Short History of Education in the LDS Church

Lynn E. Henrichsen 

The Valuing of Higher Education Among Latter-day Saints

Brigham Young declared, "This is the belief and doctrine of the Latter-day Saints. Learn everything that the children of men know" (JD 16: 77).

The greatest of latter-day revelations dealing with education, D&C 88, was received on December 27, 1832, two years after the organization of the Church. It not only commanded Church members to study, but also outlined a rather extensive curriculum, which went far beyond "basic" education:

And I give unto you a commandment that you shall teach one another the doctrine of the kingdom.

Teach ye diligently and my grace shall attend you, that you may be instructed more perfectly in theory, in principle, in doctrine. . . .

Of things both in heaven and in the earth, and under the earth; things which have been, things which are, things which must shortly come to pass; things which are at home, things which are abroad; the wars and the perplexities of the nations, and the judgments which are on the land; and a knowledge also of countries and of kingdoms. . . .

Organize yourselves; prepare. . . a house of learning. . . .

Appoint among yourselves a teacher. (88: 77-79, 119, 121)

Subsequent revelations to the early Church continued to emphasize the importance of learning, and the Saints were quick to comply with the word of the Lord. Less than two months after receiving D&C 88, in February of 1833, Joseph Smith established an institution of higher learning called the School of the Prophets. The first term it enrolled sixty students, primarily prospective missionaries, who attended "for the avowed purpose of better fitting themselves for the arduous duty of proclaiming an unpopular message to the world" (Bennion 7). Contrary to what you might suppose, the program of study included more than theology. Political science, literature, and geography were also taught (Bennion 8). In addition, Greek, Latin, and some sciences were later added to the curriculum (Bennion 11).

In November of 1836, in frontier circumstances, another early LDS institution of higher learning, the Kirtland High School, was established. It offered instruction in mathematics, geography, English grammar, writing, and reading (Carver 31). The history of this school is rather obscure. It may even have been part of the School of the Prophets. Nothing is known about it after the Church left Ohio.

Brigham Young instructed the Saints not to forget learning. His epistle to them as they were encamped on the banks of the Missouri River stated,

It is very desirable that all the Saints should improve every opportunity of securing. . . a copy of every valuable treatise on education--every book, map, chart, or diagram. . . and also every historical, mathematical, philosophical, geographical. . . astronomical, scientific, practical, and all other variet[ies] of useful and interesting writings. . . from which important and interesting matter may be gleaned to compile the most valuable works on every science and subject for the benefit of the rising generations. (Roberts Comprehensive 506-507)

Even as the pioneers traveled across the plains and mountains, "groups were called together for study and instruction" and almost immediately upon arrival in the valley of the Great Salt Lake in 1847--even before a building to house it could be erected--a school for children was begun (Law 10-11).

Higher levels of education were not neglected in the new settlement. As soon as Utah was organized into a territory, the second law passed by the legislature (on February 28, 1850) "provided for the establishment of the University of the State of Deseret. . . the first university west of the Missouri River, later to be known as the University of Utah" (Bennion 76). The Saints' aspirations for this university were high. Nevertheless, with the passage of time (and the coming of the railroad), outside influences began to affect Mormon Utah. "It became increasingly clear. . . that Church and State could no longer be conducted essentially as one. . . . The Mormon Church, therefore, soon began to develop its own private educational system" (Chamberlin 9).

In the period from 1875 to 1909, the Church established thirty-five different academies throughout the "Mormon Empire" stretching from Idaho in the north to Chihuahua, Mexico, in the south. Some of these were short-lived. Others lasted until the 1920s and 1930s when the Church divested itself of nearly all of them. They then either became public high schools or developed into state colleges and universities (Arrington and Bitton 254).

One academy, however, had a different fate. In 1870, the Timpanogos branch of the University of Deseret had been established in Provo, Utah. It lasted only a few years, until April 1875, but when it was discontinued it was replaced almost immediately, in October of the same year, by Brigham Young Academy. Originally, the BYU was not an official Church school. It was endowed by Brigham Young, and he, as an individual, was its founder and proprietor (Wilkinson and Skousen 49). Nevertheless, it eventually came under the Church umbrella.

Less than fifty years later, Elder David O. McKay envisioned another Church institution of higher learning here in Hawaii (Law 25-30). When he became president of the Church, the Church College of Hawaii came into being. Today, as BYU-Hawaii it shares both the name and the mission of Brigham Young University.

The Destiny of BYU

In 1879, when the Brigham Young Academy was still in its infancy, President John Taylor prophesied,

You will see the day that Zion will be as far ahead of the outside world in everything pertaining to learning of every kind as we are to-day in regard to religious matters. You mark my words, and write them down, and see if they do not come to pass. (JD 21: 100)

Functions of BYU

The reason for the establishment of BYU's predecessor, the School of the Prophets, was to prepare uneducated Church members for missionary service so they could "cope intellectually" with the world. Likewise, Brigham Young encouraged schooling so "that our young men, when they go out to preach, may not be so ignorant as they have been hitherto" (JD 12: 31). Many years later, when BYU President Harris listed "the reasons why the Church should continue operating BYU," missionary preparation was again mentioned as one of the school's functions, but by that time the list had grown considerably longer, to include such functions as demonstrating "to the world that the Church believes in higher education," providing "wholesome social contacts that result in worthy courtships and temple marriages for LDS youth," and even encouraging "scientific research coupled with the spiritual and moral philosophy of Mormonism" (qtd. in Wilkinson and Skousen 290-291).

Today also, BYU serves various functions--educational, social, and spiritual. It provides a retreat from many worldly influences for young Latter-day Saints, a model of a Zion-like society, and a "happy hunting ground" for those in search of a spouse. As they earn their degrees, BYU students learn about Church history and doctrine, and their faith and testimonies are built up. At the same time, while attending BYU, students are trained to become Church leaders. As an institution, the University also serves other purposes--as a bastion of religiously oriented scholarship and as a showcase in which the Gospel light can shine to the world.

Much more progress has to be made before BYU can become "excellent." "Too many students and even faculty hunger for the devil's bread of easy and final answers without disagreement or struggle" (England 16). Recognizing this, President Oaks challenged students to do their part in education:

Brigham Young University will never realize its destiny and establish its place as a generally recognized leader among the great universities of the world until an overwhelming majority of our students exalt learning and are willing to spend greater efforts and hold themselves to a higher standard in the acquisition of knowledge than most have exerted in the past. . . . Despise the mediocre, the effort that falls short of your best! (6)

Taken from "That My People May Be Taught More Perfectly":  A Latter-day Saint Philosophy of Higher Education.

Copyright BYU Hawaii.