While a number of short articles and histories of Silver Reef have been written, they tend either to be anecdotal in character or to emphasize the merely sensational aspects of the mining camp. These writings have failed to investigate some of the most basic sources of information concerning this highly interesting mining epic in Southern Utah. Therefore, there remains a real need for a thoroughly researched and documented history of silver Reef - a need that this thesis tries to meet.

In this thesis: (1) a religious experience typology was constructed and used to discover whether or not a sequential order existed of religious experiences from the least to most intimate type, (2) the relationship between religious experiences and church orthodoxy was examined, and (3) several background variables were investigated to clarify the above relationship.It was found 276 Mormons that religious experiences develop in a sequential order from the least to the most intimate type and that a moderate relationship exists between religious experiences and church orthodoxy. The findings support the theory which states that religious experiences and the relationship between religious experiences and church orthodoxy are situational from denomination to denomination and depend upon the emphasis placed upon the church members to incur religious experiences and adhere to the emphasized relationship between the two variables. Men, returned missionaries, high occupational and income status people seem to be most orthodox. However, religious experiences seem to have the greatest influence upon the church orthodoxy of 21-30 year olds, female life members of the Church, lower or upper occupational status people who earn less than $5,000 annually.

This is the history of those noble women who came into the territory, struggling to relieve the burden of poor medical service. This is an account of how well or how poorly they conducted the art of midwifery. From the first year the pioneers entered the region in 1847, down to 1896 when statehood was achieved, though there were male physicians in the field of medicine, Utah depended on its women. This is a study of their contribution.

This thesis poses a number of questions about the pioneers and their decendants: Where did the pioneer settlers of Providence come from? What skills and resources did they bring with them to "tame" the wilderness? Did they come as family units or as single men? What happened as the community grew and the resources were limited? Where did the settlers go or what did they do as the land became scarce? Was limited land the reason for the movement out of the community or were there other considerations? What effects did emigration have on the family ties of the second generation, and what of their religious values? Other quesions asked were: What kind of marriages and families did the settlers have? At what ages did they marry, and die? Where did they marry? How many children did they have? How was the family structure of the second generation different from the first? How did they differ from their parents? What of the religious beliefs of the second generation who were not converts in the same sense that their parents were? What part did their religion play in the building process?

The play, Samuel Brannan, is the final result of a careful study of the history of Samuel Brannan. The information which has been selected to serve as the base for the plot was gleaned from the works of historians, letters written by Samuel, and individual journals. Although license has been taken with historical facts by the playwright in order to make this play theatrical, the play is based upon authentic happenings. The play is concerned with the events of Brannan's life, his unusual successes, and subsequent failures. It also treats his character, his attitudes, his beliefs, and the factors which motivated him to actions which caused his disintegration.

The purpose of this study is to determine, in so far as is possible, the views held by various leaders of the Latter-day Saints relative to Adam; and more especially, the official doctrine of the Church as to his place in its theology. The problem is based, in part, on the divergent, and oft times bitter, claims and counter-claims of members, ex-members, and non-members of the Church of Jesus Christ of Latter-day Saints over "Mormon" teachings concerning Adam in the light of a certain address given by president Brigham Young in 1852. Indeed, this address, and the man who gave it, remain the focal point of much discussion to this day. From time to time, articles, anti-Mormon in spirit and purpose, appear attacking the Latter-day Saints and citing the aforementioned address as irrefutable evidence of the "blasphemous beliefs" of Mormonism in general, and its concept of God and man's relationship to him in particular. It is hoped that this study will prove of some value in establishing the actual doctrines of the Church, thus revealing the truth - whatever that truth may be. It is in that spirit that this thesis hase been written; the writer trusts that it will be received in a like one.

While the history of the Latter-day Saints who colonized in Mexico is probably not generally known by the majority of Latter-day Saints living throughout the world today, it nevertheless comprises an exceptionally colorful and exciting chapter of the history of Mormonism. The Latter-day Saints who went to Mexico created there a culture and society which has never been duplicated. Probably one of the chief concerns of the Mormon Colonists in Mexico was to establish in their society a culture which would be lastingly enduring and which would progressively improve. Secondly, it is also probable that they were passionately desirous of having their children share their same convictions concerning religion and morality. The Colonists determined that the best way to insure a realization of these desires was through their system of schooling—secular as well as religious. These appear to be the aims which justified the existence of the Juarez Stake Academy. Because of the unique circumstances which account for the existence of both the Mexican colonies and the subsequent existence of the Juarez Academy neither can be understood or explained without looking to certain attendant circumstances. Although this study is concerned primarily with the Juarez Stake Academy, it will nevertheless be necessary to look to these other circumstances.

Kelsey, Texas, was a flourishing Latter-day Saint colony for more than a quarter of a century, beginning at a time when the Church of Jesus Christ of Latter-day Saints was encouraging its converts to stay in the mission field. Kelsey was an attempt by the Church to provide Latter-day Saints from the southern states a safe haven from persecution which existed in the South, while leaving them in a geographic area in which they could be comfortable. The growth and success for many years of the Kelsey Academy was the result of an interesting partnership, not always tranquil, between the Church and the state of Texas. Although the academy is closed and the community is little more than a collection of dairy farms at present, Kelsey served a valuable role in building up the strength of the Church of Jesus Christ of Latter-day Saints in East Texas.

The purpose of this study is to determine why, in the light of local conditions and problems, Utah chose to support President Taft. Why Did Utah prefer the conservative policies of this nationally unpopular figure, while the rest of the nation favored the progressivism of Wilson or the progressivism of Roosevelt? What were the national issues which affected Utah? Who exercised political control in the state? What was the party alignment? How important was newspaper opinion? To what extent was personal friendship for Taft, on the part of local Republican leaders, a factor? Did a recent outbreak of Mormon-non-Mormon friction in Utah politics influence the outcome? These are indicative of the questions to be answered in this study.

The purpose of this study is to: 1. Provide information on the uses of role-playing that show its relationship to religious education. 2. Provide information on how to develop role-playing situations and use them in educational settings. 3. Develop some sample situations which may be used by other teachers.