THE HISTORY OF ADULT EDUCATION IN KIRTLAND, OHIO, 1833-37 A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy with a Major in Education in the College of Graduate Studies University of Idaho by Bruce Kelly Satterfield December 2002 Major Professor: Mark L. McCaslin, Ph.D.
ii AUTHORIZATION TO SUBMIT DISSERTATION This dissertation of Bruce Kelly Satterfield, submitted for the degree of Doctor of Philosophy with a major in Education and titled, The History of Adult Education in Kirtland, Ohio, 1833-37, has been reviewed in final form. Permission, as indicated by the signatures and dates given below, is now granted to submit final copies to the College of Graduate Studies for approval. Major Professor Committee Members Date Mark L. McCaslin Michael E. Tomlin Roger L. Reynoldson John C. Thomas Department Administrator Discipline s College Dean Jim Gregson Jeanne Christiansen Final Approval and Acceptance by the College of Graduate Studies Charles R. Hatch
iii Abstract The problem this study focused on concerned a series of adult education schools in Kirtland, Ohio, during the 1830's that resembled more of the best practices of current adult education than it did the popular institutions of its own day. Yet, these schools are never discussed in histories of adult education. The reason for this oversight is that the information regarding these schools is scattered and not readily available. The purpose of this study was twofold: (1) to write a history of the adult education programs located in Kirtland, Ohio, between 1833 to 1837 under the direction Joseph Smith, the founder and head of the Church of Jesus Christ of Latter-day Saints (LDS church), by bringing together in one place the scattered information presently available; (2) to compare what we know of the Kirtland adult education programs against the best practices of adult education today. The study utilized the historical method in searching sources for historical facts found in the official histories of the LDS church, parrticipant s journals, diaries, autobiographies, newspapers, interviews, and minutes of meetings. From these sources, the history of the adult education schools in Kirtland was pieced together. A picture emerged of a group of people united by the same religious organization who felt that both religious and secular education are essential. The LDS church sponsored a variety of adult education schools so adults could receive the religious and secular education they desired. When examining these schools, it was observed that their practices were similar to current adult educational practices.
iv ACKNOWLEDGMENTS I wish to acknowledge a number of individuals at the University of Idaho to whom I owe a great debt of gratitude. I express appreciation for Dr. Cleve Taylor and Dr. Jack Kaufman, both whom have recently retired from the faculty of the University of Idaho. I am very grateful for their help through my course work. I also am very appreciative of Dr. Michael E. Tomlin who advised through the transition from my former topic to this dissertation study. He was always so helpful and encouraging. Likewise, I express gratitude for Dr. Roger L. Reynoldson, who has been the one constant on my committee. His advice to me the first year of my course work as well as his insights into this study have been muchly appreciated. I also wish to acknowledge the great help and insight given me by Dr. John C. Thomas of Brigham Young University - Idaho. Both his time and insights into this study have been of unmeasurable worth. He has been extremely helpful as a sounding board during the writing of this dissertational study. Finally, I express many, many thanks for Dr. Mark. L McCaslin, who has been unfailingly supportive of this study. His encouragement through the last few years has been one of the main reasons I have been able to accomplish this study. I also wish to acknowledge all my colleagues at Brigham Young University - Idaho who have been a constant source of encouragement through this experience. Also, to my parents who have helped me through the whole doctoral process financially and with words of encouragement, I express my deepest love and gratitude. Most importantly, to my dear wife, friend, and companion, Carol, you have been my constant strength and bulwark. I love you.
v To my wife Carol and my children Rivka, Samuel, Benjamin, Sheynah, and Neisah
vi TABLE OF CONTENTS Page AUTHORIZATION TO SUBMIT... ABSTRACT... ACKNOWLEDGMENTS... DEDICATION... LIST OF TABLES... ii iii iv v xi CHAPTERS I. INTRODUCTION... 1 Background to the Problem... 1 Early American Adult Education... 2 The Junto... 3 The Lyceum... 5 Later Programs... 6 The Problem... 7 The Purpose of this Study... 9 Research Questions... 10 Delimitations and Limitations... 11 Significance of the Study... 11 Definition of Terms... 13 Conclusion... 14
vii II. PROCEDURE... 16 Rationale for Qualitative Research... 16 Historical Inquiry: Finding a Place Within the Traditions... 18 Assumptions of Qualitative Research... 22 The Research Design... 24 The Role of the Researcher... 25 Data Collection Procedures... 26 Methods of Verification... 29 Outcome of the Study and its Relation to the Literature... 30 III. THE HISTORICAL AND SOCIETAL SETTING... 32 The National Setting... 32 Religious Climate... 34 Educational Climate... 35 Ohio... 36 The LDS Church... 40 Origins... 41 Move to Ohio... 43 Three Fundamental Doctrines... 45 Revelation... 45 Missionary Work... 46 Education... 47 Summary... 52
IV. THE WINTER OF 1832-33: ADULT EDUCATION IN KIRTLAND,OHIO.. 54 D&C 88: The Command to Organize a School... 54 The Revelation... 56 The Command... 59 The Name... 61 The Mission of the School... 63 Who Was to Attend?... 64 Who Were the Teachers?... 65 The Curriculum... 66 Personal Code of Conduct... 68 Class Room Conduct... 71 Initiation Into the School... 72 The School Commences... 73 The School Room... 74 Who Attended?... 75 Daily Class Routine... 76 The Teachers... 78 Presidency of the School... 80 Outcome of the First Session... 81 Summary... 81 V. THE WINTER OF 1834-35: ADULT EDUCATION EXPANDS IN KIRTLAND... 83 The Winter of 1833-34... 83 viii
A Building to Meet In... 84 School of the Elders... 86 The Kirtland School... 87 The Winter of 1834-35 Session... 90 The Spring-Summer of 1835 Session... 93 Summary... 94 VI. FROM THE WINTER OF 1835 THROUGH THE SUMMER OF 1837: FURTHER EXPANSION OF ADULT EDUCATION IN KIRTLAND... 97 A Proliferation of Schools... 97 The Fall of 1835... 99 The Elder s School... 99 Night Schools... 102 Who Taught the Night Schools?... 104 Lyceums Come to Kirtland... 104 The Winter of 1836... 105 Elder s School... 106 Other Schools... 106 The Hebrew School... 107 Why Hebrew?... 109 A Search For a Teacher... 111 The School Begins... 112 Joshua Seixas... 114 Seixas Begins Instruction... 117 ix
Who Attended?... 118 School Divided Into Classes... 119 Results... 121 From the Summer of 1836 to the Summer of 1837... 122 Adult Education Comes to an End in Kirtland... 127 Summary... 129 VII. KIRTLAND ADULT EDUCATION AND MODERN PRACTICES... 131 A Comparison to Current Best Practices... 132 Summary of Findings... 142 What May We Learn From This?... 143 Suggestions for Further Research... 144 Conclusion... 145 REFERENCES... 146 APPENDICES... 157 Appendix A... 158 Appendix B... 163 Appendix C... 168 x
xi LIST OF TABLES TABLE Page 1. Curriculum of the School of the Prophets... 67