Joseph Smith’s Spiritual Language: The Presence of Early Modern English in the Book of Mormon
The question of whether or not Joseph Smith participated in the translation of the Book of Mormon as an actual translator, or merely as a transcriber, remains a point of debate in Mormon studies. Did Joseph receive spiritual impressions and visionary experiences by means of a translation device (seer stone, interpreters, and/or Urim and Thummim) and then articulate them into English by tapping into his own mental storehouse of English vocabulary, phraseology, and conceptualizations (the theory of “loose control”)? Or did Joseph simply read the words of a preexisting translation that appeared to him on the surface of the translation device, without any significant contributions of his own (the theory of “tight control”)? As Richard Bushman aptly observes, “Latter-day Saints themselves cannot agree on how the writings engraved on the gold surfaces relate to Joseph Smith’s oral dictation to his secretaries.”
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The Limits of Naturalistic Criteria for the Book of Mormon: Comparing Joseph Smith and Andrew Jackson Davis
Dialogue 53.3 (Fall 2020): 73–103
Davis compares the two men, saying “Davis, like Smith, was raised in a poor household and received little formal education—Davis, in fact, would claim to have received only “little more than five months” of schooling.”
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Reassessing Joseph Smith Jr.’s Formal Education
How much formal schooling did Joseph Smith obtain in his youth and early adulthood? Such a question might appear innocuous, but it is fraught with implications that extend beyond a simple historical account of his educational opportunities. The amount of Smith’s formal education, or rather the various assumptions surrounding his presumed lack of it, has been enlisted by followers and detractors alike in order to frame Smith’s life within the narratives of divinely-inspired prophet or deceptive fraud, perhaps most acutely in the context of attacking or defending the origin and authenticity of the Book of Mormon.As Dennis Wright and Geoffrey Wright observe, “Ironically, both perspectives use the Prophet’s lack of formal education to strengthen their respective views.”Any attempt to isolate the amount of time Joseph may have actually spent in classrooms thus presents a challenge with deeper implications.
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