--- title: Improvement Era description: Monthly periodical of the Mormon church, 1897 onward. This library holds the issues of November 1897 to December 1930. authors: - Cummings, Horace H. collections: - periodicals tags: - magazine - improvement-era periodical: Improvement Era volume: 16 number: 9 published: 1913-07 publisher: Young Men’s Mutual Improvement Associations publisher_place: Salt Lake City language: en type: magazine reference: 'Cummings, Horace H., "The Church Schools," *Improvement Era* 16, no. 9 (July 1913): 928–938.' source: url: https://archive.org/details/improvementera1609unse transcription: Transcribed from the Internet Archive scan of each issue (the item for each issue is named in the issue's own source); unnumbered advertising leaves are omitted, printed page numbers are kept as page markers. identifier: improvementera1609unse start_page: 928 end_page: 938 rights: status: public-domain basis: US publication 1930 or earlier (published 1913-07) source: https://archive.org/details/improvementera1609unse publication_year: 1913 note: The Internet Archive item metadata carries a blanket "© Copyright by Intellectual Reserve, Inc." notice. The library owner judged it inapplicable because this issue was published in 1913, before 1931; a scan-level notice does not restore copyright. --- # The Church Schools The Church Schools BY GENERAL SUPERINTENDENT HORACE H. CUMMINGS Some time ago I received a telephone message from a Chicago friend who was sojourning in this city, about as follows: "Mr. and Mrs. L are here from Chicago and I cannot get them to believe that the 'Mormon' schools are worth calling schools. Won't you come over to the hotel and take luncheon with us, and then conduct them through the Latter-day Saints' University?" My Chicago friend was well acquainted with the work done by that school. I gladly accepted the invitation and had a very pleasant visit with them at the luncheon. Both were refined and cultured ; he had acted twenty-two years as State Superintendent of schools in one of the most progressive middle-west states. After luncheon we went to the school for the afternoon, visiting the various classes, the library, the laboratories, and the different departments of work. I explained the various kinds of work to them, the intellectual, the industrial, and the religious, and their relation to each other and their effect upon the pupil, all of which seemed to surprise and interest them very much. They asked many intelligent questions about the school and seemed pleased with what they saw and heard. I asked Mr. L what he thought of the school. "It is one of the best, if not the very best high schools I ever saw," he earnestly replied. This was after we had completed the inspection of the school. If a man of his intelligence was so far misled by the false statements published against our people, from time to time, how can the less informed be blamed for thinking the "Mormons" are indifferent to education ? It is astonishing how the effect of this misrepresentation persists, in the face of so much evidence to the contrary. Another error quite widely believed, intended to take the place of this one, when it is counteracted by the knowledge of real conditions, is that our excellent schools are of very recent origin, being brought into existence through the influence of outside people of education and refinement who have come and settled amongst us. Without any conscious feeling of ingratitude for help received from any source whatever, I desire to present a few well-authenticated facts about the educational efforts and development among the Latter-day Saints. 930 IMPROVEMENT ERA True, the Prophet Joseph Smith was prevented both by age and circumstances from being educated when he began the establishment of the Church ; but the Church had been organized only a trifle over a year when two of the principal elders, William W. Phelps and Oliver Cowdery, were instructed (in June, 1831) "to do the work of printing, and of selecting and writing books for the schools in this Church, that littlechilr dren also may receive instruction before me as is pleasing unto me" (Doc. & Cov. 55:4). In June, 1832, this instruction was repeated in an article which appeared in the first number of the Evening and Morning Star: "The disciples should lose no time in providing schools for the children that they may PRESIDENT JOSEPH F. SMITH. Church of Jesus Christ of Latter-day Saints be taught as is pleasing unto the Lord, and brought up in the ways of holiness. * * * It is all-important that to become good they should be taught good." "The Glory of God is intelligence." "Men cannot be saved in ignorance." "A man is saved no faster than he gets knowledge." These sayings and other teachings of the Prophet, together with the facts set forth in the New Testament that the Savior himself had to learn "line upon line and precept upon precept," and "was made perfect by what he suffered," destroyed the old sectarian notion that death-bed repentance and confession • THE CHURCH SCHOOLS 931 of faith in Jesus, by some miraculous power prepared the sinner at once for celestial glory. Planted in its place came a belief that we must become "perfect as our Father in heaven is perfect," and that this was necessarily through a slow educative process as shown in the life of the Savior himself. Actuated by these teachings, the best schools possible have been maintained by the Church. The School of the Prophets and the Elders' school were established, in 1832 and 1833, and did much good in that early day. In August, 1833, the Lord said: "Behold I say unto you concerning the school in Zion, I, the Lord, am well pleased that there should be a school in Zion, and also with my servant Parley P. Pratt, for he abideth in me; and inasmuch as he continueth to abide in me, he shall continue to preside over the school in the land of Zion until I shall give him other commandments." The Saints are then commanded to erect a school building in which they can be instructed (See Doc. and Cov. sec. 97). The year 1834 was fraught with much persecution, which interfered very greatly with the schools of the Church. However, it was provided that a school should be opened in the lower portion of a building erected for a printing office (See Church History, Vol. 2, page 169). This school was conducted throughout the winter, and lectures on theology, which furnished an important part of the work, were prepared under direction of the Prophet, and are now found in the Doctrine and Covenants under the title, "Lectures on Faith." Concerning the Kirtland school, William E. McLellan made the following report, dated February 27, 1835 : "The school has been conducted under the immediate care and inspection of Joseph Smith, Jr., Frederick G. Williams, Sidney Rigdon, and Oliver Cowdery, trustees. When the school 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 thought advisable to dismiss all the small students and continue those only who wished to study penmanship, arithmetic, English grammar, and geography. Before we dismissed the small pupils, there were, in all, about 130 who attended. Since that time we have had upon an average of 100, the most of whom have received lectures upon English grammar; and for the last four weeks, about 70 have been studying geography one-half of the day and grammar and writing the other part. Burdick's Arithmetic, Kirkham's Grammar, and Olney's Geography have been used. The Noah Webster's Dictionary is standard. Since the year 1827 I have taught schools in five different states and visited many schools which I was not engaged to teach in. In none, I can say with certainty, have I seen students make more rapid progress than in this." 932 IMPROVEMENT ERA A Hebrew school was also taught in Kirtland during the winter by Prof. Joshua Seixas, who was engaged to teach seven weeks for three hundred and twenty dollars. Several classes were organized and great interest was aroused in the study of ancient languages. Other branches were also taught, a singing school being an important department. The next ten years was a stormy time in the history of the Church. Persecution interfered very much with school activities. From Ohio and Missouri the Saints were driven and settled in Nauvoo, Illinois, and there soon established thriving colonies, schools being anl important, ever-present feature. On December 10, 1840, Gov. Thomas1 Carlin, of Illinois, signed the charter for the University of the City of Nauvoo. Adults, as well as children, attended these schools, and every effort was made to impart information and make it general among the people. The Saints were finally driven from their beautiful city, in 1846, and a brave little band of one hundred and forty-three pioneers piloted the way across the desert into the Salt Lake valley, arriving there July 24, 1847. The first few weeks were used in planting crops for themselves and others about to follow and preparing shelter for their families. As soon as practicable a school was started by Miss Mary Jane Dil worth (Hammond). A few weeks later, when the frosts of winter lessened the outside work, a larger school was established under the direction of Julian Moses, who was the first male teacher in Utah. From this small beginning, the system of public schools gradually grew. Within two years and a half a state university was chartered by the Utah legislature. At first a tuition was charged students of the university as well as the pupils DR. KARL G. MAESER, FIRST PRINCIPAL BRIGHAM YOUNG ACADEMY THE CHURCH SCHOOLS 932 of the elementary schools, but as population and wealth increased, they all became free. A most excellent system of public schools was thus provided by the "Mormons" who have always gladly maintained and patronized them and done all in their power to render them efficient. As religion was not taught in public schools, the Church con tinued the original practice of maintaining Church schools. The Brigham Young Academy was founded at Provo, October 16, 1875. The Brigham Young College, at * Logan, two years later. The latter was endowed by its founder, whose name it bears, with a valuable tract of land near the city of Logan. The deed of trust granting this endowment provided that besides the usual subjects taught in colleges, the curriculum of this school should include /instructions in what are now known as agriculture, manual training and mechanic art, domestic science, domestic art, branches which were not taught in other institutions at that time, but which have since become so important. Under the wise direction of the General Church Board of Education, during the next decade, a system of Church schools was established in the principal stakes of Zion. An academy to do high school work was established in each of the most populous stakes and a seminary for elementary work in the more wealthy wards. In all these schools, besides the branches taught in the public schools of like grade, theology was required and the spirit and atmosphere of the schools made to conform to the ideals of the Church as far as possible. The seminaries, however, did not continue many years beHORACE H. CUM MINGS, GENERAL SUPERINTENDENT L. D. S. SCHOOLS 934 IMPROVEMENT ERA cause of the great expense to educate the vast number of children of elementary school age, but the academies still persist, though several discontinued during the financial depression of the early nineties. Dr. Karl G. Maeser, the first principal of the Brigham Young Academy, was also chosen as the first General Superintendent of MAESER MEMORIAL BUILDING, BRIGHAM YOUNG UNIVERSITY the Church schools, and under the guidance of the General Church Board of Education, the peculiarities of the present school system were developed. He had great ability both as a teacher and an organizer, and he originated many excellent features that still are peculiar to our Church schools, and have proven to be of the highest value. His labors seemed timely, for the growth of the Church and the increased number of its schools demanded a more thorough systematization, and his peculiar ability had a unique field in which to operate. Surely a people who willingly taxed themselves to maintain a double system of schools could not be said to be indifferent to matters of education. The problem of financing the Church schools has always been a serious one, and in times of business panics and during early persecutions, it has several times become desperate. In many instances, the devoted teachers have willingly given their services free, as missionaries, or for half pay or for whatever the people B 2.b O rt r3 C '" '» kit: ^ t/i ca >> rj rt2 ^-^ J2 o u TJ s 05 _ &> ■ s * s «•- b^- i: - <" r- <« 51 [i ? » O^ >, «*-" 'O a j: rrt i, "J C >- -4 a +j rt'« in.« rt 3 O J3 O uj_~J5 „,'""' ftOd) bee---'0-1- .Ce! 2$ 2^ g-5|.S "n T, "J ° -^ N ifl o - io v-< >^ ri ro i^ +J > O en 3 a; hj >, 3X £ jj CO _■ ^ -Q en rt "id ° en m ^ C O o3 rt fth id rsrp 4) *-> a 3 Tl O i- -+-"0 n *-• >- o -o , . n « « o be oj cs o cd co 5 3 rj ni ^ 3 a . ^— w--o c ~ C On-^^cobflOrtCS I— < . '-t-' ^ ^ OJ '^ C rn r3 S ^ 936 IMPROVEMENT ERA could give them ; since the only sources of revenue are the tithes and voluntary contributions of the people. Latter-day Saints regret the present general dearth of religious training for the young, for moral training cannot be entirely successful without religion. The three great forces that the jC^b UINTAH ACADEMY, VERNAL UTAH Christian world depends upon for moral and religious results are the home, the church, and the school. The modifications in home life have been so srreat and so SNOW ACADEMY AND GYMNASIUM, EPHRAIM, SANPETE CO., UTAH THE CHURCH SCHOOLS 937 rapid during recent years that methods of moral training there have not kept pace with them, and are now inadequate to meet the needs and conditions in most homes. When each family produced most of what it consumed, each member had some task which contributed to the welfare of all ; family ties and home influences, then, were strong. Morning and evening prayer, Bible reading, and practical exhortations to right conduct, were common exercises around the family hearth. Now, the factory, WEBER ACADEMY, ON AN ARBOR DAY, OGDEN shop, department store and office separate the family after_ a hasty breakfast, perhaps too early for younger members to join. Conditions are no more favorable for the family devotional exercises at the irregular hours of assembling in the evening. Demands of business upon the father and of society upon the mother divert their interests, in a measure, from the home, with the result that the number of children as well as the quality of parenta training is rapidly diminishing. Modern society is in such a whirl of business and work and fashion and pleasure that the training of the children receives too little attention. The public school is no longer opened with any form of devotional exercises. Many of the teachers and pupils never pray. No religious instruction can be given lest the schools become sectarian Even Christmas exercises are fast becoming Christless. 938 IMPROVEMENT ERA While most schools are conducive to morality, the instructions along these lines are so indistinct and general that they fail to develop the sturdy integrity of the founders of our nation, who knew the New Testament by heart, having learned it in the public school. To my mind, the differentiation that has grown up amongst us as to the religious and the secular incducation is most unfortunate. I love to think that all the principles of education are both religious and secular. Not one of them could be spared from society or from the Church. Either would suffer irreparable loss if deprived of training in language, mathematics or science, as it would without truthfulness, charity or virtue. The multiplicaG1LA ACADEMY, THATCHER, ARIZ. tion table is as essential to salvation as is faith or baptism. As well might we think of an unreformed thief in the kingdom of heaven as an uninstructed ignoramus. The so-called religious cannot say to the so-called secular, "We have no need of thee." "Be ye perfect even as your Father in heaven is perfect" is the task assigned us, and we should not only acquire the divine attributes of His heart but attain unto the knowledge which is in Him. The child is a unit and should develop as a unit. All his powers and attributes must be trained in proper season or the product will be unbalanced and unsatisfactory, if not positively dangerous. Neither the head, the hand, nor the heart must be neglected. Church schools, in preparing for this all-around develop- THE CHURCH SCHOOLS 939 ment of their students, use on the intellectual side the same text books as are used in the best public high schools. Their curriculum contains the same courses of study. The teachers are certificated with the same requirements as those of the public schools. Their libraries, laboratories, and other equipment are equal, and in many cases superior, to those of the public schools, and every effort is made to insure that the training of the students of our schools shall not fall below that of the best standard high schools. Industrial education was provided for even before Dr. Woodward started, in St. Louis, the first manual training school of the United States. We have been leaders in this work. The products of our industrial departments are always of a high order, except in the smaller schools, where efficiency can not always be obtained. The following will give an idea of the number, and distribution of our schools, and interesting statistical information concerning them : SCHOOL B. Y. University B. Y. College Big Horn Academy Cassia Stake AcademyEmery Stake AcademyFielding Academy Gila Academy Knight Academy L. D. S. University Murdock Academy Millard Stake Academy.. Oneida Stake Academy.. _ Ricks Academy San Luis Stake Academy. Snow Academy Snowflake Stake Academy Summit Stake Academy.. St. George Academy St. Johns Academy Uintah Academy Weber Academy Juarez Academy Diaz Seminary Dublan Seminary Pacheco Seminary Morelos Seminary Chuichupa Seminary Garcia Seminary Oaxaca Seminary Guadalupe Seminary San Jose Morelos Provo, Ut. Logan, Ut. Cowley, Wyo. Oakley, Ida. CastleDale, Ut. Paris, Ida. Thatcher, Ariz. Raymond, Al'ta, Canada Salt Lake, Ut. Beaver, Ut. Hinckley, Ut. Preston, Ida. Rexburg, Ida. Manassa, Colo. Ephraim, Ut. Snowflake, Ariz. Coalville, Ut. St. George, Ut. St. Johns, Ariz. Vernal, Ut. Ogden, Ut. Juarez, *Mex. Col. Diaz, " Col. Dublan," Col. Pacheco" Col. Morelos " Col.Chu'pa, " Col.Carcia, " Col. Oaxaca," Col.Guada. " Col. Morelos " w Oct. 16, 1875 July, 1877 1909 July 25, 1888 1890 1884 1888 1909 1897 1890 1906 Nov. 5, 1888 Nov. 30, 1888 1910 1 188S 1888 1909 1409 540 120 158 136 208 174 150 1146 215 125 242 333 101 305 107 64 234 101 193 485 228 228 389 127 201 84 103 51 30 25 8012 233 03 « EH S-o *& 109 3 >• 584 13000 IO00 350 208 1000 1725 1270 200 5975 3000 550 1600 2150 575 1185 640 650 700 315 655 3000 220 220 40 104 50 160 PI $116,000 61,900 4,630 7,000 6.80C 12,900 10,003 11,000 62,000 13,000 9,000 10,500 15,303 7,200 15,500 6.000 5.000 6,250 4,203 7,000 25,030 11,000 } 12,000 48542 $439,180 •The statistics from the schools in Mexico are taken from reports two years ago, as the war down there has closed all of them during 1912-13, and some suspended during 1911-12. The regular courses in theology consist of the careful study of the Book of Mormon, New Testament, Old Testament, and 940 IMPROVEMENT ERA Church History. Besides this, a domestic organization is maintained. Pupils are responsible to the schools for their conduct at all times. The regulations of the school prohibit the use of tea, coffee, liquor, tobacco, profanity and late hours. Students are also impressed with the necessity of attending to their various religious duties conscientiously. Great care is used to make the atmosphere of the school harmonize with the ideals of the Church. Most of the schools have missionary classes in which young men who take this course become acquainted with the doctrines of the Church, and so far as possible they are given practice to prepare them for their actual labors in the mission. In teaching the other branches — science, history, literature, etc. — care is taken to establish a natural correlation with theological work and forestall an unbelief in the gospel. In fact, the course of training in the Church schools is so devised as to call into frequent action the mental, spiritual, and physical attributes of the students, and to develop them as best we can into well-balanced, consistent manhood and womanhood. ANCIENT CLIFF DWELLINGS, SAN JUAN COUNTY, UTAH