Church Educational System
The Church Educational System (CES) of The Church of Jesus Christ of Latter-day Saints (LDS Church) consists of several institutions that provide religious and secular education for both Latter-day Saint and non–Latter-day Saint elementary, secondary, and post-secondary students and adult learners. Approximately 700,000 individuals were enrolled in CES programs in 143 countries in 2011. CES courses of study are separate and distinct from religious instruction provided through wards (local congregations). Clark G. Gilbert, a general authority seventy, has been the CES Commissioner since August 1, 2021. Background. The University of Deseret was  established in 1850 to supervise other public schools in the territory. Public taxation instituted in 1851 supported these schools, which were organized by wards, with their teacher employed by the local bishop. These early public schools were often used church meetinghouses as their schoolroom. While Utah's colonization was started by members of the LDS Church (also called Mormons), twenty percent of the territory's residents were not Mormon by 1880. This non-Mormon minority wished for a state government that was less Mormon, including for public schools that were independent from the LDS Church. Non-Mormon schools petitioned for  and received federal aid, and the first Protestant missionary school opened in Salt Lake City in 1867. From 1869–1890, there were 90 non-Mormon schools from other Christian denominations. Over half of their students were Mormon. The Edmunds–Tucker Act of 1887 prohibited use of "sectarian" or religious books in the classroom, and changed the district superintendent position to one that was appointed instead of elected. The Free School Act of 1890 established that public schools would be "free from sectarian control." This legislation separated the LDS Church from the public schools. Wilford Woodruff disliked the new public schools, calling  them a "great evil," and created the academies system and an after-school program of religious classes for children. The first Church Board of Education was formed in 1888 to supervise the academies. The board consisted of Wilford Woodruff, Lorenzo Snow, George Q. Cannon, Karl G. Maeser, Horace S. Eldredge, Willard Young, George W. Thatcher, Anthon H. Lund, and Amos Howe. Thirty academies were formed between 1888 and 1895, but many families could not afford the tuition of the private academies. A few academies became junior colleges and trained teachers, and some continued as private Church-sponsored high schools. Most  academies closed within the decade due to the depressions of 1893 and 1896. Some of the stronger academies persisted before being dissolved during church education cutbacks in the 1920s. Release-time seminary classes started in 1912 at Granite High School in Salt Lake City, and grew to serve 26,000 students by 1930. Seminaries and Institutes of Religion. In 2014, the Seminaries and Institutes programs served over 744,000 students in seminaries and institutes in 137 countries. Seminaries. In the LDS Church, the word "seminary" refers to religious education programs designed for secondary students. These are programs of religious education for youth  aged 14–18 that accompany the students' secular education. In areas with large concentrations of Latter-day Saints, such as in and around the Mormon Corridor in the United States, instruction is offered on a released time basis during the normal school day in meetinghouses, or facilities built specifically for seminary programs, adjacent to public schools. Released-time seminary classes are generally taught by full-time employees. In areas with smaller LDS populations "early-morning" or "home-study" seminary programs are offered. Early-morning seminary classes are held daily before the normal school day in private homes or in meetinghouses and  are taught by volunteer teachers. Home-study seminary classes are offered where geographic dispersion of students is so great that it is not feasible to meet on a daily basis. Home-study seminary students study daily, but meet only once a week as a class. Home-study classes are usually held in connection with weekly youth fellowship activities on a weekday evening. The church is piloting an online version of home-study seminary which allows for more student participation and communication. This helps provide a greater sense of community and connection as well as a chance to learn the gospel  in a similar way that students do in areas with a larger concentrations of LDS youth. The seminary program provides extensive study of theology, using as texts the church's "standard works" (Old Testament, New Testament, Book of Mormon and Doctrine and Covenants) throughout the school week, in addition to normal Sunday classes. The four courses are taught, one per year, on a rotating basis. Historically, seminary students were encouraged to study each scriptural text on their own time and to memorize a total of 100 scriptural passages or "scriptural mastery" verses during their participation in the four-year program . In 2016, the focus turned from scripture mastery to doctrinal mastery. For many years, the curriculum has followed the standard school year for most seminary students. However, in March 2019, the LDS Church announced that the curriculum would be changed to align with the home-centered, church-supported curriculum changes announced in the church's October 2018 general conference. Institutes of Religion. Students who enroll in post-secondary education and young adults ages 18–30 receive religious education through institutes of religion. CES Institutes served over 350,000 students worldwide in 2005. Many colleges throughout the United States either have institute buildings  or active programs near their campuses. Sometimes classes occur in ward buildings, office buildings, or private homes. Teachers can be either volunteers or paid employees. The first Institute of Religion was established in northern Idaho at Moscow, adjacent to the University of Idaho. Currently the largest enrollment is at Utah State University in Logan, Utah. The largest enrollment outside the state of Utah is at Idaho State University in Pocatello, Idaho. Elementary and secondary schools. CES institutions provide elementary and secondary schools in Mexico and in the Pacific Islands. Church schools expanded while David O. McKay was president of the  LDS Church, with new schools opening in New Zealand, Tonga, Samoa, and other Pacific islands. The schools relied on volunteers. Mexico. In 1886, the Mexican state of Chihuahua housed an outpost for Latter-day Saints fleeing anti-polygamy laws in the US. In an attempt to escape persecution, more than three hundred Latter-day Saints settled in nine different communities in Chihuahua and Sonora. The Academia Juárez was opened in 1887. The Juárez Stake Academy was first established in September 1897 with 291 students. Located within the church's Colonia Juárez in Chihuahua, the school was similar to academies in  the Utah territory and provided English-language instruction intended for "an Anglo population." The school was not closed when other academies were closed in the 1920s and 1930s, likely because public school education in Mexico during the Mexican Revolution was inadequate. Settlers from Utah Territory remained isolated and aloof from native Mexicans, celebrating American holidays and teaching in English. Moises de la Pena, a Mexican academic, declared that the school was an "illegal privilege" in 1950. The school is still in operation, with 418 students as of the 2012-2013 school year, and approximately 80% of the students are members  of the church. The school now utilizes a unique dual-language program beginning in kindergarten and continuing through high school. The internationalization of the LDS Church in the 1950s and 1960s corresponded with an increase in native Mexican membership. Scholarships for these members to Juárez Academy encouraged its diversification. Additionally, the Church expanded its educational program. It ran elementary schools in various places in Mexico and opened a high school in Mexico City, Centro Escolar Benemerito De Las Americas, in 1964. The curriculum changed in accordance with Mexican law, with off-campus religious instruction. Campus culture changed as schools celebrated  Mexican holidays and included Mexican culture in its curriculum. In 1967, Hispanic students made up 50% of the student body. Benemerito De Las Americas closed in 2013 when the campus was converted into a Missionary Training Center. As of 2014, 400 students attended Juárez Academy. Most students are Latin American, and about seventy-five percent are LDS. Pacific Islands. Initially, schools in the Pacific Islands were run by missionaries and directed by mission presidents. The Pacific Board of Education was organized in June 1957 to oversee the schools in the Pacific Islands. Wendell B. Mendenhall was the first chairman of  the board, with Owen J. Cook as executive secretary. The Pacific Board of Education approved faculty, wrote policies, and defined budgets. Each school in Pacific Islands has its own president/principal and administrative board. The schools under the Pacific Board of Education were transferred to the Church Board of Education in 1964. In the 1970s, under the leadership of Neal A. Maxwell, church schools in the Pacific started to hire administrators from local members, in contrast to the previously American administrators. South America. Schools established in Chile in the 1960s; at its largest, church schools had 3,000 students across eight  elementary schools and one secondary school. The schools closed in the 1980s. Church-sponsored elementary schools opened in Lima in 1966. Over the next five years, elementary schools opened in La Paz, Bolivia and Asuncion, Paraguay. Chile. Shortly after the first mission was organized in Chile in 1961, Dale Harding became the superintendent of two elementary schools in La Cisterna and Vina del Mar, which were opened in March 1964. Rather than use the traditional lecture-exam format, teachers varied their teaching methods to include group work and in-service training. After the first year, all the children passed their  government-administered end-of-year exams, with many performing very well. In 1967, Lyle J. Loosle became the new superintendent. Under his leadership, volunteers supported new elementary schools in Nunoa and Talcahuano. In 1970, the Church Board of Education approved the purchase of a Catholic school near Santiago. Later that year, Salvador Allende, a Marxist, was elected as president, and Church members were uncertain about the future of the LDS Church and Church schools. The minister of education requested using a church building for another session of schooling. In response, Loosle increased enrollment to ensure that the schools were always  operating at full capacity. Kindergartens operated in LDS chapels in Arica, Inquique, and La Calera to keep them from being used by the government for other purposes. After Allende was overthrown, the kindergartens closed. In 1972, Jorge Rojas, the new superintendent from Mexico, dismissed two non-member teachers and made other reforms. Other teachers formed a union to protest new policies. Loosle was asked to return as superintendent after Church headquarters reassigned Rojas to a school in Mexico. Loosle dismissed teacher's union leaders when they refused to resign. The union leaders demanded reinstatement. Loosle asked teachers to repent of  their unionization; some union members left the school, while others left the union. Loosle rehired some of the union leaders. In 1973, Beningno Pantoja Arratia became the new superintendent, and he made several reforms, including requiring ecclesiastical interviews. In 1970, Neal A. Maxwell became the Church Commissioner of Education, a new position overseeing Church schools, seminaries, and institutes. A 1971 policy from Maxwell stated that non-religious education should only be provided by the Church when "other educational systems are nonexistent, seriously deficient or inaccessible to our members." Chilean church schools started to close in 1977, with the Church's  growth and adequate public schools given as reasons for closure. By 1981, Church schools had completely closed in Chile, Peru, Bolivia, and Paraguay. Academies today. Some of academies remain historical landmarks, such as the Oneida Stake Academy and the Big Horn Academy. The Juarez Academy in Colonia Juarez, Mexico, is still operated as a secondary school by the LDS Church today. A few church academies eventually evolved into colleges or universities. These include: The LDS Church also established formal colleges and universities: In the mid-20th century, the church established secondary schools outside of the United States to provide education where  it was not fully available. These include: Higher education. Institutions of higher education run by the church include Brigham Young University, Brigham Young University–Idaho, Brigham Young University–Hawaii, and Ensign College, along with a higher education organization, BYU–Pathway Worldwide. General administration. Church Board of Education and Boards of Trustees. NOTE: Individuals with an asterisk (*) by their names serve as members of the Executive Committee of the Board. The senior member of the Quorum of the Twelve, currently Holland, serves as the committee's chairman. Chronology of the Commissioner of Church Education. The office of Church Commissioner of Education  was suspended in 1989, when trustees decided to deal directly with individual administrators. The position was reinstated in 1992. External links. Histories