Thesis (M.A.)--Brigham Young University. Dept. of History. / Includes bibliographical references (leaves 88-91).

Thesis (M.A.)--Brigham Young University. Dept. of History. / Includes bibliographical references (leaves 88-91).

Utah's current educational systems were largely shaped by a transitional era that occurred during the late nineteenth and early twentieth centuries. A time when the region itself moved from territorial to state status, the dominant religion in the area, The Church of Jesus Christ of Latter-day Saints (LDS Church), likewise changed in its role in Utah society. Previously dominating most aspects of life, the Church was forced to reevaluate its place in society due to greatly increased secular power and context. Educational changes, as harbingers of larger societal shifts, are illustrative of such paradigm changes. During the four decade period stretching from 1888 to 1933, the LDS Church experimented with several private educational endeavors, seeking to maintain its place in the changing Utah society. Originally opposed to public education, these experimental private schools eventually became part of the public system itself as the Church restructured its paradigm. St. George, Utah, like many of the LDS-dominated intermountain communities, experimented with these educational changes during this era. Key to this experimentation was the St. George Stake Academy, founded in 1888 as a religious alternative for the region's youth. Though challenged initially, the privately sponsored Church school grew as did its public counterparts during the early twentieth century. Eventually, this growth included expansion into post-secondary education, as the school became Dixie Normal College, Dixie Junior College, Dixie College, and ultimately Dixie State College. Such growing, however, brought increased financial need. Faced with rising costs and budgetary restraints caused by periods of economic depression, the LDS Church rethought its educational policy. In the 1920s and early 1930s, the Church restructured its educational system, turning over to the state many programs originally intended as religious alternatives to public schools. This study traces the changing nature of education in Utah from 1888 to 1933, illuminating the process of paradigm change within religious organizations. Using St. George as the model, it tracks the roles the state and the LDS Church played in shaping the current educational structure, as both parties sought to understand their place in society.

Heber J. Grant: A Study of Gospel-Oriented Family RelationshipsRobert Richard Pommerening IIIDepartment of Religious Education, BYUMaster of ArtsUnder the direction of President Gordon B. Hinckley, the fifteenth president of TheChurch of Jesus Christ of Latter-day Saints, the Church released the document, The Family: AProclamation to the World. The Proclamation outlines core values of family life, which ifconsistently practiced can lead to successful family relationships. Through a study of hispersonal journals, letters, and recorded anecdotes from his life, these values can be identified inHeber J. Grants life. As one studies the Proclamation alongside President Grant (particularly theinteractions he had with his mother, wives and children), a portrayal of the man came into focusthat has not been previously scrutinized through scholarly work, Heber J. Grant as a family man.Chapter one begins with the special relationship Heber shared with his mother Rachel. Itoutlines some of the trials and successes they faced together. As Heber grew into manhood,chapter two focuses on his plural marriage relationships during era of the Edmunds-Tucker act. Itexplains some of the challenges the Grant family faced as they lived in a plural marriage during atime when plural marriages were deemed illegal. Chapter three highlights Heber as a care takerfor his aging mother, wives Lucy Stringham, Emily Wells, and numerous sick children. Thepractices of President Grant in the home, including holding Family Home Evening are exploredin chapter four. Chapter five emphasizes President Grants example of personal righteousnesswithin his familial relationships. The leisurely activities of the Grant family are emphasized inchapter six as Heber shared family vacations, cultural events, golf games, and even honeymoonswith his immediate and extended family. Chapter seven details the generosity of President Grantand his desire to share of his material wealth with family members, friends, and strangers. Theteachings of President Grant on the doctrine of the family as taught to the Church of Jesus Christof Latter-day Saints are presented in chapter eight. The final chapter concludes with the agingPresident nearing death and how his legacy of love and family devotion continued through hisliving relatives. This thesis provides research into how President Grant implemented principles of theFamily Proclamation in his own home. This research can serve as a model for members of TheChurch of Jesus Christ of Latter-day Saints desiring to strengthen their relationships and unitywithin the family.