiglation in 1892 nor his report as president of the University of Utah in 1895, discouraged these men and their colleagues. In l905,when Willard Young became president, the goal of making the Latter-day Saints University the principal school was still a live issue, but it never materialized. After Guy C. Wilson became president in 1916, the time was ripe for some major changes. The ninth grade was eliminated in June of 1920, so as to provide more room and facilities for the college work. In the fall of 1922 the first full year of regular junior college work was added; the following year the second year was added. On April 11, 1923 Fox, acting as Wilson's aid, addressed a letter to Adam S. Bennion, then superintendent of Church schools, expressing concern over the future of the high school and business college. This was during the period when the academies were being turned over to the public school system and high school work was being eliminated from the junior colleges. However, it was not until the close of the year 1928- 1929 that the tenth grade was dropped, leaving only the senior high SChOOIe 333 5. The Administration of F. Y. Fox After serving as president for ten years, Guy C. Wilson was replaced by F. Y. Fox in 1926. The school at that time was known as the Latter-day Saints University and consisted of the last three years of high school and the first two years of college. The most significant early activity of President Fox was the changing again of the name of the institution. He and the members of the board of trustees felt like the term university was’inappropriate. Consequently, on January 8, 1927 he addressed the folloflng letter to Superintendent Bennion: Superintendent Adam S . Bennion Church Offices Salt Lake City, Utah Dear Brother Bennion: The Latter—day Saints University was first known as the Salt Lake Stake Acadany, On October 3, 1891, articles of incorporation were filed, in which the name was changed to Latter-day Saints College of the Salt Lake Stake of Zion. Ten years later, in June 1901 an amendnent was made, changing the name to the Latter-day Saints University. The Board has discussed the matter of changing the name and all are agreed that our present designation is improper. It is recommended that we revert to the name by which the school was known from 1891-1901, that is the Latter-day Saints College. We should omit, of course, the words "of the Salt Lake Stake of Zion," for such no longer would be appr0priate. Very cordially yours F. Y. Fox, President?8 On May 21., 1927 at "a meeting of the members of the corporation" the following amendments relative to the change of name and the purposes of the school were made: Article I: This association being canposed of the undersigned who constitute what is known as the Latter-day Saints University, 38 Letter on file in the president's office, on. $112. 554 and association existing for educational purposes, hereby organize themselves into a corporation, pursuant to an act entitled "an Act Compiling and Amending the Laws relating to Private Corporations, " approved March 13 , 1884, under the name and style of the Latter-day Saints College. Article IV: The nature and objects of this association shall be to conduct a college, with schools, institutes, museums, galleries of art, libraries, laboratories, gymnasiums, and.all proper accessories, wherein instruction of the highest grade possible to its resources shall be given to both sexes in science, literature, art, mechanical pursuits, and in the principles of the gospel as taught by the Church of Jesus Christ of Latter-day Saints. ... The official seal was placed on this amendment on June 7, 1927. The purposes of the school as stated above reflect the view of the Church that being a good citizen of one's country is synonymous with being a follower of Jesus Christ. In practically all Church schools this attitude has been taken. Throughout the twenties there was much discussion in educational circles concerning the burden of supporting Church schools, which were offering courses duplicated by the public school system. Already.most of the Church academies had.been turned over to the public. The Church junior colleges seemed to be the next schools to be droppedf’O 0n.December 20, 1929 the General Church Board of Education passed a resolution that the junior college department of the Latter—day Saints College be closed in June 1930 and that the senior high school only 39 County Clerk, Salt Lake County, Salt Lake City, Utah. 40 See discussion of this in chapter VI on junior colleges. 8. 335 continue. It was also resolved that all other junior colleges of the Church of Jesus Christ of Latter-day Saints be closed pending transfer to the state. Increased tuition was the unsatisfactory alternative. F3939“ in Film: of Clgsing the Sghool. Factors in favor of closing the school outweighed those in favor of retaining, notwithstanding sound reasons for retaining it. Reasons for closing were: (1) The economic boom of 1929 was short lived, and by the end of 1929 lack of finances was again a gnawing problem. (2) The existence of the University of Utah just two miles away and the expanding Church university forty miles to the south in Provo were also strong factors in the curtailment of Church college work in Salt Lake City. (3) Members of the Salt Lake City public school board of trustees were planning a new high school building in the southern part of the city and were anxious to know whether the Latter-day Saints High School would be closed or not. This no doubt precipitated the decision to close the high school department. Superintendent Childs of the Salt Lake City public schools was told to build a large building, even before arm public announcement was made by Church leaders relative to closing the Church high school.".1 (A) Another factor in favor of closing was that, since Church educational appropriations were limited, the expenditure per Latter-day 41 Oral comnmnicationwith F. Y. Fox, former president of Latter-day Saints Business College, October 15, 1951, Salt Lake City, Utah. 336 Saint student in any given institution had to be small in order to equalize the offering of religious instruction throughout the Church. Fgctozg in Faye: of Regginigg the Schgol. (1) In the fall of 1929 the Salt.Lake City public schools reduced the number of school years from twelve to eleven. This caused an increase in the number of potential college freshmen. Thus, the Latter—day Saints College received about 200.more college freshmen than had been expected. This, however, lasted for only a short time. (2) Seminary work had been relatively unsuccessful in Salt Lake City and the Latter-day Saints College high school department was the only means of providing religious training paralleling fsecular" instruction. On October 21, 1929 Sylvester Q. Cannon in a letter to Heber J. Grant and counselors explained the need for maintaining the college: President Heber J. Grant and Counselors Church Office Building Salt Lake City, Utah Dear Brethern: . . . There is a situation here that, at present, practically prevents successful seminary work that does not prevail in other localities throughout the Church. That is the fact that the city schools will not permit seminary work during school hours. The result is that, in spite of.most earnest efforts on the part of stake and ward officers, the attendance at the new seminaries is very low. If my information is correct, the average actual attendance thus far at both seminaries here is about one hundred fifty or less than ten per cent of the Church members attending city high schools. In fact, also the attendance at the Latter-day Saints College and the seminaries combined for this year is lower than previously due to unfavorable publicity. Therefore, it would appear that because of the proportionately large number of‘young peOple here as compared with other divisions of the Church and because of the proportionately larger tithing 357 paid here, because of the fact that seminary work everywhere is bound to be much more successful than here, because of the fact that parochial schools. of other denominations here are increasing their facilities, and because of the demoralizing influences here as canpared with other smaller cities and towns, the other existing Church schools should, in our opinion, be closed before the latter- day Saints College. This infomation is submitted for your consideration. Sincerely your brother, Sylvester Q. Cannon“? This was a very strong argument and expressed the opinion of many of the school leaders and parents at that time. Joseph F. Merrill, than commissioner of education, on the other hand had faith, as expressed in a letter to the Latter—day Saints College board of trustees, that the seminary system would work even in Salt Lake City. He contended that if all the Latter-day Saint- youth would attend the seminaries, the need for a Church school in the city would be greatly reduced."3 On February 7, 1930 Joseph F. Merrill sent word to Sylvester Q. Cannon, president of the board of trustees of the Latter-day Saints College, that the General Church Board of Education had sustained "the action of the First Presidency in deciding that the Latter-day Saints High School should close in June of 1931."“* Thus, in June of 1932]. the high school department closed and most of the students entered the newly constructed South High School and the West High School the following fall. 1‘2 Letter on file in the president's office, 22. m. l’3 Letter on file in president's office, pp. 911. #4 Letter on file in the president's office, on. m. 338 C. W. In an effort to insure the continuance of the business college department and to elicit a statement of policy from the General Church Board of'Education, President Fox.addressed to the members the following statement, dated May 16, 1931, about one month before the high school department was closed: Reasons for continuing the College under the auspices of the Church: (1) It contributes to the material welfare of the Church. (2) It protects the interests of youth in a field peculiarly open to exploitation. (3) Its influence is definitely felt in encouraging high cultural, recreational,and moral standards for the youth of the Church. (A) It is an effective agency for the teaching and preaching of the gospel. - (5) It is a valuable.means in assisting young people to prepare for'missionary labor and in aiding returned missionaries to prepare for such needed employment. (6) It serves the Church in a general rather than in a local sense; that is to say, its.membership is drawn from a wide territory. (7) It reflects credit upon the Church through its membership in the National Association of Accredited Commercial Schools, since it is the only school conducted by a religious organ that has ever been admitted. (8) Its benefits far outweigh its cost.45 It was decided that with the high school and junior college gone, the school should remain a business college exclusively, Fox.continuing as president. The administrative and financial status of the college #5 Letter on file in the president's office, op. cit. 359 after 1931 was never clearly defined. The depression had set in and unemployment was on the increase, while enrollments were on the decline. The Church was not in a financial position to encourage the faculty to continue work. On April 12, 1932 the Latter—day Saints College board of trustees wrote a letter suggesting a solution to Joseph F. Merrill, who was then Church commissioner of education. We recommend that beginning July 1, 1932 the College be operated under the direction of the Board of Trustees on a selfhsupporting basis, except that the Church permit the free use of the present facilities.4 With determination and hope President Fox.and the faculty continued working with.about a 40 per cent cut in salary. Since their principal source of students were the high school graduates, a "good 'will" program was prepared including songs, instrumental numbers and speakers, and the program was.sent to.many high school assemblies throughout central Utah. However, little direct advertising was done!"7 Ioung.men and women who had just returned from missionary work constituted another substantial source of students. Many of the buildings were turned over to other departments within the Church. The Joseph Smith.Memorial building was put into use by the Genealogical Society, the Brigham Young Memorial building was converted to offices of the Young.Menls Mutual Improvement Association and the [*6 Letter on file in the president's office, 22. 311;. (‘7 Oral commnication with F. Y. Fox, 9.2. 21.1. 340 Deseret Sunday School Union. Barratt Hall remained in use as an assembly hall for the business college and other Church functions. During the nineteen-thirties the local board of trustees of the Latter—day Saints College Association was gradually exercising less influence over the affairs of the college. Yet, Sylvester Q. Cannon, Hugh B. Brown, and other stake presidents, who were members of the board, continued to give the college a great deal of moral support. In a letter dated April A, 1934 to John A. Widtsoe, who had recently been appointed commissioner of education, President Fox indicated his desire to retain the board. It has sometimes been thought that since the other departments of the Latter-day Saints College were closed, the present Board is unnecessary. In my opinion the support of the stake presidents is of imeasurable value to the institution and I should like to see the Board continue as it is . . .43 On December 7, 1938 Sylvester Q. Cannon was released from the board of trustees of the Latter-day Saints College Association and in 1941 the fifty year charter, which had been granted the association on October 3, 1891, expired. The association was not reincorporated. With no board of trustees, the status of the college was even more nebulous. A letter addressed to the Church school commissioner, Franklin 1.. West, by President Fox indicates somewhat this condition as of April 19%: 1'8 Letter on file in the president's office, pp. git. 341 April 21, 19% Commissioner Franklin L. West Latter-day Saints Church Offices Salt Lake City, Utah Dear Doctor West: If it is the wish of the General Church Board of Education that the Latter-day Saints Business College be continued as an unit on the edge of, but not quite within, the circle of the fully sponsored and supported institutions . . . Sincerely urs, F. I. Foxh Since this date the Latter-day Saints Business College has been more securely placed under the administration of the comissioner of education. About one year and a half later, President Fox sent a conmunication to Commissioner West with Specific propositions, so that a definite relationship might be fixed, insuring the financial support of the Church. The following letter did accomplish its purpose of placing the college on a more fim foundation. September 20, 1915 Commissioner Franklin L. West Latter-day Saints Department of Education Church Offices Salt Lake City, Utah Dear Doctor West: The specific proposals that I suggest for submission to the Executive Committee and to the General Board are stated in the 1‘9 Letter on file in the president's office, 22. 9,11. 342 final paragraphs of the enclosed statement. The paragraphs preceding the proposals are an attempt to provide a rational setting for our request. Very sincerely your brother, F. Y. Fox, President. Since 1895 the Latter-day Saints Business College has been identified as an educational institution separate from the Latter-day Saints High School. The closing of the Latter-day Saints High School was immediately occasioned by the decision of the Salt Lake City Board of Education to erect a large high school.to serve the southern part of the city. The size of the building would depend upon the policy of the Church with respect to the Latter-day Saints High School. The status of the Business College which was in no sense competitive with the public high schools, was not a factor in the problem presented.by the City Board of Education. No Commissioner of Education of the Church has taken the position that the Business College should be closed. There has been uncertainty as to the degree of Church support that should be afforded. Deepite this uncertainty the direct and indirect assistance since 1931 has been about $h0,000.00. The experience of fourteen years since the closing of the Latter-day Saints High School yields sufficient evidence as to the value of the Business College to the Church to pennit a clearer definition of policy. It is therefore proposed that the Commissioner of Education be advised to include the Latter-day Saints College within the scope of the operations of the educational system of the Church under the same conditions of supervision and control as are applied to similar units in the system. For the present year we need the release of the nest egg fund to augment current receipts.50 50 Letter on file in the president's office, pp. 93.3,... 343 6. Present Status of the College On June 1, 19A8 Kenneth S. Bennion was appointed president of the college to replace F. Y. Fox. He was made a member of the faculty in 1923 as a teacher of English. The policies of the school have changed somewhat, to include a more extensive social and religious program. A Latter-day Saints institute of religion was established adjacent to the college building. A chapter of Lambda Delta Sigma was organized in April 1949 and the returned missionary group, the Heranders, was reactivated. To graduate from the college, one must complete a course in business ethics or one of several courses in religion in addition to prescribed comercial courses. Table XXIII lists the administrators of the Latter-day Saints Business College and its parent schools. The years served and title are given. Table XXXIII gives the enrollment in.the three departments of the college. 844 TABLE DQCII ADMINISTRATIVE‘HEADS or LATTER-DAY SAINTS BUSINESS COLLEGE WITH TITLE AND'YEARS SERVEDl Name Title Years Served Karl G. Maeser principal 1886 - 1887 Willard Done principal 188'7 .- 1888 James E. Talmage principal 1888 - 1892 Willard Done principal—presidentz 1892 - 1899 Joshua H. Paul ' president 1899 - 1905 Willard Young president 1896 - 1916 Guy C. Wilson president 1916 - 1926 F. Y. Fox president 1926 - 1948 Kenneth S. Bennion president 1948 - 1 Files of registrar of Latter-day Saints Business College, Salt Lake City, Utah. 2 Title changed in 1895. TABLE ml MW TRENDS FOR THE LATTER-DAY SAINTS COLLEGE AND BUSINESS COLLEGE 1695-19501 _ Enrollment Year "' Business High School College College 1395-962 257*3 1896-97 254* 1897-98 127* 1898-99 152* 1899-1900 463* 1900-4901 500* 1901-02 568* 1902.05 1,230“ 450 1903-04. 1,112* 6:59 1904.05 1,167* 4.60 1905-06 700* 341 1906-07 611* 602 1907-08 617* 499 1908-09 1,296* 514 1909-10 1,262* 314 1910-11 1,257* 263 1911-12 1,144! 250 1912-15 1.14.7" 233 1915-14 995* 359 1914-15 1,015* 509 1915-16 1,260* 305 1916-1'! 711 no record 758 1917.13 1,572* 614 1918-19 1,565* 658 1919-20 1,821“ 656 1920-215 1,058* 674 1921-22 1,060* 576 1922-295'5 1,151 85 546 1925.24 1,167 100 597 1924—25 979 91 629 1925-26 1,260 105 541 1926-27 1,224 131 501 1927.29 1,165 153 491 1923.29 1,266 115 666 1929-507 900 183 397 545 346 TABLE XXIII]: continued W Enrollment Year High School College Business College 1950-518 952 1951-529 , 1,055 1952-55 505 1955-54 1,209 1954-55 1 740 1955-56 2:050 1955-57 2,145 1957-55 V 2,250 1955-59 2,051 1959-40 1,952 1352:: 922 "' 9 194.2-45lo 5,490 1945-44 1,597 131$ 1’13? 4 9 1945-47 1,620 1947-45 1,590 1945-49 1,555 1949-50 1,600 1950-51 1,550 1 Files of registrar of Latter-day Saints Business College, Salt Lake City, Utah. 2 College department established. 3 Asterfl: indicates figures include high school and college enrollment. 4 Enphasis was on college work until 1902 when it shifted to high school work. 5 Ninth grade dropped and department of music separated. 6 Regular college work begun. 7 Tenth grade dropped. 8 All college work eliminated. 9 High school work discontinued. 1'0 Figure includes 1,430 servicemen. 347 C C S Ms d The McCune school of Music and Art is owned and operated by the Church of Jesus Christ of Latter-day Saints. It is not under the supervision of the General Church Board of Education; rather, its president, Joseph L. Wirthlin, who is a member of the presiding bishopric, reports directly to the presidency of the Church. The school is located in the former McCune mansion at 200 North Main street in Salt Lake City, Utah. 1. Origin and Administration The school began in 1917 as the music department of the Latter-day Saints University. In 1920 Prasident Heber J. Grant of the Church named Guy C. Wilson, who was president of the Latter-day Saints University, president of the Latter-day Saints School of Music. This made the « school of music somewhat administratively separate from the university, in Spite of the fact that Wilson was still president of both institutions. his department was known as the Latter-day Saints University School of Music previous to this move, but at this time it gained considerable autonomy and the name was changed to the Latter-day Saints School of Music. B. Cecil Gates, performer and cmposer of "world renown," became the school's first director.51 51 Annual Catalogue of the Latter-day Saints University School of Music, Salt Lake City, Utah, for the year 1919-1920, p. 6. 348 In June of 1925 Tracy I. Cannon succeeded Gates as director of the school. He served in this capacity until November of 1950 when N. Lorenzo Mitchell was appointed to that position. In order to more effectively arrive at policies to be adopted for the school and to insure its smooth operation, a faculty council was established in 1932 with Tracy I. Cannon, Anthony C. Lund, Frank W. ASper, Reginald Beales, and Mabel Borg Jenkins as members. This council with some changes in personnel is still functioning today. Since 1927 it has been the practice of the presidency of the Church to appoint a menber of the presiding bishopric of the Church as president of the school. In 1927 Sylvester Q. Cannon was appointed president to succeed Guy 0. Wilson. Cannon was the presiding bishop of the Church and the president of the board of trustees of the Salt Lake City College Association. President Cannon died on May 29, 191.3 and was replaced by Joseph L. Wirthlin, who was the second counselor in the presiding bishopric. file school was first given two rooms in the old president's office, near what is now the Lion House on South Temple Street in Salt Lake City. In 1919 this department was moved to the nearby Gardo House. In 1920 A. W. McCune and his wife Elizabeth A. C. McCune, praninent citizens of Utah and devout members of the Mormon Church, decided to leave Salt Lake City and establish residence in Los Angeles, California. They were in possession of a "million dollar home" located two blocks directly north of the Salt Lake temple. Before moving, they agreed to donate to the Church of Jesus Christ of Latter—day Saints their hens and property. 549 A letter stating their intentions, dated October 7, 1920, was sent to President Heber J. Grant, who read it in the general Church conference. It reads as follows: President l'leber J. Grant and Council: Dear Brethren: We desire to give to the Church of Jesus Christ of Latter-day Saints our home on Main and First North Streets to be used preferably for the women's building, thus housing the three women's organizations, or for such purpose as may be deemed best. Yours faithfully, signed A. W. McCune Elizabeth A. C. McCune52 2. Name of School Changed In August 1921. the name of the Latter—day Saints School of Music was changed to the Latter-day Saints McCune School of Music and Art.53 The change was made in honor of the benefactors Mr. and Mrs. A. W. leune. In the October 1924 general Church conference, President Heber J. Grant in referring to the deaths of prominent peOple, which had occurred during the previous six months, Spoke of the death of Mrs. Elizabeth C. McCune, who with her husband had given their mansion to the Church. He also mentioned the changing of the name of the institution since the death of Mrs. McCune from the Latter-day Saints School of Music to the Mche School of Music and Art.“ 52 (Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1597-), October 1920, p. 7. 53 Except for legal transactions, the words Latter-day Saints are generally not used. 51* Conference Report, 22. 21,1” October 1921+, p. 6. 350 President Heber J. Grant announced that he would present to the school the painting "Wheatfield" by Edwin Evans, a Utah artist, and a copy of Rembrandt's celebrated "Elizabeth Bas,” which was presented to him by members of “the Church in Holland, when he was on a mission in Europe. These paintings were previously in the art gallery of the West High School in Salt Lake City. In the same month, Mrs. Alice Merrill Horne, of the governing board of the Utah Art Institute, gave Florence Ware's "Signs of Land" to the school.55 These additions, together with the two pieces of statuary, "Cleopatra" and "Blind Nydia," which were presented by Mr. and Mrs. McCune with the building, fonned a costly and artistically rich nucleus for the art department. 3. Purposes of the School In the operating of the McCune School of Music and Art, the training of performers has always been kept uppermost. At the very outset, nearly every menber of the faculty was a concert artist, and over half of them had been trained in European music circles. The aphasia was in drawing out of the population of the Church those individuals with potential artistic ability, and in assisting them to deve10p their talents for the good of all. The objectives of the school were given in the 1919 announcement: Music is a vital part of the social and religious life of this people; and in order to meet the growing demand for more and better-trained musicians, organists, conductors, singers for public, private, and ecclesiastical work, this school has adopted 55 The Deseret News, on- cit., October 3, 1921.. 351 a plan, the object of which may be epitomized as the best ingtzggpign 32 the ggeatesp pumber at the lowest rate.55 The training of composers and school teachers was not mentioned in this statement, and in practice relatively little seems to have been provided; although a normal course was listed among the offerings. In an unpublished statement prepared in June of 1951 by Tracy Y. Cannon, who had been director of the school since 1925, this statement is given: The school was founded to provide a permanent place: (1) for the teaching of music and allied arts by teachers of exceptional ability; (2) to train teachers in these arts according to the best current practices; (3) to promote in the community a better appreciation by the public of the best music and other allied arts through the giving of recitals, concerts and lectures, exhibitions of dancing, painting, and dramatic presentations, and (A) to adhere most faithfully to a high idealism in the promotion.of these activities.57 It is estimated that over one hundred teachers have been graduated from the school out.of a total enrollment of more than 25,000. It must be remembered, however, that most of the students have been those enrolled for private or group lessons, rather than in a degree or diploma course. Mr. Cannon, in an oral interview stated, "It has always 56 Announcement of the Latter-day Saints University School of Music, Salt Lake City, Utah for the year 1919-1920, p. 3. 57 Tracy Y. Cannon, unpublished statement of objectives of the MCCune School of Music and Art, June 1951. 352 been the primary aim of this institution to train artists."58 This aim, however, has not been an end in itself. Providing the churches and the community in general with well trained performers for religious and recreative purposes, has been the ultimate goal as evidenced by the numerous recitals and concerts. Since 1925 there have been given approximately ninety concerts by the symphony orchestra, and about forty-four concerts by the junior orchestra. In addition, there have 'been given.about sixty faculty recitals and.more than five hundred student recitals. Another evidence of the ultimate goal of aiding the community is the work of the extension department, which was organized in 1935 for the purpose of training choristers and organists throughout the entire Church population. An appropriation of 600 dollars was given the school to begin the training, consisting of twenty-four hours of class instruction. This proved so successful that appropriations were increased and faculty members of the 11ch5 School, in addition to other specially chosen Church musicians, were sent throughout Utah, California, Idaho, Arizona, Nevada, and Canada to establish and operate centers for the training of musicians at a nominal cost to them. This work was curtailed in.l941 due to traveling restrictions. In 1947 when it was begun again, the task was so great that the administration of it was transferred to the general Church music committee, of which 58 Oral communication with Tracy I. Cannon, former director of Ehe McCune School of Music and Art, November 2, 1951, Salt Lake City, tah. . 553 Tracy Y. Cannon was chairman. Over seven thousand Church musicians have received training through this program. 1.. Curriculum and Faculty In the announcement for .the year 1919-1920, before the school became separated from the Latter-day Saints University, there was outlined a four year music course in the following fields: Piano Vocal Band and Orchestral Instruments Conducting Normal Course for Grade and High School Teachers.59 Before a certificate of completion in any of these courses was given, two years of regular high school work had to be taken. Thus, a certificate of graduation from the department of music of the Latter-day Saints University at that time was of junior college level. mat year, 1919-1920, there were three hundred and fifty students enrolled in the music department. The Latter-day Saints University as a whole, with two thousand students, claimed to have the largest enrollment of any school in the Church. In the music department instruction was given in small groups of three or more pupils for it was believed to be "the best tested method of instruction."60 In 1923 the Latter-day Saints School of Music, separated from the university, had an emolhent of one thousand four hundred and twenty-one. 59 Announcement, 22. cit., 1919-1920, p. 6. 60 3231-, P0 LO 354 However, there were only eight in the graduating class. The following year the enrollment increased to 1,600 and the number of those graduating to sixteen. In 1924 work beyond the junior college level ‘was offered for those who had particular artistic talent. Also in this year, 1924, Winifred.Brown Knight joined the faculty as the first instructor in dramatic art, and Kathryn.Gabbott came as the first dancing instructor. In the following year, 1925, Director Cannon appointed Frank W. Asper as director of the symphony orchestra; Doctor Asper is still the director of that group. In.l926 a four year course beyond the high school level was offered for the first time. Those who enrolled in the four year course ‘had to be over sixteen years of age and were called "regular students."61 Since the emphasis was on artistic ability rather than academic achieve- mmnt, it is doubtful if graduation from. high school was strictly required for entrance into the four year course. However, students under sixteen years of age were required to enter the school as ”preparatory students” and to work toward the status of regular students, while at the same time pursuing their high school work. There was a classification of students known as ”special students," including those over sixteen.years of age who did not wish to pursue any specific four year course. 61 M.) 1926.1927, PP. 12.13 e 62 1.49.. sit- 355 In the year 1927 evening classes were provided to extend the services of the school to those who were unable to attend during the day. The same year the school was authorized to grant a diploma for 138 quarter hours of work and to grant a Bachelor of Music degree for 180 quarter hours.63 Diploma and degree courses were offered in piano, organ, voice, orchestral instruments, composition, and public school music. About the time the Bachelor of Music degree, which required more academic courses than the diploma course, was introduced; the school became more and more academically inclined. The entrance requirements ' for the diploma or degree course was high school graduation. Through its director, Tracy Y. Cannon, the school became affiliated with the National Association of Schools of Music and Allied Arts. And credit received from the McCune School was acceptable at the University of Utah. In 1929 the. school as an institution became a member of the above mentioned national association. In the year 1930, the dramatic art and dancing departments expanded to offer a diploma course of three years duration. The diploma course in the department of music was extended to require 151 quarter hours of work. An orchestra class, now known as the Junior ' orchestra, was organized in 1932 "for the purpose of acquainting unexperienced students with the works of great composers and to prepare 63 Annual Catalogue of the McCune School of Music and Art, Salt Lake City, Utah for the year 1927-1928, p. 15. 356 them.for positions in the symphony orchestra."64 It was not necessary to be enrolled in the school to be a member either of the symphony orchestra or the junior orchestra. "Citizens, who can qualify, are urged to Join. A.membership fee of five dollars is required."65 In the fall of 1935 the McCune Players club was organized to aid in the training of both actors and directors. yesterl§_neg:e§_gffered, In the fall of 1935 the increasing interest in academic work culminated in the establishment of a course leading to a Master of Music degree in the field of composition, instruments, and voice. However, the background of the school and its avowed purposes and those expressed in action were not conducive to this undertaking. In addition, the deadening influences of world war II were beginning toumanifest themselves during the late nineteen-thirties and early nineteenrforties. An institution of fine arts was particular vulnerable to these hindering conditions. Thus, in the summer of 1942 the Master of.Music degree was deleted from the curriculum.and the school withdrew its membership from.the National Association of’Schools of Music and Allied Arts. Early in the nineteenrforties normal instruction was dropped from the curriculum. A club to interrelate the arts of music, dance, and drama was organized in 1939. It is known as the Alpha Dorian Three Arts Club. In l9h1, Vera Matthews, a graduate of the School of Fine and Applied 6" Ibid., 1932-1933, p. 16. 65 L92. sit. b. 35'? Arts, Battle Creek, Michigan established a department of creative art, ‘which included courses in creative design, fashion art, painting in oil, pastel, and water colors, and free hand drawing. In 19h? a certificate course in commercial art was offered. In 1942 a "Cultural Creative Group Experience" class was organized principany to assist the working adults find relaxation from the routine of the day in the form of creative bodily exercise. Virginia Tanner of the dance faculty conducted this class. Also in.l9h2, a unit system in piano instruction was added. This was an original contribution of this department. It consisted of six units to be completed by each student near the beginning of his studies in piano. The units were piano technique, key board harmony, sight reading, music forms, and ear training. Simultaneously with the study of these units, the student engaged in learning musical compositions. If the examination given after each unit was successfully passed, the student was to give a final recital. He then received a certificate acknowledging his completion of the preparatory course in.piano. In 1949 a Bachelor of Music degree in chamber music was added to the curriculum. This indicated a renewed emphasis on small group work as opposed to private work. Instruction on the hammond organ was added in September of 1951. Eagnlty. It has generally been the policy of the McCune School to select artists to teach artists. The.musical and academic standards have been exceptionally high. Tracy I. Cannon stated that rather than lower the academic standards of the institution, academic courses were removed and concentration on musical instruction was continued. 358 On the faculty in early times were such artists as Lucy Gates, Edward P. Kimball, and John B. McClellan, who were world renown in such accomplishments as opera, conducting, composition. It boasted of a "faculty of eighteen of the West's most prominent teachers."66 In relatively recent years men like Richard Condie, Alexander Schreiner, and Grant Johannassen, who have excelled in the fields of voice, organ, and piano respectively have been added to the faculty. In seeking the most accomplished musicians possible, there has been one important factor which has influenced the selection. It is that the prospective teachers should be members in good standing in the Church of Jesus Christ of Latter-day Saints. 66 Mm (Salt Lake City, Utah: Latter-day Saints University School of Music), May 1921., p. 2. . 1886 1887 1888 1889 1890 1891 1893 1894 1895 1896 1897 1898 359 D. Summary l. Latter-day Saints Business College Chronological Outline History On November 15 the Salt Lake Stake Academy Opened in the basement of Social Hall with Hillard Done as teacher. In February the Eagle Gate School was Opened. In July James E. Talmage was made first principal. rirst circular was published. On May 2 the first degree was given by the Church. On May 15 the name was changed to the Latter-day Saints College. Library of Salt Lake Literary Society was taken over by the school. On April 7 the General Church Board of Education named the school the Central Normal College of the Church of Jesus Christ of Latter- day Saints. A normal department was added. In October the college was incorporated under the name of Latter- day Saints College Association. li'he merbeck building was purchased. I A three year normal course was announced, the last year which was beyond the normal school level. This was the first college work. Provided religious classes for University of Utah students. October 12 collegiate department established. Title of principal changed to president. Ellerbeck property sold. A business course was introduced. Seventeenth Ward house used. The business department was moved from Ellerbeck to Tmpleton building. Willard Young was elected president of the board, then he entered the army. In the same year he was replaced by Angus M. Cannon. 1899 1900 1901 1902 1903 1905 1906 1907 1909 1910 1911 1916 1919 1920 360 Willard Dons resigned and teachers left. J. H.‘Paul took over and procured new faculty. Five teachers resigned. Stevenson property sold for 4,500 dollars for Business College blllldinge In February Business College building completed. On May 24 the name was changed to the letterbday Saints University. Trustees refused to have college courses removed. Lorenzo Snow made president of the board. Resolution to establish law school passed by board. Salt Lake Business College purchased of Joseph Nelson for 9,500 dollars. Eighteenth Ward square sold to John S. Bransford for 34,000 dollars. In May the Brigham Young Memorial building was completed and dedicated., J} H. Paul resigned as president. W. Young became president. A.msrger‘between the Salt Lake Business College took place. The high school department was limited to 600 students. The Deseret Gymnasium was constructed. Faculties of the business college and the high school were listed separately for the first time since the merger. Guy 0. Wilson became president. The Joseph Smith Memorial building was constructed. This was the last construction at the university. The department of music was broken off from the university but Guy 0. Wilson was named president of both institutions. The ninth grade was eliminated. 361 1922 First year of regular Junior college was added. 1923 The members of the board of trustees were released and seven stake presidents were named to the board. 1926 Guy C. Wilson left the university and was replaced by F.Y. Fox. 1927 On May 24 the articles of incorporation were amended and the name was changed back to the Latter-day Saints College. 1928 The tenth grade was deleted from the school program. 1930 In June the Junior college department was closed, 1931 All high school work was eliminated, leaving only the business college. 1941 The charter of the latter-day Saints College Association expired and was not renewed. The college was left under the direct control of the General Church Board of Education. 1948 Kenneth S. Bennion replaced F. Y. Fox as president of the Latter- day Saints Business College. The develOpment or evolution of the Latter-day Saints Business College is probably the most varied of any of the'Mormon schools. Brigham Young had deeded prOperty in Salt Lake City to be used in support of a Church academy, but this did not materialize until over a decade after the establishment of the Salt Lake Stake Academy. In the middle eighteen- eighties there were members of the Church in Salt Lake City who felt that a Church academy similar to the one in.Provo was needed in Salt Lake City. There were no high schools in Utah at that time, and the state university excluded all religious instruction from its program. William.B. Dougall took the initiative in laying the ground work for a school. He went through the procedure of addressing letters to the Salt Lake Stake president and the president of the Church. From them he gained 362 full approval. A committee was selected and funds were raised preparatory to Opening an academy. Dougall's efforts met with considerable success, which enabled the school to open on November 15, 1886 in the Social Hall. Karl G. Maeser was asked to serve as principal of the academy, but his duties at the Brigham Young Academy prevented him from being active in Salt Lake City. Willard Done was made principal the second year. James E. Talmage, one of the greatest scholars and educators in the Church, was next made principal. However, in 1892 he left the school and never did a great deal toward its development into a college or university. Talmage taught at the Brigham Young Academy for a few years following, and then was made president of the University of Utah. ‘When the General Church Board of Education was formed in 1888, the original committee was dissolved and the president of the Salt Lake Stake was made president of the Salt Lake Stake board of education. The stake board of education had charge of all educational activities within the stake. In 1889 a college association was incorporated to handle the affairs of the school and the name was changed from the Salt Lake Stake Academy to the Latter-day Saints College. Willard Done became president again after Talmage left. In 1899 Joshua H. Paul was called to this position. During the eighteenrnineties financial problems were great and they in turn led to administrative and personnel prOblems. Joseph Nelson, who was head of the business department, was given considerable freedom in running the affairs of his department because no funds could be given him by the board of trustees of the college. When the academy had become 563 a university in 1901 and the school was better off financially, the college association felt that the business department should be more closely connected with the parent institution. Nelson was reimbursed for his expenditures and the business college department was made an integral part of the Latter-day Saints College. Also in the early nineteen-hundreds a great deal of building took place. Liberal donations by Brigham Young's trustees, Matilda Barratt, and others made the construction possible. By 1913 the school occupied six buildings. Willard Young, a son of Brigham Young, was made president of the university in 1906. He was followed by Guy C. Wilson in 1916, who also served as president of the McCune School of Music and Art. In 1927 F. I. Fox became president and remained such until 1948 when Kenneth S. Bennion was made president. It was intended that the school become the "University in the Church" but lack of support from the members of the Church, competition of public schools, and urban influences caused the school to develop into a business college instead. With the exception of a normal course offered in the early eighteen-nineties, the only work of college level was given during a period beginning in the fall of 1922, when the Junior college was established. This was short lived, however, for in 1930 the General Church Board of Education advised the school to drop all acadenic college work. The following year the high school was dropped, leaving only the business college department. Since 1931 the Business College has grown and developed. And accept for the depression of the early nineteen-thirties, it has been relatively well Off financially. 364 Since Bennion has been president, the social and religious education programs have expanded considerably. However, the chief aim A of the school is still to assist men and wanen to become productive and self-sustaining in a relatively short time. Religion and/or business ethics is considered a necessary part of the regular curriculum. 1917 1919 1920 1924 1925 1926 1927 1929 1930 365 2.‘ McCune School of Music and Art Chronological Outline History A department of music was organized in the Latter-day Saints University with B. Cecil Gates as director. This department gained some autonomy by moving into the Gardo House. Normal work on the college level was offered. The department of music was separated from the university and named the Latter-day Saints School of Music, and Guy C. Nelson was asked to serve as president Of‘both schools. Mr. and Mrs. A. W. McCune gave their costly mansion to the Church of Jesus Christ of Latter-day Saints. This was turned over to the school of music. The name was changed from Latter-day Saints School of Music to Latter-day Saints McCune School of Music and Art. College level work was more fully established. Winifred Brown Knight Joined the faculty as the first instructor in dramatic arts. Kathryn Gabbott became the first dancing instructor. In June Tracy I. Cannon was made director Of the school. A four year course beyond high school was Offered for the first time. Sylvester Q. Cannon became president. Evening classes were offered. A diploma was granted for three years of college work and a Bachelor of Music degree was offered for four years of college Works The school became affiliated with the National Association of Schools of Music and Allied Arts. The dancing and dramatic arts department expanded to offer three year. diploma. 1932 1935 1939 1940-41 19a 1942 1949 1951 366 A Junior orchestra class was organized. A faculty council was formed. The 'McCune Players" club was organized to aid in the training of both actors and conductors. In the fall a Master of Music degree program was inaugurated. The "Alpha Dorian Three Arts" club was organized. ’ Normal training was eliminated. Vera Matthews opened a department of creative arts. The Master of Music degree was no longer offered. Membership in the National Association of Schools of Music and Allied Arts was drOpped. The unit system in piano instruction was begun. A Bachelor of Music degree in chamber music was introduced. Instruction in the Hammond organ was begun. The McCune School of Music and Art is an outgrowth of the Latter-day Saints College. There was a music departmant established as early as 1907 in the Latter-day Saints University by Oscar A. Kirkham, and one later in 1917 by B. Cecil Gates, but it was not until 1919 that the music department was given a building of its own. In 1920 it was given separate distinction as the Latter-day Saints School of Music with Gates as director and Guy C. Wilson as president. It had on the faculty some of the most distinguished musicians in the West. The school was later moved to the McCune mansion, a gift to the Church of Jesus Christ of Latter-day Saints. Today the school bears the name of its benefactors, Kr. and Mrs. A. C. McCune. 367 In 1925 Tracy Y. Cannon was made director of the school, a position which he held until 1950 when N. Lorenzo Mitchell was given that office. In 1927 Sylvester Q. Cannon, who was already president of the board of trustees of’the Latter-day Saints College and presiding bishop of the Church, was made president. The president's duties were largely those of business manager and advisor. In 19h3 President Cannon died and Joseph L. Wirthlin, also a member of the presiding bishopric, was made president. The school has specialized from the beginning in private instruction, aimed at training performers in music, Speech, dancing, and art. Although, in.art a course in commercial art has given a.more "practical" flavor to the curriculum. In 1925 a symphony orchestra was begun with Frank W. Asper in charge. It has been open to all musicians in the community regardless of their affiliation otherwise with the school. The faculty has also devoted.much of its talent and energy to the training of choristers and organists for the wards and stakes throughout the Church of Jesus Christ of Latter-day Saints. In 1935 groups of lay Church musicians were brought into the school in Salt Lake City for training. Since that time several thousands of them.have been trained in extension classes. Also in 1935 the Bachelor's and Master's of Music were offered by the school. The same year it was accredited by the National Association of Schools of Music and Allied Arts. At that time there was relatively great interest in the academic phase of the curriculum. Since World War 11, however, no degrees have been offered by the school. Instead, students who are interested in academic credit are 368 encouraged to study at the University of Utah or some other convenient location. In many cases, arrangements have been made for credit to be transferred from the school to some college or university to apply on a degree. Dancing and speech arts were introduced into the curriculum soon after its beginning as a separate school. The creative art department 'was added some time later. All three are, today, making a substantial contribution to the offerings of the school. In keeping with the philosophy of the Church, the Latter-day Saints McCune of'Music and Art provides opportunity for practically all members of the Church to develop their interests and talents in the areas of Amusic, art, and dancing with mutual improvement and mutual entertainment as goals. The institutes of religion represent a program within the Church as t"? which is probably the most urinue. In the late nineteen-twenties an: t vce~'~ out the nineteen-thirties the Latter~éay Saints were faced with a ercwite economic burden in the support of the Church colleges. Rather tEan rencre itself completely from the area of formal week-day instruction, the Church in effect, turned over the secular instruction along with its phvsicai nLe~' to the public, and retained for itself the task of building u»w ?ui1%in:s providing week-day religious instruction for the students. There was s eev termination among the members to give to the youth of the Chm-Hr. Us ewe»- tunity of studying religion daily and of growing spiritually along with growth in the secular areas of study. It is doubtful if any member of the General Chrrch Board of :4‘oc" ever felt like a full Church school was not the ideal tool for edu": the youth of the Churc.. Some memhers of the Board, however felt others the fin.ncial burden which the Church schools were causing. ‘ai ¢e~< perhaps, sensed more keenly the inequal ty of opportunity for relixiews instruction ttroushout the Church. All were in agreement that 8038*?? "T. to be done to relieve the financial strain and to more annally distriigf reek-day religious education of high quality. O ’- . i I v, _ .1 "A ‘ 'v ‘ . h“ ‘ “ I . ‘ ...‘_ O |_ .I ’ ~ (! ‘ ‘- 7""‘. 'e , r v- ‘3,- ~-.~- ,— «‘ ‘:‘- '- :-’. “3. :9. '.'. b-..-5.-~-.w: i. . QQFLV as J“f& the «eqc.81 buulwh '001«.ve ~-«~ . , \ M h (I) f r t Er- y t‘n a ‘ '9 O“ c 0 "- ’ a m w i‘ o R 3 ‘h- ’1 m. ‘- {I _. I. L .I ‘ )1 ‘ ( i“, .1 "L i f. ELIL‘" "’ 3‘-:~¢ ta s; t4 ('1 LC. flt‘, ( if}. ’ .'I t I. f‘ ("r {f '3. IA... ‘2. ' 8 .IA - '1?! -‘ . '. .' J ' ~5.‘ “ f‘ ' l ‘ .1 f ”g”. X. ...‘Z 2 .o..,.“__. .' l ._ ‘- 1‘?" l H 1‘an the c-“ll‘C'l WON mi I‘OW‘GVE‘. 1t15€'-.f « I“ In tilt f1 (Le—’1 an!) gut klf‘l’l . 5 x w v Q ~ - “5 g ," ”t ,, public schools. In that year, 1890, schools in btan were mace tree 5. int. 1 us to the eighth grade. In the same year, the Church schools beret its M week-day religion classes for children of elementary school age. .his was done in accordance with a letter written by the first presidency of the Church on October 1?. 1390. To the Presidents of Stakes. Bishops and all whom it may concern: To . . .counternct the tendencies that grow out of a Godless education, the Church schools of the Saints have been estahlishefi. But while these accomplish great good. the schere of their usefulness does not cover the entire field. There are many places where the :hngfu schools cannot. at present. he established: and also many Saitts 1; those places where such schools exist. who for various reasons Cflhfflf send their children thereto. For this cause we have deemed it precast to suggest to the various local authorities other measures which. whi‘» not occupying the place of Church schools. will work on the same lichen and aid in the same work in which the Church education institutiene are engaged. We 3u€€63t thfit in ever? Ward where a Church school is xvi Pete? lished. that some brother or sister. or brethren or sisters. welt adapted for such a resecnsihle position by their intelligence nrd de~ votion. as well as for their love of the young, be called. as on a sion by the Fisher, after consultation with the President of the S‘n;w to take charge of a class wherein the first principles of the Gosrel. Church History. and kindred subjects shall be taught. This class to F»?' for a short time each afternoon after the close of the district schoci, or for a longer time on Saturday only. as m.y in each word he the ncgi consistent with the situation of the people and most likely secirc a good attendance of the child. — www-q~vrov~ . __ Laws of Utah, 1890. Chapter LXXII. Article XVI. We deem it desirnlzle that every school tings. estra‘lisIW‘F c: " "‘ ~ under the rtidcnce and the direction of the lensrel Emir” r? 551*9’1 ”a fine those brethren one sisters Who acce t this Cell will receize e 1‘» cert-5e from the hoard to act in this CP.I‘=RCiit;'J. Eitc'r."1=as‘i;..~x.esi~ with record 9rd of Edn- 4 to studies. etc. will also be issued hv the Gerorel C‘orch ho cation and other metre be adopted to place these classes 1 ru1.ac: ith the methods of the Church school system. of which. in fact. iEnv wi 11 form an imnortnnt pert. . . . With the cons Lent desire f'.:'!‘ *9»- oroeress of all true education. we remain, with mucc resyect. D ..2‘ Your brethren in the sorrel. Wilford Woodruff George Q. Cannon Joeenh F. Smith First Presidency o‘ the Crrrcc ‘- J \XL In 1922 all of the week-day religion classes were olaced under tle direction of the General Church hoard of Education. in accordance With tn: policy of the Church to remain as centralized as feasible. In I??? the rw~ 3 ligion classes were consolidated with the Primarv Association work. which involved children from graces one to six inclusive. The junior sorfnary was organized for those in grades seven through nine. " u...- --‘c-‘Oww Letter on file in the office of the first presidercy of the l of Jesus Christ of Latter-day Saints. Sglt Lake City. Utah. 3 See chapter IV for description of the Primary Association. 372 ‘Q "'13 g 7q56-,~v~.r'3e~w quiv‘a Qrzr-.-inr*1' ..’ '. . _«;v_ , .. ‘. . '- b ' n. "‘§.' “ v l. w ' L._____ ... . “Crag—‘1'“ -..-.- The senior seuinary for bi:h school a:e youth began when 535;.3 F. Herrill, a member of the stake presidency in Granite. Utah, orrenized in 191? a religion class for students attending Granite High School. After the first decade of the twentieth century, the free public high school came into general acce;tance in Utah. The Mormon leaders did not enc courage the passing of secular education into the hence of the state. but when it became evident that there was an overlaoning of effort in secular fields at an extreme financial burden to the Church, the Church leaiers fully surported public education. Between the years 1910 and 1?31 all his? school work was drcpned from the Church schools, except for the trait“ school at the Brigham Young University and Juarez Academy in Mexico. sue the Kelsey Academy in Kelsey, Texas. Also during this period. most of the Church high schools or academies were turned over to the public for efiure- tional purposes. It was about 1930 that the seminary movement seinefi mg‘*:°* um. The funds spent in one Church academy could now be distributed to e “We .. x. ‘N her of Church seminaries which limited their instruction to suhjects tri~ marily of a religious nature. Franklin L. West, who has been Church commissioner of eflucetisn 91399 1935. made the following calculations with resoect to the relative or e’oi~ ture of funds. I rufifiv ‘— - ~ - -_ V Fé‘mqgmfil Sl’ftém 01' ”:8.1"“t-‘Ttrifli'ifiéfiez. (Salt Latte Cit" w- Latter~nay fieluts Department of Education, 191?), p. 30, . _ .- '. . . - .. -4 M. , 4...; .¢-.. .. 1...;(2‘5‘... Wt’ (21".: TéFthiiI¢T buff»: 6 l.:.-F.J.' I‘ll". Cline!“ Eb THY-’3' fl v L~-“-»' ‘-~‘ "‘33 ‘v ‘ ‘ ' ~ ~ - ,- a — ~0« s r were tqurh inner the at er nroarnm W?ile t:e eczxeriw. ~1c in cuernr ' . -. ~. ‘ .' ~ . a, ‘0 .. ’ ‘ion. yet our total :xnerciture for tnia nwzmwo is eloua inltfi‘ n-7t. 9 .OfV at it: “2° tu‘ziooh By 1927 the number of seminaries had grown to ninety-seven and in lv~$ t. 7 number had reached 102. The number in 1951 was 135. 1 John A. Widtsoe. forwer commissioner of Church schools. cove this 5e:- inition of a Latter-day Saints seminary on the twenty-fifth anniverearv the seminaries. The Lei'ter-ds Dy Sa.i ts Seminarv . . . is a private «canal of? school grade. lo eted n+3er a nulzlic high scnool. in wtich hi.iicsi? tory and Church hist and doctrine are tnnrht by fully trainee rr~ accrecitec teache“s. Sturents of the hijh school scene a f~ell r::icd 1:5. AI, ‘ ‘ ‘c a. of the de.y in the seminary. One unit of credit is ueusl iy allowed hv he hi5, school for two years of Bible stedy. Tue two institutions are totally distinct, though necessarily friendly. Each helps the other Seminary buildings are located adjacent to public high school: VFer ‘ T" 6' ..-. 1‘ there are 5‘? ficient Mormon chi dren to justify it. The selir~ry ten;fi+.c are required to have a teaching certificate under the laws of the state which they are teaching. because the put’ic school ‘* ~“ -«133 hi O A ‘-a £4» _ .J A... accept credit for non-sec tari-an courses which are tee :.t in the cams-1 us,“ .,a‘{ 1,. The curriculum of the seminaries is: First year - The Old Teetarent Second year - Tr e \ew Testament Third year - Church Historv and Doctrine Fonrth yenr- Teacher enfl Hieelonary Traillin¢T, Priee.rxood Leadership 1 Franklin L. Weet. "The Church in Education,‘ T‘c Imorcve ext er. Lake City Utah: Tue Church of Jeeis Christ of La tter~uav SniTFETPTFTTT‘ Numbeg l ZJanuary 1933). p. 14. ' ’ Vfinnoqnoe:ont*ot Pr m (Salt Lave Citv, Utah: The LatterRSn“ a; onertntnt o ' ace. {0%d7’ ti 'sVoer l. 19 37, p. 37. 7 1:11., N1 fiber 2.131;}, p. 15. 8 John A. Widtsoe ,“Jubilee of the Senior Latter~dar S T‘oe Inrrorement "Era, on.cit., XLI. Nlmoer l (Januaw ,Jr U 1_3_'")), pa '0 - I" _‘ T; ‘. a n ' innOuncc e L of P“ mo’raan oozplt., Number 3, lahe. n. 16. 'U‘fiH-v-—O—:;:r .v-—--—_A‘—..~o- - Q 0 O! a .- g \ ».~‘ mgr . 'té—nfllta -‘E’.~t1,Hr-r' \ 9 3 T! wsr ar-vn.fi~ entwnl rn”a~%31na+qs +.u.,1.-»ve-.i..k 0: 9:3 no. u. 'A~.'-a",‘ \‘_.". . _ \_.'1" a _. s--'~_. 1.. I u- '..‘_ .4, V. A... .L.‘¢‘..I-L'.Ak‘.-"t cat" a ,. .. l . ' i . ‘ v . . a o . - ‘ - o “ Q toe utter-nay oazots deonrtient o: educa.ion stats \ From the bovinn in.T, toe Latter~éay Saints eeaiuarv and the ii;~ mhool have bee :1 eeoarate an'i distinct institutions. At the Tfidnvst 0’ parents. etidents are privileged by high scaool officials to Withocan inc TOVJLQT school hours from the school campus to the he 7%? sefi§warfi buildiz.v. to take a course in religion. at the end of toe seainart (urn the StJflBflt again enters the high school jurisdl ctign, The onl" n3-:1¢5" connection between the Church and the state institutvons is tr-e Cfififfii hell that signals the changing of cla e.3ee. Generally sneaking, tie stat e and Czlurth teachers are heltfgi an? coooerative in t:.eir relationaxic ns. However, there is no conscicue rf~ , ’3 tenot to internix toe functions of the two institutiaug. of naps :{_tw both groups are concerned witht the working out of cl.ass-ecne~1iec s~:‘ f"w checking of attendance. Otherwise. they are independent in tleir o e“'* The cost of on eret ing toe seminaries is boruaerxtirelv hV'tPc Chvvc Nachers kmare schols eetic trai“in? at least the e iivnlsot of Lira ec’cc teachers, ani have state certif catee ior lmi :1 33hool teschinc. 3 1'3 "‘ '—'—""—-"—-"~"~'-—'“ ‘WC~—~—~ ov~~r .v ‘ '1 Loc. cit. 375 . -. . 1.-.. r-“ ..1 C. .81101C111 " I’vz‘?1;(“t17331 8? ’C’Iv‘. (011-? "‘ .11*r"*3~ ' - ‘ ... ‘ _~.'_,__.- m'w- ....rm 7 ‘Seminaries in the Church of «9358 Christ at the cwlls*e 19:9? are b.“” as institutes of religion. In 13?5t f1 irst of i see wa3 esta Blisifid st ‘ Koscow. Izaho. Since that time eighteen have been established at subiie in~ stitutions of higher learning throuehout the western United States sue the 11 Territory of Hawaii. With the exception of the University of Sofit e"n Cafi’ ornia, all colleges and universities near which the institutes are located are state supported institutions. When the three junior colleges in 3113 Weber, Snow, and Dixie. de- t1.e G1 a Co? see in Ariz us. were tnrnefl over to the state, ezforts were put forth to establish insti tutGS near ties to serve the religious and social needs of the Mormon students. Within a few ‘. years institutes had been established e.t each one. Fi;~re 3 shows t.“ 19,1- ~O tion of each institute of religion of the Church of Jesus Cirist of Tq‘te' 1.. \ .1 day Saints. 1. Objectives £26 objectives of ttis nroeram in outline f0 m were first Drintefi 1r 1937. In 19h} they were revised and have remained the same since. I‘m based upon the religion 18 ph ilosonhy of tr 6 Church, the funfiam ntal aszr‘+s of which are set forth in chapter II. It is not expected that they we iii cally mention all of the basic aspects of the Mormon philosonhv. Ci ble exception is that the free agency of man and its role in education is ll l. . 1-....-v_.l-..-..flmlml_l,ll.,s-_,l., See Figure 3 showing location of Institutes. l2 Announcer ment of Prosram. on. cit., Number 1,1937,po.9~19. 3'76 I .’.-. Q ._._.-'T--_._,-..—--.-—o-—.'o-— I l ‘ L -— - -' ‘ " ' ”..-; g s- ‘e .\ .-.-.-.-.-.4l < .. “an"? ‘ I. “I???“ i ‘ . all-D. '— .'---.i—o-0Jo—o-o.- “ -l “Ilka “mil . o ! w .-.-q-—--"'-.-. ....1 I | AL'fU-IIWJIT - f"”d . , ‘5me ' I mm. ' tum I "559"" " ‘ .\ i | i e “2.1““ . \ . oCIW'" ‘ ....L . ...-J ' . 4.an '...-—-—--'""""" \. " """" '1' T" -.., \ .‘J i ‘ \ \ l . . i ‘l Imam | ‘ Losfiuquu \ 3:. . ° 0 CAL. r- ‘ ‘ o 0 g TIIAYCH‘Wg" ‘. "’d Ami ° "' “'J ”’2‘! e r..{ -0.‘ ' \. s ‘\ "o ’\.’ V- LEGEND Juan: 6:qu O Cum-4:04 5:.»st em Hum e Insfl'runs ‘ figure 4. location of Latter-day Saints Institutes of Religion Taken from Announcement of Program or the Latter-day Saints Department of Education, Salt Lake City, Utah, Number 3, 1949. 377 mentioned and is only loosely imnlied. The democratic theme as éeflheé I?! ‘J W in chapter*XI,however, is evid nt in the objectives, whi ch e.re listed below: I. To help students acquire knowledge, skills. and att 1b u‘ secular and religious fields which will enable them to make a liv fit them for a worthy place in society. II. To help students acquire knowledge of God end a dynamic ’qith in His power and soodness. III. To develon in the life and erosriences of students an swore ciation and unierstendina of Jesus, as the Christ; and to create in students a desire to follow the gospel of Jesus Christ as a way of lite and salvation. IV. To guide students in the develaoment of a testinLonv of the divinitv of the work of Joser.h Smith, and to a conviction that the re- stored gospel is being disseminated throushout the world through the power and authority of the Priesthood of God. V. To help students develop the ability and disposition to serve the Church in its many functions, and to bring them to the experience of Joy in service. VI. To develop a love for and an appreciation of the St:adard Works’ of the Church. VII. To help students arrive at a sound interpretation of life a a the universe, to deve10p the ability and disposition to see God's n;r- prse and plan in the universe, to understand man' s relation to it. and to assist them in t e fornulation of a philosOphy of life built u1on that interpretation. VIII. To foster in students a pr0?ressive and continuous de eve lee- ment of personality and ch.eracter wh ich is her: onions witiin itsel adjusted to society. to the physical environment and to God. IX. To fire students with a. desire to make the world a bett=r ,- place in which to live and to instill in t‘e e22 a love for aLl mantin1. ‘5 mm *0--~MQ#~.‘~W--ie—— a - Ibid., Nmaber 3, 19113, pp. 13-11. 378 The objectives as set forth in the program are met by; (l) A comprehensive stud; of religious subjects with soecial ekaarie unon biblical history and literature. and Latter-day Saints Church history and doctrine: (2) student centered social activity program; (3) personal guidance work: (h) oroarnm of worship week days and Sundays. Franklin L. West gives an explanation of why institutes exist and hes thev are meeting the objectives. His statement is representative of the ooinion of the General Church Board of Education: During university years students meeting much new knowledge fre- quently have difficulty in reconciling their religious belief formed during imoressionahle veers with their academic studies. This is usunifa due to two causes: (1) As they advance in knowledge and experience in other fields of thought. they neglect the study of religion, their understanding in this field remaining at the high school level: or (Q) if they maintain their interest in religion, they face oueeti-ns too difficult to answer without help. In both cases students are in need of assistance to the fuller understanding of religion. Latter—day Saint: Institutes have been established to meet this situation. They offer studies in religion on the college level, on college terms. dealing vita the profound questions which every individual has a right to ask. . . . By develOping a deeper, finer, and more certain understanding of the Gospel of Jesus Christ, the Latter-day Saints Institutes are leafiirs students to a love of God and humanity, to a living faith in thetkcspvl of Jesus Christ. to an abiding loyalty and righteousness and to ax appreciation of all that is nraisewor.hy.l1+ Lowell L. Bennion, who has been an instructor in the Church institutes since 1935, analyses the problem which has been the object of much concern #13 West. on.cit.. p. 15. 379 &wCuK Church leaner“. viz.tne harmonious fievelooment oi both the s fritqnl ~n~ intellectual nrocesses. The rest pressing problem college students face is the task of integrating their religious faith and ernerience with academic stiiie;. This is. no doubt, one of the greatest challenges to every collsce- religious edicaticn director. How can he increase their faith,‘hrcn*en and deeoen their understanding of the fosnel. ir crease th eir lo"sltv to the Church. and at the same tire encouraue and stl.lla e then to a) re- ciate the iinest intellectual and cultural interests of university li’e. . . . Our experience has taught us that the best annroach to the whole problem of integration is not to try to harmonize religion with science. not to emancipate the one at the eroense of the other. but to her nonize thexn both in life. This is done by analysing one's niiltsovkr of life and narticularly the sources 0. its contents. Students are lei to understa.nd the contributions and limit tions of each sclrce - so 1 en.c, art, ohilosophy, and religion. Grasping this, thev see 1phos—each one was its unique place and is indispensable to the iinest 1i ’ The testimony of Dr. Bennion's students is that he does understand L}? 9* - flicts and problems which arise in the minds of the students as the? 8‘s?" science and begin to noply scientific theory to life's problems. Richard R. Lvrnan, as an apostle in the C urch, snore sse ohis views on toe need for religious tram ing simultaneous with secul schoolina. Devoting himself aluost exclusively to a scholastic nurszit. a student struqsles throurh four years of hirh school. an-i then rerhers through four years more of college life. Durir these eight ve:1rs o3 intense mental develonment he oftentimes pars but scant a.te:tticn i? religions tho ::.ts and duties. Sith commen cement!i av his lon ~ trainig; is finis‘ed ani he is awarded acade:11c honors for his siccess in scie tific and secular subjects. "nen he begins to give att enticzi to r91i~*'r ~Jsan, ~-—-'.w”- *C-..» ---‘ ~—_'§--0-.¢----.-.-~-— _ *3 Lowell L. Ber.nicn, "An Approach to Stuflfint Re1i~icus Prchlems,” Wso.;-fla: Rel E‘LlCL Edicr icn (Salt lake City. Utah: The Laft:W1'. ' 5a;;tl Iena‘ teent of Educaticun,, I. March 19 37, p. 12. if the only religious views he hqs are those of his childhood, which itve not been consistently develOped then, very nsturelly, to his well trained and analytical mind, these eerlv views of relision seem crude end si n10, if not absurd.10 G. Byron Done, while teaching in the institute of relirion in Los Ansele: wrote an article discussing the same problem in very straightforward terms. He mentions the state as being responsible for the lack of relirious train n: in the public schools. When religion was excluded from the classroom, the state unwittinglr placed the stamp of approval upon science and philosophy, and in essence seid to all students, 'Cnly that experience which can be verified by the scientific method is a fact or real. Therefore, the only truth is by the scientific method.‘ Believing this follecy, thousands of teachers and students have become, es one devout educator has expressed it, 'Brnins on stilts.‘ Consequently in the hearts of many of our own boys and girls the prOphet is being replaced by the nhilosonher, and factual knowledge is being made to work overtime, trying to do two jobs, that of faith and it? own. Such being the case, the Church feels justified in the yearly snenfi- ing of hundreds of thousands of dollars for the maintenance of beautiful buildings, convenient to these campuses where classes in Church History and doctrine are given: where the Bible, the Book of Mormon, and the Doctrine and Covenants are taught as historical and religious facts: where the religious methods and the religious exncriences are considered as real and as valid as those of science; where men of faith, and of , scholarship on a level with many of the teachers of science and nhilcso- shy, employed to help perplexed students think through their nroblems when and where they first annear, and when they are most needed; where teachers are immediately accessible to students who are inclined to have more faith in the advice cf a religious man with academic standing than in that of his own parent, bishOp, or Sunday school teacher.17(sic) 7— vv—ifi' '— “wV—-—--%—vv-—w— lo ---.—..—-.—.—‘— _-—_-.. -. o o -n - of- .— Richard R. Lyman, an editorial in The Imggpvement_§r§, 22:9353, JXXXIII, Number 6, (June 1930) p. 535. 1? G. Byron Done, "The Church Educational Program in Los Arseles," The Improvement_Era, on.cit., XLIV, Number 10 (Cctober 1931), p.69h - a v .. ‘ - ., ' 1" ',. ' . r“....' ‘.-«‘ .,.' A. Ll. ‘4"dzl 1.6.1 t., L\)li‘.. C(o:::.t ;?lt.q I L I‘ll- t.‘e 1’ {‘1 i.u.”rl -I- J}. {fl S(:| (l‘.‘ x 8'0 2". z‘ '. t . _. '. .,.. 4 ,. .‘ .. . ..e- . . .. f. t " . s ' s .. ' t {:17}? {I {1899 t1. 8 UTC 5: 8 l 9" FLJJ 9‘ nut" L8 -- H .63???" (:10 1 0r -"2; Dbl I? c. '31 V . 6" ‘ ‘ " «.- ferring to the teaching of religion. The present needs and the present life problems of ycuzg men and women provide the only sound and lasting basis for the effective tend“- ing of religious principles of the doctrines of the Church. ”Y'c yrifl1i— ple is of utmost immortsncs.i” "‘-§.¢ k: .‘C‘-‘ “yam—”‘rfi ~—.~-~-c-- . n - —.~-.- A. C. Lambert, "Organization and Teaching, a First Course ir Re . .Zi;~ Education for College Stiéents," Weekday Religious Education, on.cit., I, Pfarch 1937, p. 9. 0 T1 3‘33; 4A 1.! qrv-L Q9 3"9‘c «0 -. n — -.--:*— “.— --.--- - - nun-Os” ~‘ Inu‘4+1§{nnq of‘ Hir}r? ~~Vnc“r' D‘s------ - “—.—..—.-—-_--—-- ---—~. --- As background to a discussicn of the institutes of religion, 3 hriof overview is given of some of the efforts of relig ious denominetions to ore» vide spiritual food for their respective members attending stete colleees and universities. 1. Church Founding of Schools Before April 1817, the time of the founding of the University of Mich- igan, and dbo l?l§, the year of the fourding of the University of Vir- ginia by Thorns Jefferson, the crurcb and school were Inn , ely insepar,hle. Yet, at the University of Virginia, even though Jefferson rejected the pro— fessorship of theoloey, he encouraged religious groups to make themselves available on the . . . confines of the university, so near that the students may attend the lectures there and have the free use of our library and every other accommodation we can giv them, preserving. however, their indeoendence of us and of each other. The trend,which was begun by Jefferson to place universities under state control,did not, however, elininate a strong influence in the founding and Operation of them. Tewksberry states for example that, in the case of *‘e University of Michigan clergymen were appointed on the board of trustees 19 H. A. Washington, Writings of Thomas Jefferson, 7, ”Letter of Barr'- ber 2, 1882, to Dr. Thomas Cooper, p. 2h7, quoted in Wilford W. Richards. "A Study of the Contribution in Personal Guidance made by the Lov-n Letter~nev Saints Institute of Religion to ti.e Students of Utah Sta.te Apriculture‘ ." “o'- lege" (unpublished Ph.D. thesis, Leland Stanford Junior University, 19Lf), p. 210. of stuointing h“ti€¢ n"? on the faculty. Perhans the most important single event in the dersloring and extehcicr of the state or public colleges,which were free of denominational central. was the passage of the iorrill Land Grant Act of 18 6?. The larger significc.nce of trio “r trill Act lav in tie fa: t t1st :c‘ practical instruction was placed on a par Vito the literal or s. In the new state institutions Greek and agriculture centered the curricviv» on the same plane: religious activities were free of sects.rian cartrrf ano there was now a liviv1g urion between the university and the xflt 11* school system. The rise of the new university was ma1._ed by a loosening of ceram- inetionel control over the colonial colleges . . . and a consequent P, tightening of the orthodox group upon the smaller and newer colleges.*‘ In 1909, according to the United States Commissioner of Education rctcrt, there were only eight"-nine out of 6C3 insti bLtiGHB of 1mi her learning or 1M.5 oer cent that were publicly controlled. In 1939, h9.€ per cent o’ the total college enrollment in the United States was in nxblic ins titnticrt. Although previous efforts had been made, it was not until the end of the nineteenth century that the churches of America became aware of the fac* that many of their best youth were enrolling in the public institutior. ’0 Q .‘ higher learning. No matter how effective their religious nro 5r am at th ctur: rb colleges may have been, they were not touching those of their members wk, ."| were securing their education in the public. tax supported institutions. Th» m-“.-'- ——— *-*~"-~D 20 Donald Ter”sherrv, Tte_ Vnnrcin of_ Arrricsn Colleres sni Chit V“*fi¢= Bpfore the Civil War (New York: Columbia Urivcrsitv 1932), Tpschors Cutir~w Contrioutions to Education, Number 5L3. p. P41. ?1 Clarence P. Shedd, The Church Follows Its Sipfients (New Raver: V379 University Press. 19_5E ) p. o. ?? "19L? Fall Quarter Enrollments in Hi gher Educe.tion Inctit‘?inzc." Federal Sncurity A.ency. (nashington D.C.: O tics of Educat inn), Circ'ie' 384 "‘ . . ‘H ‘ a 1 ... v 3, ‘ “ A ‘ I: -' i -‘ P‘ " *ir¢t organize; etfcrt L} t e c er.es in on a..e rt in 11.5» ruii~i~r to ~ the sublic colle a canvas consisted of tie s.troi:;t e1t of a cclia c oncicr or secretary who worked in ccoonrqtion with tie Young Men's anfi Younx Worcr'~ \c’l Christian Association. At the state universities of Virginia and ”ECV 135 "-1360 extensive programs were corducted. Later, the Young Men' 9 and Young Women's Christian Associations were charged with ir tendir-g to draw students awa y from their respective chur~n affiliations. This led to two results. First, the office of secretary of th: non-denominational associatitns became more academic. Second, tde cturcisr t emselves began to concentrate more on providing religion for their or? ~u bersin college. In 1910 ti e Presbyterian Churchr lisred a pei:pnlet entitled “Stats Universities, their Religious Needs as Interpreted by the Freelyterian Chur~c in the United States of America." The following quotation indicates tkslr With all of the work done for these thousands of students “y Christian Associations in prayer services. volunteer bands. Pitls srfi mission stuoy classes, and personal evangelism, there is somettiny to this due to our students of state institutions in behalf of their hay.» religious welfare. . . . There has been available to the stodenz :3 w~r1 mature experience and erport counsel in religion as alw-ys is oven to ti on intellectual subjects from his professors. There have been few tlf$ . . . . to hold him . . . in line with the organized churc1.The univerc’t' student has been practically unpastorcd and unchurcned. Tnat tho ”‘rie- tion Association has not met these lacks is no bl me for it. It s: x‘r has not been OTPRflified in a char acter to fulfill tlese f Jyoti3n s: it ..s been doing a difficult thing. I; entered the universities. not to *athst and mother, but to brother him."’ P'? -.‘— .. .. - - C) Joserzh W. Cochram, qute Urinrsi tiss,-mhsir Reliaious Yecfic on 7"." §r£;wt ’ H" tie Eros: "turisn giuxchg in the Ux‘.i.sfi States of A ~r'cs, (klilals‘- 'onia, 'Iestminis ter Press, lfiir‘ D. 1?. 8. To get the thinkirg of e Kethocist lender, there is riven telow the «r- swer of Revererid Beher of the University of Illinois to Chancellor Day of Syracuse Univers ty who we s not in favor of exne i :5 church funds for re- ligious purposes at a state institution. The work in relation to our Methodist young peonle st stete sinuorte* institutions which see‘ 8 to enlist and train them for Christ and the ser— vice is in no sense in rivalry to our Methodist co leges and un iversitiee. es the Chancellor asserts. The Wesley Foundation movement and similar vrrc has grown out of the fact that thousands of our youth are at these insti— tutions for one reason or another and the Church is seeking to minister t~ them where they are. Their number will never grow less. There is no place for bitterness. misunderstanding and strife. Jhere the interests of our Methodist youth are involved. we should be united with a vision and a program wide enough to take them all in. The work in relation to hO .033 Methodist students now in tax-supported institutions cenrot "wait awhile " As church activity increased upon any college campus a duplication of religious effort was_menifested. This led to various types of interdenomi- nntionel organizations. Among the most notable of tr is type of organization are the nlens in operation at the University of Pennsylvania and at Michirer State 0011958. 2. lens for Interdenominational Org aniznticn University of Pennsylvania. The University of Pennsylvania is located in Philadelphia. At the present time it has an enrollment of about 20.000 stu— dents. Early in the century;when the university pastor movement was develcn— ing, a number of churches became interested in their students at this univer- sity. They organized some special student activities. Into this picture, 214 ---.--” James C. Baker. "A Reply to Doctor Day, " The Christixn Advm te -.ww---- u ... . (Chicago: The Methodist Publishinr: House) 96. August 95, 1991, p. 1075. 385 -‘ - . .. .. -.1: :‘ .-‘.,: y, . , 'ix‘ ‘ :1} ’X'q :3 -')"__3" "‘ . ' 1“" 77$ FM 3"“: 3. 3"\' ’5 “ (1 .r‘ '-;£‘s£ . '. v- I. ('4 t, 3.- 4" g ‘ ‘1' I» :" mot-1a fl ... ‘ 1 ‘ _ ' L ' i, , {‘ *' -_ 1 ~ . ~ ‘ : s f 1" .‘ 'f'4‘ '- ,g - - 2 , ‘ ' A a I r ‘ 3.7.4415 '3 f‘. R‘s-’8 8. 9 oil'i /' U. uI-e; ‘3 hurt -.-?!L (14. (3.. .- cw. C I": .7 £1.13 1..‘~ I. + - " Y ‘ \J; J '. on he adootei which w. 5 Hiiow for the eroatsst poesihle coonrsa“ivv o? the Young fien's Christian Association and the work of tie inhivi‘vyt ee— nominations. ( I) \ '3 (‘t .54 h. -v p a 0' ,n C? ‘C‘. ‘3 (I) 1+ U f D {D U Each interested church was asked to send a r:- and have him affiliated with the Young Hen‘s Christian Association. "3}: vv representative was to carry a dual responsibility. he would care for tie ro« ligious needs of the students belnnsing to his own denomination, and in addition he would assume responsibility for a oortion of the interdenovihs— tional program. Denominations sent representatives to the campus Where they 501395 to, staff of the Young Men's Christian Association. In 1930 the staff include: {It representatives of the aptist. Episcooel, Lutheran. Rethodist. Frpivftflrinn and Reformed Churches. Into the school came also a representative of tFe Young Women's Christian Association and a secretary of the Student Interna~ tional House. The denominational representatives work through the local church orguu~ iwation of the city. The Young Ken's Christian Association building is use: as a clearing house. It supolies for the reoresentetives, the offices, i?e dining roams. a Chanel. and other nrovisions necessary for the nlsrqefi Mr - gflrem. Joint monthly cabinet mentions are held to discuss religious nro‘lere and.arranse for the conduct of the program. Michigsn State Collece. For eleven years fellowina 903 the reiivioU» *— "3 ’1 I “I \ ‘ a r v - —--».—.—~"-” of the students of this colle e were met by a Congregationsl Church aiming to serve the entire community. In 1919 a number of other denominations sourét e nrogrem thet would more completely serve the needs and interests of All students. As a result of study and investigation, the church was TOOTganiZ7d in 19?} to become an interdenominational church, resnonsible for the entire college and community program. The Young Men‘s Christian Association and the Young Women's Christian Association became departments of this movement. Yn- til l9hl there was no other'Protestent church in East Lansing. In 1926 there was erected at East Lansing a church costing nearly half a million dollars. It was equipoed to meet both student and community needs. Each COOpereting church contributed to the cost of the building. At tie preg- ent time there are four denominations concerned with the support of this co;— munity student religious center. As many as twenty-four different denomina- tional groups have pertic pated in the activities conducted here. In add Li. tion to the pastor, the directors of the men's and women's activities and a direct- or of employment have also been added to the staff.25The population of East Lansing, served by the Pecrfles Church, is about 10,000 and the student “co— uletion of the college including families is about 18,000. In the Michigan State College instructional program there has been est~ lapse of six years retween the establishment of the third and fourth insti- 28 tutes su ggests tnat a period for furt oer studv of ero=riws1+atin wpa ‘n*»- In 1339, according to one study on religioas edacstioo, about three ox‘ of every four state institu tior s stuiiei o‘ferei credit for cox'c lision. An inouirv conducted in 1333 revealed th at among 37 lead universities (including those of California. Colorado, C Florida. Illinois, Iowa. Kansas. Kentucky, Louzsierrs, seine. Xpsns~hr- 99t*9 ”arvland Jin“,sota, ”issouri, Nebresca. Perth Caroline, :R19. 0‘? CIaEIOma, Penisvlvani a, South Caroli.ne. Tenn essee, Miter .i t. u ginia, Virginia,and Nisoonsin) .2 or 53.9 per cen t offered corrses in reli~lon in their regular curriculum. WVile an 8&3 it: one] eirwt save acaiemic credit for courses in religi.on tau ht bv unofficial ale ies ne ar the Lniversity. ?3 This is 81.1 per cent for state universities examined. ..h-.--m~o—v-o——~.¢n— ~- R) Richards, on.cit.. pp. 73-75 7 S 1\) See Table XXKIV for dates of establishment of institutes. ‘J ‘4. Verri.nsn Cunn_nrham. "Tne Coll 9 Je ks Eel sion," n. ?37. «not ‘ 137 Henry P. Van Pusan. Gel in E3 _Zstivo * Sons, 1351). p. 12. In? 1“ (t: O 7' '4 (D 4 O *1 A E) P‘- ,J ’i J (I! m (I) L') d *J' :1’ R N In H 14.3 '5- ‘ ‘ -'.r ‘ ' u .‘ “ ‘ ‘. I'D.“ ‘ " ’ 4 . ' a. £15"..er S ere-[swig of. lath !‘-r.P;..‘ saints Tue-ti tin-e (.3 Fm} $5.631 It -.. at the University of Icaho at Moscow in 13?5 that the Church of Jesus Christ of Latter-day Saints began its first erueriment in religious education at a state university. It established what is new calleé the "Latter-day Saints Institute." Table XXXIV gives the enrollment trends anfl growth of faculty and curriculum offerings from 1996 to 1351. In speaking of Church institutes of religion and in making particular reference to the one at Moscow, Joseph F. Merrill, as Church commissioner of education. states: . . . Why not have them at the colleges? This cuestion was eiven much attention three or fcur years sec and was finally answered affirm- atively when the Church authorities received from the Presidert's office of your university at Moscow an invitation to establish in that city some kind of an institution to serve the religious needs of university students coming from Latter-day Saints homes. U The faculty of the University of Idaho soecified conditions and stan- dards under which the state institution could cOOperate and grant credit fer college courses in religious philOBOphy and Bible history,given in the schools of religion maintained by the various Christian denominations. These condi- tions and standards are as follows: Conditions: 1. That courses in religious education submitted for credit in the University of Idaho shall be offered in Moscow by an incorporated or- ganisation which assumes full responsibility for the selection of its fi~--“’_.M.—~.—*.—‘ -.--.— _ 30 The Improvement Era, on.cit.. XIXIII. Number 12 (December 19??)n.l?% 391 TABLEIXXXIV’ TRENDS IN THE DEVEIDPLMW OF THE LA‘I'I‘ER-DAY SAINTS INSTITUTES 0F RELIGIONI W Number of Number of number of NUmber of . Year Institutes Students Teachers Subjects Offered 1926-27 1 no record 1 no record 1927-28 1 " " 1 ” ' 1928-29 2 " ' 2 " " 1929-30 3 " " 3 " " 1930-31 3 ” ” 3 " " 1931-32 3 " " 3 " " 1932-33 3 472 3 " " 1933-34 3 450 3 " ' " 1934-35 4 771 4 " " 1935-36 6 1,057 6 18 1936-37 10 3,311 12 34 1937-38 13 3,379 18 34 1938-39 12 2,492 15 34 1939-40 12 2,839 15 30 1940-41 12 2,913 15 30 1941-42 13 2,851 16 30 1942-43 13 2,187 16 30 1943-44 13 1,226 16 30 1944-45 12 1,699 15 30 1945-46 12 2,639 15 30 1946-47 14 4,756 17 30 1947-48 14 4,235 19 30 1948-49 14 4,131 17 30 1949-50 16 5,000 18 30 1950-51 18 4,600 21 30 1 Files or the Church department of education, Salt Lake City, Utah. 392 -. a I e \ . ". .. ’ fl ‘ ‘ -\ instruct‘rs an: tn: "nintr.ance 0 its more in a r. flip“! , - . e . for 1rs‘ru1t;on o- ,nLI—z~..x aru‘e. Universitv credit 323111 at all time? Q #4) Q '3 ‘ ‘ R 2 That orwrses of1.reu conform to the following constitutional orovieior s unuer w.’nh the “:1- \ versity of Ilqho ooeretes: 'Fo instruction eitner sectarian in re": or partisan in politics shall ever be allowed in an? éeonrtserf c? t.e University.‘ I. That Univer=it" elective credit of not to erased eight Qtnnefb‘ 8 hours may he allonei for such cour as. u. Tnat students desiring credit for such courses shall ensure t n registrfit on are t? b 3 consent of the dean of t1eir colle e at the t 3 the nurber of credits or wn‘ich they are rem e e re ace H. , rt t?;e tr a1 h nrber of credits tecen, including th as in reliiiwis ei - ‘ W shall conform to the University standards. 5. szt credit for tlese courses he granted only uncn the ?Q“S - mendation of tie i tes on Advanced S+an ing. a e standards: 1. The instruct r slall have a QC mr ter‘s de'ree or its €M113V ‘-”t and shall possess su(:h maturi‘" 0 ho rlarship as is reniire_fi ‘ r fieqc ment to the positiono of full crofess sor in the University of 1‘s "’3 \_J ‘,v ‘0. 9. The cours es off erei s ell conform to University standarns ibrary requircgents aid in mezzol std ri f>r of tzei r conduct. FJ 3. Lone ebut st adents 91.1'olled in the Universi , to these courses. or such other students as are raf«d hy the rerisfrur of he University as entitled to Universi y stendins. h. Classes in rel S io s edu ct+ion shall conicrm to tie Pniv~rs Galena er and to Uni' -r t its it y s and rfis as to lergth of period. 5. Approval of courses in reli; until they are ade satelv flaw ce Herd. TAJDCVe ’u- a- or ‘ r \x j ‘ - : Q. l‘ \ ‘ - ~ ' a o . .. . . 6. nooroxai or CGurSQS slali he conf.ne+d to feuniatiore maiifio'. a _ t," Shall be, s"::i¥’.‘.-i ‘ C ing at 19 net one instr ctor devoting not Les; zine 321i time to Epc' rt"! 7. file 'J tiveis ity rrse es the ri it to atse‘ to time that t ose cond ”ti :a'd st. ' Tie Courcc accented this proposed plan and ocrclased a slot of around readily accessible to the students, and a structure coating 63, C'CrO dollars 3? was built. The building had three stories. On the main floor there were two classrooms. a reception roo., and a Chanel. On the second floor were dormitory accommodations for twenty-two. The buildings and programs at each of the institutes are constructed to meet the needs of the students attending the nearty college. Moscow is the only one with dormitory facilities. Frequently the institute building serves as the regular meeting place of the local ward or b such of too Church. In developing the project and in directing the activities of an irsti' tute. great care is exercised so as not to violate the traditional princi ls of the separation of church and state. Due to a difference in number and proportion of students in the neorby college who are members of the Church, the program varies from one institute to another. In Logan, at the Utah State Agricultural Callers, ninety per cent of the student body were members of the Church at the time of the fourfin; of the institute. The students were provided with week-day classes. and it was assumed that the local wards would take care of the Sunday activities and many evening activities during the week. In Pocatello, where the stu- - c i o .u — A: ' ‘9 ‘ T f ‘ » ‘ “ ‘ . Q q _ a ‘ v' f" "ifli" “qty‘ Ala-J ()Q‘ (’1‘. 1VL5-"S"O th (4.. { C(t‘ K 1 t...\. \- r, 1 “ t' L‘_ ‘ I .- .-.. ,2 . .41.. " a .. I4 ,2 "‘1”- I, . .~ .- Lanai fur rariitfl_, ghLCCFq 24v:rn~ekin;5 (a kw: Hing K.L u. l r}. PwVv 9 .:1= ‘- : ‘ v . ” y . ‘ " . " ‘. l.» . . .- L . . .x ‘ g’.. V . 'n ‘- ‘. - inio t;e CODuULIIy iiie o: tue SIULBKuS. nan a1; amvpgq odvn ,0 {up . _ . Y Q '\ ‘ , -. O ’ I r! ‘1 2 . ' ~ "- _‘ I :1 . H ‘ Si2t1:.rts r€ceivea 1rum state uL1VuISity ntfiC.a19 ilalgnie i.« . r - (T: ance of tie in aiitbte nrogram at tieir institutions. Yram Kosccw. T*r= I ‘- ~: - ‘ CR!“ t-I.LS rer£.r".: m I am glad to adi my very cordial enfiorsemert of the nurflagr» nu. the eifectiveres of the Latter-dav Saiits Collegiate Institute at tie University of Idaio at Moscow. This splendid building on fie CRHIUS of tie uriVnr?itj as a ”oinitcrv, recreational ana religious center far tie #5 Saints students of the Jnivb’ in t _ sot year, “"ficr t?» '. o. a broad, substantial recognition of our munsnre of is work. on, r :- half of the Barents and the University of Arioona, in all its cannzf~~viv I am pleaseé to extenfi this most cordial official welcome to oar rs :a;~ ity. to say that it is in the circction that we think is inncrtanf, firs we hope there will be more develocment in this direction. We are “it???” that you are making this building possible, and that you are senHHNHMHMQH 398 .233 no 33m 83 hp cmmoao mm: Hammad owmdnoo on» mmamoon 6330 mm: don» Much one no.“ ammo vodamaon 253ng m . .moonou moan 23. an Hobo d8?» man Hoonom on» omsmoop.$m.n S" vomoao 333mm..." o .5038 93:55 can an and .3938 93qu 0.3303 .omoaaoo 935....” moaownd man pmmm .5038 93: 50h .3038 .8335. .2338 1.33380 5938 .333 :83 was 39:8 9338.. 485m nmdm «Emma .moamwnd m3 pm 3933.30 no 3390.325 .0338 9355 “.3930 .omoflnoo 90.3.3. uncommon .5938 935:” moaowad mQH {announce 56358 no 53.3»qu 33034 man 3593 cum 5" 3633 330.30.“ one no 33:33 3.8 venomon can 333qu .350 can mommmao 30385 333mg 3.3qu mag m .mommmao 3de can bag :33 33.3qu 9m mo venomous mm: 3 3m.” qH 3.8533 .33 Suva one: mommoao msoamaaom .uomoao mm: :25 mm 333de 23 $3 an n 5033560 no 385.393 £0.38 .23. no madam on». m.“ 330335 90 amazon m £59m humanofiuq 33a m5 a e o 8 mu. 8 mma 5m 83 :95 .825 .938 59.3 m p 3 0.: N. 03 cm»; 33 33.2 6:3" 83% no 532826 o d E. 8 3 3a mum 83 233 £3 £4 momofioo ...dflnoz onouH duoflsom n 3 3 2: a 3m 036 33 335.2 .338 .938 33m 233.2 m m mm mm fl oz «3.3 $3 4.6 £3838 amanoflio mo 33.35am d. o 8 «3 E 8» com #S flap 3&8 omofioo 93o: mm“, mm ”mm mmu m... m m S I m S 1 fl We OF M. n S a 5.333 omodaoo no 832 2.9300 opspavmuH €qu 38 E Ema. 399 Th9 l-x-r'ic instit' ts» orr‘,.--ra.r: Cl“'7';<‘,".sf:-‘. of“ "our m-tivitfr-‘uo: (Z). r“: ir---‘v.'.-:r~ instriction, (3) iornal worahio, (x, soc.n recr»siion. (L) inciti‘ Al counseling. 1. Religious Instruction The instructional offerings at each iistitote vary onlv slithtlr ’r" those of the others, do: ndinx uton the acniemic hackrround and GT“935rT?*’ of the instructor and the needs of the students. The instructional program is desirned to enharce the stuflcnt's Fm*cr- standing of religious values and to Basist him in arglying the ratituai tar: as well 3% faith to religious teachinss. The following is a list of the kruéc institute courses: Pasic Courses: *R.u. 11: Social and Religious Toachirys of Jeous ‘R.3. 1?: Religion and Literature of +he Apostolic Age ‘R.E. 13: Courtship anfi Marrinpe _ R.E. 21: Mormon Doctrine and Philosophy R.E. 2?: The Restored Church of whrist R.E. 23: Joseph Smith, and the Restoration *R.E. 111: Relieion and Literature of the Old Testament ‘R.E. 11?: History of Christianity (Christian Church) *R.E. 113: Survey of World Religions R.E. 121: Latter-day Saints Church History R.E. 19?: The Book of Hormon .“ ..E. 123: The Doctrine and Covenants, and the Pcarl of Great Erico55 . Indicates courses which are non—denominational and for which Tfifhlar college credit is given. 37 Announcement of Program. on. cit., Number 3, goo, p. 39. 400 An evamtle 0* an institste nrcsram of reliaious inafFuCiiofl,T?1C% is well intesrsteo into the acaoemic nrosrem of a stste universiiv is {Le rte Operating at the University of Wyoming at Laramie. At t ‘_' ‘V .... _ . his school txe :‘1~* sity officials have established aciensrtment of relieion,ccnnistinp of 14*- isters and educators rerressnting the following religions eronrs: the Fires Williams Founoation. the Weslyan Pounfiation, the Catholic Church, the rrcc~ Q byterian Church, ané the onurch of Jesus Christ of Latter-Gav Saints. All non-sectarian and non-denominational courses are listen in the catalogue and are registered for at the regular college registration. Full colle;e crsoit is aiven in these courses, and the representatives of these reliaiorv l J Eroups rotate in teachin teaching non-sectarian courses, courses of the H. g p these courses. In addition to the rotating wish in r resnective faiths are iaww' for whiCh regular college credit is not given. Courses pertaining enpciri- cally to one church howeven are not restricted to adherents to the corre- snonding faith. At the University of Southern California, a church school, the univcre officials are even more liberal in ace pting credit from various denou na- ., tional teachers located in the University Religious Conference bni.cing in 38 los Angeles. At the other extreme is the University of Utah. This scfooi will not accept credit for any religious courses tenant by any denominatisgxl school, and there is no department of religion on the campus. The failoie t, .accept even non-sectarian religious course credits has k»! on ' She-56., Onogio, p. 2000 *w- ..0 TE; V .-1 9..., .- lgisai -313 Fall. (I) . ‘ 0 * s"‘ - R" ‘1' ‘-V‘-.‘ a: n ' )~,~ r,.. silject teLyKL. flocher, when Ohv coLsioers the cox ,ncer; nu cri._ n.s arisen in the school L6tWErh re ifiious one non-“515:;g;¢ ‘gbf'frs o the eighteen-sixties and particularly since about 13 h, this fiIAfi~w22t.d caution is exclsinable if not justifiable. The academic isolation wlich has been the lot of the institute of religion in Salt Lake City is locked uucn not only as a unique ffirturt. a worthwhile on. by the instructors there. lie? feel that an ertir 1; *;‘”~ ent relationshin between teacher and stncent exists, when the stu‘ent is not motivated by extrinsic goals such as crefits and graduation. ;3e" feel that 'heir students, teing free of this influence, are motivated or e ae»‘.. to learn of religious history and doctrines in a socialized classroom s12 \ I tion. The instructors at tne Salt Lake City institute also feel thgt 13 . private counseling 3 freedom exists which is otherwise unobtainabls. Ere- dcm from the pressure of grades and credit is believei to affect the st“ favorably in all his dealings with the institute instructor. 9. Program of Worship ’ The program of worship includes Sunday school classes held no 9‘?“ q - uncay before noon, devotional services held Sunday evening. Intual i;— provement Association meetings held one evening during the week, 31? wri ‘ ncod meetinrs held at a t me convenient for a majority of tzg ¢¢31_ .J,. l This orcgrnm is intended to assist in the soiritual raturin? of $19 {iviiv*l. So that while he is maturing in intellectual areas of li'r I ‘ "~ A ‘ ' 1 j ‘ n' v. QL ., c 1 ‘ . r- pv 7“; r‘ L z p l t. L A 53 f t ‘ ‘ - . ~ ‘ ‘ 1“ ‘1. l.“_‘Q-~ 1 5': { .-.. $r -$ “(‘— ‘n “ a.“ F -1 .‘,J ' ‘oe «I g’- s.A' {q ’,.‘-\‘.. ‘- Jp- C; ‘ AV: ', . o l :— m- " ... r54. * 3. Social Progrrm The social orogram in the institute is recoanized as of eoual imvrr to the other activities. The Latter-6e? Saint neoole have a Uley. Even while they were in Hauvoo, Illi dois, dancing nn5 "3' together was a favorite activity. AttacLe d to nee l:y every cheoel t‘rouqa‘w the Church today is a recreati onel hall where reoole of all ayes go to "*= create" themselves. Bfiolesome reor ation such as nerties, dances, pni ov inas under the aueoioes o? tfie Church is felt to be more oerefioial st‘ parties and dances outside of the Church influence. All of the institate buildings have adequfite provisions for sunk vitiee mentio .ed. In addition. there are banquets, eth :aszitn greJas, end various other formal and informal reercatione; fw=‘?" rerhaps the meet unique charactvrietice of the parties and damvee feii institute recreation balls, as well as in all other recreational he} thrvugkout the Church, is that there is no drinking of alco' l. :19 any time. ’ ... ' ’ '| ..r— M . ‘. ..a T v 1'- : T' Q‘ * .‘JFL'AJ'JPL at: --u3. S rgqnized at the institute of relirian near the University of Utah ty (§' ’ ,‘i “' . v- v til-,p."-— .- .‘ ,L ' ... ‘ . Lowell L. Bennijn. It wet orianizei prihhiiiy ) ?&,111tnue tne on l.A; of the institute social program eni has since enhanceé the social rccr-v 3 activities of not only the st idents affiliated With each iflfi‘liflu? r“ r' a. Lamfi a Delta Signa is a national fratzre t; ”Fiat w.. ' . o .‘J r ‘ “v " ‘ v- s .' ’ o L J \ . - J -- -Al .. V - Q.“ ... x V " . . l n 4- ,. Q 0 r f! l I I' I r ' . ' -1 H 1 L c ;\ L.‘ »-. ...-LL L.‘ ' i l .4 LC ‘ " —’ I—Q) :.s of or»-. 12135 themselves, in order to reg ice they bni in ~0"“ n. In that sm.ae year the girls'who int :r rested in to new OTfaill7flti'n. and worked out plans for orgzriz 13?. faculty member, was askod to write an 1 pin desizned b? Averi Fair Ifiilton R. unter. J. .vile;r See tens, instructors, were asked to plan for the firs. ‘ place in Salt Lake Cztv in Awril 19% years. new officers are electet. . 1: teen stwlient Who we re etrollefl in the l' leetunlity, fe. owsrio, leadership, 8:6 or! rm 1, t.1e name lambda Uel‘ ‘- -“ T "Y‘r’a‘. ., o 8» a 1". 433$}, U Q 2 ~-\_’f DP, -3J.Vns , 8.5.11.1 convention m“¢--v—~-—-—-—-- o VH' '13 .x/ v L' ‘ V: ‘ -, v , «q 1 in :orai randooot,iaibia seita Si: ma «Itau: Lettir-{iv Saints Institute of Palirio (I) ', ”J (h /"\ 403 t ‘ . ~ P I \ I v . ' I I‘ O. 4 g ‘ 3 F IA ‘ (" .. T '. '- i... Orr >9 ‘ no a- .l) O a- t-. 9 a ; , : 1- - .I "r/ L». . v- - ..r ”w r b v‘ L r ‘i ‘ 4" fl 0" 9“" o ‘ 7‘ “ . '1 ['u‘ r r L ’1 " V"! ' s \f’ (‘— '-A -( ATX-‘l-I. l l u; - UL ‘ ‘ \ T ' . . n -5 a .1 O ‘ R‘- ‘ ‘ ‘ . V" I". (A) it 1‘? 3“). va’ltl L. i H5 \JILL'I l 314.‘ t n H“ ..a| ‘ ‘7 neso “to accept or: lice tne rrac ‘ V ‘ .L- . ‘ ‘! a " '. $3331. ti) I‘M-1 81.123) (2‘: PPJfTTHA-to ~ \ no barrier. (one doll ar a ve:r;. (2) It orerotes fellowekio be wee; nen and w'-ei. are exoli"iv el =4 e G} S O '1 It is the intention of the organiva‘ion to err making Young men and wagon aceuei . . q A ~\. ‘ ... teen to a sound and Sglritudl marr (Z) Christian attribu ./ o woxze3, members of both lFL‘t‘. ee fern the worvi x ', II. T. I"! .- 2” a. .4 "2 ’3 ' mo. x; 4’23“: v":|-"r 1541“ AJLJ.‘ k - v . t .. U' the 1!". el‘ Lt-V (t., ' . : '..H - ‘-I'.‘ .L g '0',“ a L ., A4441. 9. t") f I"; :- t“ 5'- ‘ . . . Aida-Jest: rm: «...:“1 ts plan, work, ,,. '3‘ :3 g3 03. .‘V. .3. 0... "Faith, love. servioe, worsaiw, fellowship. moral cost are tie errufer ces mugfit,bv its name Of a G-8 V letter. Within 990: Che ter t}ere are at least tr» ve’i ”48110:“: TS. or the year 1351-1952 ttere are sixteen me for men and one for melee. At taree schoo ifinfiu 8 (ate A'r‘~ult“rei Col e_e, A and the several units Io r men ani sevezal u} its for w f‘or married and engaged couples. «of each chapter. H 3! Jo .1; O C d 0 KO 0 I‘oii., p. 10. See Taule Xi V ‘ ‘_ . cnnpters, 13. tee Thwtvexwritf ffi"fte§ 5‘2; an“: Ymmg ESE for locate - fl“,— ‘ ' \‘ ~ - "~-. ...-"L (~1- 3Jed Wltu eucq other end eteu.emi f? e 9 8.9. T7“ 178133 1 t_’/’ f" linen an“ 018 'F- t ‘ _ 1 ’fi . - _ . nun hie, t; est a r v~ ' 7 Us walrw ‘ 1...: ‘VF - ’ A... .Lt V ‘ I ne Irfibef‘l' o .. ‘0 and t2.e ill» . - ~ u-Y-v n Cl'1 010’? t-r“~~ i .XL' U21". t- :3 5 87-0."- w "ffiIH - "_- ,_ ’1‘ Lu '.4 V 8- - s a: C - a 4 9 ~ 7 4' r! - r‘~ ‘ I ...: 1 . k. e A l . , 4 i E . o ...-wfl‘. ’>__ mm IDCATICN, nm or momma, AND mom r012 1950-1951 or EACH mm or m mason DELTA exam m1 405 m 22;: Location 12::312: School 1:22:1- Alpha Salt Lake City 1936 University of Utah 468 Beta Laramie, Wyoming 1937 University of Wyoming 68 Gamma Tucson, Arizona 1937 University of Arizona 43 Delta Flagstaff, Ariz. 193'? Arizona State College inactive Tau Thatcher,Arizona 1937 Eastern Arizona J'r.College 5'7 Epsilon Logan, Utah 193? Utah State Agri. College 432 Iota Moscow, Idaho 1938 University of Idaho 4'7 Theta Pocatello, Idaho 1938 Idaho State College '72 Kappa Rexburg, Idaho 1938 Ricks College 6'7 Zeta Provo, Utdi 1938 Brigham Young University 370 Lambda nos Angeles,Ca1. 1939 3:: g; goatéhgnlgzlfiggi: 102 Sigma St. George, Utah 1940 Dixie Junior College 37 micron Cedar City, Utah 1941 Branch Agricultural College 42 n Ogden, Utah 1941 Weber College 59 Phi 'i'eznpe, Arizona 1945 Arizona State College 4'7 Upsilon Berkeley, Cal. 1946 University of California 33 P1 Pullman,° Wash. 1948 Uashington State College no record Rho Salt Lake my 1948 L.D.S. Business College 82 Na Reno, Nevada 1949 University of Nevada 23 Mu Price , Utah 1950 Carbon College 22 1 College Hill, Logan, Utah. Files of the national secretary of the Lambda Delta Sigma Fraternity, 406 $1 ‘1“ 0 v ‘ . "I\t,\ "a t n v L‘Ten. wrap ;’_I'.‘_ "_.'~‘..“ . ‘ I ‘q'L-‘ .' ._ ’.‘ .. Q ’ t.,, ‘ 4". ‘ ‘~'\ ‘fi ‘ s“. "W.1~.l N Tue CQHIQNgiPJ 9e?chA, salon is snails we to a.i sshowtte a ftits.r‘ {so the i stitutes 0? religion, is not looked uhnn as heinr en 9 .ef”” ~. yes m 01 ID {J J. [_x ‘ r CC r ‘ ’1 "1 H .(‘7 5 ’“a C? 0 *fi 69' 5 G“ {D '1 .3 ' C r, c P k c k) 1.3 ’3) F-‘ ’T) 4“ O 1‘. ('1 tr e r U C‘ l 0 Father, -t is adulie each indiv duel student. Iodi'idunl conseling on matters 1D"Q1V1Lfi the "religious and oer onal welfare“ of the student is the nractice. Tee pin is to assist the student in developing well intexrated attitudes and an an ar- - standing of himself and society. An estimated €33 hours of individtsl P“.L- ‘ ‘ sling have been reported for the year 1950-1951 for all institutes. Tan.» '13 IXKVII gives a statistical summary of activities in the institaiee for t?» y"ar 1950-1951. 407 TABLE XXXYII STATISTICAL summer on ALL INSTITUTES FOR THE YEAR ENDING JUNE 1, 19511 Students enrolled in all universities or colleges served by institutes 112,014 Latter-day Saint students enrolled in the above colleges ‘ 15,341 Percentage Latter-day Saint students enrolled in the above colleges 13 Latter-day Saint students attending university who have enrolled in institute courses 4,600 Percentage Latter-day Saint students attending university who have enrolled in institute courses 30 non-Latter-day Saint students enrolled in institute courses 325 NUmber of institute graduates 416 [Average estimated number of personal interview'with students per month 663 1 Files of the Church Department of Education, Salt Lake City, Utah. 408 fig newest ohase 0‘ the Church edicstionel program is the fievs,3» out the Peseret Club, an acaéemic—stcial unit now functioning at at least six major universities. three junior colleges,and one profesaional school a; collegiate rank. They are "Institutes in Embryo". The first club Wes orr9~- ized at the University of California at Los Angeles on January 13, 19}? nL‘> the direction of Pr ston D. Richards. Th U3iveroity of Religious Conisres ? there provided housing. The Los Angeles Junior College was next to ore: is» a club on Aoril 27. 1932. During these years Alexander Schreiner and Pubs? G. Harrison were instrumental in the successful forming and operatin: of these clubs. When John A. Widtsoe visited California during the léjF-14?5 school year, the clubs were brought into prominence in the Church and a SLV‘. atic prozram similar to that of the institute was worked out. In the Yes“ 193€-1937 the Deseret Club plan was placed under the direction oi the lanes. Church Board of Education with three part time men in Southern Colidornin in charge, viz. G. Byron Done, Ariel S. Fallif, and G. Homer Durham. In aafiuu?“ . a club was organized at the University of Celifornia at Berkeley. T‘s following soring one was organized at the Pasadena Junior College. In the autumn oi‘ the same year, clubs were formed at the Compton Junior Coils-s": a. the Woodhury College. In 1937 a Deseret Clu} was organized at tie Ln: Aussies High School. Deseret C1159 have also been organized at Weshinston State College pt Full an: University of Ne'v Merico at Albusuorqnp; CQTorooo State College at Ft. Collins; and Leland Stanford Jr. Utivezsity at Ea.o Alto, California. J; t I"; ‘14‘ ~ “ 3 ‘ ; ‘ n'; ‘ ‘ “ 9 S ' __. 1"11’1'94'“ ‘3" ‘1 t‘,’~‘.§";, Qt ' T’R, “:~L'-‘)‘:o "‘ —" i‘f o .< t.-“.' \ .. .- "c lers of tve e" V‘rmn. uniVareitf {flogltv Ann tle local "rieetrzoj re ‘ ‘ assist in the operation. The dire: ter is reanozsi‘le f)? nrovioiu; e or‘l» + currirulum in relig ion, a large oart of which is acceztable ?*r TPRLLET oil? cre lit. He also ase.iets stldents to develoo leLJer Sr in in both eoc‘el evi oersor e1 affairs. A program of inte erviews. classwork, Lenonets, recu‘tirrc. anl informal eociels is followei. The program is not lie ted to torture, but intereetefi friencs are invite& to participate as is the cape in t'e ixefi' tutes. The aine of the “eseret Clubs are given by Elflin Ricks, a renter ct facalty at t} e Bri 2.3m Young University. (1) To safeguard religious lie alien of Latter~dey Sein: coliype young peoole tore"). :11 bars one 1 golden ce 8.11:1 re lizriooe i..11¢.fttr..=c’i.;;e 1. (?) To build fraternaliem end fellow"*‘0 amen? t1e Lfiiicl'l** Sein. stufients through oclel nd re er a ional est v1t1ego“¢ Another statement of ourposee is given by G. Ioner D1rhay: "The jay-~11 Club is an admirable means for ill‘ninetins mozern knowledge and tbe"r:;t~ In, of research with the light of r03e31e5, free reli ion. ” “2 '— - ...-.- ElM nRinke, "The Daoeret Cl no LMovemext ” The Improvement Bra, 0*. ‘ XLIV, Number n9 (9 eptemoer 193?), p CLH f1, 11% G. Hemer Durham, "Universitv Relic mic TIai: :ir3 ano t e I:‘t~r~5 Saints Zeseret Cluns," Week-Say P91 ieious £4 cation, oo.?it., I. ‘e'ch T '1, pt'. 1-2. 409 Yleh rv5 Tic pletnntijl ecficzlq lwynm.e “1994 Y‘n~1 *n ;t- w. r- lieions iretrnvtlon We: fin 10H[9r 2vAilalla tn tLe Grad“ voa.h :5 it Territorial 9nd later atate laws rigifily Urchibitel the the:xi" F“ r in any public scrool. .nas, in l“?3, wee oaqy Tell idn clqsaee re the ward meeting houses throughout the Church. They were week-50y c1” elementarv chiliren to coenlemeat the so-called ee ular trainina. r 1 were receiving at state evpense. When the public high schools became universally accepted eZC't r the twentieth cent ‘ the Church academies were eraduu eliminated. Seninariee were established near public high eefioels to r 1 ;. week-dev re ‘— 1w *J 9 P1 31 \-. 159 power in t Erieham Young Univereit were turned over to the state. H Recul. A d A. r fields V. 31c 8 \J ?9 Collegr a P1! 1933 3.1 3 lere students of the Church of Jeans iyious instruction for those of l of and first was eetfbliehed at the University of I 1 net ave. j. ‘ \ A Ltallished throughout the aha, on the collene level the Church was likewise at Moscow, rec.ntly establishei, the eighteenth, is located at Rezc. Nevaia. The idea to provide religious education pa alleling eeculer efi;re state universities did net originate with the leaders of tn education pragram which are uniaue. Fefore 1R1? educatien in the United States were onerated hr .3 ..4 U , .x- Latter-6a? Saints. There are. however, numeroue Si'ePtQ . \ (7.»nvm» .11 loeinx it? the Church collefes evwe the t.o proteSSIQnul s: ekm . 9,7 2' “ll l'ious edger: t1 6 rlst o+~ latter-day Snifits, wectern VnLted E at 4' 1 o' _ ', 3!“: ->‘, ?. ' H 99 W ‘. 1A.." 0 1" O _ \ 4’ t. . . I” . J. A? r‘ 9‘ w- t) J; ‘- ,‘ Q t L ‘A‘ - ’7: . , ,1: f 5‘ VIP" . Q l .t 4 "(9 ii The "73:3 .':' I" 410 p ' _ r 1|... .v' \r +0 eeznrrtsfin c1 CiulQu and 5.9t9. . ’. 'C. - 1 . "- -\ A . ,~| l~ . , as r~1‘e on we: etcluswi LCYU eea JCTe f*1m tn" es 1 . ‘ . -- ' . + ¢ more an; more cnuzcn n013ers lWW9!) at .ntiny state so . _. ,- ‘ “‘1 hearse in reesin"1 r concerneé over the 3*-r1t‘al wel- h tive members. As earl? as l??3 the Yeas: Ken's Ciristin Nativities whi,h we re interdenemlnatlcnel 2&4 eves non‘encmin‘ f5"? tied !‘ e 01 .1‘ no i 5 3 1 t 1 Cl ' I pa. :1 Tq 5 1 0 N; ‘J 3 O? the inefieenncy of a general Christian ssociation tr .4 organisations alone With the non-dancminntional greens. The troyram of he Latter-day Saints institutes mf ell accepted on the campuses of the colleyes enfi universitie is operatin 2?, as is indicatei ,7 stht eaants of collexe tives of this trogrnm are centerel er meld t}.e goal to srsvifia I I 0 - . ‘ '- ~ ~ ‘ on.nrt‘;-1t" for swlbltazl aroatu nus deJelnpm: t,xfl; lle oc‘e m~+z in n=i*o~«~vi~q1 an= 1- ‘ 1W. v, ..1 J. CIVI,"L Lde’ A J [/01‘ drtLS‘? ' 1C antitEl‘St/fi'fi‘lifl if! He institute ersrrew overntes on he idee that social an essential niqse at one's saily living. Tne progrmn c ) acti vi ti's: reli P4 ‘§ 0 ‘ 3 '0 :v‘ 1.;- :3 O ’1') ‘10 us instruction, f0 rag 1:.divi C‘J‘l celnsel inr. ..,.-1 €1.-\. " ° ...1 - ..- 1- ' , .. z ,. R“T“*°T C“*i"=9 crealt 13 rxVen in new l} 911 ccnoernttnt “ of fill s'l "V‘. ...; 94 1'9 men‘s. 'rctesfisnt. Get eLic, and Jewish churches tc*mes w a 1'? >3. 1" '1'" 411 .. a, - . ., 5v . ‘ - - s fiCiF'tlg. "'7 ,7, '_ t}'.'=' ‘1‘” ..,:‘ v , ' {9 (1“.r'2"1_‘\ . and lflfl“fi¢‘r _ . o r. ‘ -: 7‘ I O A 4 .. 15 ’ ‘v d. “‘ ‘i e I Oi o ‘ n. tun... (.41. PI V9 to 7’?! q $8 (In 4,1. “1.- A .l‘a 7‘96. 7‘ n by «by 01.. . ‘ ”E: ‘O V'fi‘ an t. trio rt VV . w... ~--A " ‘1 8'}, W“ 25308 or '— .& schools adfi uhurch CHAPTERX A REVIEW OF THE H'IERA‘I'URE PERTAINDTG TO THE EVALUATION OF EDUCATION MONG 'IEE LATl‘ER-DAY SAINTS A. Introduction Have the educational philosophy and practices of the Church of Jesus Christ of Latter-day Saints produced good results? How do they compare with educational results found among peOple and in sections or the country in which Latter-day Saint thought and practice are not predominant? There have been a few studies conducted with the intention of answering these questions directly. There have been other studies and reports made which only inci- dentally contribute an answer to these questions. The data available for this chapter are divided into sections according to the author or source. In most of the sections the Momon population of Utah is compared with the total population of the state. In the section discussing the United States Bureau of the Census, the population of Utah is compared with the pOpulation of the other states. or the total population of the state of Utah, it is estimated that seventy-tour per cent are members of the Gnurch of Jesus Christ of Latter-day Saints.1 There is no evidence to indicate that at any time since 1847 has there been a smaller percentage of 1 Census of the Church, 1950, Statistical Comittee of the Church of Jesus Christ of Latter-day Saints, Salt Lake City, Utah. (released in December 1951). 414 Mormons in the state. On the contrary, it is estimated that the influx of defense worker during the World War II period caused this percentage of Mormons to diminish slightly. For this reason, data concerning the state of Utah are used in some studies as indicative of the actual situation among the Mormon pOpulation. As to the percentage of Mormons who are in attendance at the institu— tions of higher learning in Utah, Table MVIII shows that seventy-five per cent of the students in state supported institutions are Mormons, while eighty-one per cent of all college students in Utah are Mormons. Therefore, that which is true of the state as a whole would be indicative of that which is true of the Mormon people within the state, with reSpect to higher edu- cat ion. E. Harris and Butt Study and United States Bureau of Census In evaluating the effects of Mormonism on the general educational status of the peOple, Harris and Butt make use of the 1916 and 1920 United States Census reports.2 They found that in 1920 Utah ranked second among the states in the United States in absence of illiteracy among natives of the state, with only 0.3 per cent illiterate in the state. Missouri had 0.2 per cent illiterate. In comparing counties as to illiteracy within the state on the basis of percentage of Mormons within the county, they found the following results 2 Franklin S. Harris, and N. I. Butt, The Fruits of Mormonism (New York: The Macmillan Company, 1925), chapter 3, pp. 16-42. TABLEIXXXVIII ‘PERCEKTAGE or LATTnaennr SAINT STUDENTS 1N INSTITUTIONS or HIGHER EDUCATION IN THE STATE or UTAH ‘ FUR THE‘YEAR 1950-19611 415 Institution Support Enroll- Per Cent ment L. D. S. University of Utah State 7,986 76 Brigham Young University I»D.S. 5,621 97 Utah State St t 4 281 72 .Agricultural College a e ’ 'Weber College State 960 71 Branch State 453 96 Agricultural College Carbon College State 221 59 Snow College State 281 96 Westminster College Presby- 262 18 terian Dixie College State 233 91 3" Mary's 0°11°8° Catholic 85 o for Women in all schools 81 Total 20,363 in state schools 75 1 Files of the registrar of each school. 416 for the total pOpulation, and gave them in a form similar to Table EDGEX. The data were taken from the 1916 Census. TABIE mm: PER CENT Hummer IN GROUPS or UTAH COUNTIES WITH DIFFERENT PROPORTIONS or momma]- Per Cent of Mormons Per Cent Illiteracy of in Counties Total County Population above 90 1.03 80 - 90 . 1.22 61 - 73 1.14 47 - 57 1.94 20 - 39 6.09 1 Franklin S. Harris and N. I. Butt, The Fruits of Mormonism (New York: The Macmillan Company, 1925?, p. 21. In comparing school attendance with the United States as a whole, they found that for the youth between the ages of 7 to 13, Utah ranked fourth, and from 13 to 20'years of age Utah had the highest percentage attending school. Table 11. gives the 1920 Census figures. By arranging the percentage of youth attending school by counties on the basis of percentage of Mormons in each county, in the year 1920, the authors found that in those counties where the percentage of Mormons was the greatest there was a greater percentage of youth attending school. Par- ticularly was this true in the 18 to 20 age group. Those counties with more 417 than sixty per cent Mormons, taken collectively, exceed every other state, even in the 7 to 15 age group. TABIEXL PER CENT OF POPULATION OF UTAH AND THE UNITE!) STATES ATTENDING SCHOOL ACCORDING TO AGE GROUPS 1920 CENSUS]- W Age 7-13 14-15 16-1'7 18-20 United States 90.6 79.9 42.9 14.8 Utah 95.5 93.7 71.4 . 24.7 1 Franklin S. Harris and N. I. Butt, The Fruits of Mormonism (New York: The Macmillan Company, 1925T, p. 22. To determine average daily attendance, the authors consulted the Bureau of Education Bulletin Number 29 of 1922. They found that the average daily attendance for children between the ages of 5 to 18 in Utah was 72.6 per cent as compared with 58.2 per cent for the nation as a whole. Utah ranked second to Oregon ,which had an average daily attendance of seventy- six per cent. In detemining the number of students who continue beyond the elemen- tary school, the United States Bureau of Education reports:3 showed that there was an average of 35.7 per cent secondary students in Utah to each 3 Bureau of Education Bulletin (Washington, D. 0.: United States Bureau of Education), Number 16, 1923, p. 3'7. 418 thousand persons living in the state. The United States average was 19.3. No other state other than Utah Was higher than 32.3 per thousand. In comparing the financial support which Utah gave its schools, it was found that in 19204 Utah spent 3.8 per cent of the total earnings of the people to support its public schools. The national average was 1.6 per cent. Only two states ranked higher than Utah. In addition to giving rela- tively liberal support to public education, the people of Utah had twenty per cent of their secondary students in private schools at that time, whereas the national average was only nine per cent. Although some of the 1'7 and 18 year old students were accounted for in Table IL, a comparison of the number of youth in college in Utah with other states was made. No studies of higher education had been made up to 1925 which treated the Mormons separately. But, the authors felt that since over two thirds of the inhabitants of the state were Mormons, any trend among them would also be reflected in the state as a whole. In 1922-1923 a study5 revealed that Utah was credited with one college student for each ninety-nine general pOpulation, the largest proportion of any state in the union. The United States average was one student to each 'two hundred and twelve population. 4' The authors quoted, Michel Newcomer, Financial Statistics of Public Instruction in the United States 1910-1920 (New York: The Macmillan Company), pp. 53 and 43. 5 School and Society, m, Number 666, April 4, 1925, pp. 415-422 was quoted by authors. 419 In conclusion it may be said that Harris and Butt were attempting to point out that for the period of time studied, the Mormon people were definetely supporting education, both public and private. It was pointed out that Utah ranked among the highest states in the United States in literacy and in children attending school. Counties were compared on a basis of Mermon population. It'was found that where the percentage of Mor- mons was high, literacy and school attendance were high. The proportion of public funds used for public education in Utah was higher than in any other state, in 1919. In addition, Utah supported twenty per cent of its secondary students in private schools. In 1923, Utah had a larger prOpertion of her residents attending college than any other state. Also during this period, the Mormon Church alone supported three junior colleges in the state in addition to one university. 0. Studies of Thorndike and Wooton Dr. Edward L. Thorndike undertook in 1938 to determine the place of origin of.America's men of achievement and men of science. This was done at the request of the Carnegie Foundation for Educational Advancement. He referred to ”Who's who in America", ”Leaders in Education”, and "American Men of Science”. He classified all men according to place of birth. The number of distinguished men in proportionin the population was determined for each state. In the number of men of achievement, Utah was highest, and led the nearest state, massachusetts, by about twenty per cent. In the number of men of science Utah was the highest and led the nearest state, 420 Colorado, by about thirty per cent. In science, to be sure, and in achieve- ment probably, success implies previous education. Thorndike makes the following conclusions. We may conclude, therefore, that the production of superior.men is surely not an accident, that it has only a slight affiliation with in- come, that it is closely related to the kind of persons residing in'New England and in the block formed by Colorado, Idaho, North Dakota, South Dakota, Utah, and Wyoming from 1870 to 1900, and that these persons probably diverged from the average of the country toward the qualities which make persons in 1930 learn to read, graduate from.bigh school, spend public funds on libraries rather than roads and sewers, own their homes, avoid homicide, be free from syphillis, etc.6 Nooton" in following up Thorndike's study found, that the 1900 and 1910 census (the years closest to when these men were in school) show that Utah did not have more students enrolled in school per capita than other states. Colorado led Utah by 21.4 per cent. In amount Spent per pupil, Colorado led Utah by 22.4 per cent. He offers the following statement as a possible ex- planation. A.comparison of Utah with other states significantly below it, but having practically all the same possible influential factors as Utah - same climate, mixed mining and agricultural employment, even higher ranking state schools and college educational systems, and progressive pioneerpopulace -- the same, that is, except for the'Mormon Church in- fluence which was effective only in Utah, suggests the Church as an explanation of its lead. In being the home of the Mormons as well as in scientist production, Utah is in a class by itself. It seems a reasonable hypothesis that no less than Utah's lead over the second place state could have been caused directly by the influence of the Church. ... .8 6 Edward L. Thorndike, ”Origin of Superior Men," The Scientific Monthly INI, May 1943, pp. 424-433. See also The Improvement Era (Salt Lake City, Utah), 1“ NUmber 7 (July 1947), p. 446. 7 R. T. Wooton, TMen of Science," The Improvement Era,‘gp. cit., IINII, Number 2 (February 1944), pp. 76-77, 126-127. 8 Ibid., p. 77. 421 AS a test of this hypothesis, Hooton sent out one hundred and seventy- five questionnaires to Utah men of science who were included in Thorndike's study. Sixty-two per cent were returned. The survey revealed the following information. (1) Percentage of’Mbrmons among Utah Men of Science: 83.3 per cent (75 per cent Mormons in Utah). (2) Mormon scientists from strong Latter-day Saints homes as indicated by the fact of their parents having testimonies: 98 per cent. (3) Mormon scientists who attended Church meetings regularly up to eighteen years of age. ' 86 per cent. (4) iMormon scientists who participated actively as teachers, officers, or.missionaries: 72 per cent. (5) MOrmon scientists having testimonies of the divinity of Christ: 68 per cent. NonéMormons: 36.3 per cent. (6) Mbrmon scientists convinced that the Church contributed signi- ficantly to their achievements: 72 per cent. By way of further explanation as to Utah's relatively high production of scientists, Wooton states. Church influence.may have been reaponsible for an even greater part of Utah's total scientist production, since Utah produces under some conditions which were probably handicaps..A study by Cattell showed that cities produce more scientists in prOpertion to their population than do rural areas. The same research also revealed the 43 per cent of scientists in the nation as a whole come from homes of business or pro- fessional peOple. Since this is all out of proportion to the percentage of this class in the total pOpulation, it is evident, that such homes, either by heredity, home environment, greater educational Opportunity, or a combination of these factors, produce far more scientists than homes of other vocational classes. However, only twenty-seven per cent of Mor- mon scientists had parents of college education or professional vocation, in contrast to fifty per cent of the nonAMormon ones from Utah, and the majority of them came from farm.homes. In the nation as a whole, reports 422 the Cattell survey, farm.homes were among the least conducive to scientific achievement. Mormon scientists may have become such in spite of rural environment. Utah also had the relative handicap of being greatly outdistanced in amount Spent per pupil and instructor and in the number of students and instructors in proportion to population in colleges, universities, and technical schools, Colorado being approximately twenty per cent ahead of Utah in these respects. However, Church influence may have resulted in these factors ceasing to be deterents to scientific achieve- ment or may have been reaponsible for even more of Utah's standing, it is well on the conservative side to postulate at least Utah's lead over Colorado was caused by the Mbrmon Church.9 D. Hughes and Lancelot Study, Hughes and Lancelot in their study of American education according to states, "Education -- America's Magic", state that ”one of the purposes of the book is to determine the approximate position of each state in the educational procession in America."10 They set up seven criteria to be used as a basis for evaluation. The results of their study Show that the state of Utah ranked relatively high. Below is listed each criterion followed by the rank assigned to Utah. (1) Accomplishment in education (Utah first) (2) Ability to support education (Utah thirty-second) (3) The degree in which accomplishment is commensurate with ability (Utah first) (4) The degree of effort to provide for education (Utah first) (5) Efficiency of educational effort (Utah first) 9 Loc. cit. 10 Raymond M. Hughes and William H. Lancelot, Education -- America's iMagic (Ames, Iowa: The Iowa State College Press, 1946), p. 6. 423 (6) Educational level of adult population (Utah first) (7) Over all performance (Utah first)11 The first criteria, "accomplishment in education," is considered by the authors to be of greatest importance. Table XLI gives educational levels of the adult population of the forty-eight states. The authors in commenting on Utah's position in education state: Utah, while ranking 32 in ability to support education with an income of only $1,680 per child, and 4 in effort, it still ranks first in educational accomplishment, in the degree in which accomplishment is commensurate with ability, in efficiency, and in the level of adult education. This appears to be due almost wholly to the high value placed on education by the people of Utah, coupled with high efficiency in the eXpenditure of funds devoted to school purposes. Indeed, this combina- tion of great effort and high efficiency in the utilization of school funds seems to have operated in a remarkable manner to overcome the handicaps of relatively low ability. Utah outclasses easily all other states in over-all performance in education.12 The authors further say: Ability to support education by no means determines the accomplish- ment of any given state in education. Some, like Utah and Kansas, while only moderately "able", rank very high in accomplishment, apparently holding education in high esteem and putting forth great effort to pro- vide it for their young peOple.13 11 Ibid., p. 12. 12 Ibid., Pp. 40-41. 13 Ibid., p. 61. TABLE XII EDUCATIONAL IEVEIS or 'ITZ'E ADULT POPULATION OF mm 48 STATES]- W Average'Year School State Bank Completed Utah 1 9.37 California 2 9.13 Oregon 3 9.02 Nevada 4 8.99 Washington 5 8.97 Wyoming 6 8.92 Idaho 7 8.87 Colorado 8 8.72 Iowa 8 8.72 Nebraska 10 8.64 Vermont 11 8.62 Kansas 12 8.61 Montana 13 8.60 Maine 14 8.58 Massachusetts 15 8.54 New Hampshire 16 8.39 South Dakota 17 8.29 Ohio 18 8.26 Michigan 18 8.26 Minnesota 20 8.25 Indiana 21 8.22 Illinois 22 8.13 Connecticut 23 8.12 Nerth Dakota 24 8.06 'Wisconsin 25 8.02 Delaware 26 7.94 New York 27 7.91 Oklahoma 28 7.90 Missouri 29 7.88 ‘New Jersey 30 7.85 425 TABLE XLI continued W State Rank Average Year Sdhool Completed Arizona 31 7.82 Pennsylvania 32 7.78 Florida 33 7.68 Texas 34 7.67 Rhode Island 35 7.63 Maryland 36 7.44 West Virginia 37 7.08 Virginia 38 7.03 New Mexico 39 6.96 Tennessee 40 6.88 Kentucky 41 6.78 'North Carolina 42 6.74 Georgia 43 6.40 Alabama 44 6.32 Mississippi 45 6.29 South Carolina 46 6.26 Louisiana 47 5.68 Arkansas 48 5.58 1 Raymond M. Hughes and William H. Lancelot, Education - America's Magic, Ames, Iowa: The Iowa State College Press, 1946,pp. 78979. The original source of the data is the 1940 United States Census. 426 E. Nelson Study Dr. Lawry'Nelson, in a bulletin from the University of'Minnesota, gives evidence that Utah ranked first among all states in percentage of native white rural farm population 16 to 17 years of age attending school in 1930 and again in 1940, with 87.5 per cent the figure for the latter year. In 1940 Utah ranked first in percentage of those 25 years and over who have had any high school education.14 F.'Utah Educational Association The research department of the Utah Educational Association has com- piled material from several sources which show the relative standing of Utah among the states with reSpect to higher*education. Table XLII compares Utah with the United States average and with nine other states which rank highest in ratio of college students to 10,000 pOpulation. This comparison is made for the years 1939 to 1940 and 1949 to 1950, leaving ‘a ten year period between the years studied. Of the four other western states that were among the first ten in 1939 to 1940 only two were in that category ten years later. The following comment accompanied the report. It is amazing and an outstanding accomplishment of the Utah higher institutions that Utah has ranked first in the nation in the proportion 1‘ Lowry Nelson, "Education of the Fem Population in Minnesota," Agricultural Experhment Station at the University of Minnesota, Bulletin 377, June 1944. Taken from.Sixteenth United States Census POpulation, II, p. 5. 427 TABLE XLII NUMBER OF STUDENTS IN INSTITUTIONS OF HIGHER EDUCATION PER 10,000 OF POPULATION IN TOP’TEN STATES FOR 1939-1940 NITH CORRESPONDING 1949-1950 RANKS AND NUMBERsl W 5‘ : State Number per 10,000 Rank Number per 10,000 1939-1940 1949-1950 Rank U. S. Average 112 164 Utah 237 1 3292 1 California 174 2 190 8 Colorado 154 s 2922 2 Kansas 151 4 193 7 Washington 151 5 170 18 Oregon 148 6 147 28 New York 145 7 220 3 Oklahoma 141 8 198 6 Illinois 135 9 181 11 Massachusetts 134 10 218 4 3' Utah Educational Association, Research Department, Salt Lake City, Utah, April 1950. Originally E. C. Partch, Rutgers University. 2 In "Residence and Migration of College Students”, Washington, Federal Security Agency, Office of Education, Miscellaneous number 14, 1951, P. 3, Utah is accredited with 302.9 college students per 10,000 population, and the state in second place is New York with 212.7 thus making a difference of 90.2 between first and second place. Colorado is accredited with only 206.1 college students per 10,000 population. 428 of its pOpulation in colleges and universities for this ten year period reported. And Utah is first by such a wide margin! In 1939-1940 the next state was 63 below, and in 1949-1950 the next state is 37 below Utah. Evidently many Utahans do value higher education. In comparing Utah with the ten other western states, it is Shown that Utah is significantly higher than any other state. (see Table XLIII). TABLEiXLIII COLLEGE STUDENTS PER 10,000 POPULATION NUMBERS ANDIRANKS OF WESTERN STATESl Number per 10,000 NUmber per 10,000 State 1939-1940 Rank 1949-1950 Rank Utah 237 l 329 1 California 174 2 190 3 Colorado 154 3 292 2 washington 151 4 170 5 Oregon 148 5 147 8 Idaho 126 6 140 9 Arizona 120 7 178 4 Montana 120 8 167 6 Nevada 115 9 103 11 New Mexico 93 10 166 7 Eyoming 9O 11 136 10 1 Source: E. C. Partch, Dean, School of Education, Rutgers ‘University, New Jersey, February 1950. 429 G. Kundel and Prentice Kundel and Prentice examined the volume “Elmo's 3110 in America" for the years 1938-1939 and 1950-1951 for the purposes of determining the number of graduates for each of 289 colleges and universities with fifteen or more graduates listed.15 Gains of the colleges in Utah and their rank in the total number are presented in Table )CLIV. TABLE XIIV' NUMBER OF GRADUATES AND PER CENT GAIN OF UTAH COLLEGES IN 'WHO'S V50 IN AMERICA" FOR THE YEARS 19158—1939 AND 1950-1951 Rank in b b Per Rank in School Number N35? Num gr Cain Cent Per Cent 1950 193 Gain Gain Brigham Young University 137 45 16 29 181 38 Utah State Agricultural College 118 53 13 40 308 11 University of Utah 69 78 20 50 290 15 The average per cent of gain for the 289 colleges was 70.4. In per cent gain the Utah colleges rank relatively high with the Utah State Agricultural College in eleventh place and the University of Utah in fifteenth place. 15 B. W. Kundel and D. B. Prentice, ”The Colleges in Ric's Who in America," School and Society, umv, Number 1922 (October 20, 1951), p. 242. 430 H. Cattell and Ross Study Twenty-five educators in the Church Department of Education, including nineteen faculty members of the Brigham Young University, are included in the second edition of ”leaders in Education“-6 which has Just been issued by the Science Press, publishers of School and Society and other scientific 3011111818. Edited by Jacques Cattell and E.E. Ross, the biographical directory lists 17,500 biographical sketches of leading Americans in the field of education. The first edition of the compilation was issued in 1932. Smith says concerning this publication: The appearance of many Utahans in leaders in Education substan- tiated a recent survey by Professor Edward R. Thorndike of Columbia University which rated Utah first in producing 'men and women of great ability' on the basis of the most able peOple per million of population. The Church leaders included in the volume are Dr. Franklin L. West, Church Commissioner of Education, Dr. John A. lidtsoe, and Dr. Joseph F. Merrill, members of the Church Board of Education; President Franklin S. Harris of the Brigham Young University, Prasident Hyrum W. Manwaring of Ricks College, President E. Y. Fox of the Latter-day Saints Business College, Heber C. Snell, Director of the Latter-day Saints Institute at Pocatello, Idaho; and the following faculty members of the Brigham Young University: Dr. Christen Jensen, Dr. Thomas L. Martin, Dr. Carl F. Eyring, Herald R. Clark, Dr. Amos N. Merrill, Dr. Gerrit de Jong,er., Dr. Asael C. Lambert, Dr. Wesley P. Lloyd, Dr. Carlton Culmsee, Ida Smoot Dusenberry, Dr. Billie Hollingshead, Dr. Reuben T. Law, Joseph K. Nichols, Anna Ollorton, M. Wilford Polson, J. Iiley Sessions, Dr. Joseph Sudweeks, and The biographical compilation also includes six members of the general board of the Deseret Sunday School Union: Dr. Milton Bennion, 6 Jacques Cattell, and E. E. Ross, editors, Leaders in Education (Lancaster, Pa.: The Science Prass, 1948). 431 Dr. Howard R. Briggs, Professor James L. Barker, and Dr. de Jong, Dr. Eyrins. and Dr. Maring of the Brigham Young University.17 I. The Census of the Church of Jesus Christ of Latter-day Saints The Church of Jesus Christ of Latter-day Saints took a census of all its members in the year 1950. A stratified sample of 8.55 per cent of those living in the United States were questioned as to educational attainments. The same age group categories were used as were used in the United States census for the corresPonding year so that a direct comparison of MOrmons with nonéMormons could be made. As of the writing of this study, the 1950 census pertaining to grade level attainment of residents of the United States is unobtainable. It can be observed, however, that in comparing the data in TableiXLN“with the data for the states in 1940, the latter-day Saints,with an average grade attain- ment of those over 20 years of age of 10.7 in l950,ate higher than the state ' ' of Utah,with an average of 9.37 for those over 25 years of age for the year 1940. The median number of years of schooling for the nation as a whole was 8.02 in 1940. J. Conclusions The data presented in this chapter represent practically all that is presently available. It is expected that the 1950'United States census, when ‘17 Oliver R. Smith, ”Church Educators Listed as Leaders in Field,” The Improvement Era, ILIV, Number 8 (August 1941), p. 499. 432 TABLE XLV EDUCAT IONAL ATTAImmrNTS OF.ADULTS ON THE CHURCH (20 YEARS OF AGE AND ABOVE)1 AS SHOWN BY 1950 LATTER-DAY SAINTS CHURCH CENSU Per Cent Complet- Complet- Complet- Having Average Age Group 1118 1118 1118 More Than Years 8 Years 12 Years 16 Years 16 Years Of or More or More or More of Educa. Educa. 20-25 Years 95.6 68.3 5.5 .9 11.8 25-29 E 95.2 68.6 10.3 3.3 11.9 30-34 " 94.5 65.4 9.8 3.3 11.7 35-39 " 92.4 55.5 7.8 2.9 11.2 40-44 " 90.0 49.1 7.7 3.1 10.9 45-49 " 88.5 41.1 6.9 2.6 10.5 50-54 " 84.7 33.6 5.9 1.9 9.9 55-59 " 81.4 26.7 4.6 2.1 9.4 60—64 " 75.7 22.7 4.3 1.6 9.0 65—69 " 70.3 18.9 3.8 1.6 8.6 70-74 " 64.7 16.9 2.7 1.1 8.1 75 and over 60.7 16.6 3.7 .69 7.8 Average 88.8 50.3 7.2 2.4 10.7 1 group. This is an 8.55 per cent sample of the Church pOpulation in the‘age 2 Statistical Committee of the Church of Jesus Christ of LatteréDay Saints, Salt Lake City, Utah. 433 it appears, will be valuable in making comparisons. It is hoped that a variety of evaluative studies will be made in the future by both members and nonqmembers of the Church of Jesus Christ of Latter-day Saints. The data in this chapter reveal that the educational level attained by residents of the state of Utah and by members of the Church is relatively high. Also revealed is the fact that Utah has produced a relatively large number of men of ”achievement" and men of ”science". A third item revealed is that the peOple in the state of Utah between the ages of seven and twenty are relatively high in school attendance. This, along with the fact that Utah has more students in college per capita than any other state, suggests that the people as a whole place great importance on formal education. The evidence that this condition, favorable to education, is caused by Mormon philOSOphy is by no means conclusive. AS both Thorndike and WOoton point out, there are other factors Operating which have probably contrib- uted to this. It is true, however, that practices and conditions in Utah are compatible with the philosophy held by the Mormon people. It would be reasonable to state that the Mormon philOSOphy has contributed to the rela- tively high standing of Utah in the areas of education discussed in this chapter. CHAPTER x1 EDUCATIONAL IHILOSOPHY AND PRACTICES CCMPARED A. Introduction The purpose in this chapter is to synthesize the foregoing material and to make it more meaningful to the reader and more usable to those who may be engaged in research or action planning in the area treated in this study. In making a comparison of the educational philosophy and practices of the Church, a statement of the most essential aSpects of the philosophy. will be given here. Chapter II of this study presents the basic sepects of the religious philOSOphy of the Church, and chapter III gives the educational philOSOphy as revealed by the ecclesiastical and educational leaders of the Church. The educational practices will be described briefly in this chapter in light of their consistency with the philosophy of the Church. Chapters III through I! present in considerable detail what the educational practices are and have been. Also included in this chapter is a comparison of Church thought and practise with the relatively progressive school in education, experimentalism. B. Educational PhflOSOphy The purpose of man's existence on earth is a basic consideration. In broad pervasive terms it could be defined as the process of developing and 435 of helping others to develop a progressively broader and more complete understanding of life, which can serve as a basis for action. To the Latter-day Saints it is important that one understand his true relation- ship to God, to his fellowmen, and his relationship to the physical elements of this earth. It is believed that this mortal existence is onlyone phase or one state in an endless chain of existences, all of which constitute the eternal life. Hence, growth and progress in this life is looked upon as a part of an eternal or never ending process of education. It is claimed that all knowledge and understanding gained in this life will continue with one after he passes from this mortal life into an immortal state. It is understood that the principal goal of God is to bring to pass the eternal progression of man. God is looked upon as one who is constantly ready and willing to help men, individually and collectively, to grow and develop to the fullest extent, so that man can engage in creative activi- ties of an ever increasing complexity. Included in these creative activi- ties is, eventually, the creation of worlds similar to the one in which man now lives. Progression, or the increasing power to create, the goal of God and of the Latter-day Saints, is not a static goal, but a highly dynamic and ever expanding one. If God's primary purpose is to foster the eternal progression of man, one might ask, "Is God's position as God being threatened?" The Latter-day Saints say "no", because as man is progressing eternally, so God also is progressing eternally. Hence, one may conclude as did President Lorenzo 436 Snow of the Church, that ”as man is God once was, as God is man may become.” Since the purpose of life is to grow and deve10p, education than could be considered practically synonymous with life itself. On another level and in less pervasive terms, the purpose of man's existence is described as the gaining of knowledge, skills, and understand- ing on the part of the individual for the improvement of the society as a whole. This has been emphasized by Church leaders from the beginning in 1830 to the present day. 'nle democratic ideals of (1) the worth and dignity of the individual, and (2) the ability of the group to deliberate and to act as a unified body for self-government and mutual improvement, are in- herent in the philosophy of the Church. In studying the educational practices of the Church one discovers how this philOSOphy is actually carried out. _C. Educational Pmctices Operationally Speaking it has been the goal of the Church to educate every individual as fully as possible. The Church itself is an organization which has as its raison d'etre the education of the members. There is some- thing inherent in social organization itself which facilitates the mutual growth and development of individuals. It can be said then, that the Church exists for the members, not the members for the Church. 1. Church Organization Prom the beginning the Church has been organized in such a way as to encourage growth and development among the members of all ages. AS was 437 discussed in chapter IV there are four auxiliary organizations in the Church. One is a Sunday school for all members, one is for the ladies, another is primarily for the youth of both sexes, and one is for the children. In these auxiliaries Opportunity for teaching and administrative duties is available to all members. The Church has always been manned at all echelons and in all positions by laymen. The practice of sustaining laymen as ecclesiastical leaders is essen- tial to the Church doctrine that each individual develop his total self to the fullest extent of his capacities. An ecclesiastical office in the Church is looked upon as a universal calling of those Of every talent and capacity. In addition to develOping one's teaching and administrative aptitudes, the Church auxiliary program provides development in the speech and fine arts, home and family living, craftmanship, and outdoor living as wall as in spiritual living. ' Missionary activities carried on throughout the world have been seen not only as the fulfillment Of an obligation to make known one's religious beliefs, but as broadening and educative experiences for the individual. The missionary has the rich experience of coming into contact with all types of peOple. Many of these experiences take place midst foreign peOple with unfamiliar tongues and customs. The missionary program of the Church is unique in that practically every young man and woman has the Opportunity to go on a fulltime miSsion for a period of from six months to three years. The primary purpose of this is to propagate the religious doctrine of the Church. However, the 438 Objective of individual attainment of knowledge, Skills, and understanling is met. Indeed, it may safely be said that the Mormon community is a cos- mopolitan one. This characteristic in itself is an exemplification of the Mormon philosophy which minimizes limitations of Space as well as time. Glurch organization provides for that. growth and learning which comes through direct contact with basic life processes. It has been felt that learning and perfoming tasks directly related to these processes of sustaining life was not only essential in a relatively small self-contained community, but that it was necessary in maintaining the material well-being of a group in a relatively large, complex, and interdependent society. This activity has also been felt to be essential to understanding one's relation- ship to his physical environment. In relatively isolated community life this organization was simple. However, in more recent years, due to the increasing complexity of life and to the increasing Specialization of occupations, a more involved or- ganization was felt necessary by Church leaders. In 1936 the ”Welfare Program” was begun. A description of this plan is not possible within the limits of this thesis. Basically, however, this plan is designed to insure the material well being of all Church members throughout the world, am to provide first hand productive experiences to all members. The work carried on is concerned with the life processes of procuring from the original source food, clothing, and housing. Every member of the Church, regardless of his profession or occupation, is invited to participate in all phases of the production of food, clothing, and in the construction of homes, 439 store houses, and chapels. It will be recalled that the Joseph anith Building at the Brigham Young University was built under the welfare plan. A study of the curriculum of the Church schools reveals that con- siderable emphasis has been placed on the learning of basic manual skills in the school. Of particular importance here is the Ricks College home study program which was begun in 1917 to coordinate school work with daily tasks met at home. Agriculture and home economics were stressed particu- larly e 2. ‘Ihe Role of Schools in Latter-day Saint Education Schools were recognized early in the Church as an important means of attaining the purpose of man's existence on this earth, to gain a true perspective of life through the attainment of knowledge, skills, and under- standing with the common welfare as a directive. From the time. of the organization of the Church in 1830, to the year of the arrival of the people in Deseret in 1847, the establishment and Operation of schools was difficult because of unstable conditions. They were either on the move or in danger of being molested during this entire period. In spite of these conditions, the School of the Prephets, the School of the Elders, and the University of the City of Nauvoo were established within eleven years. after the Church began. ‘Ihe establishment of these schools is discussed in chapter V. Classwork was felt necessary because it provided a systematic way for the wisdom of .one to be shared by many. It also was valued because it offered occasion for the inter- change of ideas. 440 Two years after arriving in the West, in 1849, a Sunday school was established and the following year a state university was created. In the ensuing years numerous societies and organizations for intellectual pur- suits were set up, in which class activity was a prominent feature. Classes in the chapels for week-day religious and secular instruction were estab- lished early in the new settlement. This brought about a compartmentalization of religious and non- religiousl teachings. It also created a gap between formal education and the other aspects of daily living which revolve around one's religion. Nowhere in the philosophy of the Church leaders is found segmentation or compartmentalization of subject matter or activity. Even church an! state were synonymous among the Mormons between 1846 and 1850. However, with the influx of divergent views, a separationwas considered desirable in keep- ing with the principles of democratic living. So far as classwork and subject matter are concerned, there were from the beginning of the Church these leaders who had received a formal classical type of education; they used their influence to perpetuate this type of education. As classroom experience or formal education in general became more non-religious in Utah, it also became more subject to the influences of prevailing trends in the United States as a whole. The Church schools felt the need to conform to the pattern set by the larger community. This was due in part to the fact that many of the leading educators in the 1 In Latter-day Saint philosophy there is actually no division be- tween religious and non-religious teachings. They are inseparably connected. 441 Church were educated in EurOpe and in the eastern United States. A note- ble example is Karl G. Maeser who received all of his formal education, including teacher training, in Germany in the latter part of the nineteenth century. After arriving in Utah he became the leading educator in the Church. Most other educational leaders, as has been pointed out in earlier chapters, received much of their training in schools in the eastern United States. This tendency to conform was very evident in the case of the Latter- day Saints College in Salt Lake City, which in 1898 formally adepted the findings of the National Education Association's "Committee of Ten." The need to conform to the practices in the larger community has been accentuated by the fact that members of the Church have had to go out of the state for graduate and other specialized training. It was not until 1916 that the Master's degree was offered in the Church university, and the Doctor's degree has not yet been put into the Church school program. About 1890, the time the primary grades were made free and public in Utah, the Church shifted its major efforts in the support of schools to the academy or secondary level. This was done because on the secondary level there was practically no public education. Since public education was secular in nature, the Church continued religious instruction in the form of "religion classes" for the children of primary school age. About thirty academies were established to provide regular daily classwork for the youth of the Church. However, after 1910 the public high schools gained in general acceptance to such an extent that the Church shifted the emphasis again to 442 junior college work. In the early nineteen-thirties the junior colleges were turned over to public control. ~ As public education became more prevalent on the secondary and higher levels, the Church did not abandon week-day classwork. They continued this means of education on a more concentrated scale by establishing seminaries and institutes of religion adjacent to public secondary and higher schools throughout the intermountain West. An examination of the data will reveal that higher education at present is receiving greater Church support than fonnal education at the other levels, and that only at the higher educational level, with the exception of schools in Juarez, Mexico, is both religious and non-religious instruc- tion provided in the Church schools. This is true not because of any established Church policy, but only because of developments in public educa- tion in the primary and secondary schools. The Church educational philosOphy upholds and sustains the concept of education for all, and when the public becomes a religiously heterogeneous one then it is held that denomination- alism and public instruction must be held separate. For its own members the Church has held that formal education should include not only the so-called secular studies, but the religious as well. Where it is possible, the two should be integrated. The Church, in practice, has supported public education at all levels and at the same time has bent every effort to provide week-day religious matruction for all of its members. It has given its support to schools at the place and time and in the area most needed. As the public took over the 443 support of the elementary schools, the Church saw a greater need for its services on the secondary level, shifting later to the college level. As the public assumed greater responsibility for secular education, the Church gave its support to religious education. The Church has then, at practi- cally every turn, complemented public instruction at the needed level and in the needed area, so as to provide.more fully for the maximum growth and develOpment of the members of the Church in this mortal existence. The findings of chapter I in this study show that the people of Utah in general and the Latter-day Saints in particular have excelled in many respects in their efforts to provide themselves with formal education. Use of Literature. The use of literature, as a means of informing and educating, has received such attention in Church practice that special mention of it should be made here. Generally speaking, books have found their most systematic use in the schools of the Church. However, great stress has always been laid on the private and informal group study of books and pamphlets. In the early days of the Church, Joseph Smith, Jr. ad- vised, 'Seek ye diligently and teach one another words of wisdom, yea, seek ye out of the best books words of wisdom.”2 In 1837, just seven years after the Church was established, a printing press was set up by the Church in Independence, Missouri. But before that time the members published thou- sands of cOpies of the Book ofTMormon and countless numbers of pamphlets. In.Liverpool, England, the printing of Church periodicals, books, and 2 The Doctrine and covenants (Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1921), section 88, verse 118. 444 pamphlets began as early as 1840. In Nauvoo, periodicals and books were published in great numbers. The pioneers going to Utah carried wagon loads of books even in the early companies. Once in the West, the people were so concerned with books that they develoPed their own alphabet and appropriated public funds for the printing of books in it. The Deseret Evening News was begun by the Church members in Salt Lake City just three years after their arrival in the Salt Lake valley; Many of the leaders of the Church have been prolific writers in a variety of fields. Many have been newspapermen and book publishers. In the schools of the Church, held both on week-days and Sundays, books have been used.mcst extensively from.the beginning to the present. Illiteracy in the Church is practically non-existent. 3. Spiritual Experiences Spiritual experiences are considered to be an indespensable means of gaining an understanding of, and develOping to the fullest extent, one's capabilities. The term spiritual experience, as here used, refers to axe periences in which knowledge and/or understanding are acquired and at the same time some spiritual help or inspiration is received and recoggized as such. To have a spiritual experience one must have faith or strong belief in a spiritual power. With this faith comes the acceptance of revealed truth. Church leaders have always emphasized the necessity of developing and of exercising faith in searching for knowledge, regardless of the area of life under study. Spiritual experiences have not been considered a substi- 445 tute fer study and direct experiences. Rather, they have been looked upon as a catalyst, which is necessary to the fulfillment of man's searching for understanding. In light of the relhgious philOSOphy of the Church leaders, that man is the spiritual child of God, and that God is ready and willing to manifest his wisdom.to man if and when he indicates a need and faith, it is understandable why faith is considered a necessary component in man's quest for knowledge and understanding in his eternal progression. It is felt that one must understand his relationship to God and the spiritual realms, his relationship to his fellowmen, and his relationship to the physical environment including the interplanetary systems. Since God is considered to be the director of this existence, he has this true perspective and understanding which man is seeking. It is believed that if man relies solely on his own resources, he will not succeed in gaining the overall view,'which is considered essential to a full joyful life. The exercise of faith, then, is accepted as man's avenue of contact with God and as man's recognition of God's revealed word or dispensation. The use of faith among the Hermon people as a means of gaining know- ledge, skills, and understanding is best illustrated by two practices. The first is prayer. Prayer is considered to be communication with God. Since the Latter-day Saints consider God as their father, they confer with him frequently, seeking his help and acknowledging help received. Prayer is vocal or subvecal. It is engaged in in private, with family, and with friends. Prayer is offered at the Opening and closing of every Church meeting. Praying in a family group is an established institution in the 446 Church. The second practice revealing the use of faith is the bearing of testimonies. A testimony is defined as hearing witness to the truthfulness of a fact or event. Thus, one acknowledges vocally among friends or he testifies in writing that he has received divine help in attaining knows ledge, skills, and understanding. Once a month, every member of the Church has an Opportunity to bear his testimony in a meeting designed specifi- cally for that purpose. Also, once a month, the Relief Society auxiliary for women holds a testimony meeting. 4. The Role Of Research in the Church Research is recognized by Church leaders as an indispensable means of learning more about men's relationship to his fellowmen and to his environment. Like literature, research has received the most systematic attention in the Church schools and particularly at the Brigham Young University. Of the three primary functions of a university viz., dissem- inate knowledge or instruct, store and catalogue knowledge, and search for knowledge, the last mentioned was also the last to receive a great deal of attention in the Church. At the beginning of the Church, schools were used to disseminate knowledge and to exchange ideas, in person. As the schools increased in their capacity to instruct, they increased in their capacity to store and catalogue knowledge for dissemination. The emphasis in the secondary and primary grades and in the seminaries and institutes of‘ religion has been on instruction. At Ricks College and at the Brigham Young University instruction has been and still is a primary consideration, 44'? particularly at the undergraduate level. However, beginning in 1921 with the advent of Franklin S. Harris' administration, great emphasis has been placed on expanding the library facilities and the graduate program at the Brigham Young University. This movement has continued with increasing mo- mentum to the present. The faculty members have been encouraged to engage in research of their own choosing. They have been encouraged to obtain advanced degrees at other universities. Since 1916 Masters' degrees have been offered at the Brigham Young University and in each case it has been the policy to require research activities On the part of the candidate. Recipients of the Bachelors' and Masters' degrees have been encOuraged to continue their studies at apprOpriate colleges throughout the United States. In addition to research carried on in the Church schools, a church wide ”statistics and research committee" has been appointed by the presi- dency of the Church to carry on various types of research pertaining to the Church. Many Church leaders in this and past generations have engaged in research as a means of gaining knowledge for the welfare of all. Histori- cal research has undoubtedly been the most common in the Church. Many of the Church leaders have been historians. Next in frequency of undertaking has been research carried on in the physical sciences. Several of the apostles and other Church leaders have been chemists, physicists, and geologists. For the most part the physical sciences have been non-committal on fundamental religious and moral issues and therefore have not been in friction with religion. On the other hand, the biological and social 448 sciences, since the time Darwin's "Origin of Species” appeared in 1859, have been under scrutinization by society and particularly by religionists, because they have dealt with questions involving explanations of the origin and nature of man and his relationships with various aspects of his en- vironment. It is the study of the origin-and nature Of man that has been the primary object of study and general concern of the religionists, historically and up to the present day. This apprehension has been due to indiscretions and misunderstandings on the part of both the scientists in question and the religious minded public. Because of this, the Church of Jesus Christ of Latter-day Saints has been reluctant, not to engage in research in the biological and social sciences, but reluctant to share the dogmatic views of parties in both camps. Research in these sciences is encouraged in the Church schools and among the Church members in other schools. ‘Within the leadership of the Church there has been evidencatsomewhat. of a difference Of Opinion as to where emphasis in research should be placed. There are those who have been enthusiastic in their support of research in the physical sciences, others in the biological sciences, others in historical areas, etc. Of the fact that research in general has received careful attention in Church practice as a means of attaining the purposes Of God and man as outlined earlier in this chapter and thesis, one can be sure. That research is demanded by the philosOphy of the Church one can likewise accept. This can be seen in the philosophy expressed by the leaders and in the following quotation which is accepted by the Church: 449 ”Search all things, hold fast that which is good."3 In the following words one sees a teaching involving the working combination of research and of faith: Ask and it shall be given you; seek and ye shall find; knock and it shall be opened unto you; Fer’everyone that asketh receiveth; and he that seeketh findeth; and to him that knocketh, it shall be Opened.4 D. The Church and Experimentalism The purpose of this section is to analyse some of the most important similarities and differences between experimentalism.and Mbrmonism. In practice it is seen that the two philosophies have a great deal in common. Looking at them in terms of their basic prOpositions, however, certain fundamental differences are found to exist. 1. Latterbday Saint Point Of'VieI In the case of Mormonism, or the Latter-day Saint philosophy, the ultimate authority rests with the group as a whole. This authority is manifested in group judgement or consensus, and in the voting practice of the Church. Group judgement or consensus is arrived at through individual and group experiences, thinking, and discussion. The distinguishing feature of this philosophy is that God and the spiritual realm are always taken into consideration. 3'The Bible (Chicago: John A. Dickson.Publishing Company, 1947), I.Thessa1onians chapter 5, verse 21. 4' Ibid., St. Matthew, chapter '7, verses v and e. 450 God is not seen as an arbitrary authoritative director of mankind, who issues immutable laws and dogmas. He is looked upon as one who is working with man on an experimental basis. He studies man's thoughts, man's active ities, and with man in a COOperative effort, he recognizes certain activities as good and others as not good. God then is seen as a pragmatic experimen- talist. One might ask, "Why is God considered in all activities of man according to this philOSOphy?" The answer is that God and other spiritual beings are believed to have passed through experiences similar to those through which.man is now passing. Man can profit from keeping in tune with the spiritual realms as he meets the experiences of his physical life, because those in the spiritual realms are in the advantageous position of being able to look at mortality in its totality, seeing its true relation- ship to other aspects of eternal life. They see mortality from a vantage point not known to man. ‘Man's goals, according to Mbrmonism, are socialogoals.‘However. in considering social goals the Latterbday Saints include in their total social environment those individuals who are inhabiting the spiritual realms as well as those now living on earth. Mortal life, as has been previously stated, is looked upon as only a part of the total eternal life. Thus, in the goal of service to one's fellowmen, or mutual im- provement, can be seen an eternal ever expanding realm.of activity, since the number of one's fellowmen, spiritual and physical, is innu- merable. 451 Within this framework the Latterhday Saint feels an Obligation to search for the good in life in terms of the welfare of all. He is charac- teristically sensitive to the spiritual aspects of his surroundings. Truth, according to the Latter-day Saints, is established by a cooperative process carried on by.man and God. Human experiences are studied objectively by man and God and are considered along with spiritual experiences. The wisdom and judgement of God and others in the spiritual realms are sought by men, and they are considered in light of the greater amount of experience and the more complete overview held by the spiritual beings. Those who have lived and died and who are now looking upon mortal life in retrospect, have a greater perspective and understanding of this life. These spiritual beings can reveal their experiences and findings to those now living in mortality, thus enriching and supplementing.man's immediate human experiences. Spiritual life and immortality are not looked upon as some remote, far distant, state of existence, but they are viewed in a vertical or cross sectional relationship to this life. The present time then contains not only ongoing human activity, but also ongoing activity in the spiritual realm. Communication with the spiritual realms, not only gives rise to propositions to be tested in human experience and experimen- tation, but it also reveals or verifies the actuality of spiritual beings and of spiritual conditions, which are present but not normally experienced in human activities. 452 Hamonious intercourse between the two realms through organized channels, suchias prophets and apostles and other members of the group, is considered by the Latter-day Saints to be a vital part of human experience. Truth revealed by supernatural powers is something to be investigated and experienced by humans, not something to be compartmentalized and placed into "ivory towers" or left in musty tomes. 2. Experimentalist Point of View Experimentalism, as propounded by John Dewey, William Kilpatrick, Boyd Bode and others, holds that the ultimate authority in any society rests with the peOple as a whole. If the people are to accept and maintain the responsibility for exercising authority, there must be a common core within the culture to provide an area of general agreement and consensus. The greater the core of the culture, the greater will be the unity and solidarity. It is further held that among the essential elements of that core are (l) the democratic ideals of the worth and dignity of the individual, (2) rule by an informed and critically arrived at consensus, and (3) the search for truth and goodness based on experience. Experience is analysed objec- tively and critically. hperience is to be studied by means of the scientific method which is considered to be the most adequate one in the search for truth. Use of the scientific method requires that controlled investigation be carried on in so far as possible, so that the findings of one can be repeated by others, thus bringing about a connnunality of experience. In cases in which controlled experiments are difficult or 453 impossible, as is common in the social sciences, the following procedures are used; (1) observation in which as many of the factors as possible are controlled and (2) normative surveys in which norms of a group or society as a whole are established. By this method hypotheses are established, theories are develOped, and as more information is received, laws may be formulated. Dewey's analysis of how we reflect upon and treat our experience is an example of the scientific or experimental approach. 1. Perplexity, confusion, doubt. (A felt need). 2. A conjectural anticipation, a scrutiny of the given elements. (Analysis of the problem and conjecture concerning possible hypoth- 3.I;:;:galling all the data which will define and clarify the problan. 4. Selection and elaboration of tentative hypothesis. 5. Trial, testing, verification.5 An Open searching mind is essential at all times. This calls for suspended judgement in contrast to dogmatic assertions. Even when laws seem.to be well established, humility on the part Of’the students is a prime characteristic. Laws or truths depend largely upon their verifia- bility in human experience and are, therefore, held to be relative rather than absolute. An experimentalist as a scientist or researcher does not go beyond the realm of human experience, in search of truth, because experiences on the supernatural level are not tangible and cannot be verified as is the case with human experiences and scientific truths. Thus, the experimentalist 5 John.Dewey, Experience and Education (New‘Yorkn Macmillan Company, 1938), p. 31. 454 point of view is based upon findings derived exclusively from.human ex- perience, and upon findings which can be verified in.human experiences. Since human experience is the area in which these truths are found and put to use, virtually all humans can share these truths in common. This.means that there is a frame of reference which is tangible and accessible to all. 3. Similarities Between Mormonism and Experimentalism The similarity between the philOSOphy and practices of the Church of Jesus Christ of Lattermday Saints and experimentalism is striking. Among the most pronounced areas of agreement in the two is that each individual is held to be equal to all other individuals in worth and dignity. In Latter-day Saint philosophy this view is taken from the teaching that all men are spiritual children of God and that he does not respect some men more than others, as well as from the teaching that no one should condemn or destructively criticize another. Universal brotherly love is a funda- mental part of the Church philosophy. In both philosophies the ultimate aim in education is growth. The experimentalists say that growth leads to further growth. With increased growth one's power to understand and to deal with his environment is in- creased. This is compatible with the Latteruday Saint view that the purpose in growth is to increase one's power to create. Both set up and emphasize specific and immediate aims rather than general intangible ones. The Latterb day Saint concept of time is onewhich emphasizes the importance of the spacious present. It is this present which contains the greatest potenti- 455 alities Of progress, because it is the present over which man has the greatest degree Of control. The past is gone and cannot be relived, the future is uncertain. Therefore, goals must be set up which are attainable immediately. The future is taken into consideration to the extent that the probability of certain events taking place is high. Because the future is uncertain is no reason for believing that it can be ignored. The proba- bility that certain events will take place must be carefully considered and made a part of one's immediate plans and activities. For that reason, goals cannot be fixed or static, but must be dynamic. Growth and progress are dynamic goals, which can be attained in the immediate or specious present. These aims are based upon the needs, interests, and capabilities of the peOple. The experimentalists are pragmatic in emphasizing those practices which are workable and which result in a better life for man. Likewise,the Latterbday Saints place the greatest value on those things which bring the greatest genuine satisfaction. That they live to enhance the present rather than to work fer future rewards, is seen in the following passage, which is accepted literally: " . . . men are, that they might have joy."6 Both recognize the necessity Of cooperation and the need for all to have a voice in planning and deciding issues and activities affecting the group. In a democratic society the voice and vote of the people are the 5 The Book of Mormon (Salt Lake City, Utah: The Church of Jesus Christ Of Latter-day Saints, 1921), II Nephi chapter’2, verse 25. 456 deciding factors in government and in all issues which affect the group. The philOSOphy and practice Of the Church is that the body of the Church vote on every candidate for Office. Every administrator has at least two counselors and in the} higher echelons, as many as fourteen. The educational board of control in the Church contains eighteen members elected by the people. Both experimentalism and Mormon philosophy look upon the mind as an instrument for aiding man in his adjustment to the environment. Both schools of thought agree that truth is not suspended in the world, await- ing man's discovery, but that men, through experience and application Of the scientific method, finds certain propositions to be true. Truth can be defined as the verifiable. John Dewey writes on this as follows: In physical matters men have slowly grown accustomed in all specific beliefs to identifying the true with the verified. But they still hesitate to recognize the implications of this identification : and to derive the definition of truth from it. For while it is nomi- nally agreed upon as a commonplace that definitions ought to spring from concrete and specific cases rather than be invented in the empty air and imposed upon particulars, there is a strange unwillingness to ' act upon the maximum of defining truth. To generalize the recognition that the true means the verified and means nothing also places upon men the responsibility for surrendering political and moral dogmas and subjecting to the test of consequences their most cherished prejudices.7 Closely related to this is the experimentalist and the Latter-day Saint view of the good in life. Both agree that that which is good in life is defined in terms of the benefits produced. If in practice a proposition proves to be usable and productive to the individuals as members of a group then it 18 considered good. 7 John Dewey, Reconstruction in Philosom (New York: Henry Holt 8t 00. , 192°) ’ pp. 159-160. 457 An example of this point of view among the Latter-day Saints is found in a message given by Joseph Smith, Jr. to the body of the Church in 1833. The message is called ”The Word of Wisdom”8 and in it is stated such things as "strong drinks . . . is not good," "tobacco is not for the body," "hot drinks are not for the body or belly,” ”all grain is good for the food of man, as also the fruit of the vine." This message was given ”to be sent as a greeting, not by commandment or constraint.” It was felt by Joseph Smith, Jr. that the adherence to this message would produce good results, and he asked the members of the Church to put into practice the suggestions of the message that they might know whether it was in reality good or not. They were asked to believe both the positive and the negative statements in the above message, but were not expected to blindly accept than. Belief is the genuine and sincere acceptance of an alleged fact or theory on an experimental or tentative basis. It is a necessary step in one 's growth and develOpment from a state of darkness or naivete in an area of life to a state of enlightenment. Belief is followed by investi- gation and research and on the basis of this comes acceptance or rejection of the original preposition. Hence, many members of the Church scienti- fically studied problems of nutrition, including the items specifically mentioned in the above quoted message. One apostle, John A. Widtsoe, has spent a ‘lif‘e-time in the study of bio-chemistry and has published two books 8 The Doctrine and Covenants (Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1921), section 89. 458 on the subject of human nutrition. If Latter-day Saints abstain from certain foods or practices, it is not for ascetic reasons. It is because scientific research and experience has given valid evidence that such practice would lead to a better life here and now. According to Dewey, doubt is the expression of a felt need (see page 453 ). In Mormon philosophy, belief serves as the recognition of a need. Actually the two are similar in function. Both serve as a starting point in man's search for truth or in the fulfillment of his needs. In conclusion it can be said that the Latter-day Saint philosophy and experimentalism actually support and sustain each other so far as developing an educational program in a democratic society is concerned. Both philosophies set up the dynamic goals of progress, growth, and in- creasing creativity as being of primary importance. Both philosOphies accept democratic principles as a working base. Both recognize the impor- tance of the scientific method and experience in the search for workable truths. The principal difference lies in the realm of the nature of man and the concept of ultimate authority. The experimentalist holds that in observations and experiences of man within the physical or mortal world lie the sources of truth and goodness for mankind. The Latter-day Saints admit the existence of a personal God and other spiritual beings who are living parallel to man in a Spiritual state. Man, according to this view, must take the spiritual realm into account, because of its more complete understanding of life, in order to arrive at the workable truths and values which mankind needs . APOSTEE BAPTISM BISHOP BISHOPRIC BOOK OF MORMCN COUNCIL OF TWELVE DOCTRINE AND COVENANTS GENERAL CHURCH AUTHORITIES Hem sacs: INTELLIGENCE MISSION IMORMCN GLOSSARY ‘Name given to member of presiding body of the Church. Ordinance of immersion into water, performed at time of entrance into Church. Presiding officer of a local Church unit (ward). Bishop and his counselors. One of four official books of the Church, which are considered scripture and are called the Standard works of the Church. A.council of twelve apostles who oversee the administrative and spiritual matters in the Church. One of the four books comprising the Standard Works of the Church. A.body of men including the Church presidency, the twelve apostles, and their assistants, the patriarch of the Church, the first seven presi- dents of seventies, and the presiding bishopric. A spiritual being who, along with God the Father and God the Son, comprises the Godhead or Holy Trinity. Name given to the personality or intellect of man which is believed to have existed prior to mortality. Unit of the Church similar to a stake, though less completely organized. Sobriquet given the Church of Jesus Christ of latter-day Saint S c PEARL.OF GREAT PRICE PRESIDING BISHOP PRIESTHOOD PROPHET STAKE WEED 460 One of the four books comprising the Standard Works of the Church. .A general authority of the Church, who with two counselors, oversees the financial and other temporal affairs of the Church. Name given to an ecclesiastical calling of all male members of the Church who are worthy and Willing. One who officially receives inspiration from God - a spokesman of God. 'Name given to the uniting of husband, wife, and children.for time and all eternity. Administrative unit of the Church comprising several wards. Local administrative unit of the Church. 46]. MI! A The llaori Agricultural College The Maori Agricultural College located at Korongata, Hastings, New Zealand began when Rufus K. Hardy and Benjamin Goddard were sent by the first presidency of the Church in 1907 to investigate the possibilities of such a college and to make the necessary purchases. Lppmpriatione from the Church and liberal contributions enabled the President (of the New Zealand Iissicn) to realize the completion of two school buildings (in 1913) that would be a credit to any people in the land.1 The college was opened in 1913 and was placed under the direction of the General Church Board of Education. A local board of 15 members was or- ganized at the college with thepresident of the New Zealand lission of the Church of Jesus Christ of Latter-day Saints as president of the board. In the spring of 1931 an earthquake destroyed the buildings and it has since been inoperative. The Maori Agricultural College was a borderline institution in that it does not fit completely into either the secondary or the higier educa- tion classification. 'me reasons for this are: (l) The collegewas located in New Zeeland where educational standards are based upon hropean practices. (2) The age range was from 10 years to 29 years an! the average age was 18 which is above the average high school age in America. Yet, from college 1 first Annual Catalogue of the Maori Agricultural College, Korongata, Hastings, New Zealand, for the year 1913-14, p. 12. 462 catalogues and interviews it has been ascertained that most of the work was below college level. Ariel s. Ballif, who was president of the college in the year 19:50, in a letter to the writer dated November 2, 1951, made the following statement concerning the academic level of the school: In regards to your questionnaire relative to the laori Agricul- tural College , may I say first that the llaori Apicultural College was in reality only a high school with a large portion of the students in the grade school division. The purposes of the college as set forth in the first annual catalogue reveal that the whole individual was considered in the educational program. no specific aims of the College are to teach the laoris the prin- ciples of agriculture that they may the better utilize their valuable land holdings; to instruct them in the manual arts and to furnish them an opportunity to possess themselves of that education that will embue that with a better understanding of the obligations of life and a higher appreciation of its Opportunities and blessings.2 The student body was very heterogeneous so far as nationality is concerned. There were boys from Samoa, II‘ahiti, Tonga, Reratonge, and the Hawaiian Islands as well as from New Zealand. 2 Ibid., p. 13. 463 APPENDIX.B Deed of Trust of Brigham‘YOung College This indenture made the twenty-fourth day of July, in.the year of our lord One Thousand and Eight Hundred and Seventy-Seven, by and between Brigham'Young of Salt Lake City, in the County of Salt Lake, Territory of Utah, party of the first part, and Brigham Young, Jr., Iilliam B. Preston, Milton D. Hammond, Moses Thatcher, C. 0. Card, George W. Thatcher and Ions Cook, all of the County of Cache in the Territory aforesaid, parties of the second part. 'Whereas the said party of the first part is desirous of endowing an institution of learning at Logan City in the county aforesaid, to be known as Brigham‘Young College and for that purpose has agreed to dead and convey the real estate hereinafter described to the parties of the second part and their successors as Trustees, however to hold the same for the use and the benefit of the said College. ‘Now, therefore, this indenture witnesseth.that the said party of the first part in consideration of the premises and the sum of one dollar to him in hand paid by the parties of the second part, the receipt whereof is hereby acknowledged, has granted, bargained and sold, and by these presents does grant, bargain and sell unto the said parties of the second part, as joint tenants, and not as tenants in common and to their successors duly appointed in trust; however on the terms and conditions hereinafter set forth. - To have and to hold the said granted and described real estate together with all and singular tenements and appurtenances thereunto be- longing or in any wise appertaining and the rents, issues and profits there- of in trust for the use and benefit of the Brigham Young College in.Logan City, Cache County, Territory of Utah, subject, however, to the following conditions and limitations, namely: a The parties of the second part and their successors in office, shall not, sell or in any way dispose of the whole or any part of the above des- cribed real estate or lauded property; neither shall they rent or lease the same or any part thereof for a longer period than five (5) years, without first obtaining the written consent of the sat! party of the first part, his heirs, assigns or successors in office as President of the Church of Jesus Christ of Latter-day Saints, but it shall be leased, rented or cultivated and the rents, issues and profits thereof shall be used for the benefit of said College. 464 The beneficiaries of this College shall be members in good standim in the Church of Jesus Christ of Latter-day Saints, or shall be the children of such nembers, and the students who shall take a full course shall be taught, if their physical ability will permit, some branch of mechanian that shall be suited to their capacity and taste, and all pupils shall be instructed in reading, penmanship, orthography, grammar, geography, and mathematics together with such other branches as are usually taught in a college of learning, and the Old and New Testament, the Book of Mormon, and the Book of Doctrine and Covenants shall be the standard textbooks and shall be read and their doctrines inculcated in the College and no book shall be used that misrepresents or speaks lightly of the Divine Mission of our Savior, or of the Prophet Joseph anith, or in any manner advances ideas antagonistic to the principles of the Gospel as it is written in the ‘Bible, Book of Mormon and Doctrine and Covenants. The said Trustees shall hold their offices as such during the will and pleasures of the said party of the first part, his heirs, or assigns, and shall be subject at any time to removal by him or them, or until the estate shall be fully settled up by the executors of the said party of the first part and the executors be fully discharged from all responsibility connected therewith, then said Trustee shall be appointed and hold their office during the will an! pleasure of the President of the Church of Jesus Christ of Latter-day Saints, who believes in and carries out all the reve- lations given by the Pr0phet Joseph anith, Jr. and President Brigham Young, and in the event of said removal of either or all of said Trustees, as aforesaid, the said party of the first part, his heirs, assigns or successor in office as President of the Church of Jesus Christ of Latter-day Saints, shall fill such vacancies so made, and the Trustee or Trustees so appointed shall on receiving and accepting said trust vested with all the right, title an! authority that were held by the said Trustee or Trustees so removed. And in the event of the death or resignation of either or all of said Trustees of the said party of the first part, his heirs or assigns until the estate shall be fully settled up by the executors be fully discharged from all responsibility connected therewith, then the President of the Church of Jesus Christ of Latter-day Saints who believes and carries out all the revelations given by the Prophet Joseph Smith, Jr., and President Brigham Young, shall fill such vacancy or vacancies so made and the Trustee or Trustees so appointed to fill said vacancy shall on receiving the appoint- ment and accepting said trust, be vested with all the right, title and authority that were held and annoyed by said Trustee or Trustees previous to their death or their resignation. And it is distinctly understood and agreed by the Trustees herein named and their successors in office that in the event of the removal, death or resignation as aforesaid of either or all of them, or the legal rcpresen- tative in the event of the death of any Trustee, that they will at the request of the said party who is appointed to succeed him or them, make, execute and deliver any and all such deeds or other instruments in writing as shall be necessary or requisite to vest in his or their successor or 465 successors all right, title an! interest of it or to said prOperty held by such person or persons who may die, resign or be removed. Provided that in no event shall any person or persons act as Trustee or Trustees who are not members in full fellowship in the Church of Jesus Christ of Latter-day saintse And the said Trustees shall, within a reasonable time, after appoint- ment and acceptance of this trust meet and organize as a board, electing a President, Secretary and Treasurer. They shall then proceed to carry out the objects of this trust and for that purpose shall have power to make such rules, regulations and by-laws as they shall deem prOper for the management and control of the property of the institution, for the employ- ment of agents and teachers, for the regulation of studies for students therein and the terms on which they shall be admitted, but all rules, regulations and by-laws so made by such Trustees shall be subject to the approval of the said party of the first part, his heirs or assigns, until the estate shall be fully settled up by the executors of the said party of the first part and executors fully discharged from all responsibility connected therewith, then of the President of the Chmch of Jesus Christ of Latter-day Saints who believes in and carries out all the revelations given by the Prephet Joseph Smith, Jr., and President Brigham Young an! if by him or them condemned shall never be enacted again without his or their express consent. And the parties of the second part have accepted the within described trust and hereby promise and agree to carry out the terms and conditions thereof. ‘ In witness whereof, the said party of the first part has hereunto set his hand and seal the day and year first above written, and the said parties of the second part have each of them signed and sealed these presents on this sixth day of August, A. D. 1877. Signed, sealed and delivered (signed) Brigham Young (Seal) in the presence of: George Reynolds , George Q. Cannon, As to signature of Brigham Young. George W. Thatcher Ida Ions Cook Brigham Young, Jr. (Seal) James A. Leishman, Inn. B. Preston ( fie) George L. Farrell, Milton D. Hammond ( " ) As to the parties of Moses Thatcher ( " ) the second part. Charles 0. Card ( 3 ) ( " ) 466 APPENDIX C Deed of Trust of Brigham Young University This indenture made the sixteenth day of October in the year of our Lord One Thousand and Eight Hundred and Seventy-Five. by and between Brigham Young of Salt Lake City, Territory of Utah, party of the first part, and Abraham 0. Shoot, William Bringhurst, Leonhard I. Harrington, Wilson H. Dusenberry, Martha J. Coray, Myron Tanner, and Harvey H. Cluff, all of Utah County, in the Territory aforesaid, parties of the second part. Whereas the said party of the first part is desirous of endowing an institution of learning at Provo City in the county last aforesaid; to be known as the Brigham Young Academy of Provo, and for that purpose has agreed to deed and convey the property hereinafter described to the parties of the second part and their successors, as Trustees, however, to hold the same for the use and benefit of the said Academy. Now, therefore, this Indenture witnesseth, that the said party of the first part in considera- tion of the premises and the sum of one dollar to him in hard paid by the said parties of the second part, the receipt whereof is hereby acknowledged, has granted, bargained and sold, and by the se presents does grant, bargain an! sell unto the said parties of the second part as joint tenants, and not as tenants in common, and to their successors duly appointed, in trust, however, on the terms and conditions hereinafter set forth - the following described real property situated in Provo City, County an! Territory of Utah, and particularly described as follows: To wit: parts of lots two and three and all of lots four and five, in block sixty-nine, commencing at the south-west corner of lot two and running thence east, sixty feet, thence north twelve rods, thence east one hundred am thirty-eight feet, thence north twelve rods, thence west twelve rods, thence south twenty-four rods, to place of beginning, containing in all one hundred and eighty-seven 7/11 square rods of ground as plotted in Plot A, Provo City Survey. To have and to hold the said granted and described prOperty, with the appurtenances in trust for the use all! benefit of the Brigham Young Academy, situated in Provo City, County and Territory of Utah, subject, however, to the following conditions and limitations, namely: The beneficiaries of this Academy shall be members in good standing in the Church of Jesus Christ of Latter-day Saints, or shall be the children of such members, and each of the boys who shall take a full course, if his 46'7 physical ability will permit, shall be taught some branch of mechanism that shall be suitable to his taste and capacity; and all pupils shall be instructed in reading, penmanship, orthography, grammar, geography, and mathematics, together with such other branches as are usually taught in an academy of learning; and the Old and New Testaments, the Book of Mormon, and the Book of Doctrine and Covenants, shall be read and their doctrines inculcated in the Academy. The said Trustees shall hdl their office as such during the will of the party of the first part, his heirs or assigned assigns; and in case of death, resignation or removal of either or all of said Trustees, then the said party of the first part, his heirs or assigns shall fill the vacancy so made, and the Trustee or Trustees so appointed shall, on receiving such appointment be vested with all the rights, titles and authority that were used, had or enjoyed by his or their predecessors in such trust. But, not- withstanding so being transferred. The Trustee or Trustees so resigning or being removed, or the legal representation on he death of am Trustee shall, on the request of the party who is appointed to succeed him or them, make, execute and deliver any and all such deeds as shall be necessary or re- quisite to vest in his or their successor or successors all title interest or claim in said prOperty held by such resigning, removed or dead Trustee or Trustees by virtue hereof. And the said Trustees shall within a reasonable time after their appointment and acceptance of this trust meet and organize as a Board, by electing a president, secretary and treasurer. They shall then proceed to carry out the objects of this trust, and for that purpose shall have power to make such rules, regulations, and by- laws, as they shall deem proper for the management and control of the property of the institution for the employment of agents and teachers, the regulation of studies for students therein, and the terms on which they shall be admitted. But all rules, regulations and by-laws so made by said Trustees shall be subject to the approval of the said party of the first part, his heirs or assigns, and if by him or them condemned, shall never be enacted again without his or their express consent. And the parties of the second part have accepted the within described trust and hereby promise and agree to carry out the tame and conditions therOOte In witness whereof the said party of the first part has hereunto set his hand and seal the day and year first above written, and the said parties of the second part have each of them signed, and sealed these presents, on this twenty-second day of November, A.D. 1875. 468 Signed and sealed and delivered in the presence of George Q. Cannon Brigham Young Geo. Reynolds A. O. Smoot Warren H. Dusenberry Wm. Bringhurst H. C. Rogers ‘ Leonhard H. Harrington Wilson H. Dusenberry Martha J. Coray Myron Tanner Harvey H. Cluff Territory of Utah ) SS County of Salt Lake ) 469 APPHQDII D Articles of Incorporation of Brigham Young Academy The following agreement and articles for the Incorporation of the Brigham Young Academey of Provo City, Utah County, State of Utah were read and unanimously adopted, and signed in said meeting, by the members of said Board of Trustees present, who constitute all the members of said Board, and the signatures of such members are attached thereto, and the said Articles are in the words and figures following, to-wit: Article I The name of the institution shall be the Brigham Young Academy. Article II The names and places of residence of the incorporators are as follows, tc-wit: Brigham Young Salt Lake City, Utah George Q. Cannon Salt Lake City, Utah Myron Tanner Provo City, Utah Harvey H. Cluff Provo City, Utah Wilson H. Dusenberry Provo City, Utah Earl G. Maeser Provo City, Utah David John Provo City, Utah Susa Young Gates Provo City, Utah Reed Shoot Provo City, Utah Thomas H. Cutler Lehi, Utah George D. Snell Spanish Port, Utah Joseph Don Carlos Young Salt Lake City, Utah Article III The time and duration of this corporation shall be for fifty years, and for as much greater period as the law will permit, unless sooner dis- incorporation as by law provided . Article IV The object of this corporation is to establish and maintain a college or school of learning in which the youth of both sexes who are members of the Church of Jesus Christ of Latter-day Saints are to be instructed; pro- vided, however, that the trustees of this institution may allow under certain rules and regulations children not belonging to said Church to 470 attend; but this provision shall not be deemed obligatory upon them, nor shall children of other religious denominations other than the above named have an inherent or vested right to enjoy the benefits of this trust. And the general formula of education in the principles to be taught shall be as set forth in the rules, regulations and bylaws made by the board of directors from time to time hereafter, provided that in addition to the usual education given in an institution of like character the 01d and New Testament, the Book of Mormon, and the Doctrine and Covenants shall be read and their doctrines inculcated in such college; and the students therein, physical ability permitting, shall be taught some branch of mechanism that shall be suitable to their taste and capacity. Article V The place of this institution's general business shall be Provo City, Article VI This corporation shall have no capital stock; and it is hereby declared that it is organized as an academy or college of learning and not for pecuniary profit. Article VII The number and kind of officers of this institution shall be as follows, to-wit: There shall be a Board of twelve directors from whom shall be selected a President and Vice President. There shall also be a Secretary and Treasurer. The offices of secretary and treasurer may be united in the same person; and said offices may be filled by any person or persons se- lected by the Board of Directors. The qualifications of directors and secretary and treasurer shall be that they shall be members in good standing in the Church of Jesus wrist of Latter-day Saints. Article VIII The term of office of the officers of this institution shall be for three years. The first election under these articles shall be held on the 6th day of April, 1897, and tri-ennially thereafter. Inasmuch as this corporation is supported and sustained by the members of the march of Jesus Christ of' Latter-day Saints in good standing, acting by and through the First Presidency of said Church; and that they have acquired its property by the payment of the debts incurred in the execution of the trust set forth in the preamble to these articles, and are therefore the only persons interested in said property and in this corporation and in the carrying out of the purposes for which it was organized. 4'71 It is therefore declared that said members of the Church of Jesus Christ of Latter-day Saints, acting collectively at their General Con- ference, or through their representatives, to-wit: the first Presidency of the Church of Jesus Christ of Latter-day Saints, are the persons re- garded as members or stockholders of said corporation, although no stock shall be issued, and as the source of authority and power for the selection of the officers of this corporation; and said members of said Church or the representatives of said members of said Church, to-wit: The First Presidency thereof, shall on the 6th day of April, beginning with the year 1897, and tri-ennially thereafter elect the directors of their corpora- tion, provided if said 6th day of April shall fall on Sunday, the said election shall be held on the preceding day. Immediately after said election said members of the Church of Jesus Christ of Latter-day Saints, or said Presidency shall notify the persons so elected of their election, and immediately thereafter the said persons so elected as directors shall meet and from their number select a President and Vice President, and said officers shall act for the ensuing years and until their successors are elected or shall remain as a director or officer of this corporation who is not a member of the Church of Jesus Christ of Latter-day Saints in good and honorable standing, or who is in any way opposed to this corporation or the principles herein declared necessary to be taught therein. (sic) Article II The Directors shall have power to fill any vacancy occasioned by death, resignation or otherwise in the directorate, or in any other depart- ment of this corporation, provided that no person shall be elected by said directors who is not a member in good standing as aforesaid. Article I Any director or other officer of this corporation may be removed for conduct prejudicial to the interests of the corporation by two thirds of the directors at a meeting called and held for that purpose, at which such officer shall have due notice to appear. Article II Any officer in this institution may resign by giving to the directors at least thirty days notice in writing of such intention, or such shorter notice as the directors shall accept as adequate. Article 111 There shall always be among the directors of this institution at least three of the descendants of the late Brigham Young, the founder of the 4'72 school; and if any vacancy in the Board leaves a less number than three, the vacancy shall be filled by selecting one of the descendants of said Brigham Young. Article XIII The private property of the directors or other officers of this institution shall not be liable for its obligations. Article m The directors of this institution or a majority of them at a meeting called for that purpose of which all shall have had due and legal notice, shall have power to make all necessary rules, regulations and bylaws for the proper government, continuance and maintenance of this institution. They shall also have power, by a two third vote, to sell, mortgage or otherwise dispose of any property belonging to this institution, whether the same be real or personal, and use the proceeds of such sale for the use an! benefit of the institution in such manner as they shall deem prudent and best. They shall have power to locate its college buildings and superintend the structure thereof, change or modify tha in such a way as shall be best suited for the interests of the college; and to do all things necessary and proper for the welfare and government of said institution and the officers thereof. Article IV The following named persons shall be the officers of this institu- tion until the 6th day of April, 1897, and until their successors are ‘ elected and qualified, to-wit: Brigham Young, Jr., Director and President; George Q. Cannon, Director; Joseph Don Carlos Young, Director; Wilson H. Dusenberry, Director and Secretary and Treasurer; Myron Tanner, Director; David John, Director and Vice President; Thomas R. Cutler, Director; George D. Snell, Director; Susa Y. Gates, Director; Reed Smcot, Director;‘ Earl G. Mseser, Director; Hervey H.‘Cluff, Director. Article XVI The property of this corporation, the legal title of which is now vested in the undersigned who are trustees under the trust created by said Brigham Young, and his heirs and executors, is as follows, to-wit: Part of lots two, three, four and five, block sixty-nine, Plat A; an undivided one half interest in the north half of lots seven and eight, block one hundred and twelve, Plat A; Part of block twenty-eight in Plat B; the north half of lots five and six in block twenty-nine, Plat C. All of block twenty-eight, Plat C; lots fourteen and fifteen, block one, Center Street Subdivision; all of said prOperty being situated in Provo City, Utah County, Utah; to- gether with the buildings, improvements and other appurtenances thereunto 4' 473 belonging; and also the furniture and other school equipment in said buildings including fixtures, books and other personal property; all of which said prOperty the undersigned trustees as aforesaid hereby covenant and agree to convey by proper deed and other instruments in writing as soon as said corporation shall have been organized. Article XVII These articles may be amended at any time in such manner as may be prescribed by law. In witness whereof, the said parties hereto have hereunto set their hands and seals this 18th day of July A.D. 1896. Brigham Young, Jr. Seal Harvey H. Cluff " Myron Tanner Wilson H. Dusenberry Karl G. Maeser David John Susa Young Gates Reed Shoot Thomas R. Cutler George D. Snell George Q. Cannon The minutes of said meeting were then read and approved, and on motion the meeting was adjourned. AMENDMENTS On Friday, the 23rd day of October, 1903, the Articles of Incorporation were amended as follows: Article I to read as follows: "Article I. The name of this institution shall be the Brigham Young University." Article VI to read as follows: "Article VI. This corporation shall have no capital stock; and it is hereby declared that it is organized as an institution of learning and not for pecuniary profit.” Articles VII, VIII, II, I, II, III, nv, and IV by substituting for the words 'Director',"Directors", and "Directorate" wherever they may severally appear in the said articles the words respectively, "Trustee", "Trustees", or "Board of Trustees“. Jouph F. finith President _ 474 Articles of Incorporation of Brigham Young University State of Utah ) 88 County of Salt Lake ) I, m B. SAULS, do solemnly swear that at a meeting of the members of the Board of Trustees of Brigham Young University, held at the office of said Board on the 29th day of April, 1949, at 11:30 o'clock A.M. of said day, pursuant to a notice given personally to and accepted by all of the members of said Board, it was by unanimous vote decided that: WAS, by deed of trust dated the 16th day of October 1876, the late President Brigham Young endowed an institution of learning to be established at Provo, Utah under the name of Brigham Young Academy, and set forth the general aims and purposes of said institution and the principles by which it should be governed, and WHEREAS, better to facilitate the carrying out of said purposes, Brigham Young Academy was incorporated as a non-profit corporation of the State of Utah under Articles of Incorporation dated the 18th day of July, 1893, and under a charter providing for a corporate existence of fifty years, and was, said Articles of Incorporation of Brighan Young Academy were amended by resolution adopted at a mating of its members held the 23rd day of October, 1903, by which resolution its name was chanpd to Brigham Young University, and WAS, the corporate charter of Brigham Young University expired on or about the 17th day of July, 1946, as a result of which expiration its corporate charter was terminated and it has now become necessary and desirable to re-incorporate under new Articles of Incorporation in order to continue and extend the existence of said Brigham Youm University, and WAS, the Board of Trustees has unanimously egreed that the said Brigham Young University mould be re-incorporated under new Articles of Incorporation as a non-profit corporation of the State of Utah in order to carry on and effectuate the aims and purposes of the late President Brigham Young, the original founder of said Brigham Young University, NOW, THEREFORE, the following Articles of Incorporation are hereby adopted as and for the Articles of Incorporation of Brigham Young University: 4'75 Article I The name of the institution shall be Brigham Young University Article II The names and places of residence of the incorporators are: George Albert Smith Salt Lake City, Utah J. Reuben Clark, Jr. Salt Lake City, Utah David O. McKay Salt Lake City, Utah Joseph Fielding Snith Salt Lake City, Utah Stephen L. Richards Salt Lake City, Utah John A. Widtsoe Salt Lake City, Utah J oseph I. Merrill Salt Lake City, Utah Franklin 1.. West Salt Lake City, Utah Albert 3. Bowen Salt Lake City, Utah Adam S. Bennion Salt Lake City, Utah Article III The time and duration of this corporation shall be for one hundred years from the date of its incorporation. ArtiCIO IV The principal object and purpose of this corporation is to continue the existence, operation, on! maintenance of the university vhich was founded originally by the late Prasident Brigham Young and which is now being maintained and operated as Brigham Young University; to promote, carry on, and effectuate the aims and purposes of said founder in providing for an institution of learning in which the youths of both sexes who are members of the Church of Jesus Christ of Latter-day Saints may be instructed, provided, however, the Board of Trustees mu allow, under rules, regulations or by-laws adopted by it, the attendance of other students, and said Board of Trustees may, to effect such purpose, change, amend or abrogate at will any rule or regulation vhich is adopted for the purpose of allowing or practing the attendance of students who are not manbers of the said Church, in venom, nevertheless, no vested right or interest is or shall be recognized to attend and be instructed as students in said university. The Board of Trustees of this corporation shall determine and fix the general formula of education, and curriculum to be pursued in said university, as provided in the rules, regulations, or by-laws now in effect or hereafter adopted, modified, or changed by it, provided, however, that in addition to the usual education given in institutions of like character, the 01d and New Testament, the Book of Mormon, Doctrine and Covenants, and Pearl of Great Price shall be read and their doctrines and scriptures inculcated in said university; in addition, students attending said university shall, physical 4'76 ability permitting, be given the opportunity to study some branch of mechanism that shall be suited to their tastes and capacities. This corporation is hereby vested with all of the powers, authority, both specific and implied, which may be necessary or desirable in order to carry out the principal objects and purposes aforesaid, incluiing but not limited to the power to own, acquire, manage, hold, lease, assign, mortgage, sell and convey real and personal property, and to build, con- struct or contract for the construction of or purchase and squire lands, buildings, and equipment necessary for said university; to borrow money and to make, execute, and deliver promissory notes and bills of exchange and to secure the same by pledge or mortgage of real and personal prOperty; to issue bonds, debentures, and other evidences of indebtness; to receive, accept and hold gifts of property, both real and personal, by will or under deed of trust, and to hold, manage, and control the same pursuant to the terms and conditions of any will or trust imposed upon such property which the Board of Trustees shall in its discretion see fit to accept. Article V The place of this corporation's general business shall be Provo City, Utah County, Utah, but meetings of the Board of Trustees may be held at 4'? East South Temple Street in Salt Lake City, Utah, or at such other places, either within or outside of the State of Utah, as said Board my detemine. Article VI This corporation shall have no capital stock; and it is hereby declared that it is organized as an institution of learning and not for pecuniary profit. Article VII The number and kind of officers of this institution shall be as follows: There shall be a board of not less than ten or more than seventeen trustees selected as provided in Article VIII-B hereto. The Board, when so selected, shall elect from its on number a president, a first and a second vice-president, and shall also elect a secretary and a treasurer who may or may not be a manber of said board; and the offices of secretary and treasurer may be held by the same person. All of the officers, including the secretary and treasurer, shall be members in good standing of the Church of Jesus Christ of Latter-day Saints. Article VIII—A The term of office of the trustees of this corporation shall be one ”are ..H” 477 Article VIII-B The first election under these articles shall be held on the first Ilenday in May 1950. Inasmuch as this corporation is supported and sustained by the Church of Jesus Christ of Latter-day Saints, acting by and through the First Presidency of said Church, and certain of its property was ac- quired by said Church by the payment of the debts incurred in the execution of the trust referred to in Article XIV hereof, it is hereby declared that the First Presidency of said Church of Jesus Christ of Latter-day Saints are the persons regarded as members of said corporation and as the source of authority and power for the selection of the trustees and officers of this corporation, and said First Presidency of said Church shall on the first Monday in May, beginning with the year 1950, and annually thereafter, designate the persons from among whom the trustees of this corporation are to be elected; provided, however, that if said first Monday in May shall fall on a holiday, then said election shall be held on the first day there- after which is not a holiday. Immediately after said election, said first Presidency shall notify the persons so elected of their election, and the said persons so elected as trustees shall meet and from their number select a president and a first and second vice-president, and said trustees and officers shall act for the ensuing year and until their successors are elected and shall have qualified. No person shall be elected or shall remain as a trustee or officer of this corporation who is not a member in the Church of Jesus Christ of Latter-day Saints in good and honorable standing, or who is in any way apposed to this corporation or to the teachings of the scriptures herein declared necessary to be taught in said university. Article II The Board of Trustees shall have power to fill any vacancy in the Board by electing from among nominees submitted by the First Presidency of the Church of Jesus Christ of Latter-day Saints, a person to fill such vacancy, provided that no person shall be elected by said trustees who is not a member in good standing in the Church of Jesus Christ of Latter-day Saints. Article I Any trustee or other officer of this corporation may be removed for conduct prejudicial to the interests of the corporation by a two-thirds vote of the trustees at a meeting called an! held for that purpose,.cd' which such trustee or officer shall have due and regular notice. Article 11 Any trustee or officer in this institution may resign by giving to the trustees at least thirty days notice in writing of such intention, or such shorter notice as the trustees shall accept as adequate. 478 Article III The private prOperty of the trustees or other officers of this in- stitution shall not be liable for its obligations. Article XIII The trustees of this corporation or a majority of them, which shall constitute a quorum of said Board of Trustees, at a meeting called for that purpose, of which all shall have had due and regular notice for the time and in the manner determined by the Board of Trustees, shall have power to make all necessary rules, regulations, and by-laws for the proper government, continuance and maintenance of this corporation. They shall also have power, by a two-thirds vote of the members of said Board of Trustees, to sell, mortgage or otherwise dispose of any property beloming to this corporation, whether the same be real or personal, and use the proceeds of such sale for the use and benefit of the corporation in such manner as they shall deem prudent and best. They shall have power to locate its university buildings and superintend the structure thereof, change or modify them in such way as shall be best suited to the interests of the university; and do all things necessary and proper for the welfare and government of said cor- ”ratione Article XIV Inasmuch as certain property of Brighun Young University was received by said university under a Deed of Trust from the late President Brigham Young, with directions that said property should be devoted to the accom- plishments of the uses and purposes therein set out, the undersigned trustees and incorporators, successors in trust to the trustees named in said Deed of Trust, hereby jointly agree that the property received under said Deed of Trust and any preperties now owned by Brighaa Young University derived from the sale or exchange of said property and all other properties of the corporation, shall be devoted to the uses an! purposes and the accomplishments of the objects set forth in said Deed of Trust. Article IV The following named persons shall be the trustees of this corporation until the annual meeting in Key 1950, and until their successors are elected and shall have qualified, to-wit: George Albert aaith, President John A. Widtsoe J. Reuben Clark, Jr. Joseph 1'. Merrill David O. McKay Pranklin L. West Joseph rielding anith Albert E. Bowen Stephen L. Richards Adam S. Bennion 479 Article XVI These articles may be amended at any time in such manner as may be prescribed by law. IN HIMSS mar the said parties hereto have hereunto set their hands and seals in acceptance of these Articles of Incorporation on this 29th day of April, 1949. Geo. Albert anith John A. Iidtsoe J. Reuben Clark, Jr. Joe. 1'. Merrill David O. 11ch Frank L. West Joseph Fielding Snith Albert E. Bowen Stephen L. Richards Adam S. Bennion That at said meeting it was directed that this affiant, who was the secretary thereof, should make affidavit prescribed by Title 18, Chapter 6, of the Utah Code Annotated, 1943, and cause the same to be recorded as the Articles of Incorporation of this corporation and procure a Certificate of Incorporation from the Secretary of State. Kiefer B. Sauls Subscribed and sworn to before me this 16th day of May, 1949. (signed) Warren P. Kirk, Notary Public. My commission expires: March 18, 1951. (Notary seal) 480 APPDIDII I A Brief History of the Baccalaureate Degree The origin and evolution of the Bachelor of Pedagogy and sister depees in this country is discussed below by Barriman. During the latter part of the nineteenth century the herican college faculty struggled hard to defend the purity of the Bachelor of Arts. After some decades the Bachelor of Science attained nearly equivalent status, but the Bachelor of Philosophy never did. Men the defenders of traditionalism were forced to recognize the place of other new studies in the college curriculum, they set up special degrees. . . . The line between the A.B. course and all other curriculums was drawn taut. . . . Under a new plan the faculties drew up differentiated programs of study, to be elected in toto and to lead to specialized degrees. for example, about fifty-five years age the following degrees were conferred in this country: A.B., B.S., Y.L., B.LL, B.M.B., B.C.B., 3.1., B.Arch., B.Agri., Blue" B.Ped., B.0., B.P.A., B.L.S., B.Paint. Later on the bachelorship might be obtained in other specialized fields as well. In higher institutions for the preparation of teachers, by a piece of Hogarthain caricature, the A.B. might not be given, though originally that was the teachers' degree. Such institutions might give th. horde Or, later, tn. 3.1!. e e e fifty years ago these practices were recognized to be a reflection upon our philosophy of higher education . . . 'it is only a question of time when the absurd and arbitrary distinctions between professional and non-professional studies in their relation to culture will be abol- iahed.‘ Yet so potent is tradition that the multiplication of degrees continues right down to the present time. Ihenever the average college faculty deliberates upon the establishment of new courses of study, they consider the wisdax of protecting the value of historic degrees by setting up new ones for the added curriculums. Such a custom developed since 1850 and gained a momentum which brings it down to this day. . . .1 1 P1111119 L. Harriman, "The Bachelor's Degree.“ Journal of Higher lducation, VII (June 1936), pp. 301-307. 481 According to Bartholomew? the degree Ped.B., or Pedagogiae Bacca- laurens, was first conferred in the year 1851, around which time the custom of granting new degrees developed. The degree B.Did., or Bachelor of Didactics, was first conferred in 1892, by which time the lamentable situation described above was reached. Bartholomew supplies no additional details. Green describes the present state of developsent in the granting of Bachelor degrees. where once there were only four types of bachelors, one for each of the four university faculties, there are now well over two hundred. 'A survey ofrthe list of A.B. degrees indicates the increasing special- ization for which that depee may be granted and may even raise a question as to the [value of a degree that can be won for practically any type of interest, activity, or pursuit. Bachelor's degrees are given for limited specialities, so that it is possible to be a Bachelor of Science in Applied Optics, a Bachelor of Science in hgineering (Food Technology), a Bachelor of Science in Iced Technology, or a Bachelor of Science in Industrial Journalism. Some of the specialties are in turn subdivided. To use one field as an example, it is possible to secure not only the degree of Bachelor of fine Arts, but . . . Bachelor of Painting, Bachelor of Design, Bachelor of Science in Art Education, an! Bachelor of Science in Fine Arts lducation. This specialization is not confined to the field of fine arts. In the field of music, there is a Bachelor's degree for practically every instrument of the orchestra. The field of science offers a bewildering variety, and other fields are similarly subdivided. Such specialization surely reaches its apogee with the granting of the degrees of Bachelor 2; Mechanical mmering and Bachelor in lechanical Engineering. This multiplication of academic labels seems to be a move back to the nomenclature of the medieval guild whence the term bachelor came. 2 Curtis A. Bartholomew, hithetolga. Red Bank, New Jersey: in. annex-sis]. Press, 1948. 482 It may even mark a trend back to the original meaning of the word, so that the baccalarius may eventually find himself once more only a cowherd in the academic grove .3 Now that contemporary leaders in the American college are redis- covering the ideals of Wayland, Bernard, and lliot, the tendency is to abolish distinctions among bachelor's degrees and to award the A.B. for undergraduate work successfully completed .‘ 3 Harry Beck Green, mm. Origin of the A.B. Deg-ea," Journal of egg: Education, XVII (April 1946), pp. 205-210. 4‘Harriman,.9;9_.__e;1_:_.. 483 mar Report of Controversy at the Brigham Young University in 1911 Salt Lake City, Utah Pebruary ll, 1911. President Joseph 1‘. 31th and [embers of the Board of Trustees of the Brigham Young University Provo, Utah. Dear Brethren: Is, a omittee appointed by the General march Board of Education to investigate capleints made in a report by General Superintendent H. H. Cummings, concerning certain Theological teachings of sane of the professors in the Brigham Young University and their effects upon the students there, in accordance with instruction fru the said board submit to you our findings as follows: we have met Professors Henry Peterson, Joseph Peterson, and Ralph memberlain and listened to their statements concerning each item in the superintendent's report and we find that the complaints in said report are substantially correct. Us send with this a cepy of that report and race-send that in view of the investigation which has been held that the services of those three teachers in the Brigham Young University be dispensed with, unless they change their teachings to conform to the decisions and instructions of the Board of Trustees of the Brigham Young University and the General march Board of Iducation. Respectfully, Your Brethren, I (signed) hancis ll. Lyman 0.00 1'. 31““. Heber I e Grmt Anthony W. Ivins Hyrum I. Smith George H. Brimhall are. l. Penrose Horace H. Cumings 484 prlanatory of the above report , the report of General Superintendent Cunings was also read. January 21, 1911. President Joseph I. anith and llambers of the General Church Board of Education Salt Lake City, Utah. Dear Brethren: “cording to your request I herewith present for your consideration a written report of my recent visit to the Brigham Young University, Provo and the impressions made upon my mind concerning the nature and effects of certain theological instructions given by the College pro- fessors in that school. I spent about nine days there between November 28 and December 10 and conversed with the Presidency of the school , many of the teachers, and as many of the College students as I had opportunity of meeting. I also conversed with a number of leading citizens of Provo about this feature of the school's work and endeavored, conscientiously, to find out the real condition of the school in this respect and the following are some of the point of information gained there: (1) About two years ago when ease of the most radical changes in theological views were first introduced, it caused great disturbances in the minds of both the pupils and the old style teachers there, but many have gradually adjusted their views to the 'new thought' and feel that they have gained much by the change. New of the teachers and students are unable to accept them, however, though practically all the College students when I met, except one or two returned missionaries, were most zealous in defending and propagating the new views. (2) It was the unanimous opinion that interest in theological work had never been more universal or more intense in the school than it is now. These classes are gladly attended and none seem to shirk the work. (3) All express firm faith in the living oracles. (4) s11 believe in tithing, missionary work, and the ordinances of the gospel, and appear to be detemined to to their duty in these things (5) I discovered no spirit of contention or bitterness - their differences seemed to be good natured. Still, there is a pronounced 485 difference of opinion among both students and teachers upon many important points of doctrine and belief. Sue of the matters which impressed me most unfavorably may be enumerated as follows: (1) Several of the teachers follow the so-called 'nigner critisimu in their theological work and use Dr. Iyaan Abbot's writings as authority. (2) The Bible is treated as a collection of myths, folklore, dramas, literary productions, and some inspiration. Its miracles are but mostly fables or accounts of natural events recorded by simple people who injected the miraculous element into them, as most ignorant people do when things, strange to them, occur. A few concrete examples will illustrate this view: (a) The flood was only a local inundation of unusual extent. (b) The confusion of tongues came about by scattering of the families descended from Noah when they became too numerous for the valley they originally occupied. After a generation or two, having no written language, their speech changed, each tribe's in a different way. There is nothing sudden or miraculous in the change . (c) The winds blew the waters of the Red Sea back until the Israelites waded across, but subsided in time to let the waters drove: Pharaoh, while a land slide stopped the River Jordan long enough for them to cross it. (d) mirist's temptation is only an allegory, of what takes place in each of our souls. here is no personal devil to tempt us. (a) John the Revelator was not translated. He died in the year 96. (3) The theory of evolution is treated as a demonstrated law and their applications of it to gospel truths give rise to many curious and conflicting explanations of scripture. Its relation to the fall, the atonement and the resurrection are, perhaps , the most important and duaging to the faith of the students. (4) Philosophical ideas are often carried too far and result in wrong impressions as to doctrine. This may be partly the fault of the teacher in not making himself clear, and partly of the pupil in jumping at the wrong conclusions or applications. For sample: (a) Sin is the violation of a law resulting in pain or discmfort. Righteousness is pursuing a course that brings happiness. No intellegent 486 being would sin if he knew its full consequences; hence, sin is ignorance - education or knowledge is salvation. Sinners should be pitied and enlightened rather than blamed and punished. Ordinances may be helpful props to weak mortals but knowledge is the only essen- tial. (b) Is should never agree. God never made two things alike. Only by taking different views of a thing can its real truth be seen. (5) Memory guns are immoral, since fixing the word fixes the thought and prevents growth. I was told that one teacher before his class, thanked God he could not repeat one of the Articles of raith and another took his children out of Primary Association because they were taught to memorize. (6) All the truths change as we change. Nothing is fixed or reliable. As we grow or change our attitude toward any truth, that truth changes. (7) Visions and revelations are mental suggestions. The objective reality of the presence of the Father and the Son in Joseph anith's first vision, is questioned. (8) To get the real truth in any vision or revelation, modern as well as ancient, the mental and physical condition of the prophet receiving it must be known. After eliminating the personal equation, the remainder may be recognized as inspirational or divine. ‘ (9) In thus robbing the scriptures, both ancient and modern, of the greater portion of their divinity, and limiting the wonders of the Great Creator to the necessity of confining his Operations to the natural laws known to man, I asked if it did not lower the scriptures and weaken their influence upon their minds. The reply was , that the scriptures and the gospel were more dear and more beautiful to them, on that account, being broader in their application. Nevertheless, it sewed to me that the line of the prophets and righteous man of both the Bible and the Book of Mormon, whose reference to the miraculous deliverance of Israel from Egypt is recorded as a special mark of their divine approval, cannot but be regarded with pity for not knowing the science of our day which robs those events of their wonder if not their divinity. (10) And in the same line, while these teachers extol the living oracles, it came to me from several sources that if their teachings are to be investigated they will demand that the ones vdio do the in- vestigating shall be men of the same learning as themselves; none others could understand them and do them justice. 487 The foregoing are only a few of the more important features of the questionable teaching there that came to my notice, but enough to give a general idea of what I found. Much of the work, of course, was sound and unobJectionable, and even many of the questionable new theories and explanations were not fixed. There seemed to be a struggle still going on between their new views and their old ones, and at times their words were full of light and at other times and on the same sub- Ject they would be full of darkness. The struggle that both teacher and pupil described to me as having taken place was very fierce, and often robbed them of appetite and sleep. 'An unusual effect of getting added light on the gospel,‘ I urged; but they replied, that it was like the sorrow of the little child when first told there is no Santa Claus. 'Our early teachings have been very satisfying and useful, but untrue; and as a child's reel parents are better than a Santa Claus, so will the real new Bible and gospel be better than the old one.‘ Religion, like science, must be expressed in terms of knowle . Faith now seems to be regarded with pity as a superstition is not a characteristic of the intellectually trained. Since my visit to Provo, as many as three stake presidents in one week have called upon me, expressing alarm at the teachings that cane from the Brigham Young University. One of them said that when he ex- postulated with the principal of their stake academy for teaching false doctrine, his defense was that at the Brigham Young university the same was taught. Another president told me he did not want their present principal another year, as he is an apostate in his teachings and belief. the third said he would not allow one of his children to be under certain of the Brigham Young University professors for anything. Many parents of students there have also visited me and expressed great fear for the faith of their children. I presme, that being the Superintendent of Church schools, more complaints of this kind reach me than come to any of the other brethren; and I may, therefore, be unduly impressed with the danger which exists and needs to be remedied in our Provo school. I do not wish to magnify these conditions, but cannot help feeling deep anxiety that the sound- ness of doctrine, the sweetness of spirit, and the general faithfulness that has, from the beginning, characterized the products of that school, mould not diminish, much less give way to error and disbelief. I believe the presidency of the school feel exactly as I do about this matter, for I have talked about it with than many times - especially with President Brimhall and President Keeler. in. responsibility for this state of affairs seems to rest upon no more than four or five of the teachers, all of whom I regard as clean, earnest men, conscientious in what they do and teach; but, being so long in college with so little to help than resist the skillfully 488 formed theories of learned men, they have accepted many which are erroneous, and being zealous teachers, are vigorously laboring to convince others of their views. Such attitudes of mind, from the be- ginning, have been a cannon experience with our students in eastern colleges; but fortunately they often get rid of these errors when they again plunge into Church work at home. Conditions at Provo are unfavorable for such a solution of their difficulty. The number there is sufficient to form a coterie having similar views, and the opposi- tion they receive from others keep them drawn together and determined to defend their views. If they were distributed and given other lines of work to do where their theories would not be continually called into activity, I think their attitude might change much for the better in time, but I feel sure the conditions in the Teachers College, in this respect, need changing as soon as practicable. nose teachers have been warned by the presidency of the school and by myself, and even pleaded with, for the sake of the school not to press their views with so much vigor. Even if they were right, con- ditions are not suitable; but their zeal overcomes all counsel and they seem even more determined, if not defiant, in pushing their beliefs upon the students. They seem to feel they have a mission to protect the young from the errors of their parents, and one student said to me, 'I could make my dear mother weep in a minute by telling her how I have changed my religious views.' Yet, he had only accepted that vhich he thought was far ahead of what that mother had taught him. The poor mother did not have the capacity of understanding his new light and rejoicing with him in it, so he would keep it a secret from her. The foregoing is respectfully submitted in the hope that a wise and effectual way may be decided upon to bring into hamony the theological teachings in our Church schools and prevent the dissemina- tion of doubt or false doctrine. Your brother in the gospel, (signed) H. H. Cummings After due deliberation and free discussion, the report of the cmittee was unanimously adopted. 489 55353; 033% 33.33 ..H». .an8 ..m £33 .3 fifimofimsp Samoan mamanbama spasm .2 5km .mm 583833 393%. 33-33 5&3 .2 gunman .3 333.3% 033% $3.83 beefing ...m sense .8. Honors» mHoonom £0550 no pnocaopflnomsm mamanmom." mmflssso .m oosnom .2” none? 038% 33:33 amounts .3 Seaman .3 Son messages ao.eom.8.a8 ...S .303 33:8me ampere .3an .3 Homooxxoon oHpmomw 93.7.80.” qomSwHo nomusm .3” fifimofimsn passage €826 8. 333:8 33.83 noon; .m shoe .3 Homers» maoonom manage no pdogopflhogsm 08.7.83 Hodges .2 amomOh :3 .858» 33.85% cum .3 snagged mamaummma Hugh .m owaooe .2 88 5.38 on» do 0.338% 33:33 5.25 ..m fiance .3 $33.33 338028 ...6 ago? 83:33 83232 gob .3 553539 Panoramas gadlsmma 9”QO mofimh .oa noofimqo Samoan 83:83 was» ESE .m nopeosco maoonom £0.95 ...3 pdocqoegnomsm Homaummma homers .w Harm .m 553539 oopmdap Hoonom noHsno arsed mamauwmma exam mos .b 553333 233ng sonic 3 3858 33.83 23 .m noses» .m grammoaamsn hasnofimmfia “vomasmmma Homepage .3 ownoeu .m dreamedamsn mogqobom mo .3330 can: Amos mvmwma swoongw .m oomnom 3v pmHqunsOn pmoUHmonm manage on Hoaomqsoe Homalwmma degree .d omnoow .n 33.2 gonads 2: no passage 83.83 38m Samson .m ceaseless 5.38 23 Ho assessed $3.83 engages €833 .H 50.35 mo ago mousse 5 oono Enos mqogfimom 90 Shop. 08.02 mmmHnmmma 239486 no 938 mamas game am. so gagmofifimogao Boga szEmom .Mormo so Ema .meéz HEN H849 wag 490 .8528 Ed. a. 2.. 3...... ......m 2.3.... am... .22... 2...... ... 90.3.... 03.09. ...”me .0923. .6 no.3... .3 gmmqamsp 0.3.0.... .6an hoamwpm no.9 ”London .5 9.5.05.9... 0.3.09. Iowa.” 3.02 .n K".aaom .3 9933 0.3.09. lemma. .3300 3239.2 .9 23...... 3...... no... 8...... .m an... .3 5.5.05.3. cannon. nomad .323 and... «Ham .3 023.265 cannon. nomad agm .8 noodomm 3%. Home...» cannon. lemma. 00H .m 39.3. ......v ......5... ...... ... .. 2.3.... 3.723 2.2. 2.3. ...... .... ...... .22.... ... .829... 2...... 83nd... .2... 2.... ... no.3...” 03.0.... ...an dozen .m 28.2 .3 .32.... .32.... .. 2.3.3.2.. ...... ...... ...... ..H 532.... .5 2.2.... .2282: .w .m ...S 2.3.... 3.7.... 3.2... .m 52.... ... .....H 3...... 3.7.... ..H... ... ......8 ... 8.80....um pdouammnm 3.9.8 on .HOHmmnsoo ....”an .nh $73.8 dopsom ..n .3... .22.... 3...... £23.35... ..H... 3.7.... any... .. ...... ... 8.2.2.33. doapwosum Mo ammoflmdfiao £935 Imwma doaddom .m .33 .mn 2.5.23 2.3.... ...... o. .322... 33...... .83... .. .326 .3 ...... 3...... $.72... .53 .3 2.22. .8 pmapdmaom 0.3.02 .nodOfimmfigoo £9230 Immma 00335 .4. Each .3 .85... 3...... $2-23 2...... .m 2.2... .... yoga... 3.3.0.3 #0928 on noammqsoo :33. 3.9.5.2. ..H donmopm ..m .82.... 2...... .2. .. 2.2.... ......H ...... .o ...... ..m 2.. 3...... ..H... .28 .53.... ...... ... ......fi... 2...... .2. .. 2.3.... 9.733 2... .. ...... ... 22.5% 2. 2.216 5 ...... 2.. 2.3.... .. a... 2.2 BIBLIOGRAPHY General 1. Announcement of Program. Salt Lake City, Utah: The Latter-day Saints Department of Education. 3. Bennion, M. Lynn, Mormonism and Education.Salt Lake City, Utah: The Department of Education of the Church of Jesus Christ of Latter-day Saints, 1939, 297 pp. 3. The Bible, King James Version. Chicago: John A. Dickson Publishing Canpany, 1947. 4. The Book of Mormon. Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1920. 5. Circular of the General Church Board of Education. Salt Lake City, Utah: The Latter-day Saints Department of Education. 6. 9_onferenco Report. Salt Lake City, Utah: The Church of Jesus Christ of —Letter-day Saints. The proceedings and speeches of all semi-annual general conferences from 1897 to the present. '7. _The Deseret News. Salt Lake City, Utah, 1850-. A daily newspaper. 8. The Doctrine and Covenants. Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1921. 9. The 1111 ovement Era. Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 189'7-. The official organ of the Department of Mutual Inprovement Association and the Priesthood. 10. Journal Histo of the Church of Jesus Christ of Latter-d Saints. Unpublished daily record of events from 1850 to the present. On file in the Historian's Office of the Church of Jesus Christ of Latter-day Saints, Salt Lake City, Utah. ll. Maeser, Karl G., School and Fireside. Salt Lake City, Utah: Skelton and Company, 1898, 348 pp. 492 12. Minutes of the General Church Board of Education of the Church of Jesus Christ of Latter-day Saints. On file in the General Church Office Building, Salt Lake City, Utah. 13. Roberts, B. 11., Comprehensive History of the Church of Jesus Christ of Latter-da Saints, 6 vols. Salt Lake City, Utah: The Deseret News Press, 1930. 14. finith, Joseph, Jr., History of the Church of Jesus Christ of Latter- day Saints, 6 17018., B. H. Roberts, editor. Salt Lake City, Utah: The Deseret Book Company, 1902. Chapter I l. Bennion, M. Lynn, Mormonism and Education, see under General. 2. Good, Carter V., Dictionary of Education. New York: The McGraw-Hill Book Company, 1945, 495 pp. 3. Moffitt, John Clifton, The Develoflnt of Centralizig Tendencies in Educational Organization and Administration in Utah. Chicago: The University of Chicago, 1940, 164 pp. 4. , The History of Public Education in Utah. Salt Lake City, Utah: The Deseret News Press, 1946, 375 pp. Chapter II 1. The Bible. see under General. 2. The Book of Mormon. see under General. 3. The Doctrine and Covenants. see under General. 4. The Pearl of Great Price. Salt Lake City, Utah: The Church of Jesus Christ of Latter-day Saints, 1921. 5. Smith, Joseph Fielding, The Ia: to Perfection. Salt Lake City, Utah: The Genealogical Society of Utah, 1935, 365 pp. 6. , editor, Teachings of the Pr0phet Joseph Snith. Salt Lake City, Utah: The Deseret Book Company, 1938, 408 pp. 493 '7. Smith, Joseph, Jr., History of the Church. see under General. 8. , wrollett Discourse. Salt Lake City, Utah: The Magazine Printing Company, 1926, 32 pp. 9. Times and Seasons. Nauvoo, Illinois: The Church of Jesus Christ of Latter-day Saints, 1839-1846. 10. Widtsoe, John 1., A Rational Theology, 4th ed. rev. Salt Lake City, Utah: The Deseret Book Company, 1937, 202 pp. See also: Talmage, James E., The Articles of Faith. Salt Lake City, Utah: The Church of Jesus Christ of fatter-day Saints, 1925, 537 pp. A highly documented and authorative explanation of the thirteen Articles of Faith, written by Joseph anith, Jr. Chapter III 1. Alder, J. Cecil, ”Remarks of Brigham Young in the Salt Lake Tabernacle on April 18, 1860" quoted in Utah, 'nie Storied Domain (Chicago: The American Historical Society, Inc., 1932, I, p. 315. 2. Bennion, Adam S., ”The Latter-d ay Saints and Education? The Imgovement Era, HIII, Number '7 (July 1920), pp. 774-784. 3. Brimhall, George H., an address in The Immvement Era, mII, Number 8 (August 1920), p. 831. 4. Conference Report. see under General. 5. Cumings, Horace H.,”‘Ihe Church Schools," The Improvement Ere, XV, Number 11, (November 1911), p. 67. 6. Cummings, J. M., oral communication, November 20, 1951, Salt Lake City, Utah. He is the son of the late Horace H. Cunnnings, superintendent of Church schools. '7. The Deseret News, November '7, 1860, p. 3. -- June 13, 1951, p. (Church Sections. - November 14, 1951, p. 6b. . 8. The Doctrine and Covenants. see under General. 9. The In rovement Era. m, Number 11 (November 1915) p. '73. -- XXVI, Number 10 (October 1923), p. 1091. -- LIII, Number 4 (April 1950), p. 277. -- LIV, Number 8 (August 1951), pp. 549-550. 1‘ 1‘ 10. 12. 13 . 14. 15. 16. 17. 18. 19. 20. 21. 32. 23. 24. 26. 494 Jenson, Andrew, Latter—day Saints Biographical EncyclOpedia, 3 vols. Salt Lake City, Utah: The Andrew Jenson History Company, 1901. Journal Histogy. see under General. Journal of Discourses. 26 vols. Liverpool, England: The Church of Jesus Christ of Latter-day Saints, 1854-1886. Laws of the State of Utah, 1897, pp. 41-42. Maeser, Karl, G., School and Fireside. see under General. Maeser, Reinhard, Karl G. Maeser, A Biography by his Son. Provo, Utah: The Brigham Young University, 1928, 184 pp. Merrill, Joseph F., "How Can Physical Science Aid in the Teaching of Religion," The Improvement Era, XXVI, Number 1 (January 1923), p. 227 Naisbett, Henry H., "Polysophical Mutuals,” The Improvement Era, II, Number 8 (August 1899), pp. 744-745. Nibley, Preston, The Presidents of the Church. Salt Lake City, Utah: The Deseret Book Company, 1941, 372 pp. , editor, Sharing the Gospel with Others, Excerpts from Sermons of Gearge Albert Smith. Salt Lake City, Utah: The Deseret Book Company, 1948, 219 pp. Roberts, B. H., The Life of John Taylor. Salt Lake City, Utah: George Q. Cannon and Sons, 1892, 468 pp. Snith, Joseph F., an address in The Contributor, LVI, Number 7 (July 1395), p. 570. anith, Joseph, Jr., The History of the Church. see under General. Snow, Eliza R., Biogagy and Family Record of Lorenzo Snow. Salt Lake City, Utah: The Deseret News Compamr, 1884, 581 pp. Nest, hanklin L., "How Knowledge Comes," The Improvement Era, XI, Number 5 (May 1908) , p. 493. Widtsoe, John A., Evidences and Reconciliations, Aids to Faith in a Modern Day. Salt Lake City, Utah: Murray and Gee, Inc., 1943, 344pp. , Joseph Smith, Seeker after Truth, Prophet of God. Salt Lake City, Utah: The Deseret News Press, 1951, 385 pp. 495 27. , Man and the Dragon, and Other Essays. Salt Lake City, Utah: The Bookcraft Company, 1945, 263 pp. 28. , "The Need and Kind of Education,” The Improvement Era, 11, Number 9, (September 1908) , p. 826. 29. , et al., comp., Gospel Doctrine, Semons and Writings of Joseph F. Snith. Salt Lake City, Utah: The Deseret Book Company, 1939, 696 pp. See also: Durham, G. Homer, editor, Discourses of Wilford Woodruff. Salt Lake City, Utah: The Bookcraft Company, 1946, 357 pp. , editor, Gospel Standards, Selections from Sermons and Writings of Heber J. Grant. Salt Lake City, Utah: The Improvemnt Era, 1941, 384 pp. Widtsoe, Leah D., Brigham Yoggg, The Man of the Hour. Salt Lake City, Utah: The Bookcraft Company, 1947, 192 pp. Qiapter IV 1. A Centering}: of the Relief SocietyI 18433-1942. Salt Lake City, Utah: The General Board of the Relief Society of the Church of Jesus Christ of Latter-day Saints, 1942, 96 pp. 2. Anderson, Edward H., "The Past of Mutual Improvement," The Improvement Era, I, Number 12 (December 1897), p. 2. 3. Bennion, Adam S., "The Latter-day Saints and Education," YounLWomen's Journal, DOE, Number '7 (July 1920), p. 370. 4. Church of Jesus Christ of Latter-day Saints, Salt Lake City, Utah. Files of the Deseret Sunday School Union, Files of the Missionary Committee, Files of the General Priesthood Committee, Files of the General Board of Relief Society, Files of the Primary Association, Files of the Serviceman Committee, Files of the General Board of the Young Men's and Young Women's Mutual Improvement Association. 5. Circular of the Salt Lake Stake Academy, Salt Lake City, Utah, for the third academic year, 1888-1889. 6. Conference Remrt. see under General. 1‘ 7. 8. 9. 10. 11. 13. 14. 15. 16. 1'7. 18. 19. 20. 21. 496 Files in the office of the president of the Latter-day Saints Business College, Salt Lake City, Utah. Fisher, George J ., ”A Letter on Scouting in Utah," The Improvement Era, XXVII, Number 3 (March 1924) , pp. 471-472. Gates, Susa Young, Histoxy of the Young Ladies Mutual Improvement Association, (Salt Lake City, Utah: The General Board of the Young Ladies Mutual Improvement Association, 1911, 488 pp. The Instructor. Salt Lake City, Utah: The Deseret Sunday School Union, 1866-. m1, Convention Program, 1951, p. l. Jensen, Christian, ”A Study of How the Church of Jesus Christ of Latter- day Saints Attempted to Meet the Educational Needs of Its Members for the Period of Time 1830-1900." Unpublished paper, The library of the «Historian's Office of the Church of Jesus Christ of Latter-day Saints, Salt Lake City, Utah., 1931, 208 numb. leaves. Journal History. see under General. Minutes of the General Church Board of Education. see under General. Pickering, Margaret 0., general secretary-treasurer of the Relief Society, oral communication, October 15, 1951, Salt Lake City, Utah. Emery Handbook. Salt Lake City, Utah: The GeneraleBoard of the Primary Association of the Church of Jesus Christ of Latter-day Saints, 1951-1952. Smith, Joseph, Jr., Histogy of the Church. see under General. IV, pp. 552-553. anith, Henry A. , ”The Church and Education,” The Improvement Era, XXXVIII, Number 4 (April 1935), p. 224. Sunday School Handbook. Salt Lake City, Utah: The Deseret Sunday School Union of the Church of Jesus Christ of Latter-day Saints, 1951. Teacher Directory. Salt Lake City, Utah: The Department of Education of the Church of Jesus Christ of Latter-day Saints, 1951-1952. Walker, Roy A., "The Program of the Department of Education," unpublished statement, 1951. Widtsoe, Osborne J. P., "Report of the Commissioner of Education for the Year ending June 30, 1913," Washington, D. 0., United States Bureau of Education, 1914, p. 410. 22. l. 3. 4. 5. 6. ’7. 8. 9. 10. 13. 13. 497 Wolters, Frederick 0., Jr., "Patterns of Progress,” The Improvement Era, L, Number 2 (February 1947), p. 68. Chapter V Acts, Resolutions, and Memorials passed by the First Annual and Special Sessions of the Legislative Assembly of the Territory of Utah, 1851, 1870, 1890. Alder, J. Cecil., Utahp The Storied Domain“ see under Chapter III. Annual Report of the Territorial Superintendent of Utah, 1865, Salt Lake City, Utah. ' Bancroft, Hubert Howe, Histozy of UtahL 1540-1886. San Francisco: The History Company, 1890. Baskin, R. N., Reminiscence of Early Utah. Salt Lake City, Utah: published by author, 1914, 252 pp. Bateman, Allen R., Development of the County-Unit School District in Utah. New York: Columbia University, Teachers College Contribution to Education Number 790. Bennion, M. lynn, Mormonism and Education. see under General. Biennial Report of the Territorial Superintendent of Common Schools for the year 1874-1875, with a historical sketch on education in Utah. Burton, Richard F., The City of the Saints. New York: Harper and Brothers, 1862, 574 pp. Canuteson, Richard L., "An Historical Study of Some Effects of Dual Control in the New York State Educational System.” Unpublished Ph.D. thesis, The Michigan State College, East Lansing, Michigan, 1950, 420 numb. leaves. Catalogues and Circulars of the University of Deseret, Salt lake City, Utah, for the years 1869-1892. Chamberlain, Ralph V., ”The University of Utah,” The County Officer, Washington, D. 0.: National Association of County Officials, Di, Number 7 (July 1945), p. 23. oral communication, October 18, 1951, Salt Lake City, Utah. 14. 15. 16. 17. 18. 19. 20. 21, 22, 23. 24. 25. 26, 2'7. 28, 498 Compiled Laws of Utah. Coray, George Q., ”The University of Utah,” The American University Magazine. New York: The American Magazine Publishing Company, June 1895, p. 34. Cowles, LeRoy 13., "Organization and Administration of Education in Utah.” Unpublished paper, The University of Utah, 1927. The Deseret News., see under General. "Deseret University of Utah.” Unpublished document. Probably written by John R. Park about 1885. Original in the Bancroft Library of the University of California; a copy in the University of Utah Library. The Doctrine and Covenants. see under General. Evans, John Henry, _'1_‘_h_e Story of Utah. New York: The Macmillan Company, 1933. Gabel, Richard J ., Public Funds for Church and Private Schools. Toledo, Ohio: copyright by author, 1937, 750 pp. Governor's message, December 11, 1854, Salt Lake City, Utah, quoted in The Deseret News, IV, December 14, 1854. Jensen, Christian J., "A Study of How the Church of Jesus Christ of Latter-day Saints Attempted to Meet the Educational Needs of its Members for the Period of Time 1830-1900.” see under Chapter IV. Jenson, Andrew, The Historical Record. Salt Lake City, Utah: The Andrew Jenson History Company, 1889, III, 1888. , Latter-day Saints Chronological Histopy. Salt Lake City, Utah: The Andrew Jenson History Company, 1899, 259 pp. _Jgfurnal of History. Independence, Missouri: The Reorganized Church of Jesus Christ of Latter-day Saints, XVIII, Number 3 (July 1924), pp. 313-314. Liahona. Independence, Missouri. Published semi-monthly under the auspices of the missions of the Church of Jesus Christ of Latter-day Saints. IX, p. 402. Millennial Star. Liverpool, England: The Church of Jesus Christ of Latter-day Saints. XII, Number 10 (October 1, 1850), pp. 294-296. 499 29. Moffitt, John Clifton, John Rocky Park in Utah Frontier Culture. Provo, Utah: cOpyright by author, 1947, 100 pp. 30. , The Development of Centralizing Tendencies in Educational Organization and Administration in Utah. see under Chapter I. 31. . The History of Public Education in Utah. see under Chapter I. 32. Pratt, Parley P., AutobiogpaphLof Parley Parker Pratt. Chicago: Law, King and Law, 1888, 502 pp. 33. Report of Commissioner of Education of the Territory of Utah, 1870. 34. Report of County Superintendent of District Schools, Salt Lake City, Utah, 1895-1900. 35. Snith, Joseph, Jr., History of the Church. see under General. 36. Times ani Seasons. see under Chapter II. II,pp. 632 and 284. 37. Van Cott, Oscar, former superintendent of schools of Salt Lake County, oral communication, October 20, 1951, Salt Lake City, Utah. 38. Young, Lavi Edgar, The Founding of Utah. New York: Charles Scribner's Son, 1923, 445 pp. 39. , "What Mormon Pioneers did for Education in Early-Dy Utah," Young Women's Journal, m, Number 7 (July 1920), pp. 357-358. Chapter VI 1. Announcements, Catalogues, and Circulars of the Brigham Young College, Legan, Utah, for the years 1877-1926. 2. Announcements, Catalogues, and Circulars of the Sanpete Stake Academy, later Snow College, Ephraim, Utah, for the years 1898-1933. 3. Announcements, Catalogues, and Circulars of the Weber Stake Academy, later Weber College, Ogden, Utah, for the years 1888-1933.. 4. Announcements, Catalogues, and Circulars of the St. Joseph Stake Academy, later Gila College, Thatcher, Arizona, for the years 1891-1933. 5. Announcements, Catalogues, and Circulars of the St. George Stake Academy later Dixie College, St. George, Utah, for the years 1911-1933. 500 6. Arizona Highways, XIII, (Number 9 (September 1937), p. 16. Periodical of the State of Arizona. 7. Bancroft, Hubert Howe, History of Utah. see under Chapter V. 8. Bennion, M. Lynn, Mormonism and Education. see under General. 9. Biennial Report of the Territorial Superintendent of District Schools for the year ending June 30, 1880-1881, p. 24, and for the years 1882-1883. 10. Bulletin of the Brigham Young College, Logan, Utah, IV, Number 4. ll. Bulletin of the First Annual Session of the Deseret Summer Institute, June 20 to June 29, 1906, Brigham Young College, logan, Utah. 12. Circular of the General Church Board of Education. see under General. 13. The College Record. Logan, Utah: The Brigham Young Colleg, I, Number 2 filecember 7, 1892). 14. County Recorder, Weber County, Utah. 15. Forsgreen, L. 1., History of Box Elder County. Salt Lake City, Utah: Daughters of Utah Pioneers, 1937, 390 pp. 16. Hall, Clarissa H., editor, "History of Heber Colleg ." Unpublished paper on file in registrar's office of Weber Colleg, Ogden, Utah, 1928, 50 numb. leaves. 17. "History of Education in Washington County Utah," The CountLOfficer. ' Washington, D.C.: National Association of County Officials, July 1945, p. 49. 18. Jenkins, L. Moench, "Biography of Louis F. Moench," compiled by his daughter. Unpublished paper on file in registrar's office of Weber College, Ogden, Utah, (node) 19. Jenson, Willard 0., ”History of Logan," Unpublished Master's thesis, The University of Utah, Salt Lake City, Utah, 1927, 75 numb. leaves. 20. Jenson, Andrew, Encyclopedic History of the Church of Jesus Christ of Latter-day Saints. Salt Lake City, Utah: The Deseret News Publishing Company, 1941, 976 pp. 21. Laws of the State of Utah. 22. 23, 24. 25, 26. 27. 28. 29. 30. 31. 32. 33. 34. 501 Merrill, R. S., "A Pr0posed Plan of Junior Colleges for Utah," Un- published Master's thesis, Stanford University, 1930, 102 numb. leaves. Minutes of the Board of Education of Sanpete County, Utah. Minutes of the Board of Education of the Sanpete Stake Academy, later Snow College, Ephraim, Utah. Minutes of the Board of Education of the Weber Stake Academy, later Weber College, Ogden, Utah. Minutes of the General Chhrch Board of Education. see under General. Minutes of the Weber Stake Board of Education, Ogden, Utah. Nelson, John A., "A Summarized History of Weber College,” Unpublished paper in registrar's office of Heber College, Ogden, Utah, (n.d.), 48 numb. leaves. A Scrapbook of the Events of Weber College. Ogden, Utah: The Associated Students of Weber College, 1929. Sharp, Enma, 'A History of Elementary School Teacher Training in Utah," 1850-1900," Unpublished Master's Thesis, University of Utah, 1941, 138 numb. leaves. The Standard. (Ogden, Utah) Daily newsPaper. Sutton, Wayne, editor, UtahpA Centennial History. Salt Lake City, Utah: The Lewis Historical Publishing Company, 1949. II, p. 606. Tanner, J. M., article in The logan leader. (Logan, Utah), December 25, 1889. Terry, W. Z., professor emeritus at Weber College, Ogden, oral communication, September 25, 1951, Ogden, Utah. 35."These . . . Our Fathers" A Centennial History of Sanpete County, 1849- 36. 37. 38. 1947. Ephraim, Utah: Daughters of Utah Pioneers, Sanpete County, 1947. Under Dixie Sun. St. George, Utah: Washington County Chapter of the Daughters of Utah Pioneers, 1950, 350 pp. "Weber Academy," Unpublished paper in registrar's office of Weber College, Ogden, Utah, about 1924. Whitney, Orson F., ”Brigham Young College,” The American University M azine, June 1896, pp. 127-140. 502 Chapter VII 1. Annual Catalogues and Circulars of the Brigham Young Academy, later Brigham Young University, Provo, Utah, for the years 1899-1951. 2. Annual Catalogues and Circulars of the Bannock Stake Academy, later Ricks College, Rexburg, Idaho, for the years 1908-1951. 3. Biennial Report of the Territorial Superintendent of District Schools for year errling June 30, 1883, Salt lake City, Utah. 4. Chamberlin, Ralph V., Life and PhiloSOphy of H. H. Chamberlin. Salt Lake City, Utah: COpyright by author, 1926. 5. Circular of the General Church Board of Education. see under General. 6. County Recorder, Utah County, Provo, Utah. 7. Files of the national secretary of Delta Phi Fraternity, Harold Smith, Heber, Utah. . 8. Files in the office of the president of the Brigham Young University, Provo, Utah. 9. Files in the office of the registrar of the Brigham Young University, Provo, Utah. 5 10. Files in the office of the registrar of Ricks College, Rexburg, Idaho. 11. "History of the Brigham Young University.” Unpublished paper, The Brigham Young University, Provo, Utah, June 1, 1942. Written by a committee composed of N. I. Butt, J. M. Jensen, Elsie C. Carroll, and Bertha Roberts, appointed by President Franklin S. Harris. 12. Journal HistogL. see under General. 13. Maeser, Reinhard, Karl G. Maeser. see under chapter III. 14. Maughan, George H., and Ethel Cutler, "Vocational Education at Ricks Normal College," Circular of Ricks Normal College, Rexburg, Idaho, Number 1 (May 1920). 15. May, Joyce, "Ricks College, Idaho's Latter-day Saint School,” The Improvement Era, LIV, Number 10, (October 1951), p. 710. 16. Millennial Star. Liverpool, England. LIV, Number 5 (February 1, 1892) , P0 780 1'7. 18. 503 Minutes of the Board of Trustees (Directors) of the Brigham Young University, Provo, Utah. On file in the office of the president. Minutes of the General Church Board of Education. see under General. 19. Morton, Ermel 0., "Brigham Young University," County Officer, 20. 21. 22. 23. 24. 1. 3. 4. 5. 6. '7. Washington, D.C., July 1945, p. 24. The Normal. Provo, Utah: The Brigham Young Academy, November, 1891. Student publication. ProvoL Pioneer Mormon City. Portland, Oregon: Binfords and Mort, 1942. Compiled by the workers of the Writer's Program of the Work Projects Administration for the State of Utah. Snith, Oliver H. , editor, Delta Phi Honorary Fmternipy Handbook. Provo, Utah, 1947, 25 pp. The Utah Genealogical and Historical Magazine. Salt lake City, Utah. XVII, Number 1 (January 1926f. This entire number deals with the Brigham Young University. White and Blue. Provo, Utah: The Brigham Young University, October 16, 1918. Student publication. Chapter VIII Annual Catalogues, Circulars, and Announcements of the Salt Lake Stake Academy, later Latter-day Saints Business College, Salt Lake City, Utah, for the years 1897-1951. Annual Catalogues and Announcements of the Latter-day Saints University School of Music, later latter-day Saints McCune School of Music and Art, Salt lake City, Utah, for the years 1919-1951. Cannon, Tracy Y., former director of the Mche School of Music and Art, oral communication, Novanber 2, 1951, Salt Lake City, Utah. , unpublished statement of the objectives of the McCune School of Music and Art, June 1951. Circular of the General Church Board of Education. see under General. gonferenoe Report. see under General. County Clerk, Salt Lake County, Salt Lake City, Utah. 8. 9. 10. 11'. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 504 The Deseret News. see under General. June 13, 1901. Evans, John Henry, "Historical Sketches of the Latter-day Saints University,” unpublished paper, the library of'the University of Utah, Salt Lake City, 1913, 50 numb. leaves. Files in the office of the president of the Latter-day Saints Business College, Salt Lake City, Utah. Fox, F. Y., president of the Latter-day Saints Business College for twenty-five years, oral communication, October 15, 1951, Salt Lake City, Utah. Gold and Blue. Salt Lake City, Utah: Latter-day Saints University, II, Number 6 (June 1902). Student publication. Inter-Mountain Catholic. Salt Lake City, Utah. XVII, Number 5 (December 1915f, p. 14. A weekly periodical. Millennial Star. Liverpool, England. LII, Number 5 (February 1, 1892) p. 790 Minutes of the General Church Board of Education. see under General. Minutes of the Latter-day Saints College Association, Salt Lake City, Utah. Minutes of the Salt Lake Stake Board of Education, Salt Lake City, Utah. Music Echoes. Salt Lake City, Utah: Latter-day Saints University, May 1924, p. 2. Publication of the School of Music, while it was still a part of the Latter-day Saints University. Report of the president of the University of Utah, December 27, 1895. Salt Lake Business College Journal. Salt Lake City, Utah. III, Number 7(Auguat 1900), pp. 1-2. Van Cott, Oscar, former superintendent of schools of Salt Lake County, oral communication, October 20, 1951, Salt Lake City, Utah. 1. 3. 4. 5. 6. 7. 8. 9. 10. 12. 13. 505 Chapter IX Announcement of Program. see under General. Number 1, 1937, Number 2, 1943, Number 3, 1949. Baker, James G., ”A Reply to Doctor Day," The Christian Advocate. (Chicago: The Methodist Publishing House, 1826-, 96, August 25, 1921, p. 1076. Bennion, Lowell L., "An Approach to Student Religious Problems,” Week-day Religious Education, Salt Lake City, Utah: The latter-day Saints Department of Education, I, March 1937, p. 12. Cochran, Joseph N., State Universities, Their Religious Needs as Interpreted py the Presbyterian Church in the United States of America. Philadelphia: Westminster Press, 1910. Cunningham, Merriman, "The College Seeks Religion," quoted in Van Dusen, Henry P., god in Education. New York: Charles Scribner and Son, 1951,. Done, G. Byron, "The Church Educational Program in Los Angeles," The Im rovement Era, Salt lake City, Utah. XLIV, Number 10 (October 1941), p. 624. Durham, C. Homer, "University Religious Training and the Latter-day Saints Deseret Clubs," Week-day Religious Education, Salt Lake City, Utah, I, March 1937, pp. 1-2. Educational System of the Latter-day Saints. Salt lake City, Utah: Latter-day Saints Department of Education, 1912, 30 pp. The Improvemnt Era. Salt Lake City, Utah, )OCXII, Number 12 (December 1929), p. 135. Lambert, A. 0., "Organization and Teaching, a First Course in Religious Education for College Students,” Week-day Religious Education. Salt Lake City, Utah, I, March 1937, p. 9. Laws Of Utah e Lyman, Richard R., an editorial in The Improvement Era. Salt Lake City, Utah, XXXIII, Number 6 (June 1930), p. 535 _, "Ideals and Early Achievement of the Church in Education," The Improvement Era, XXXIII, Number 4 (April 1930), pp. 394-397. 14. 15. 16. 1'7. 18. 19. 20. 21. 22, 23. 24. 506 National Handbook, lambda Delta Sigma Fraternity. Salt Lake City, Utah: The Latter-dw Saints Institute of Religion, 1949, 48 pp. "1949 Fall Quarter Enrollments in Higher Education Institutions,” Federal Security Agency, Washington, D.C.: United States Office of Education, Circular Number 264. Richards, Wilford M., ”A Study of the Contribution in Personal Guidance Made by the Iogan Latter-day Saints Institute of Religion to the Students of the Utah State Agricultural College." Unpublished Doctor's thesis, Leland Stanford Junior University, 1943, 306 numb. leaves. Ricks, Eldin,"lhe Deseret Club Movement,” The Improvement Era. Salt Lake City, Utah, XLI, Number 9 (September 1938), p. 540. Sessions, J. Wiley, ”The Latter-day Saints Instit utes,” The Improvement Era, XXXVIII, Number 7 (July 1935), pp. 412-415. Shedd, Clarence P., The Church Follows Its Students. New Haven: Yale University Press, 1938, 327 pp. anith, Oliver H., editor, Delta Phi Honorary Fraternity Handbook. see under Chapter VII. ' Tewksberry, Donald, The Founding of American Colleges and Universities Before the Civil War. New York: Columbia University, 1932, Teachers College Contribution to Education Number 543, 254 pp. Van Dusen, Henry P., God in Education. New York: Charles Scribner and Son, 1951. 128 pp. West, Franklin L., "The Church in Education,” The Improvement Era, XLI, Number 1 (January 1938), pp. 13-14. Widtsoe, John A. ”Jubilee of the Senior Latter-day Saints Saminaries," The Improvement Era, XLI, Number 1 (January 1938), p. 32. 1. 2. 3. 4. 5. 6. '7. 8. 9. 10. 12. 13. l4. 15. 507 Chapter X Bureau of Education Bulletin, Washington, D. C.: United States Bureau of Education, Number 16, 1923. Cattell, Jacques, and E. E. Ross, editors, Leaders in Education. Lancaster, Pa.: The Science Press, 1948, 1208 pp. Files of the Statistical Committee of the Church of Jesus Christ of Latter-day Saints, Salt Lake City, Utah. Harris, Franklin 5., and N. I. Butt, The Fruits of Mormonism. New York: The Macmillan Company, 1925. 146 pp. Hughes, Raymond M., and William H. Lancelot, Education -- America's Magic. Ames, Iowa: The Iowa State College Press, 1946.139 pp. The Improvement Era. see under General. L, Number 7 (July 1947) p. 446. Kundel, B. w., and D. a. Prentice, ”The Colleges in Who's Who’in America,” SChool and Society, 74, Number 1922 (October 20, 1951), p. 242. Nelson, Lowry, ”Education of the Farm Population in Minnesota," Agricultural Eltperiment Station at the University of Minnesota, Bulletin Number 377, June 1944, Volume II. Newcomer, Michel, Financial Statistics of Public Instruction in the United States, 1910-1920. New York: The Macmillan Company. Partch, E. G., Dean, School of Education, Rutgers University, New Jersey, February 1950. Residence and Migration of College Students. Washington, D.C.: Federal Security Agency, Office of Education, Miscellaneous Number 14, 1951. School and Society, 21, Number 536 (April 4, 1925), pp. 415-422. finith, Oliver H., "Church Educators Listed as Leaders in Field, " The Improvement Era, XLIV, Number 8 (August 1941) p. 499. Thorndike, Edward L., "Origin of Superior Men,” The Scientific Monthly United States Census. Washington, D.C.: United States Bureau of the Census , 1910-1940. 508 16. Utah Educational Association, Research Department, Salt Lake City, Utah, April 1950. 17. Wooton, R. T.,"Men of Science," The Improvement Era, XLVII, (Number 2 (February 1944), pp. 76-77, 126-127. Chapter XI 1. The Bible. see under General. 2. The Book of Mormon. see under General. 3. Dewey, John, EIperience and Education. New York: The Macmillan Company, 1938, 116 pp. 4. , Reconstruction in Philos0phy. New York: Henry Holt 8t Company, 1920, 224 pp. 5. The Doctrine and Covenants. see under General. Appendix 1. Annual Catalogue of the Maori Agricultural College , Korongata, Hastings, New Zealand, for the year 1913-1914. 2. Bartholomew, Curtis A., Epithetology. Red Bank; New Jersey: The Commercial Press, 1948. 3. Green, Harry Beck, "The Origin of the A.B. Degree," Journal of Higher Education, XVII, April 1946, pp. 205-210. 4. Harriman, Philip L., "The Bachelor's Degree," Journal of Higher Education, VII, June 1936, pp. 301-307.