be men of God, imbued with the Spirit of God, that they may lead them forth in the paths of life, and warn them against the various evils and iniquities that prevail in the world, that they may bear off this kingdom when we get through, and be valiant in the truths of God. Teach them how to approach God, that they may call upon him and he will hear them, and by their means we will build up and establish Zion, and roll forth that kingdom which God has designed shall rule and reign over the nations of the earth. We want to prepare them for these things; and to study from the best books as well as by faith, and become acquainted with the laws of nations, and of kingdoms and governments, and with everything calculated to exalt, ennoble, and dignify the human family. We should build good commodious school-houses, and furnish them well; and then secure the services of the best teachers you can, and thus train up your children in the way they should go. Solomon said, if you do, when they are old they will not depart from it. The teaching of basic school subjects along with Mormon doctrines in the Ogden area received little outside attention until the arrival of the railroad. After 1869, Eastern missionary societies determined that a substantial and effective way to combat plural marriage and other Mormon doctrines was to establish schools to teach children in the Utah territory and combat the Mormon domination of schools. The School of the Good Shepherd was established in Ogden in 1870 by the Episcopal Church. A Methodist school was organized in 1871, and in 1878 the Catholic Sacred Heart Academy and a Presbyterian school were established. The Congregationalist Church made the greatest effort to establish schools in the Ogden area during the decade of the 1880s through its New West Education Commission. New West schools were established at Ogden, Lynne, Huntsville, Hooper, and Slaterville. The Ogden or Gordon Academy completed in 1887 by the New West Commission was located at 25th Street and Adams Avenue. It had a capacity of 600 students to be spread among primary, intermediate, grammar, and college preparatory courses. At the school, direction was to be given to intellectual, moral, and spiritual development under Christian influence. The two decades of Ogdens history following the completion of the transcontinental railroad (1869-1889) saw the transition of Ogden from a Mormon pioneer village to a cosmopolitan city with diverse social, cultural, economic, and political patterns. The struggle to control Ogdens economic and political future during these decades spilled over into the struggle for control of education. In 1889, Ogdens citizens elected the first gentile (non-Mormon) mayor and city council in the citys history. Mayor Fred J. Kiesel headed the Liberal Partys victory, and one of their first acts was to forbid the use of schoolhouses as religious meeting houses. An 1890 territorial law provided free schools throughout the territory and led to the consolidation of schools in Ogden. In 1890 there were 3,298 children between the ages of six and eighteen in Ogden. One thousand-six hundred-two (1,602) of these children were of non-Mormon parentage and 1,694 were of Mormon parentage. One thousand-seven hundred-fifty one (1,751) of the children attended public schools, 961 attended parochial schools, and 584 attended no schools at all. Ogden was growing rapidly during this era. In 1860 there were 1,463 people in Ogden and in 1870 the population had more than doubled to 3,127. By 1880, the population growth was at 6,069 and by 1890, 12,899. Vigorous economic growth had accompanied the population increases. Some suggested Ogden would become Utahs first city. The newly founded schools included a military academy, and a Methodist University was projected for the foothills in the vicinity of Tyler Avenue and 30th Street. In the midst of growth and turmoil, Weber Academy was born. The development of academies by the Church of Jesus Christ of Ladder-day Saints took place at the end of the Utah territorial period and rather late in the history of the academy movement in the United States. By 1850 there were about 6,000 academies in the United States, but public high schools began to regularly replace academies, particularly after a Kalamazoo Michigan Court Case in 1872 which established the legality of the public high school. From 1875 until 1911, the Mormon Church established 22 colleges and academies with the prime purpose of educating its members. NAME, LOCATION, AND DATE OF OPENING OF LATTER-DAY SAINT ACADEMIES Academies Brigham Young University Brigham Young College Latter-day Saint College Fielding Academy Ricks Academy Snow Academy St. Johns Academy Uintah Academy Cassia Academy Weber Academy Emery Academy Gila Academy Juarez Academy Murdock Academy San Luis Academy Big Horn Academy Millard Academy Knight Academy Dixie Academy Location Provo, Utah Logan, Utah Salt Lake City Paris, Idaho Rexburg, Idaho Ephraim, Utah Preston, Idaho St. Johns, Arizona Vernal, Utah Oakley, Idaho Ogden, Utah Castle Dale, Utah Thatcher, Arizona Colonia Juarez, Mex. Beaver, Utah Sanford, Colorado Coalville, Utah Cowley, Wyoming Hinkley, Utah Raymond, Canada St. George, Utah Date of Opening 1875 1877 1886 1887 1888 1888 1888 1888 1888 1889 1889 1890 1891 1897 1898 1905 1906 1909 1910 1910 1911 Table compiled from files of the Church Commissioner of Education, Salt Lake City. Rules for student behavior at church academies were outlined by the Church Board of Education with Karl Maeser as superintendent in 1888. 1. All students are subject to college regulations in and out of school. 2. Profanity and obscenity in any form are strictly forbidden and may be punished by expulsion. 3. The use of tobacco or strong drink is not allowed. 4. Students will not attend public or private parties without permission of the President of the Faculty, or the request of parents. 5. The choice of a boarding place is subject to the approval of the President. When two or more students reside together, one will be appointed senior. 7. Lady students are under the special charge of a lady teacher. 8. Lady students are under obligation if away from the house after certain hours in the evening to report the following day to the President. 9. Specifications of standing will be given only to those who remain for and pass examinations. Individual academies were organized under the direction of a stake board of education and a principal who received instructions from the General Board of Education of the Church. Instructions concerning the establishment of stake boards of education and reasons for church sponsorship of academies were addressed to stake presidencies in a letter from Wilford Woodruff, Chairman of the Church Board of Education on June 8, 1888.