Church and State Relationships in Utah Education, 1888-1933
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Brigham Young University BYU ScholarsArchive Theses and Dissertations 2006-03-13 Education in Transition: Church and State Relationships in Utah Education, 1888-1933 Scott Clair Esplin Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Educational Leadership Commons BYU ScholarsArchive Citation Esplin, Scott Clair, "Education in Transition: Church and State Relationships in Utah Education, 1888-1933" (2006). Theses and Dissertations. 407. https://scholarsarchive.byu.edu/etd/407 This Dissertation is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. EDUCATION IN TRANSITION: CHURCH AND STATE RELATIONSHIPS IN UTAH EDUCATION, 1888-1933 by Scott C. Esplin A dissertation submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Educational Leadership and Foundations Brigham Young University April 2006 Copyright © 2006 Scott C. Esplin All Rights Reserved BRIGHAM YOUNG UNIVERSITY GRADUATE COMMITTEE APPROVAL of a dissertation submitted by Scott C. Esplin This dissertation has been read by each member of the following graduate committee and by majority vote has been found to be satisfactory. ____________________________ _____________________________________ Date E. Vance Randall, Chair ____________________________ _____________________________________ Date A. LeGrand Richards ____________________________ _____________________________________ Date Clifford T. Mayes ____________________________ _____________________________________ Date Thomas G. Alexander ____________________________ _____________________________________ Date Paul H. Peterson BRIGHAM YOUNG UNIVERSITY As chair of the candidate’s graduate committee, I have read the dissertation of Scott C. Esplin in its final form and have found that (1) its format, citations, and bibliographical style are consistent and acceptable and fulfill university and department style require- ments; (2) its illustrative material including figures, tables, and charts are in place; and (3) the final manuscript is satisfactory to the graduate committee and is ready for sub- mission to the university library. __________________________ _____________________________________ Date E. Vance Randall Chair, Graduate Committee Accepted for the Department _____________________________________ A. LeGrand Richards Department Chair Accepted for the School _____________________________________ K. Richard Young Dean, School of Education ABSTRACT EDUCATION IN TRANSITION: CHURCH AND STATE RELATIONSHIPS IN UTAH EDUCATION, 1888-1933 Scott C. Esplin Department of Educational Leadership and Foundations Doctor of Philosophy 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. ACKNOWLEDGMENTS The African proverb, “It takes a village to raise a child,” may likewise be said of this dissertation. Many thanks go out to the small village of mentors and friends who gave life to this project. First, I acknowledge the tireless efforts of my dissertation chair, Dr. E. Vance Randall, who provided both the original idea for the study and the supervising support necessary to see it through. He is truly a disciple scholar, an ideal example for a Church-sponsored institution. Fellow faculty and committee members have also kindly read and commented, providing personal expertise to make the work better. Dr. Thomas G. Alexander opened the door for research in this field by publishing his excellent Mormonism in Transition: A History of the Latter-day Saints, 1890-1930, including in it the invitation for “further research and study on the history of the Church during the early twentieth century” (Alexander, 1986, p. ix). Though retiring from the university while I pursued my study, Dr. Alexander continued to serve, offering his vast knowledge of the era. Dr. Paul H. Peterson, a first-rate historian but even more importantly a true Christian and friend, guided me to sources, helping me appreciate those overlooked in LDS Church history, while strengthening my writing, teaching me to use my own voice. Finally, Dr. Cliff Mayes and Dr. A. LeGrand Richards completed the committee, mentoring me in their classes and lending their expertise in educational history, challenging my assumptions and conclusions. Most of all, Drs. Mayes and Richards helped me see beyond the classroom to the great good education must be for a society with such great need. In addition to the assistance provided by the faculty at Brigham Young University, heartfelt gratitude also goes to various institutions, including the Church Educational System, who provided the time and means necessary to pursue this study, and the staffs at the LDS Church Archives, Brigham Young University Special Collections, and Dixie State College Archives, who opened their collections and, more importantly, their minds. Guiding me to unknown sources, they provided the material necessary for this one of many stories that needs to be told. Beyond the academic realm, I especially want to thank my family. A son of parents employed by the LDS Church Educational System, I grew up loving its programs and education generally, a love instilled by good parents. Strickland W. Gillilan wrote, “You may have tangible wealth untold; Caskets of jewels and coffers of gold. Richer than I you can never be – I had a mother who read to me.” I had that mother. To her love of learning my father added a love of teaching, something I hope to do half as well as him someday. Finally, I express my gratitude to my wife Janice, who came into my life half-way through this process, marrying what, at times, must have seemed more like an educational history project than a husband. I appreciate her constant support, her expert editing, and most importantly her patience and love. Finding her in this process is of much greater value eternally than any degree, though gratefully accepted, the world could bestow. TABLE OF CONTENTS Chapter One: Introduction ..................................................................................................1 Overview of American Educational History............................................................2 Overview of Utah Educational History....................................................................6 Statement of the Problem.......................................................................................11 Statement of Purpose .............................................................................................13 Key Research Questions ........................................................................................13 Delimitations..........................................................................................................14 Theoretical Rationale.............................................................................................15 Primary and secondary sources..................................................................15 Potential sources of bias.............................................................................16 Data collection and analysis.......................................................................17