The Seminaries of the Church of Jesus Christ of Latter-day Saints were organized to provide religious education for high school and junior high school students. Inspirational devotional programs are a part of the class procedure in the Seminaries designed to create a spiritual tone in this religious education. Objectives of these devotional periods are:1. To encourage students to reflect and meditate on spiritual subjects.2. To provide opportunities and experiences for student participation in planning and presenting inspirational devotional programs.3. To establish in the classroom an atmosphere or setting which will stimulate the study of scripture and sacred history, thus serving as a lead into lesson work.This project involves a discussion of techniques of planning and producing inspirational devotional programs in the Seminary. In it outlines are given for fifty-nine devotional programs to accompany the fifty-nine lessons outlined in the Teacher Manual which was published in 1961 by the Department of Education of the Church of Jesus Christ of Latter-day Saints for the Seminary course in Church History and Doctrine.While these devotional programs do no satisfy the daily needs for the entire year, they do serve as an outline for a minimal devotional activity and provide a pattern for further planning by teachers and students.

It was the purpose of this study to determine the influence of the Seminary program of the Church of Jesus Christ of Latter-day Saints in the development and persistence of certain desired religious attitudes, beliefs, and practices of its graduates.A student questionnaire was constructed for the purpose of determining student responses, opinions, and attitudes on various phases of their religious lives as they were influenced by their seminary training. The questionnaire was based on certain beliefs and practices which the investigator felt were indicative of the beliefs and practices which characterize those living in harmony with the tenents of the LDS faith.

The purpose of this study was two fold: (1) to determine if there was a significant difference in attitude toward the church and certain of its teachings and practices between those who were pressured into taking seminary and those who enrolled because they wanted to and (2) to compare the change in attitude of the students who were pressured into seminary with the change in attitude of the students who were not pressured into seminary after completing their first year.

Purpose of the Study1. To see what Latter-day Saint youth feel are the important factors that lead to a successful marriage; how adequate they feel their knowledge is in these matters, and what source they feel they are receiving their education from.2. To determine if there is any relationship between the Latter-day Saint youth's feeling of what factors are important to successful marriage, how adequate he feels his knowledge is about the factors, and what he feels is the main source of his knowledge about these factors.

The Latter-day Saints were good colonizers, possibly because they were repeatedly forced by persecution to seek new homes in the wilderness. Having established themselves in Salt Lake Valley (1847), they began almost immediately to expand their domain. Their Prophet, Brigham Young, sent groups of Mormons to colonize the surrounding valleys, and within a few years there were many Mormon settlements beyond the bounds of Salt Lake Valley. Bear Lake Valley in southeastern Idaho and northern Utah was one of these early settlements.Star Valley--thus named by Moses Thatcher, an Apostle in the Church who thought it was a "star among valleys"--lay in the territory of Wyoming some sixty miles beyond the Bear Lake Valley. Because of its extreme isolation it was slow to attract permanent settlers, although it was used for sumner pasture by the Bear Lake people and it was traversed by many Oregon immigrants who followed the Lander Cut-off.

The purpose of this study was to study the effects of increased teacher knowledge of students' individual characteristics on students' religious attitudes and achievement in Seminary. It was based upon the rationale that when teachers have more knowledge of each student's characteristics, they can be more effective in planning for individual needs. One result will be that students' behavior and attitudes will be affected positively because their needs are more fully satisfied and interests more effectively utilized.

The concept of worship projected in this study is the broad Isaiah pattern of worship of awareness of God, restructuring of the life of the individual, and dedication of the worshiper in service. From this concept, standards of worship are set forth by which Latter-day Saint worship is evaluated.

This thesis is a study of the development, use and value of a method of teaching the scriptures called Seminary Bowl from its beginning in 1964-65 to the present day.The objective of this study was to determine the extent to which the full-time teachers of the seminary program are using Seminary Bowl and to have teachers and students evaluate this method of teaching the scriptures.The results of this study have shown that both teachers and students alike feel very favorably towards Seminary Bowl as a method of teaching the scriptures. The results also show that although there are many areas where Seminary Bowl can be improved, it is helping to accomplish many objectives of the seminary program.

This thesis was designed as a follow up of a study completed in 1959 which developed nine criteria for measuring religious maturity. The objective of this study was to develop a scale based on the nine criteria and administer it to seminary teachers of the Church of Jesus Christ of Latter-day Saints to explore the possibility of measuring differences in religious maturity. It was assumed that younger teachers who obtained a degree in a human behaviorally-oriented field of study would show the greatest level of religious maturity.

The History of the Church of Jesus Christ of Latter-day Saints in New Zealand begins with the arrival of Mormon missionaries in New Zealand in 1854. They established themselves firmly among the Maori people during the 1880's. Their success was influenced by certain Maori prophecies and by the translation of the Book of Mormon into Maori. The LDS church made successful efforts in educating it's members by establishing schools as early as 1886. The mission established the Maori Agriculture College in 1913 and the Church College of New Zealand in 1958. A highlight in the history of the mission was the building of a temple near Hamilton. Both the Church College and the temple were built by labor missionaries.Material for the thesis was obtained from the LDS Church Historian's Office in Salt Lake City, and from the Brigham Young University Library in Provo, Utah.