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 15 4
 
 A HISTORY 
 
 OF 
 
 EDUCATION IN MISSOURI 
 
 THE ESSENTIAL FACTS CONCERNING THE 
 
 HISTORY AND ORGANIZATION OF 
 
 MISSOURI'S SCHOOLS 
 
 BY 
 CLAUDE A. PHILLIPS, A. M. 
 
 Professor of the History and Philosophy of Education 
 State Normal School, M'arrensburo, Mo. 
 
 THE 
 
 HUGH STEPHENS PRINTING CXDMPANY 
 
 JEFFEBSON CITT, MO.
 
 Copj>right, 1911, 
 Bv CLAUDE A. PHILLIPS
 
 To All Missouri Teachers, Past and Present.
 
 PREFACE. 
 
 This volume is presented with the hope that it may serve 
 to bring about a better understanding and appreciation of 
 Missouri Schools. It is also hoped that it will help in the solu- 
 tion of our educational problems. It is believed that teachers 
 and school officers may read with some profit the vital facts 
 concerning the history, growth and present organization of 
 our schools. 
 
 No effort has been made to exliaust the subject, because 
 the author has been interested in setting out the essential facts 
 in the history and organization of the schools of the State, 
 consequently no effort has been made to give an elaborate or 
 detailed treatment of the vast body of material available. 
 
 The material has been selected with some care from many 
 sources ; the laws relating to schools, the Reports of the State 
 Superintendents, the files of old ScJiool Journals, the pub- 
 lished histories of the various institutions in the State, the 
 catalogues of the important Normal Schools, Colleges, etc., the 
 published reports of City systems and private letters. 
 
 No detailed reference list has been offered largely because 
 the books would not be available for the general reader, and 
 the usual footnote has been purposely avoided. No statement 
 of serious import has been made without some documentary 
 authority for it, and the author has quoted from the various 
 sources mentioned above with great freedom. Some repetition 
 has been unavoidable, because of the lack of system among our
 
 vi PREFACE. 
 
 schools which made it necessary to present the same material 
 in two chapters in order that the historical setting should be 
 preserved. 
 
 Of course the author claims no particular credit for the 
 organization or material used in the book and he realizes fully 
 that there is much room for improvement in its organization 
 particularly. 
 
 It was the original purpose of the author to present illus- 
 trations covering the various phases of Missouri's schools. In 
 this he was disappointed in not being able to secure enough 
 illustrations to represent the schools of the State, consequently 
 it seemed best not to offer any illustrations at all. • 
 
 It affords me pleasure to acknowledge the help which has 
 come from many of my colleagues in the Faculty of the War- 
 rensburg State Normal. Some of the members of which have 
 contributed directly to the book by reading chapters and offer- 
 ing helpful criticisms. Among those Avho have rendered this 
 service may be mentioned President Hawkins, IMessrs. "W. E. 
 Morrow, C. H. McClure and George R. Johnson. 
 
 The author is under obligations to the Presidents of the 
 Normal Schools, the Presidents of the institutions of the Col- 
 lege Union, the Superintendents of the special schools; to Su- 
 perintendent James M. Greenwood, Professor J. D. Elliff and 
 Mr. Frank Barton for courtesies in furnishing material. I 
 desire to express my appreciation also for the contribution 
 made by my Seminar in the ''Supervision of Instruction" by 
 helping to collect material for class purposes in our Summer 
 School in 1910. 
 
 I am under special obligations to the Hon. H. A. Gass for 
 the use of the records of the office of the State Superintendent, 
 also for the major part of the Chapter on Teachers' Associa-
 
 PREFACE. vii 
 
 tions. This material had been collected by him for other pur- 
 poses and some of it has been published before, however not 
 in so complete a form as is here presented. 
 
 My wife rendered valuable service in reading all the Chap- 
 ters trying to eliminate the grosser errors in English. 
 
 Finally, I am under great obligations to Professor E, L, 
 Hendricks, Head of the Department of History in the State 
 Normal, for reading all the proof and offering many helpful 
 criticisms on the manuscript. 
 
 C. A. P. 
 
 Warrensburg, Missouri, January 2, 1911.
 
 CONTENTS. 
 
 Page. 
 
 Chapter I. Elementary Schools 1 
 
 1. Influences in the Formation of the School 
 System. 2. Types of Early Schools. 3. Legal 
 Enactments in Territorial Times. 4. Provisions 
 of the Constitution of 1820. 5. Early State 
 Efforts. 6. First State Course of Study and 
 Text-Books. 7. Civil War Period. 8. Consti- 
 tution of 1865. 9. Parker Laws. 10. Re- 
 vision of 1874. 11. Annual School Meeting. 12. 
 Monteith's Characterization of School Progress. 
 13. Constitution of 1875. 14. Administration 
 of State Superintendents, Shannon, Coleman, 
 Wolfe, Kirk, Carrington, Gass. 15. School Fi- 
 nances and Funds. 16. School Houses. 
 
 Chapter II. Secondary Schools 49 
 
 1. Classification into Academies, Seminaries 
 and Higla Schools. 2. Influences in the Forma- 
 tion of Each. 3. Early High Schools. 4. High 
 School Courses. 5. Growth of High Schools. 
 6. Inspection of High Schools. 
 
 Chapter III. Normal Schools 74 
 
 1. Agitation to Establish Normals between 
 1842 and 1860. 2. Civil War Period. 3. Agi- 
 tation for Normals between 1860 and 1870. 
 4. Private Normals Established. 5. State Nor- 
 mals Established. 6. Sketches of the Normals, 
 Kirksville, Warrensburg, Cape Girardeau, 
 Springfield, Maryville and Lincoln Institute. 
 
 Chapter IV. Supervision of Schools 123 
 
 1. State Board of Education. 2. The State 
 Superintendent. 3. The County Text-Book 
 Commission. 4. County Superintendent. 5. 
 University and Normal Visitation and Inspec- 
 tion. 
 
 ix
 
 CONTENTS. 
 
 Page. 
 
 Chapter V. Special Schools 135 
 
 1. School for the Deaf. 2. School for the 
 Blind. 3. Training School for Boys. 4. In- 
 dustrial Home for Girls. 5. Colony for the 
 Feeble-Minded and Epileptic. 6. Industrial 
 Home for Colored Girls. 
 
 Chapter VI. The College Union 149 
 
 1. Occasion for the Union. 2. The Articula- 
 tion Agreement. 3. Formation of the Union. 
 4. The Report of the Committee of Nine. 5. The 
 Report of the Committee on the Recognition of 
 College Diplomas in the Certification of Teach- 
 ers. 6. Historical Sketches of the Institutions 
 Constituting the Union: St. Louis University, 
 The State University, Central College, "William 
 Jewell College, Westminster College, Washing- 
 ton University, Drury College, Park College, 
 Tarkio College, Missouri "Valley College. 
 
 Chapter VII. City School Systems 219 
 
 1. St. Louis. 2. Kansas City. 3. St. Joseph. 
 4. Other Cities and Towns 
 
 Chapter VIII. Teachers' Associations 243 
 
 1. The State Association. 2. District Asso- 
 ciations. 3. County Associations. 
 
 Chanter IX. Educational Problems 289 
 
 1. Administrative Areas. 2. Secondary Schools. 
 3. Need of Trained Teachers. 4. Higher Sala- 
 ries. 5. Industrial Education. 6. Permanent 
 Support for the Normals and the State Uni- 
 versity. 7. Medical Inspection. 8. Special 
 Schools. 9. State Architect.
 
 CHAPTER I. 
 
 ELEMENTARY SCHOOLS. 
 
 J I. INFLUENCES IN THE FORMATION OF THE 
 SCHOOL SYSTEM.— It is an admitted fact that no less 
 than three distinct influences may be observed in the early 
 efforts to secure for the State some form of a school system. 
 It is true these influences cannot be traced with great histori- 
 cal accuracy, nor is it possible to follow them in any consider- 
 able detail. So it seems best to set them out in the beginning of 
 the chapter and refer to them from time to time in the dis- 
 cussion. 
 
 (A) New England Influence. — In New England the 
 town or township organization very generally predominated; 
 consequently those people, who came to Missouri from any of 
 the New England States, brought with them the general 
 notion of this type of organization for political and school 
 purposes. The State and the Church were both interested in 
 education, but only the State set off its areas- for educational 
 purposes with great definiteness, and wherever the New Eng- 
 land influence prevailed we find this township organization 
 being used. 
 
 (B) The Southern Influence. — A second considerable 
 factor in the development of Missouri Schools during the 
 early period resulted from the fact that colonists came from
 
 2 HISTORY OF EDUCATION. 
 
 Southern States, where wealth was in the hands of the few and 
 where occupations and natural conditions tended to make a 
 scattered population. In such a sparsely settled region free 
 public schools organized with small areas for administration 
 are impossible, consequently we find a system of private 
 schools being supported by a few individuals who are able to 
 pay for them. This system was transplanted to Missouri 
 along with the settlers who came from such States as Virginia 
 and Kentucky. The institution in Missouri was usually called 
 an Academy and was located in the more populous centers 
 only. Another ideal was brought along at the same time, 
 that of employing a private tutor in one or more wealthy 
 families. 
 
 (C) Jefferson's System. — The third influential factor 
 in the establishment of schools comes from the ideas of Thomas 
 Jefferson, who had worked out for Virginia an elaborate edu- 
 cational scheme. He believed profoundly in the principle that 
 the State should become responsible for the education of all 
 its citizenship as a political expedient, and his ideas embraced 
 a complete system from the primary grade up to the Uni- 
 versity. So thoroughly were his ideas prevalent that we find 
 them elaborately incorporated in the Geyer Act of 1839, when 
 the Missouri Legislature made its first important effort to give 
 Missouri a complete school system. 
 
 ^ II. TYPES OF EARLY SCHOOLS : 
 
 (A) First School.— As early as 1774 we find a school 
 in the City of St. Louis taught by one J. B. Tribeau. It seems 
 possible that this is the first school established within the 
 territory which is now Missouri, and it is generally conceded 
 that this man remained in the same place and conducted a
 
 ELEMENTARY SCHOOLS. 3 
 
 school for about forty years ; in fact, this seems to have been 
 the only school in St. Louis and he the only teacher during 
 most of that long period. 
 
 (B) The Academy. — "We have already referred to the 
 Academy as coming from those settlers who came from Vir- 
 ginia and Kentucky. It may be true also that the New Eng- 
 landers helped to disseminate the Academy idea. At any 
 rate the Academy was the earliest general type of schools 
 established. It is true that the Academy was not primarily 
 an elementary school, at the same time the early Academies 
 all had a Junior branch in which the elementary subjects, such 
 as Reading, Writing, Ciphering and Spelling were taught, 
 and sometimes both Grammar and Geography were studied 
 by exceptional pupils. It is estimated that no less than one 
 hundred ten Academies were chartered by the State before 
 1875, and probably as many more were established without 
 any charter from the State. 
 
 (C) Subscriber or Subscription Schools. — This type of 
 school originated out of the necessity of the case where small 
 groups of families formed themselves into a sort of voluntary 
 association for the purpose of educating their children. In 
 general some trustee was elected by the group to secure a 
 teacher and provide a room for the sessions of the school. 
 The school was supported by each parent paying so much 
 per child, the fees being collected by the teacher. In ad- 
 dition to the fees the teacher usually boarded a week or 
 longer in each of the families sending children to the school. 
 Such schools usually were conducted not more than three or 
 four months at a time and then usually in the winter; how- 
 ever, it was not unusual for a spring school to be held
 
 4 HISTORY OF EDUCATION. 
 
 for two or three months, so that the very small children might 
 attend. This plan was carried on in many sections even after 
 the territory became a State; in fact, a good many of them 
 are found up until 1839, The reason for such an organization 
 is plain, because the moneys from the public lands were not yet 
 available and no provision of any kind was made for direct 
 taxes on the property of the people, and even if there had 
 been, the property values were too small to support a school. 
 The course of study in these schools was practically the same 
 as that we have noted above for the Academy. 
 
 (D) The Governess. — Another form of school was that 
 conducted in the household when some cultured woman was 
 secured to have charge of the children and teach them the 
 ordinary branches of the elementary school. Usually she was 
 treated as if she were a member of the family and for this 
 ser-vice she received a small salary, many times not more than 
 ten or fifteen dollars per month. It was not unusual for two 
 or three families to join in the formation of such a school. 
 This could happen, of course, only when they were not too far 
 apart and when the parents had the same ideas about the train- 
 ing of their children. This school was one of the very earliest 
 in point of time, and many such were kept up in the large 
 wealthy families of the State even till the Civil War, and in a 
 few cases we find them after the War. 
 
 (E) Parochial Schools. — This type of school was 
 organized in connection with the Churches and was usually in 
 charge of the Pastor. Some such schools were established by 
 the Protestant denominations, but more of them were created 
 by the Catholics. As is well known, this type of school has 
 continued to the present day; in fact, in nearly all the towns
 
 ELEMENTARY SCHOOLS. 5 
 
 and cities of the State we have well organized schools on this 
 plan and in the great cities of this State many thousands of 
 children attend only the Parochial Schools. In the City of St. 
 Louis alone at present more than 22,000 children attend the 
 schools in the system conducted by the Catholic Church. 
 
 '^m. LEGAL ENACTMENTS IN TERRITORIAL 
 TIMES: 
 
 (A) Act of 1808. — The first bit of legislation concern- 
 ing schools was enacted in 1808 by the "Territorial Legisla- 
 ture of Louisiana ' ' on June 21st, when the Legislature sitting 
 in session at New Orleans passed an Act Incorporating St. 
 Genevieve Academy, This was the first legally organized 
 school in the Territory which is now Missouri. The Act pro- 
 vided for a Board of twenty-one Trustees, who were authorized 
 to receive donations for the endowment of the school. The 
 principal provisions were that the "poor" and Indian children 
 should be taught free; that Theology should not be taught and 
 the Elements of the French and English languages should be 
 taught at all times. The elementary subjects mentioned in 
 the paragraph above were included in the curriculum of this 
 school. No provisions of any kind were made for raising 
 money by taxation, the school having to depend on donations 
 and tuition for its support. 
 
 (B) Act of 1812.— The Act of 1812, passed by the 
 Congress of the United States which created Missouri into a 
 special Territory said, "Schools and the means of education 
 shall be encouraged and provided for from the public lands of 
 the United States within the Territory as Congress may di- 
 rect." It will be remembered that for eight years Missouri 
 remained a separate Territory under the direction of Con-
 
 6 HISTORY OF EDUCATION. 
 
 gress ; however, practically nothing was done in the matter of 
 establishing schools and providing for their support as had 
 been suggested in the Incorporation Act. 
 
 (C) St. Louis Incorporated. — During the above men- 
 tioned period, June 30, 1817, St. Louis was incorporated into 
 a special school district with seven Trustees to manage its 
 affairs, and Congress donated some valuable land to the dis- 
 trict, taking it from the United States Common Lands within 
 and near the town. These lands were managed badly, con- 
 sequently only a very small income came to the district from 
 them and the schools established by the to-RTi really made very 
 small headway for a long time, because no means of taxation 
 had been provided and private donations were too small and 
 uncertain to offer anything like adequate means for the sup- 
 port of the schools. 
 
 (D) Academies Established. — During this Territorial 
 Period several Academies were established by legislative enact- 
 ment, but it is not necessary to go into detail about them. It 
 is worth noting that a few of these Academies were organized 
 in such a way that some support came from the proceeds of 
 the public lands. 
 
 y IV. MISSOURI ADMITTED INTO THE UNION: 
 
 (A) Constitutional Provisions for Schools. — In 1820, 
 when Congress framed the Act authorizing the formation of a 
 Constitution for Missouri, it was declared that, "Schools 
 should be forever encouraged in the new State," and that 
 "The Legislature shall take steps to preserve from waste or 
 damage such lands as have been or shall hereafter be granted 
 for the use of Schools." The Act further provided that 
 "One or more Schools shall be established in each Congres-
 
 ELEMENTARY SCHOOLS. 7 
 
 sional Township as soon as necessary, and the children of the 
 poor shall be taught free. ' ' 
 
 1. Township Organization. — From the above provision 
 came the Township organization as the State settled up. These 
 Townships were marked out as the different Counties were 
 organized, and from 1835 till 1853 this was the unit for school 
 organization. There was no central control vested in the Coun- 
 ty anywhere, and each Township was under the complete con- 
 trol of School Inspectors, who were also called "Directors." 
 The Township Commissioner and Inspectors employed and ex- 
 amined teachers and visited the schools, but this service was 
 performed in a most perfunctory manner, for no one failed in 
 the examination, and the visitation of the Inspector, even when 
 made, was of very small value. In 1853 the Township organi- 
 zation was very much modified because of the provision being 
 made for a County School Commissioner who was to have an 
 oversight over all the schools of the County. This organiza- 
 tion existed until 1867, when the Parker Laws re-established 
 the Township organization ; however, these laws were repealed 
 in 1872, when the present District System was inaugurated. 
 It is very evident that the Township Organization, as men- 
 tioned above, is one of the distinct New England ideas which 
 persisted with some modifications until 1874, when the whole 
 scheme of education was largely democratized. 
 
 2. Sixteenth Section Set Apart for Schools. — The same 
 Act of Congress which admitted Missouri into the Union also 
 set apart every sixteenth section of land throughout the State, 
 together with seventy-two sections of Saline lands, for school 
 purposes. This made a grand total of 1,254,200 acres of land, 
 which laid the basis for the formation of Missouri's school
 
 8 HISTORY OF EDUCATION. 
 
 funds. The land had to be sold and the proceeds invested be- 
 fore any available income could be secured for the use of the 
 schools. 
 
 3. Sloiv Progress of Schools. — During the period from 
 1820 to 1833 there had been established about fifty schools 
 somewhat similar to that mentioned for the City of St. Louis, 
 but no real system of free schools had yet made its appearance. 
 These schools which had been established had to depend wholly 
 upon private endowment and private support in the form 
 of donations, fees and tuition, consequently the development 
 was very slow. 
 
 ^ V. EARLY STATE EFFORTS: 
 
 (A) The Act of 1825. — The first important Act passed 
 by the Legislature of the State on the subject of Education 
 was approved on January 17, 1825. This law provided that 
 each Congressional Township should form a school district to 
 be under the control of the County Court in matters relating 
 to schools. It also provided that all rents from school lands, 
 fines, penalties and forfeitures should be set apart and used 
 exclusively as a school fund. 
 
 (B) The Act of 1833.— On January 26, 1833, the Legis- 
 lature passed an Act authorizing the Governor to appoint 
 three suitable persons as a Committee to formulate a system 
 of common and primary schools. Governor Dunklin appointed 
 Joseph Herticli, John J. Lowery and Abel R. Corbin a Com- 
 mittee to carry out the provisions of the Act. This Committee 
 met in Jefferson City in the Fall of 1834 and prepared an 
 elaborate report which was made to the Governor in that same 
 year, and through his strenuous efforts it was finally adopted 
 by the Eighth General Assembly at its session in 1835.
 
 ELEMENTARY SCHOOLS. 9 
 
 (C) System Proposed by Act of 1835. — The system as 
 proposed by the Act of 1835 embraced the following important 
 provisions : 
 
 1. The Governor, Secretary of State, Auditor, Treasurer 
 and Attorney-General were constituted a Board of Commis- 
 sioners for literary purposes. This is the organization of a 
 State Board of Education. 
 
 2. Schools should continue at least six months in each 
 year. 
 
 3. The expenses of the schools were to be paid out of the 
 School Funds of each County. 
 
 4. The people of each County, by a two-thirds majority 
 vote, might tax themselves three and one-third cents on each 
 hundred dollars for school purposes. 
 
 5. It provided for a Board of three Trustees for each 
 District, who were to have power to employ teachers, appoint 
 visitors and make all needful arrangements for the school. 
 
 6. The subjects to be taught were Reading, Writing, 
 Arithmetic, Geography, English Grammar and such other 
 branches (Theology excepted) as the funds might justify. 
 
 (D) Saline Act of 1837.— The General Assembly of 
 1837 provided for the investment of the Saline Land Fund, 
 together with the United States Revenue Fund, in Missouri 
 Bank stock, thus making available the first income from the 
 School funds ; however, it was to be used only when the Funds 
 amounted to $500,000.00. The Funds did not reach this sum 
 till 1842, when sixty cents per pupil was made by the first ap- 
 portionment to thirteen Counties in the State. 
 
 (E) A System Established in 1839.— It may be said 
 that the Missouri School system really has its origin in the leg-
 
 10 HISTORY OF EDUCATION. 
 
 islative enactments of 1839, At this time the common school 
 fund, the county school fund and the township school fund 
 were constituted, and permission was granted again for the sale 
 of the sixteenth section. Here we have the important perma- 
 nent school funds of this State constituted. By this Act the 
 office of State Superintendent of Common Schools was first cre- 
 ated. The law provided that he should be chosen by joint bal- 
 lot of the Senate and House of Representatives for a term of 
 two years. The Superintendent was required to distribute the 
 State School moneys among the several counties of the State 
 where public schools were maintained. The law required that 
 this distribution be based upon the number of white children 
 between the ages of six and eighteen years. 
 
 (F) The Act of 1853.— The next important school 
 legislation occurred in 1853, when the school laws were thor- 
 oughly revised. A brief synopsis of that legislation may be 
 made as follows : 
 
 1. The scbool system had for its head a State Superin- 
 tendent, whose duties were to look after the general interests 
 of the schools in the State. He was to be elected bi-ennially 
 by the people. 
 
 2. Each County had a County Commissioner of Common 
 Schools, whose duty it was to examine teachers and grant cer- 
 tificates of qualification, apportion the school moneys of his 
 county, call meetings of the voters when necessary, and visit 
 the schools. 
 
 3. Each Congressional Township was again constituted a 
 school township, which could be divided into as many districts, 
 not exceeding four, as the inhabitants desired. 
 
 4. Each district was under the control of three Trustees, 
 who were to employ teachers, levy taxes, rate bills, etc.
 
 ELEMENTARY SCHOOLS. 11 
 
 5. Twenty-five per cent, of the State revenue and the 
 dividends arising from the funds invested in the Bank of the 
 State of Missouri were to be apportioned annually by the State 
 Superintendent to the several Counties in proportion to the 
 number of children in each, between the ages of five and twenty 
 years. These funds, together with the County funds composed 
 of the interest upon the moneys arising from the sale of the 
 sixteenth section, the fines, penalties, etc., accruing to the in- 
 come and the income derived from the proceeds of the swamp 
 and overflowed lands, constitutes the amount annually appro- 
 priated for the payment of teachers' wages, and is divided 
 among the school districts in proportion to the number of chil- 
 dren in each. 
 
 6. Definite provision was made in these laws for orphans 
 and the children of indigent parents to attend the schools 
 free. 
 
 7. Elaborated Course of Study. — The State Superintend- 
 ent, in a circular dated September 20th, 1855, advocated a 
 uniform course of study for elementary schools. The circular, 
 in addition to making an effort to establish a system of graded 
 elementary schools, suggested the text-books to be used in con- 
 nection with the course of study. In as much as this is the 
 first attempt at uniformity in the matter of curriculum and 
 text-books, it seems worth while to quote in some detail from 
 this circular. It is very interesting to note that in the general 
 directions of the circular, Superintendent Davis insisted upon 
 a total abandonment of "loud studying," or the "swinging 
 and singing" process of "getting lessons." The Course of 
 Study is as follows : 
 
 (a) First or Infants' Class. — "This class, as a general 
 rule, should be taught by a Lady. It should be taught the
 
 12 HISTORY OF EDUCATION. 
 
 alphabet and first lessons in orthography and reading. Its 
 hours should be beguiled and made as pleasant to the child as 
 possible, and, for this purpose, I would insist upon the culti- 
 vation of vocal music as an exercise admirably adapted to re- 
 lieve the mind of the young beginner, and excite interest in 
 his school. Indeed, music should, as far as practicable, be 
 continued throughout the entire course. As text-books for this 
 class, I recommend : English Spelling Book, by David Price. 
 The Word Builder, by R. G. Parker. First Reader, by R. G. 
 Parker. 
 
 The little book called 'The Word Builder,' I cannot 
 commend too highly. It is fascinating to the young mind, and 
 familiarizes the child with the most important features of 
 Articulation and Orthoepy. From the three words, A, I and 
 0, in the English Language, there are about sixteen other 
 words which are formed by affixing, and about eight more by 
 prefixing a single letter. These words form the second lesson 
 to be taught ; and, so soon as the little learner is able to read 
 these words of two letters only, A Reading Lesson, adapted to 
 his capacity, and composed solely of these words of two let- 
 ters, is presented. Thus proceeds the 'Word Builder' — a 
 gem for the child." 
 
 (h) Second Class. — "In this class, instruction should be 
 continued in Orthography and Reading. Writing should be 
 commenced. The Elements of Mental Arithmetic and Geog- 
 raphy should now receive attention. The text-books recom- 
 mended in this class are: Price's Spelling Book (continued), 
 Parker's Second Reader, Parker's Third Reader, Davies' Pri- 
 mary Table Book, Davies' First Lessons in Arithmetic and 
 Monteith's Primary Geography. No 'system of penman- 
 ship' is recommended, because it is believed that the pupil
 
 ELEMENTARY SCHOOLS. 13 
 
 will improve better in writing, where the teacher writes each 
 copy himself." 
 
 (c) Third Class. — "Orthography, Reading, Writing, 
 Mental Arithmetic and Geography should be continued in this 
 class. Written Arithmetic, Dictation Exercises, English Com- 
 position, Declamation, English Grammar and Juvenile 
 Natural Philosophy should now be taken up. The following 
 text-books are preferred in this class: Webster's School Dic- 
 tionary, Parker's Fourth Reader, Davies' Intellectual Arith- 
 metic, Davies' Seliool Arithmetic, as far as to the end of Deci- 
 mal Fractions, Northend's Dictation Exercises, Brookfield's 
 First Book in English Composition, Northend's Little Speak- 
 er, Monteith's Youths' Geography, Butler's Grammar, Park- 
 er's Juvenile Philosophy (Parts first and second). The room 
 in which this class, as well as all the classes of the higher 
 grades are taught, should be furnished with a blackboard ex- 
 tending around three sides of the room." 
 
 (d) Fourth Class. — "Orthography, Reading, Writing, 
 Mental Arithmetic, Written Arithmetic, Geography, English 
 Composition, English Grammar, Declamation and Natural 
 Philosophy should be continued. This class is now prepared 
 to undertake, in addition to the above named studies, the 
 study of History, Philosophy, the Analysis of Derivative 
 words, the Introduction to the Sciences and Algebra. The 
 text-books suitable to be used in this class are Webster's 
 School Dictionary, Parker's Fifth or Rhetorical Reader, Da- 
 vies' Intellectual Arithmetic, Davies' School Arithmetic 
 (Completed), McNally's Quarto Geography, Quaekenboss' 
 First Lessons in English Compostion, Zachos' New American 
 Speaker, Butler's Grammar, Parker's Compendium of 
 Natural Philosophy, Willard's School History of the United
 
 14 HISTORY OF EDUCATION. 
 
 States, Cutter's Physiology, Town's Analysis, Chambers' In- 
 troduction to the Sciences, and Davies' Elementary Algebra, 
 as far as Quadratic Equations." 
 
 (e) Fifth, or High Class. — "We would continue in this 
 class the study of Orthography, Reading, Writing, Mental and 
 Written Arithmetic, English Composition, Declamation, Eng- 
 lish Grammar, History and Algebra. This class is now pre- 
 pared to study, in addition to the above branches, Chemistry, 
 Geology, Mineralogy, Geometry, Surveying, Rhetoric, Intel- 
 lectual Philosophy, Logic and Astronomy. The text-books 
 recommended are: Webster's Academic Dictionary, Clark & 
 Moffat's History of England (to be used as a reading book), 
 Davies' Intellectual Arithmetic, Davies' University Arith- 
 metic, Quackenboss' Advanced Composition and Rhetoric, 
 Zacho's New American Speaker, S. W. Clark's English Gram- 
 mar, Willard's Universal History in Perspective, Davies' Ele- 
 mentary Algebra (completed), and Davies' Bourdons' Chem- 
 istry, Hitchcock's Geology, Davies' Legendre's Geometry, Da- 
 vies' Surveying, Newman's Rhetoric, Rev. Asa Mahan's In- 
 tellectual Philosophy, Wliately's Logic and Maclntyre's As- 
 tronomy. ' ' 
 
 That this astounding course of study and long list of text- 
 books was taken with a considerable degree of seriousness and 
 that some effort was made to put them into the schools is evi- 
 denced by State Superintendent W. B. Starke's Circular to 
 "School Commissioners, Trustees, Teachers, Parents and all 
 others interested," issued October 1st, 1858. In this circular 
 he seems to take for granted the subjects of the course of study, 
 but recommends a different list of books to be used in the 
 "Common Schools" of the State, as follows:
 
 ELEMENTARY SCHOOLS. 15 
 
 ALPHABET, SPELLING, READING, ETC. 
 
 McGuffet's. 
 
 Primary School Charts. 6 Nos. New 4th Electic Reader. 
 
 Eclectic Spelling Book. New 5th Eclectic Reader. 
 
 New 1st Eclectic Reader. New 6th Eclectic Reader. 
 
 New 2iid Eclectic Reader. New High School Reader. 
 
 New 3rd Eclectic Reader. New Eclectic Speaker. 
 
 Northend's Speakers; Webster's Definer; Webster's Dictionaries; Northend's 
 Dictation Exercises. Tracy's Historical Reader. 
 
 English Gbammab. 
 
 Pinneo's Primary, for Common Schools. Pinneo's Analytical, for Academies. 
 Pinneo's English Teacher, The Analysis of English Sentences. 
 
 Arithmetic. 
 
 Ray's 1st Book, Primary. Ray's Higher, for Advanced Students in 
 
 Ray's 2nd Book, Intellectual. Arithmetic. 
 
 Ray's 3rd Book, Practical. Kerl's Intellectual. 
 
 Algebra. 
 
 Ray's 1st Book, Elementary. Ray's 2nd Book, Higher. 
 
 Davies' Algebras. 
 
 Geography, History, Philosophy, etc. Monteith's and McNally's Geographies; 
 Willard's Histories; Parker's Philosophy; Porter's Chemistry; Smith's Astronomy; 
 Tracy's School Manual and Juvenile Harp. 
 
 These early efforts at uniformity of course of study and 
 text-books did not bear very much fruit, because the schools 
 were never organized in such a way as to carry out the pro- 
 visions of the circular. Then the Civil War came on very soon 
 and brought chaos to all school conditions ; However, Superin- 
 tendent Parker, during his administration, offered some sug- 
 gestions for uniformity, but the revision of 1874 put such mat- 
 ters wholly in the hands of the local school authorities. Some 
 agitation was continued during the labors of Shannon, Cole- 
 man and "Wolfe, during whose administrations the "Com- 
 mittee of Six" prepared a course of study for the Common 
 schools, but very insignificant results came from their efforts. 
 During Superintendent Carrington's administration a very 
 complete course of study was published. The fact that State-
 
 16 HISTORY OF EDUCATION. 
 
 wide uniformity of text-books had been adopted during Super- 
 intendent Wolfe's administration somewhat simplified the 
 matter of getting a State course of study, consequently the 
 course prepared by ]\Ir. Carrington and others, having been 
 revised, was taken up and used by many of the elementary 
 schools; meanwhile, it remained for County supervision, in 
 1909, during Superintendent Gass' administration, to secure 
 the actual adoption of this course of study. 
 
 8. Number of Districts, Enrollment, etc. — By 1853 about 
 twenty-five hundred school districts had been formed, and 
 there were enumerated nearly three hundred thousand chil- 
 dren of school age. One striking thing, however, to be noted, 
 is that not more than one hundred twenty-five thousand chil- 
 dren were in attendance, including all grades of school work, 
 in the public schools of the State. One interesting fact to note 
 at this time is that there were four times as many men teach- 
 ers as women. 
 
 9. Defects of the System. — The serious defect of the sys- 
 tem inaugurated by the laws of 1853, and, for that matter, the 
 laws of 1839 as well, was the lack of legal authority for a 
 direct tax on property for school purposes. The only way to. 
 raise money by direct taxation was to have the proposition 
 voted on by the County, and even then a two-thirds vote must 
 be cast in favor of the proposed tax before it could be levied. 
 This defect was really fatal to the system, for it was impos- 
 sible to carry out the scheme as proposed without revenue 
 other than that which came from the interest on the school 
 funds of the State. 
 
 ^VI. THE CIVIL WAR PERIOD.— The next period 
 embraces the Civil War and is a dark one for the infant sys-
 
 ELEMENTARY SCHOOLS. 17 
 
 tern of public schools. The apportioning of public money was 
 suspended for practically the entire period, and nearly all of 
 the public schools were closed in 1861. The school money was 
 diverted from its proper use and in some instances lost, school 
 buildings were destroyed or seriously damaged. The office of 
 State Superintendent was once more suspended and the be- 
 ginnings of a school system completely disorganized. In some 
 localities thrifty farmers maintained schools for three or four 
 months in the year by forming a sort of a community and ap- 
 portioning the expenses among themselves. In a few towns 
 an effort was made to keep up the schools, but in a general way 
 they were failures, so that private schools had to be established 
 on a tuition or subscriber basis. 
 
 / VII. THE CONSTITUTION OF 1865.— In 1865 Mis- 
 souri adopted a new Constitution and under it enacted some 
 very important School Laws, which were never carried out 
 and were really destined to a short life. 
 
 (A) State Superintendent's Office Re-established. — 
 
 These new laws re-established the office of State Superintend- 
 ent, and J. H. Eobinson was elected for the position ; however, 
 he refused to qualify on account of the Test Oath, and T. A. 
 Parker was appointed to the office. 
 
 (B) The Parker Laws. — Under Superintendent Par- 
 ker 's administration the General Assembly passed a set of laws 
 usually known as the ' ' Parker Laws, ' ' which embraced a very 
 elaborate scheme for a school system, very much like some of 
 the most advanced organizations of the most ideal systems of 
 the present. Superintendent Parker, in his Annual Report 
 for 1867, says the prominent features of the system are : 
 
 1. "It commands, as a solemn duty, the maintenance of 
 
 H— 2
 
 18 HISTORY OF EDUCATION. 
 
 free schools in every inhabited portion of the State, and en- 
 forces this command with appropriate sanction." 
 
 (a) Township Organization. — The law provided that the 
 people of any Congressional Township might, by a majority 
 vote, organize themselves into a school district with full cor- 
 porate powers. The affairs of the District were to be managed 
 by a Board of three Trustees, elected by the people, whose 
 duty it was to provide as many primary schools in the district 
 as was necessary to accommodate the children. In addition 
 to this, they might establish a central high school for the town- 
 ship in which the more advanced subjects should be taught. 
 The teacher for the central high school was required to have 
 a higher certificate than the ordinary teacher for the primary 
 schools. 
 
 2. "It equalizes the burden of its admirable system by 
 a rate of taxation upon all persons and property." 
 
 3. "It makes provision for the careful supervision of the 
 schools; dictating the course of instruction to be used; defin- 
 ing the requisite qualifications of teachers, and following 
 them with rigid scrutiny." 
 
 (a) County Superintendent. — The law provided for a 
 County Superintendent, who had full supervisory powers over 
 all these districts. He must be of good moral character and 
 be a competent teacher. He looked after the County school 
 funds and was required to make certain reports to the State 
 Superintendent. He must hold two Institutes each year in 
 his County and aid in securing uniform text-books for the 
 county. 
 
 (h) Certification of Teachers. — Before any person was 
 allowed to teach he must take the oath to support the Consti- 
 tution, and, in addition thereto, be examined in Orthography,
 
 ELEMENTARY SCHOOLS. 19 
 
 Reading in English, Penmanship, Arithmetic, English Gram- 
 mar, Modern Geography, and History of the United States. 
 If he was to teach in the central high school, he must take an 
 examination in the Higher Mathematics and Natural Sciences. 
 The primary certificate had a time limit from six months to 
 one year, while the higher class certificate was valid for a 
 period of two years. Both of these certificates were valid only 
 in the County where they were issued. 
 
 4. "It authorizes, by special act, the establishment of 
 graded schools of a high order in cities, towns, villages and 
 country districts." 
 
 5. "It requires public schools of all grades to be abso- 
 lutely instituted for the free education of the colored children 
 of the State." 
 
 (C) Failure of the System. — Under these laws some 
 Counties built up excellent schools, but many did practically 
 nothing. The system was too theoretical and centralized to 
 receive the support of the people. The State was just recov- 
 ering from the dreadful cliaos of the Civil War, and sentiment 
 had to be molded all over for a public school system; the 
 strife, resulting from the war, made a unified sentiment for 
 schools or anything else well nigh impossible. The entire 
 system was so thoroughly discredited that it had to be com- 
 pletely revised in 1874. Superintendent Parker was suc- 
 ceeded by Ira DivoU of St. Louis, who soon resigned and was 
 succeeded by John Monteith, who served until 1875. 
 
 (D) The Revision of 1874.— Near the close of Mon- 
 teith 's administration in 1874 a very radical revision of the 
 Parker Laws was made by the General Assembly. The pro- 
 visions of these laws practically formed the basis of the pres-
 
 20 HISTORY OF EDUCATION. 
 
 ent system. The following are the important provisions of 
 the new Laws : 
 
 1. Formation of New Districts. — All sub-districts under 
 the old law were incorporated into new and independent dis- 
 tricts. They were for the first time given a system of numbers 
 
 to be knoA\Ta as District No. , Township , Range , 
 
 in County of . This is the system in use at present 
 
 except that the General Assembly of 1909 provided that the 
 Districts should be numbered 1, 2, 3, etc., to include all of the 
 Districts in the County. This was done to avoid duplicate 
 numbers and to simplify County bookkeeping. 
 
 2. Board of Directors. — Each district was to be man- 
 aged by a Board of Directors, three in number, elected at 
 the annual meeting, to serve for a term of three years. This 
 provision did away with the scheme of township organization, 
 for the Board of Directors made all reports directly to the 
 County Officers. 
 
 (a) Origin of Board of Directors. — A local Board of Di- 
 rectors was first proposed in the laws of 1835, and such a 
 Board was in control of the sub-districts under the laws of 
 1839. Their powers were somewhat elaborated in 1853, but 
 the Parker Laws of 1867 again minimized their powers. As 
 noted above the revision of 1874 made them the peoples' or- 
 ganization for the control of each local school, and now they 
 have the following powers and duties : 
 
 (a-1) Power to elect their own officers. President, Vice- 
 President and Clerk, They must meet and elect the President 
 within four days after the annual meeting, and the Clerk 
 must be elected on or before the fifteenth of July of each year. 
 No member of the Board may receive any compensation for 
 the performance of his duties as a Director.
 
 ELEMENTARY SCHOOLS. 21 
 
 (a-2) They have power to fill vacancies till the next 
 annual meeting. 
 
 (a-3) They are intrusted with the care of all the school 
 property. 
 
 (a-4) They have full power to make all needful rules 
 and regulations for the organization, grading and government 
 in their school district. 
 
 (a-5) They have power to suspend or expel a pupil for 
 conduct tending to the demoralization of the school, after no- 
 tice and a hearing upon the charges preferred. 
 
 (a-6) They have power to admit non-resident pupils 
 and prescribe the tuition fee for the same. 
 
 (a-7) They have power to make contracts with legally 
 qualified teachers, after they have been duly elected by the 
 Board. 
 
 (a-8) It is their duty to visit the schools under their 
 care. 
 
 (a-9) They must take or cause to be taken the enumera- 
 tion of all persons over six and under twenty years of age, 
 resident in their district, designating male and female, white 
 and colored, and the age of each, together with the full name 
 of the parent or guardian of each child enumerated. They 
 must also enumerate all blind and deaf and dumb persons of 
 school age within the district, in the same manner as the 
 other children. These lists must be taken between the thir- 
 tieth day of April and the fifteenth day of May in eadi year 
 and forwarded to the County Clerk. 
 
 (a-10) They are also required on or before the fifteenth 
 day of May in each year, to send to the County Clerk a care- 
 ful estimate of the funds necessary to sustain the schools of 
 their district as required by law, or if a longer term was voted
 
 22 HISTORY OF EDUCATION. 
 
 at the annual meeting the amount necessary to maintain that 
 term. In case a site has been bought or buildings are to be 
 erected or indebtedness of any kind must be paid or the inter- 
 est on the same, the estimate with the rate required to raise 
 each amount shall be included in the estimate. 
 
 3. Annual Meeting. — Each school district is required to 
 hold an annual meeting on the first Tuesday in April of each 
 year. Said meeting to begin at two o'clock p. m. unless some 
 other time of the day had been designated at the last annual 
 meeting. This meeting has power to (a) Elect Directors ; (h) 
 Determine the length of school term in excess of four months ; 
 (c) Levy not to exceed one per cent, of all taxable property 
 for school purposes; (d) To devote not to exceed twenty dol- 
 lars for library purposes, and a few other privileges pertain- 
 ing to buildings, selection of school sites, determining of 
 school boundaries, etc. These powers have been expanded till 
 under the Revised Laws of 1909 we have the following powers 
 given the annual meeting. 
 
 (a) To organize by the election of a chairman and secre- 
 tary, who shall keep an accurate record of the proceedings 
 of the meeting, which, when duly approved and attested by 
 the signatures of the Chairman, the Clerk shall enter upon 
 the record of the District. 
 
 (1)) To choose, by ballot, one Director, who shall hold his 
 office for the term of three years and until his successor is 
 elected and qualified. 
 
 (c) To fill vacancies, if any, caused by death, resignation, 
 refusal to serve, repeated neglect of duty or removal from the 
 district; and the persons thus elected shall hold their office 
 for the unexpired term and until their successors are elected 
 and qualified.
 
 ELEMENTARY SCHOOLS. 23 
 
 (d) To determine, by ballot, the length of school term 
 in excess of eight months that the public schools of the dis- 
 trict shall be maintained for the next scholastic year ; also, to 
 determine the rate, if any, in excess of forty cents on the 
 one hundred dollars ' assessed valuation to be levied for school 
 purposes, under the limits of the Constitutional provisions. 
 
 (e) To determine, by majority vote, whether or not the 
 school house of the district may be used during the ensuing 
 year for religious, literary or other purposes, or for the meet- 
 ing of farmer or labor organizations, secret or otherwise. 
 
 (f) To decide in favor of, or against any proposed 
 change of boundaries, notice of such changes having been 
 given in each and every district affected thereby in the man- 
 ner provided by law. 
 
 (g) To direct the sale of any property belonging to the 
 district but no longer required for the use thereof, to deter- 
 mine the disposition of the same and the application of the 
 proceeds. 
 
 (h) To designate their choice, by ballot, for a person to 
 fill the office of County Superintendent of Public Schools. 
 
 (i) To determine, by ballot, the rate to be levied upon 
 one hundred dollars' assessed valuation necessary to purchase 
 a site, erect a school house thereon and furnish the same, as 
 provided for under constitutional limitations. 
 
 (j) To determine, in districts newly formed, or wherein 
 no school house site has yet been selected, the location thereof, 
 notice having been given in the manner provided by law. 
 
 (k) To change the location of a school house site when the 
 same for any cause is deemed necessary; provided, that in 
 every case a majority vote of the voters who are resident tax 
 payers of said district shall be necessary to remove a site
 
 24 . HISTORY OF EDUCATION. 
 
 nearer to the center of said district ; but in all cases to remove 
 a site farther from the center of said district, it shall require 
 two-thirds of the legal voters who are resident tax payers 
 of such school district voting at such election. 
 
 4. Office of County School Commissioner Re-established. — 
 In 1853 the office of County School Commissioner was created 
 and re-established in 1872. The revision of 1874 gave to that 
 officer power to examine and certificate teachers, and power 
 to perform certain clerical duties, but without any direct su- 
 pervisory power. He was allowed a fee of one dollar and 
 fifty cents for issuing a certificate. Certificates were of two 
 classes, valid only in the County where they were issued. The 
 second class required a knowledge of all branches required 
 for the lowest grade under the old Parker Law of 1867 and the 
 additional subject of Civil Government, and was valid for one 
 year. The first grade embraced all subjects required for the 
 old second grade, the natural sciences and physiology, and was 
 valid for a period of two years from date of issue. In general 
 the duties of the County Commissioner remained practically 
 the same till the Institute Laws were enacted in 1891, and then 
 but few changes were made until the County Super^dsion Law 
 was passed in 1909. These changes will be discussed in their 
 appropriate places later on. 
 
 5. School Board Convention. — One remarkable pro- 
 vision of this law was that requiring a meeting of the Presi- 
 dents of all School Boards, rural village or town, at the Coun- 
 ty Seat on the first Tuesday in January, 1885, and every 
 five years thereafter, for the purpose of agreeing upon and 
 adopting uniform text books throughout the county. The 
 County Commissioner was also a member of this Convention. 
 During Superintendent Coleman's administration, ' in 1885,
 
 ELEMENTARY SCHOOLS. 25 
 
 this Law was repealed, leaving all school districts free to se- 
 lect text books for themselves. 
 
 6. Meaning of the Revision. — ^When we examine the 
 changes made by this revision it will be seen that this is prac- 
 tically a complete democratization of the schools in that the 
 people are given almost complete control over them. They se- 
 lect the directors, determine the length of the school, levy the 
 taxes, vote levies for school houses and sites and elect the 
 County Commissioner. This, of course, was a re-action against 
 the centralized scheme of the Parker Laws ; but, nevertheless, 
 we have spent much time and labor in trying to return to a 
 more central control, and even yet there is much to be done in 
 this matter. 
 
 7. Normal Schools Established. — It was during Super- 
 intendent Monteith's administration that three of Missouri's 
 Normal Schools were established, namely: Kirksville, War- 
 rensburg and Cape Girardeau. 
 
 VIII. SUPERINTENDENT MONTEITH'S CHAR- 
 ACTERIZATION OF SCHOOL PROGRESS.— In reviewing 
 the progress of the public school cause, Superintendent Mon- 
 teith says that public school sentiment has gone through at 
 least three historical phases, namely : (a) ' ' The Period of Un- 
 qualified Opposition," (b) "The Period of Aristocratic Tol- 
 erance," and (c) "The Period of Qualified Acceptance." It 
 seems fair to say that when he laid down the burdens of Su- 
 pervision in 1874, the public schools of the State were in the 
 last period he mentioned, and possibly they did not get out 
 of that situation before the end of Dr. Shannon's administra- 
 tion. It may be said, however, that so far as the elementary 
 school is concerned at present that it is in the period of "Un- 
 qualified Acceptance," but so much could not be said for the
 
 26 HISTORY OF EDUCATION. 
 
 High Schools, Normal Schools and even the University, as it is 
 doubtful if they are much farther along than the third pe- 
 riod mentioned by Mr. Monteith. 
 
 IX. THE CONSTITUTION OF 1875.— The next year 
 after the revision above discussed, a new Constitution was 
 adopted by the State, and Article XI of that instrument deals 
 with Education. The more important provisions of which 
 are as follows: 
 
 (A) Necessity for Education. — ' ' Section 1. A general 
 diffusion of knowledge and intelligence being essential to the 
 preservation of the rights and liberties of the people, the Gen- 
 eral Assembly shall establish and maintain free public schools 
 for the gratuitous instruction of all persons in this State be- 
 tween the ages of six and twenty years." 
 
 (B) Distribution of Funds. — "Section 2. The income 
 of all the funds provided by the State for the support of free 
 public schools shall be paid annually to the several County 
 Treasurers, to be distributed according to law; but no school 
 district in which a free public school has not been maintained 
 at least three months during the year for which the distribu- 
 tion is made shall be entitled to receive any portion of such 
 funds." 
 
 1. The Laws of 1909 provide that a district to receive 
 any of the public funds shall maintain a school for at least 
 eight months, providing that a levy of forty cents on the one 
 hundred dollars is sufficient to meet the necessary expenses for 
 such a term. 
 
 (C) Separate Schools for Colored Children. — ''Section 
 3. Separate free public schools shall be established for the 
 education of children of African descent."
 
 ELEMENTARY SCHOOLS. 27 
 
 (D) Supervision of Schools. — "Section 4. The super- 
 vision of instruction in the public schools shall be vested in a 
 'Board of Education,' whose powers and duties shall be pre- 
 scribed by law. The Superintendent of Public Schools shall 
 be President of the Board; the Governor, Secretary of State 
 and Attorney-General shall be ex-officio members, and, with 
 the Superintendent, compose said Board of Education." 
 
 (E) Funds May Not Be Used for Sectarian Purposes. — 
 "Section 11. Neither the General Assembly nor any county, 
 city, town, township, school district or other municipal cor- 
 poration shall ever make an appropriation or pay from any 
 public fund whatever, anything in aid of any religious creed, 
 Church or Sectarian purpose, or to help to support or sustain 
 any private or public school, academy, seminary, college, uni- 
 versity or other institution of learning, controlled by any reli- 
 gious creed, Church or Sectarian denomination, whatever; 
 nor shall any grant or donation of personal property or real 
 estate ever be made by the State, or any county, city, town, or 
 other municipal corporation, for any religious creed, Church 
 or Sectarian purpose whatever." 
 
 (F) Shannon's Administration. — In January, 1875, Dr. 
 Shannon became State Superintendent. He said, after look- 
 ing over the schools of the State, that it was only by "courtesy 
 called a system. ' ' We can readily understand how this could 
 be true when we recall the revision of 1874 whidi needed 
 much interpretation and clarification to be understood and 
 workable. Then very soon during his term of office the new 
 Constitution was adopted, and this caused another period of 
 adjustment and effort to make the people understand the laws 
 so that they could be administered with efficiency and ease.
 
 28 HISTORY OF EDUCATION. 
 
 Among the more important things accomplished by Dr. Shan- 
 non may be mentioned the following: 
 
 1. A clarification of the School Law so that the people 
 could understand it and by this means secure a better admin- 
 istration of school affairs through the school officers. 
 
 2. Much was done to set out clearly the values of public 
 schools, elementary, high schools and normal schools. As a 
 result of this discussion all schools were very much more ap- 
 preciated and better supported. Dr. Shannon spent much 
 time in visiting County Institutes. These Institutes were 
 wholly voluntary associations on the part of the teachers, but 
 he reported that by the close of his administration that more 
 than fifty counties were holding annual institutes varying in 
 length from two to four weeks. The voluntary institutes were 
 continued till Superintendent Wolfe's administration in 1891, 
 when they were made compulsory. 
 
 3. Another thing accomplished was that the teachers ac- 
 quired a higher appreciation of professional training whidh 
 came through the attendance of institute, teachers' associa- 
 tions and normal schools. , 
 
 4. Dr. Shannon did much to clear up the school fund 
 problems, which were in a rather chaotic state when he en- 
 tered the office. 
 
 5. In 1878 the number of school districts had grown to 
 be about ten thousand, but of this number not more than one 
 hundred were doing work above the ordinary elementary 
 school subjects. Possibly there were not a hundred towns 
 and villages organized on a graded school basis. 
 
 (G) Coleman's Administration. — In January, 1882, W. 
 E. Coleman entered upon the duties of the office of State 
 Superintendent, and among the more important things accom-
 
 ELEMENTARY SCHOOLS. 29 
 
 plished during his administration may be mentioned the fol- 
 lowing : 
 
 1. The first convention of County School Commissioners 
 was held in Jefferson City in December, 1885. This was a 
 voluntary meeting, and it is reported that thirty-five Com- 
 missioners attended. Some of the important topics discussed 
 were "The Organization of Summer Normals," "The County 
 Institute" and "The Reading Circle." 
 
 2. In 1887 the Normal Diploma was made a life certifi- 
 cate to teach in all the schools of the State, and the elemen- 
 tary certificate was made a license to teach in the State for 
 four years; however, in 1889 the term for this certificate 
 was reduced to two years. 
 
 3. In 1887 Superintendent Coleman established Arbor 
 Day. He asked all teachers and pupils in the State to observe 
 the day by a suitable literary program, and by planting and 
 caring for shade and ornamental trees on the school grounds. 
 
 4. The minimum school term was increased from four 
 to six months, providing that a levy of forty cents on the one 
 hundred dollars and the public moneys were sufficient to 
 maintain that length of term. 
 
 5. An effort was made to define more clearly relations 
 which should exist between High Schools and the University. 
 This was done through a Committee of the State Teachers' 
 Association, but Superintendent Coleman rendered valuable 
 assistance by giving advice to the Committee. 
 
 6. The school year was changed from April 1st to be- 
 gin July 1st. 
 
 7. The Reading Circle was organized and a Board 
 elected to manage its affairs. 
 
 8. The law requiring County adoption of text books was
 
 30 HISTORY OF EDUCATION. 
 
 repealed after having been in force for ten years. The whole 
 matter of the selection of text books was now left to the School 
 Boards of the various districts. 
 
 (H) Wolfe's Administration. — Superintendent Cole- 
 man was succeeded by L. E. Wolfe, who entered upon the 
 duties of the office in January, 1890. During his administra- 
 tion the more important things done were as follows : 
 
 1. A law was passed providing for State wide uniform- 
 ity of text books. These books were selected by a Commission 
 and were used exclusively for a period of five years. 
 
 2. A compulsory Institute Law was passed which re- 
 quired an Institute to be held in each County from two to 
 fours weeks, and every teacher must attend in order to secure 
 a certificate to teach. 
 
 3. The above law defined three grades of certificates, 
 which were issued by the conductor and instructors of the 
 Institute. 
 
 4. A State Training School was established to license 
 the conductor and instructors of the Institute; however, this 
 law was repealed in 1893, after being in force only two years. 
 
 5. Superintendent Wolfe advocated most earnestly 
 throughout his administration a complete system of Institutes, 
 County, District and State; however, he never succeeded in 
 getting his scheme adopted by the Legislature. 
 
 (I) Kirk's Administration. — In January, 1894, John R. 
 Kirk became State Superintendent, and during his adminis- 
 tration the following important measures were advocated by 
 him: 
 
 1. Better School houses and better physical conditions 
 for children to do their work in.
 
 ELEMENTARY SCHOOLS. 31 
 
 2. He favored Nature Study and Agriculture as sub- 
 jects for the elementary schools. 
 
 3. He advocated making the County Institute strictly a 
 professional school rather than a mere preparation in subject 
 matter to pass the County examination. 
 
 4. He advocated the consolidation of rural school dis- 
 tricts and a central or township High School, in order that 
 secondary school privileges might be offered to all the chil- 
 dren. 
 
 5. During his administration the "Committee of Nine," 
 which defined the College and Secondary school, made its re- 
 port. The details of this report are found in the cliapter on 
 the "College Union." 
 
 6. Superintendent Kirk strongly advocated the values 
 of Manual Training as an elementary school subject and 
 tried very earnestly to have it put into the curriculum. 
 
 7. The administration of Superintendent Kirk, like that 
 of Superintendent Wolfe, was pre-eminently one in which an 
 agitation was carried on for better things for Missouri 
 Schools. Much was accomplished in the matter of creating a 
 healthy public sentiment which bore fruit in the years after 
 they were out of the office. 
 
 (J) Carrington's Administration. — In January, 1899, 
 W. T. Carrington became State Superintendent. The follow- 
 ing are the important things accomplished during his admin- 
 istration : 
 
 1. A State Library Law was passed requiring the 
 School Boards of eadi District to set aside a sum of money 
 to be spent for library purposes. The sum must be not less 
 than five cents per pupil and not more than twenty cents per 
 pupil. This law, with the additional privilege of voting a
 
 32 HISTORY OF EDUCATION. 
 
 sum for library purposes at annual meetings, has done much 
 to increase the library facilities for the schools. Indeed, it is 
 a rare thing now for an elmentary school even in the rural 
 districts not to have at least the beginnings of a library, and 
 many of them have very excellent ones. 
 
 2. A law was passed authorizing three or more districts 
 to consolidate so as to have a central High School. A few 
 such districts have been formed, but as there is no provision 
 for the transportation of pupils not much has been accom- 
 plished by the law. 
 
 3. The old Institute Law was repealed and a County 
 Board of Education established with certain supervisory pow- 
 ers, the power to conduct examinations and to issue certifi- 
 cates. The examinations were to be held on the fourth Satur- 
 day and the Friday next preceding in March, June and Au- 
 gust of each year. The questions for these examinations are 
 sent out under seal by the State Superintendent to the 
 County Commissioner. 
 
 4. Instead of the old Institute a County Teachers' Asso- 
 ciation was established to be held in September, October or 
 November of each year. The session was to continue for three 
 days, and the teachers who attended the sessions regularly 
 were allowed their regular salary while attending. 
 
 5. The requirements for County Certificates were in- 
 creased so as to add two High School subjects to the second 
 grade certificate, namely: Literature and Elementary Alge- 
 bra, and for a first grade certificate one branch of Advanced 
 History and one of the Natural Sciences were added. 
 
 6. A State course of study for rural schools was pub- 
 lished and distributed. It gave elaborate details on all the 
 ordinary common school subjects and much additional mate-
 
 ELEMENTARY SCHOOLS. 33 
 
 rial for literature and nature study. Tlie State Superintend- 
 ent sent out questions quarterly to teachers based on this 
 course of study, and those pupils who Unished the course of 
 study and took the final examinations prescribed, received a 
 certificate of graduation signed by the State Superintendent 
 and the County School Commissioner or County Superintend- 
 ent. This certificate now entitles the holder to entrance in 
 any High School in the State without examination. Most of 
 the Counties now have a regular graduation exercise some- 
 where in the County for these graduates of the rural schools. 
 
 7. In 1905 a compulsory attendance law was enacted re- 
 quiring all children between the ages of eight and fourteen 
 years to attend school not less than three-fourths of the 
 school term unless their services were necessary for the sup- 
 port of the family, or they were of unsound mind or lived two 
 and one-half miles from the school house. It further pro- 
 vided that no child between these ages should be employed 
 at labor during schools hours except those lawfully excused 
 for one of the above mentioned exceptions. 
 
 8. In 1903 a law was passed giving the State Superin- 
 tendent power to inspect and classify the High Schools of the 
 State ; however, for lack of funds the work was not done com- 
 pletely until Superintendent Gass' Administration. 
 
 9. The Springfield and Maryville Normals were estab- 
 lished. 
 
 10. Superintendent Carrington also advocated better 
 school houses, better rural schools and a thorough articulation 
 among the various schools of the school sj^stem. He was a 
 very earnest advocate of Agriculture as a subject for the ele- 
 mentary school curriculum, and in a large measure brought
 
 34 HISTORY OF EDUCATION. 
 
 about the sentiment which added that requirement as one of 
 the subjects for teachers' certificates. 
 
 (K) Gass' Administration. — In January, 1907, Howard 
 A. Gass entered upon the duties of State Superintendent. The 
 following are the more important achievements of his adminis- 
 tration : 
 
 1. During the latter part of Mr. Carrington's adminis- 
 tration the General Assembly repealed the law which provided 
 for State uniformity of text books in such a way as to leave 
 the whole text book problem unsettled, consequently the Gen- 
 eral Assembly in 1907 passed a law creating a "County Text 
 Book Commission," whose duty it is to select text books for 
 the use in all the districts of the county except cities and 
 towns liaving first-class High Schools. This Board is com- 
 posed of the County Superintendent, one teacher appointed 
 by the State Board of Education and another appointed by 
 the County Court of each County. By this law State uni- 
 formity of text books was completely abandoned and the 
 County made the unit as above indicated. 
 
 2. The Revised Statutes of 1909 amended the law con- 
 cerning the consolidation of school districts so, that three or 
 more weak districts might avail themselves of the privilege of 
 consolidation. This was a revision of the law of 1899 and 
 merely cleared up some of the details of that law, so as to 
 make the plan of consolidation better understood. 
 
 3. The minimum school term was extended to eight 
 months, provided a levy of forty cents on the one hundred dol- 
 lars and the State School moneys are sufficient to maintain the 
 term for that length of time. The same law also provides for 
 State aid to certain weak districts which are not able to
 
 ELEMENTARY SCHOOLS. 35 
 
 maintain the eight months' term. The conditions are as fol- 
 lows: 
 
 (a) "The district must have an area of not less than 
 nine square miles of territory." 
 
 (b) "The assessed valuation of the district must be 
 forty thousand dollars or less." 
 
 (c) "That it has not less than twenty-five pupils of 
 school age enumerated." 
 
 (d) "That it has made a levy of sixty-five cents on the 
 one hundred dollars valuation for school purposes, not more 
 than twenty-five per cent, of said levy to be used for inci- 
 dental purposes." 
 
 (e) ' ' The teachers must be paid not less than forty dol- 
 lars per month." 
 
 In order to secure such aid the Directors of the District 
 must make a formal application for the aid to the County 
 Clerk on or before June 15th, and the County Clerk must 
 compile a list of all the districts asking for such aid and send 
 them to the State Superintendent before June 30th. The 
 State Superintendent then deducts the total amount asked 
 for from all the counties of the State before the general State 
 apportionment is made, and the various amounts asked for as 
 specific aid are sent back to the County Treasurers at the 
 same time as the general funds for the ordinary apportion- 
 ment. (In 1910 one hundred weak districts were aided in this 
 way, using thirteen thousand dollars.) 
 
 4. The General Assembly of 1909 passed a law provid- 
 ing for State wide County supervision. This was the most 
 important piece of legislation enacted during the last quarter 
 of a century. It will be remembered that County Supervision 
 was abolished in 1872, and a law was passed providing that
 
 36 HISTORY OF EDUCATION. 
 
 any County of the State might adopt County supervision at 
 any annual school election by a majority vote of the electors 
 voting at that meeting. Under this act twenty-four Counties 
 had adopted supervision, but this was a very slow process, 
 and after continual effort and agitation by State Superin- 
 tendents, the State Teachers' Association and all the leading 
 educators of the State, for thirty-sev^n years, we now have 
 an efficient supervision law. 
 
 5. Another important thing accomplished by Superin- 
 tendent Gass is his undertaking the problem of rural school 
 inspection. There is now sent out an Inspector from the 
 office clothed with power to inspect and approve rural schools. 
 This officer gives advice to the various school officers and at 
 the same time enables the County Superintendent to set a 
 standard of efficiency for the schools under his diarge. 
 
 According to Superintendent Gass' report of 1909, a 
 school must meet the following conditions before it can be 
 approved : 
 
 (a) It must have an eight months' termj (h) The teacher 
 must hold a second grade or higher grade certificate ; (c) The 
 library must have twenty or more well chosen books ; (d) The 
 State or county course of study must be followed; (e) Agri- 
 culture must be taught in the higher grades ; (f) The instruc- 
 tion and discipline must be satisfactory ; (g) The organization 
 and classification must be satisfactory; (li) The school build- 
 ing and grounds must be in good condition. 
 
 "When a school meets the above conditions it must be in- 
 spected and may be approved on condition it can score 80 out 
 of 100 points distributed according to the following scheme:
 
 ELEMENTARY SCHOOLS. 
 
 37 
 
 FORM OF REPORT. DISTRICT NO COUNTY, MO. 
 
 Scale of Points. 
 
 Possible 
 Score. 
 
 Points 
 allowed. 
 
 CONDITION OF SCHOOL BUILDING— 20 points. 
 
 Outside, well painted, well preserved 
 
 Inside, walls plastered, painted or papered and clean 
 
 Light, windows arranged properly and provided with shades 
 Ventilation, provisions for lowering windows at top, etc. . . . 
 
 Floor, tight, smooth and clean 
 
 Heating, by furnace or a good stove properly located and 
 jacketed 
 
 APPARATUS AND EQUIPMENT OF BUILDING— 17 points. 
 Black Board, smooth surface of slate, liquid slating or paint 
 
 ed board, easily reached by smallest pupil 
 
 Desks, well preserved and well adapted to the sizes of the 
 
 children 
 
 Teacher's desk and chair, suited to use 
 
 Bookcase, well made and provided with lock and key. . . . 
 
 Pictures, carefully chosen and arranged 
 
 Maps, of the county. State, U. S., etc., in good condition. 
 
 Globe, carefully selected and in good condition 
 
 Charts, adapted especially to beginning grades 
 
 Library, books chosen so as to meet needs of pupils (at least 
 
 dictionary) , 
 
 Broom, erasers, individual drinking cups, etc., in good con 
 
 dition 
 
 GROUNDS AND OUTBUILDINGS— 13 points. 
 
 Grounds, well shaded, drained, fenced and good size, neatly 
 
 kept 
 
 Cistern, good walls and top, with pump and conveniently 
 
 situated 
 
 Outbuildings, strongly built, properly situated, nicely 
 
 painted and well kept 
 
 COURSE OF STUDY AND ORGANIZATION— 25 points. 
 
 Course of Study, State or county followed 
 
 Gradation, uniformity 
 
 No. of recitations, not exceeding 24 
 
 Quarterly and final examination questions used 
 
 Agriculture, taught in higher grades 
 
 Attendance, regular, prompt 
 
 Tardies, few or none 
 
 System of records, well kept and accurate
 
 38 
 
 HISTORY OF EDUCATION. 
 
 FORM OF REPORT— Continued. 
 
 Scale of Points. 
 
 Possible 
 Score. 
 
 Points 
 allowed. 
 
 TEACHER, THE— 25 points. 
 
 Certificate, second grade or higher 
 
 Salary, to be $40 or more per month 
 
 Associations, county, township and state attended regularly 
 
 Instruction, careful and accurate 
 
 Discipline, kind but firm 
 
 Reading Circle, member of, for present year 
 
 Reports, to district clerk and county superintendent 
 promptly made 
 
 Total. 
 
 100 
 
 Teacher. 
 Clerk. . . 
 
 Address . 
 Address . 
 
 County Superintendent of Public Schools. 
 
 X. SCHOOL FINANCES.— Missouri's Public Schools 
 are supported by the interest on the "Common School 
 Fund," interest on "County funds," interest on "Township 
 funds," interest on "Special District fund," by direct appro- 
 priation made by the General Assembly, and by local taxation. 
 
 (A) Common School Funds, — The common school 
 funds are now held in the form of State certificates of indebt- 
 edness. These funds were derived from the sale of the seven- 
 ty-two sections of Saline lands and other lands amounting to 
 more than 1,200,000 acres. 
 
 In 1838 enough of the Saline lands had been sold to 
 amount to about $40,000.00. 
 
 1. Distribution of Surplus Revenue. — In 1836 Congress 
 passed an Act distributing the surplus funds in the National 
 Treasury to the several States according to the number of 
 representatives they had in Congress. Missouri received
 
 ELEMENTARY SCHOOLS. 39 
 
 $382,335.30 as her share of this fund, and in 1837 the General 
 Assembly set apart this sum as money to be used for the sup- 
 port of public schools and at the same time this money and 
 the money derived from the sale of the Saline land was con- 
 stituted a permanent fund to be known as "The Common 
 School Fund of Missouri." It was also provided at the same 
 time that no part of the above fund should ever be spent and 
 that it should accumulate till it had reached the sum of $500,- 
 000.00 before any interest was appropriated for the use of 
 the schools. 
 
 2. The Bank of the State of Missouri Chartered. — Great 
 difficulty was experienced in finding a satisfactory invest- 
 ment for these funds, consequently the Legislature in 1837 
 chartered the Bank of the State of Missouri with the provi- 
 sion that the School Funds should be invested in the stock 
 of this Bank. As it turned out this was a very unwise invest- 
 ment, as the dividends from the stock of the Bank were not 
 paid regularly and there was great fluctuation in the rate 
 even when dividends were paid. On the whole, the scheme 
 was never satisfactory, but this form of investment continued 
 until 1866, when the Bank stock was sold to Captain J. B. 
 Eads at $108.50 per share. 
 
 3. First Distribution of Funds. — On October 1, 1842, 
 the school funds amounted to $575,667.96, all of which were 
 invested in stock of the Bank of the State of Missouri. From 
 1838 to 1842 the funds had been materially increased by divi- 
 dends from the Bank to the amount of $123,010.43, and cer- 
 tain other sums from the sale of Saline lands, so that the fund 
 amounted to $575,667.96. At this time occurred the first dis- 
 tribution of funds from the State, which amounted to sixty 
 cents per child or $1,999.60. Thirteen Counties participated
 
 40 HISTORY OF EDUCATION. 
 
 in this distribution, namely: Benton, Boone, Clark, Cole, 
 Cooper, Greene, Lafayette, Livingston, Marion, Monroe, Ralls, 
 Saline and Shelby. 
 
 4. Groivth of Funds. — In April, 1857, the Saline fund 
 had accumulated $17,000.00 and this sum was invested in 
 twenty Pacific Railroad bonds of $1,000.00 each, though the 
 bonds only cost $17,000.00. In 1859, $86,300.00 were in- 
 vested in Bank stock, an appropriation being made by the 
 General Assembly to pay for the same. Summing up the sit- 
 uation in 1860 there was invested $678,967.96 in stock of the 
 Bank to the credit of the School Fund. 
 
 5. Sale of the State Tobacco Warehouse. — The State 
 owned a big tobacco warehouse in St. Louis. In 1865 the 
 Legislature directed the Governor to appoint a Commissioner 
 to sell the warehouse. The purchaser was to be required to 
 pay one-third of the money at the time of the contract and 
 the remaining two-thirds were to be made in equal payments 
 in one and two years, for which the purchaser must give 
 notes bearing interest at six per cent, until paid. Messrs. 
 Jameson and Cotting bought the warehouse for the sura of 
 $132,000.00 and immediately paid into the Treasury of the 
 State one-third of that sum, or $44,000.00, according to the 
 terms of the contract mentioned above. The net proceeds of 
 this transaction were placed to the credit of the school funds. 
 
 6. Eads' Transaction. — By March, 1866, the stock in 
 the Bank amounted to $678,967.96, showing no increase since 
 1860. At this time Captain James B. Eads bought the stock 
 at $108.50 per share of $100.00 and gave in payment therefor 
 bonds and coupons of the State to the amount of $718,235.25. 
 This transaction reduced the State debt but at the same time 
 used the School Funds for doing so. By this transaction the
 
 ELEMENTARY SCHOOLS. 41 
 
 above mentioned sum was wholly unusuable for the purposes of 
 providing revenue for the support of the schools and left the 
 actual available funds for school purposes only $153,389.38. 
 
 7. Money Received from the United States Govern- 
 ment. — In 1866 the State of Missouri was re-imbursed for 
 the large sums of money she had expended in enrolling, 
 equipping and maintaining a militia force employed by the 
 United States Government in the Civil War. This sum 
 amounted to more than $7,000,000.00, and in as much as the 
 schools had received practically no support from the State 
 during that time, the General Assembly in March, 1867, ap- 
 propriated $1,500,000.00 to be used for the benefit of the 
 public schools and the State Treasurer was authorized to in- 
 vest the same in United States Six Per Cent. Bonds. In addi- 
 tion to the above amount $57,987.86 had accumulated from 
 payments on the Jameson & Cotting notes, moneys arising 
 from escheats, etc. ; the same was also invested for the benefit 
 of the Missouri School Fund. At various times from 1868 to 
 1870 the State Board of Education invested surplus school 
 funds in United States Bonds and Missouri Bonds, so that with 
 a small cash balance in the treasury of $4,886.78 at the close of 
 1870, the School Funds amounted to $1,674,986.78. 
 
 8. Certificates of Indebtedness Issued. — Nothing was 
 done in the matter of re-imbursing the School Fund for the 
 stock involved in the Eads' transaction and no interest was 
 paid on this sum until March 9, 1872. At this time the Legis- 
 lature passed an Act directing the State Auditor to issue a 
 certificate of indebtedness to the State Board of Education 
 as Trustees of the Public School Fund for the sum of $900,- 
 000.00, with interest at the rate of six per cent, payable an- 
 nually on the first day of March. Of course, it is evident that
 
 42 HISTORY OF EDUCATION. 
 
 this transaction was designed to re-imburse the Common 
 School Fund for the face value of the stock sold to Eads, 
 $661,976.96, and interest thereon at the rate of six per cent, 
 from July 1, 1866, to July 1, 1872. At various times the 
 fund was increased by small sums so that in January, 1875, 
 it amounted to $2,624,354.62, invested in United States Six 
 Per Cent. Bonds, Missouri Six Per Cent. Bonds, Certificate of 
 Indebtedness and cash. 
 
 9. Sale of United States Bonds. — In December, 1875, 
 the State Board of Education directed the sale of the United 
 States Six Per Cent. Bonds to the amount of $1,671,600.00. 
 They were sold at a premium of about fourteen and a half 
 per cent. By this transaction the School Funds were increased 
 $277,400.00. The sum of money derived from the sale of 
 these bonds was invested in Missouri Six Per Cent. Bonds to 
 the amount of $1,949,000.00. Small sums were added to this 
 amount at different times so that by January, 1881, the School 
 Fund amounted to $2,909,792.66. 
 
 10. Consolidation of the School Funds. — In March, 
 1881, the General Assembly passed an Act to consolidate the 
 permanent School Funds, consequently in July that same 
 year the Board of Fund Commissioners issued ''A consoli- 
 dated certificate of indebtedness" for $2,909,000.00, payable 
 in thirty years after date with interest at the rate of six per 
 cent, per annum, to be paid on the first day of January. 
 
 11. Notary's Fees Added to the Funds.— In 1881, the 
 General Assembly enacted a Law requiring Notary's fees in 
 cities of 100,000 inhabitants or more, to be set aside for the use 
 of the Common School Fund. Each Notary had to pay a fee 
 of $25.00. From this source during the years 1881-2 small 
 sums were derived and credited to the funds.
 
 ELEMENTARY SCHOOLS. 43 
 
 12. Other Certificates of Indehtedness. — In March, 1883, 
 five additional certificates of indebtedness were issued to the 
 credit of the School Fund amounting to $249,000.00, bearing 
 interest at the rate of five per cent, per annum. 
 
 13. Renewal of Certificates of Indebtedness. — Except for 
 a few minute details no other Acts by the Legislature were 
 passed affecting the School Funds until 1902, when a Constitu- 
 tional Amendment was submitted to the people providing for 
 the renewal of the certificates of indebtedness of the "Com- 
 mon School Funds ' ' and also an Amendment of the same kind 
 for the ' ' State Seminary Fund. ' ' This Constitutional Amend- 
 ment carried and the funds are now held in this form, the 
 amount of the permanent Common School Fund at present 
 being $3,159,000.00. 
 
 (B) Township Funds. — In 1785 an ordinance was 
 passed by Congress which defined a method for laying out 
 townships and sub-dividing them into lots of 640 acres each, 
 these lots to be numbered from 1 to 36. The ordinance closed 
 with the following directions : ' ' There shall be reserved the 
 lot number sixteen of every township for the maintenance of 
 public schools within the said township." In 1787 an ordi- 
 nance was passed which concerned itself with the organization 
 for the government of the territory of the United States North- 
 west of the Ohio River. In this ordinance we have the follow- 
 ing definite statement concerning schools: "Religion, morali- 
 ty and knowledge being necessary to good government and 
 the happiness of mankind, schools and the means of education 
 shall be forever encouraged." This ordinance also, as did the 
 one of 1785, provided that lot number sixteen should be given 
 directly for the permanent support of schools. In 1803 when 
 the United States acquired the Louisiana Territory, the pro-
 
 44 HISTORY OF EDUCATION. 
 
 visions of the ordinance of 1787 were extended to include that 
 Territory, consequently when Missouri was organized as a 
 Territory in 1812 this provision was included in the Territorial 
 organization, and again the same provisions were made in the 
 Enabling Act for the Constitution in 1820. 
 
 1. The Sale of the Sixteenth Section. — The Missouri Leg- 
 islature passed an act in 1824 providing for the appointment 
 of "Three respectable householders in every township, who 
 should be the commissioners of school lands in their respective 
 townships. Their duties and powers were limited to leasing the 
 lands, exacting guarantees for their preservation, and paying 
 over the rents to the County Treasurer." The control of the 
 school lands was vested in this Board until 1831, when the 
 Legislature provided for the sale of the lands constituting the 
 sixteenth section, and an agent was appointed by the County 
 Court to sell the lands when three-fourths of the people of the 
 township wanted them sold. Several Legislatures re-enacted 
 this provision with slight changes and it was a long time be- 
 fore all of these lands were sold. More than 1,200,000 acres 
 of land have been sold and the funds now amounting to $3,- 
 923,294.30 are credited to this fund. 
 
 (C) County Funds. — The County Funds are derived 
 from fines, forfeitures, the sales of estrays and the sale of 
 swamp lands. In 1858 the General Assembly passed an Act 
 giving to the various Counties the Swamp lands included with- 
 in them. This donation amounted to more than 4,000,000 acres 
 of land and the funds derived from all of the above mentioned 
 sources now amount to $5,595,555.85. These funds and the 
 township funds are managed by the County Courts. The rev- 
 enues arising from the various township funds being credited 
 to the several townships where they belong and the interest
 
 ELEMENTARY SCHOOLS. 45 
 
 on County funds apportioned for the whole County. These 
 funds are loaned on first class real estate by means of a first 
 mortgage for not more than half of the value of the real estate. 
 
 (D) Special Funds. — Special Funds are derived from 
 special gifts, donations, devises, etc., and belong to a single 
 district. They are managed by the district and only the in- 
 terest can be used. The special district funds of the State now 
 amount to $108,545.77. 
 
 (E) State Appropriations. — The Constitution of 1875 
 provided that not less than twenty-five per cent, of the Gen- 
 eral Revenue of the State should be set apart for the support 
 of public schools, and from the adoption of the Constitution 
 to 1887 each General Assembly appropriated regularly twenty- 
 five per cent, of the general revenue for that purpose. In 1887 
 the General Assembly provided that one-third of the General 
 Revenue should be used for the support of the public schools 
 and each succeeding General Assembly has made a like appro- 
 priation. Taking into account the amounts derived from all 
 of the above sources from 1842 to 1909 more than $35,000,- 
 000.00 have been appropriated for the support of the common 
 schools, and this sum does not include the Normals, the Univer- 
 sity or any of the special schools of the State. 
 
 (F) Local Taxation: 
 
 1. The Act of 1835. — This Act allowed a rate of three 
 and one-third cents per hundred dollars, provided the levy re- 
 ceived a two-thirds vote in the County. However, since it re- 
 quired a two-thirds majority vote, which had to be taken all 
 over the County on the proposition, practically nothing ever 
 came from the provision. 
 
 2. The Act of iS5P.— Under the Act of 1839 districta
 
 46 HISTORY OF EDUCATION. 
 
 could be taxed for building purposes to the amount of fifty 
 per cent of the general rate for State Revenue purposes. This 
 Act also allowed the making of ' ' rate bills ' ' which were issued 
 by the local Boards, but the plan was never satisfactory. 
 
 3. The Act of 1853. — One of the serious defects of the 
 laws of 1853 was that no provision whatever was made for 
 local taxation. 
 
 4. The Parker's Laws. — Under the Parker Laws provision 
 was made for local taxation, but it is not worth while to go 
 into details of the provision for the reason that the laws were 
 never enforced to any considerable extent. 
 
 5. The Constitution of 1875. — Article X which deals with 
 the subject of Taxation, makes ample provision for local tax- 
 ation as follows : ' ' For School purposes in districts composed 
 of cities, which have one hundred thousand inhabitants or 
 more, the annual rate on property shall not exceed sixty cents 
 on the hundred dollars valuation, and in other districts forty 
 cents on the hundred dollars valuation : Provided, the afore- 
 said annual rates for school purposes may be increased in dis- 
 tricts formed of cities and towns to an amount not to exceed 
 one dollar on the hundred dollars valuation, and in other dis- 
 tricts to any amount not to exceed sixty-five cents of the hun- 
 dred dollars valuation, on the condition that a majority of the 
 voters who are taxpayers, voting at an election held to decide 
 the question, vote for said increase. For the purpose of erect- 
 ing public buildings in counties, cities or school districts the 
 rates of taxation herein limited may be increased when the 
 rate of such increase and the purpose for which it is intended 
 shall have been submitted to a vote of the people, and two- 
 thirds of the qualified voters of such county, city or school 
 district voting at such election shall vote therefor. ' '
 
 ELEMENTARY SCHOOLS. 47 
 
 (G) School Hoiises. — The strviggle to secure good 
 buildings and equipments for the rural school has been a long 
 and somewhat unsatisfactory one. One of the early charac- 
 terizations of the buildings was made during the time that the 
 Hon. John W. Henry was Superintendent of Common Schools, 
 in the following language : "With regard to our district school 
 houses, they are of the old kind, ten by twelve log cabins, with 
 one door in the middle, and one oblong window extending 
 from the door casing to the corner of the house. Who has seen 
 one, has seen the counterpart of nine-tenths of the school 
 houses in the State; low, dismal, dreary things, in an open 
 space to themselves, with missiles of every description scattered 
 around them, even the view cause enough for the fever and 
 ague to the neighborhood. No human master would cabin his 
 negroes in such noisome dens, and yet, with an inexplicable 
 infatuation, affectionate parents send their children there to 
 sit and sweat a whole summer day, to acquire habits of neatness 
 and order, and a love of knowledge. The long summer days 
 that I have sat in such, upon a hard bench, with a back as 
 straight as a corset, enjoying not only the birds flitting about 
 at liberty, in which was poetry, but even the little pigs wal- 
 lowing in their filth are graven upon my memory as with sharp 
 steel; and often, in this State have I been reminded, by the 
 school houses, of those wretched days." The above picture 
 seems a rather severe one, but no doubt there are a good many 
 elements of tinith in it, for we know that it was a long time be- 
 fore the crude log school house passed away. Superintendent 
 Parker in his report for 1869 congratulates the State upon the 
 fact that comfortable school houses have now taken the place 
 of the old fashioned ones similar to those described above; 
 however, it is not conceivable that a complete change could have
 
 48 HISTORY OF EDUCATION. 
 
 taken place between the dates 1853 and 1869. In fact we 
 know very well that Superintendent Parker's view is quite 
 too "rosy" for the facts. The log school house and many 
 others equally as unsanitary and unsightly persisted for quite 
 a long time after 1869, though no doubt many good school 
 houses were constructed during the latter part of Mr. Parker's 
 administration. At the same time we need only to look over 
 the reports of subsequent Superintendents to see how much 
 effort all of them gave to secure better school buildings. Some 
 very interesting model plans are to be found in the old Mis- 
 souri Journal of Education published in 1868. All the State 
 Superintendents from Monteith to Gass, gave more or less at- 
 tention to the problem of the rural school house, and Superin- 
 tendent Kirk had prepared a model rural school house which he 
 exhibited and talked about a great deal, but even this was not 
 sufficient to do away with all the so-called "box car" school 
 houses in the State. Both Mr. Carrington and Mr. Gass 
 through the Missouri School Journal, their public addresses 
 and State reports emphasized the great need of better school 
 houses for rural schools. Even now with all this agitation 
 there are still many very poor school houses in the State, so 
 that it will be necessary for school officers to keep up the efforts 
 to secure more ideal surroundings for the children who attend 
 rural schools. At present the County Superintendent and the 
 scheme for rural school "approval" wdll no doubt do much 
 to dispose of the unsanitary rural school house.
 
 CHAPTER II. 
 
 SECONDARY SCHOOLS. 
 
 I. CLASSIFICATION.— The secondary schools of Mis- 
 souri may be classified broadly as Academies and High Schools, 
 but we need to have in mind that the Academy includes the 
 Female Seminary as well as the typical boys Academy, and 
 also the Military School as it is organized at present, 
 
 (A) Academies. — Historically considered, it seems 
 probable that the Academy is an outgrowth of the old English 
 Grammar School which was established in New England dur- 
 ing the Colonial times. It is probable also that it partook 
 somewhat of the nature of the great English Public Schools. 
 It seems quite possible also that some factors from the German 
 Gymnasia and the French Lycee entered into the making of 
 the American Academy. So far as the States of the Central 
 West are concerned, the Academy is pretty much a counterpart 
 of the New England type such as "Phillip's Exeter" and 
 * ' Phillip 's Andover ; ' ' then, too, there were some good Acade- 
 mies in the Southern States, notably Virginia and Kentucky, 
 and these no doubt serve as models for some of the Missouri 
 Academies. In general, it seems that the Academies in Mis- 
 souri might be put in two classes with reference to the State. 
 Those which receive a charter from the State Legislature and 
 those which are incorporated under the general laws for part- 
 nerships without any special charter being obtained from the 
 Legislature. 
 
 (49) 
 E— 4
 
 50 HISTORY OF EDUCATION. 
 
 1. Chartered Academies. — The first Academy chartered 
 by the State was the Ste. Genevieve Academy, which was 
 granted a charter in June, 1808, and by 1830 eight other 
 Academies were chartered as follows: Jackson, Potosi, St. 
 Charles, St. Mary's, Boonville, Fayette, Franklin and Louisi- 
 ana. 
 
 (a) Co-educational. — Almost invariably the charter pi-o- 
 vided that the Academy should be co-educational, but as a 
 matter of fact not many girls attended the early Academy, for 
 in most cases the parents did not believe in co-education. It 
 was generally provided also in the charter that children of 
 the poor and Indians might attend the school free; especially 
 was this true if the Academy expected to obtain any support 
 from the State. 
 
 (h) How Supported. — These Academies were supported 
 by tuition fees, donations, and in some cases they received 
 public lands from the State, in consideration of which they 
 were to educate the poor children of the district. In a few 
 cases special privileges were granted them in the matter of 
 raising money by lotteries, etc. The Potosi Academy had the 
 privilege of using the lottery scheme. Richmond Academy 
 controlled the whole matter of education in that town and 
 sent an enumeration of the school children to the State Super- 
 intendent ; by this plan they were to receive their pro rata of 
 the school money. 
 
 (c) Means of Control. — Invariably the Academy was con- 
 trolled by a Board of Trustees, the number of which was not 
 uniform, and this Board was made a corporate body which 
 selected the teachers, and paid them. They managed the 
 affairs of the school also. The corporation was made up alto- 
 gether of those who had subscribed from five to ten dollars to
 
 SECONDARY SCHOOLS. 51 
 
 the Institution; at least only those who had subscribed were 
 eligible to become Trustees. 
 
 (d) Course of Study. — As indicated in the Chapter on 
 Elementary Schools each Academy had two departments, 
 namely : The Junior Branch in which was studied Literature, 
 Reading, Writing, Arithmetic and sometimes History and 
 Geography; and The Senior Branch in which was studied, at 
 first, the English Language, French and the Sciences, but very 
 soon this branch included many other subjects, and the very 
 best ones usually included the following : Rhetoric, Logic, Bot- 
 any, Chemistry, Astronomy, Natural Philosophy, Mental and 
 Moral Science, History, Algebra, Geometry, Trigonometry, 
 Surveying, Latin, Greek, Declamation and Composition. 
 
 (e) Growth in Numbers. — By the opening of the Civil 
 War, the State had chartered more than one hundred institu- 
 tions, organized on the lines indicated above. In the year 1855 
 no less than twenty were organized, but during the Civil War 
 comparatively few new charters were granted. It seems that 
 a fair estimate of the number in 1875 would be about one hun- 
 dred ten, and from that time on very few were chartered by 
 the State, as the public High School was then coming into use. 
 In this connection it might be recalled that the Geyer Act of 
 1839 had provided for the Academy as a part of the State 
 system which had been outlined in Jefferson 's plan, but in 1843 
 the State amended the Act so as to do away with the secondary 
 school section, at least in so far as to make any provision for 
 its support from the State revenue. 
 
 (f) Bridgeton Academy. — One of the most interesting of 
 all the chartered academies was the Bridgeton Academy, lo- 
 cated in St. Louis County, chartered in 1864. This Academy 
 was unique in its management, in that the Trustees had to call
 
 52 HISTORY OF EDUCATION. 
 
 a town meeting, at least once a year, to explain to the citizens 
 all the affairs of the institution. The charter also provided 
 that a public examination of all the students should be con- 
 ducted at least once a year. This corporation kept up its 
 organization until 1909, when it was disorganized by the Leg- 
 islature and allowed to form a regular public school district. 
 
 2. TJncliartercd Academies.— T\\q unchartered Acade- 
 mies were organized on the same general plan as those having a 
 charter. They were controlled by a Board of Trustees who 
 selected the teachers and determined the course of study. 
 These schools were supported in the same manner as the char- 
 tered Academies, except tliat they could not receive any lands 
 or other support from the State. No less than one hundred 
 unchartered Academies existed in the State at the beginning 
 of the Civil war. The most of them were closed during the 
 Civil War and many of them never re-opened. A few such 
 schools were organized after the War, but it seems that these 
 schools have about the same history after the War as the 
 chartered Academies, and for the same reason, the public High 
 School being organized to take their place. 
 
 (a) Female Seminaries. — Many Female Seminaries were 
 organized on a basis very similar to the unchartered Acade- 
 mies, the first one being established, as early as 1820, in St. 
 Louis. From 1837 to 1855 is the period when the greatest 
 number was organized. They were organized generally as 
 boarding schools, or at least, there was a boarding department. 
 Among the first may be mentioned "Elizabeth Aull Semi- 
 nary", organized at Lexington in 1820; "Lindenwood Col- 
 lege", organized in St. Charles in 1830; "Howard Payne Col- 
 lege", located at Fayette, which was organized in 1844; "Bap- 
 tist Female College", at Lexington, organized in 1849;
 
 SECONDARY SCHOOLS. 53 
 
 Christian College, Columbia, 1851; Clay Seminary, Liberty, 
 in 1855 ; ' ' Carthage Female Academy ' ' and two female acade- 
 mies were organized in St. Joseph. The Roman Catholic 
 Church began organizing Female Seminaries very early in and 
 around St. Louis, and they still have a great many throughout 
 the State. In fact as late as 1910 thej^ had between thirty and 
 forty Female Seminaries located principally in St. Louis, 
 Kansas City, St. Joseph and Joplin. They have also some oth- 
 ers in the larger towns of the State. Of the sixty Academies 
 and Seminaries reported to the State Superintendent in 1910, 
 about half of them were under the control of the Roman 
 Catholic Church. 
 
 (b) Military Academics. — The Military Academy repre- 
 sents a peculiar type of organization grafted on the old time 
 Academy. At present there are eight w^ell knov/n Military 
 Academies in the State : Kemper, at Boonville, which was first 
 organized as a family boarding school for boys, but which 
 finally took on the military organization; St. Charles, located 
 at St. Charles; Wentworth, located at Lexington; Welsh, lo- 
 cated at Columbia ; Missouri INIilitary Academy at INIexico ; 
 Kirkwood, at Kirkwood ; and Blees, at Macon, make up the list. 
 In a limited way these schools are now under the control of the 
 United States Government in as much as a regular army officer 
 is usually stationed at them, and the Government also furnishes 
 a good deal of the military equipment. Each year they are in- 
 spected by United States Army Officers and are rated by the 
 Government as a result of this inspection. They belong to the 
 State Militia and the officers, including the teachers of the 
 school, are commissioned by the State, and are subject to mil- 
 itary duty in case the State needs troops. It should be added 
 that the University maintains a military organization which
 
 54 HISTORY OF EDUCATION. 
 
 is voluntary, and it is also under the control of the United 
 States Government, through an Officer who is detailed by the 
 War Department. The Government furnishes the ordinary 
 equipment for this department. 
 
 3. Decline of the Academy. — Dexter reported in 1850, 
 that there were 204 Academies in the State, in which there 
 were eight thousand eight hundred twenty-nine students 
 taught by three hundred sixty-eight teachers. The State 
 Superintendent's Report for 1910 includes only about sixty 
 Academies, Girl's Seminaries and Co-educational Academies. 
 It is quite probable that not all of the Academies in the State 
 are included in this number. But at the same time this Report 
 shows the great decrease in the number of Academies in oper- 
 ation at that time. 
 
 The Church very early took an interest in the formation 
 and support of the Academy, but it did not keep up its interest 
 after the public High School was opened. It seems fair to say, 
 that the great cause for the decline of the Academy is to be 
 found in the fact that great changes came to the social and 
 political conditions in the State after the Civil "War. The old 
 Academy was always more or less an aristocratic institution in 
 its support and patronage, so that when these changes came, 
 involving a more democratic feeling in society, the Academy 
 had to give way to a more democratic institution. At present 
 some Academies are still persisting because of an organization 
 meeting a certain special want, and some others because the 
 community is not thickly enough settled to provide for the 
 High School. The author realizes that it is hardly fair to call 
 all the girls' schools Academies, because a number of them 
 have extended their curriculums to include some College work. 
 In fact, a number of them (which are still in existence) offer
 
 SECONDARY SCHOOLS. 55 
 
 about two years of the ordinary college work; and the same 
 may be said for a good many of the men's Academies and co- 
 educational Academies which are still in existence, but the 
 limits of this discussion will not allow any treatment of them. 
 
 (B) High Schools: 
 
 1. Influences in the Organization. — (a) The American 
 High School is really a product of the spirit of democracy. 
 The Grammar School and Academy were "old world" institu- 
 tions and were aristocratic in organization and curriculum. 
 The people wanted a share in the control of education, conse- 
 quently the High School was organized by them. This organ- 
 ization being vested directly in a Board which is responsible to 
 the people. While it is true that the High School is more dem- 
 ocratic than the Academy, it is also true that much remains 
 to be accomplished in the matter of making its curriculum 
 thoroughly democratic. 
 
 (1)) The Missouri State Teacher's Association through a 
 Committee, appointed in 1886 at its annual meeting, prepared 
 a plan of co-operation between the High Schools and the Uni- 
 versity. They also invited the Academies and Colleges to 
 share in the initiation of that plan. The Committee submitted 
 its report to the State Teachers' Association in June, 1888. 
 The report is as follows: 
 
 "1. It is recommended that High Schools and Acade- 
 mies, wishing to co-operate with the University, include in their 
 course of study everything found in the first two years of the 
 curricula on pages 136-7 of the University Catalogue for 
 1886-7, except Greek, German, Zoology, Chemistry and Phys- 
 ics; and include additional. United States History, American 
 Literature, Civil Government, Physiology and Hygiene, Phys- 
 ical Geography, Higher Algebra, (as far as the Theory of
 
 56 HISTORY OF EDUCATION. 
 
 Equations) ; but the language must by no means be under- 
 stood to recommend the omission of any of the excepted stud- 
 ies from the High School curricula." 
 
 "2. It is earnestly recommended that Latin, as much as 
 is taught in the first two years of the Art Course, be taught in 
 High Schools and Academies whenever practicable." 
 
 "3. If any High School or Academy shall omit Latin 
 from its curriculum, certificates from such school shall admit 
 to regular standing in the third year of the University Science 
 Course only." 
 
 "4. Elementary instruction in Physics and Chemistry, 
 as much as is represented by Gage's Physics and Shepard's 
 Chemistry, is recommended as most desirable in the High 
 School and as a goal to be steadily striven for, if not generally 
 obtainable. ' ' 
 
 "5. The instruction in the High School is to be the just 
 and full equivalent of the corresponding instruction in the 
 University, as to which matter and others not here treated in 
 detail, communication with the heads of the proper depart- 
 ments in the University is recommended." 
 
 "6. When any High School or Academj'^ shall conform 
 its course of instruction and the instruction itself, to the above 
 recommendations, a certificate of graduation from such scliool 
 shall admit the bearer, without examination, to the third year 
 in the present University curricula. As to what evidence of 
 the conformity, here referred to, shall be accepted, the Com- 
 mittee can make no positive recommendation beyond a hearty 
 approval of the precedent of Michigan." 
 
 After considerable discussion on the report two addi- 
 tional sections were submitted as amendments to the report as 
 follows :
 
 SECONDARY SCHOOLS. 57 
 
 "7. It is the sense of this meeting and it is hereby reo- 
 ommended (a) that at the end of two years, the present re- 
 quirements for admission to the regular University curricula 
 be extended, so as to include the elementary instruction in 
 Chemistry and Physics referred to in paragraph (4) above, 
 and (b) that at the same time the University omit from all its 
 curricula, as now laid out for the first two years, relegating 
 all such preparatory work as there prescribed to the High 
 School and the Academy where it of right belongs; the pur- 
 pose being (a) to stimulate the proper teaching of elementary 
 science in the High School, and (b) to disencumber the Uni- 
 versity and align it with the better like-named Seminaries in 
 our land. ' ' 
 
 ' ' 8. The private Colleges of the State are hereby invited 
 to co-operate with the University and High Schools in unify- 
 ing the educational system of the State." 
 
 As amended the above report was finally unanimously 
 adopted. It is now perfectly clear that this plan of co-opera- 
 tion did very much to stimulate the organization of High 
 Schools throughout the State and it may be said that this is 
 the beginning of the accrediting system for High Schools. 
 
 (c) The TJniversity Preparatory Course. — The above plan 
 of co-operation was accepted by the University and its prepar- 
 atory course was revised in 1889 in such a way as to meet the 
 conditions imposed by the plan above described. It seems 
 worth while to quote that course in full, which is as follows :
 
 58 
 
 HISTORY OF EDUCATION. 
 
 First Year — First Semester. 
 
 Number 
 
 times 
 per week. 
 
 English Grammar 
 
 Mathematics, Algebra and Geometry 
 
 Physiology and Hygiene 
 
 Civil Government 
 
 Military Science (Not required) 
 
 Second Semester 
 
 English (Elementary Rhetoric) 
 
 Mathematics, Algebra and Geometry 
 
 Botany 
 
 Military Science (Not required) 
 
 Bookkeeping (Not required) 
 
 Second Year — First Semester. 
 
 Number 
 
 times 
 per week. 
 
 English (Advanced Grammar) 
 
 Mathematics (Algebra and Geomerty) 
 
 Latin 
 
 Physical Geography 
 
 Zoology (Not required) 
 
 Second Semester. 
 
 English, U. S. History and American Literature 
 
 Mathematics (Algebra and Geometry) 
 
 Latin 
 
 Physics (Not required) 
 
 Drawing (Not required) 
 
 The above course furnishes a standard for High Schools 
 and in its report to the State Superintendent for the year 1889 
 the University offers this course with the statement that it is 
 quite within the capacity of a majority of High Schools and 
 Academies in the State. That report furthermore states 
 that such schools a,s meet this requirement may be enrolled on
 
 SECONDARY SCHOOLS. 59 
 
 the "Approved List in the University catalogue." It may be 
 well to note in this same connection that the General Assembly 
 in 1893 required the University to discontinue all preparatory 
 work and that the University did so in 1897. 
 
 (d) Report of the Committee of Ten, appointed by the 
 National Educational Association in 1892, was submitted in 
 1893. This Committee took into consideration the whole High 
 School situation and reported four parallel courses as stand- 
 ards to be used in High Schools. They were each four years 
 in length and named, Classical, Latin Scientific, ]\Iodern Lan- 
 guage and English courses. 
 
 (e) The Missouri College Union was formed in 1896, and 
 among other things accomplished by that Union was the adop- 
 tion of the above mentioned courses of instruction for sec- 
 ondary schools. These courses were adopted practically as 
 reported by the Committee of Ten, and as observed in the 
 Chapter on the College Union, have been virtually the stand- 
 ard for High Schools and Academies from that time to the 
 present. 
 
 (f) A Committee on College Entrance Requirements was 
 appointed by the National Educational Association in 1895 
 and its final report was made in 1899. The above mentioned 
 courses were slightly modified by this report but in no very 
 essential way, the principal work of the committee being in 
 the clearer definitions of the various units. 
 
 (g) A University Inspector was appointed very early in 
 President Jesse's administration of the State University, 
 which began in 1891. It was this Officer's duty to visit ap- 
 proved High Schools, and others seeking approval, to deter- 
 mine whether or not they met the standards required by the 
 University.
 
 60 HISTORY OF EDUCATION. 
 
 (h) The State Superintendent was granted authority to 
 inspect and classify High Schools in 1903 ; however on account 
 of the lack of funds not much was accomplished by that officer 
 till 1907, vrhen an appropriation was made to pay a High 
 School Inspector who was to be an Officer in the State De- 
 partment. 
 
 Not all of the factors which have made the Missouri High 
 School are enumerated in the above list, but it is quite certain 
 that the above are the more important. 
 
 2, Hoiv Estahlished. — (a) The early High Schools in 
 the State were established by the local City or Town Board, 
 virtually without any actual authority to do so. They did 
 this under the provision of the Laws of 1874 which gave them 
 the right to make "all needful rules for the organization, 
 grading and government" of the schools under their juris- 
 diction. The law expressly provided that the common school 
 branches should be taught, but there was nothing in it to pre- 
 vent Boards from ha^dng other subjects taught, W'hen there 
 was a necessity for them and the teachers were willing to 
 assume this added burden. Superintendent John Monteith in 
 his report for 1874 in discussing this matter, said that it was 
 entirely a local problem as to whether or not a Board should 
 provide for a High School department. He further stated 
 that such a matter should be determined by the public senti- 
 ment of the community, and that whenever there are children 
 ready for the High School work and the people are willing to 
 assume the burden of an additional tax, it is quite proper to 
 establish the High Scliool. This legal status of the early High 
 School occasioned much discussion among educators and in 
 the local community where there was a growing need for such 
 an instihition. Even Dr. Laws, then President of the Uni-
 
 SECONDARY SCHOOLS. 61 
 
 versity, on several oecasions expressed very grave doubts as 
 to whether or not the local community should undertake the 
 burden of supporting a High School. In fact, he was some- 
 Vv'hat of the opinion that such work should be left to the 
 preparatory departments of the University and Colleges in 
 the State. At the same time, about 1875, the agitation 
 for High Schools was being carried on in the States of the 
 Mississippi Valley, notably Illinois, Indiana, Michigan, Wis- 
 consin and Minnesota. The result of all this agitation and 
 discussion was that without any very definite legal status in 
 many of these States the High School simply came into being 
 to meet the needs of the people who wanted more advanced 
 work than the ordinary elementary school could afford. Mis- 
 souri simply joined in this movement in the estal)lishment of 
 her early High Schools. 
 
 (b) The laws of 1883 make a definite provision for the 
 establishment of High Schools. Section 7146 of those laws pro- 
 vide that "The Board, as soon as means will permit, shall estab- 
 lish an adequate number of primary schools, similar in grade 
 to those of other public school districts, and also a suitable 
 number of schools of a higher grade, in which other studies 
 may be pursued, not provided for in the primary schools." 
 This provision gives cities, towns and villages the right to 
 establish and maintain High Schools, and in some measure 
 stopped the debate with regard to the Boards having authority 
 to organize High Schools. The laws of 1909 simply elaborate 
 the principle enunciated in this article, and this is the general 
 provision under which all the High Schools of the State are 
 now organized, except the cities which have been grantei 
 special charters by the General Assembly. 
 
 (c) The laws of 1885 made provisions for the "formation
 
 62 HISTORY OF EDUCATION. 
 
 of a central school district. ' ' " Section 7055 of those laws is as 
 follows : ' ' Whenever it may be the desire of any two or more 
 districts in any one County in this State to combine for the 
 purpose of establishing and maintaining a central graded 
 scliool for the benefit of said district, upon the application 
 therefor to the Directors of the districts thus proposed to be 
 united, signed by at least ten resident free holders of each of 
 the districts thus proposed to be consolidated, it shall be the 
 duty of the Clerk or Directors of the districts to put up notices 
 in the same manner as required for change of district bound- 
 aries, and the question shall be submitted to and decided as 
 other questions at the annual meeting of the districts; and 
 if a majority of the voters in each of the districts thus voting 
 be in favor of establishing such school, tlie Presidents of the 
 various Boards shall call a special meeting by twenty days' 
 notice posted in at least five public places in each of the dis- 
 tricts thus combined, and submit to the voters thus assembled 
 the question of location of site and amount to be expended in 
 the construction of buildings therefor, and thereafter the cen- 
 tral district as thus established, shall be controlled as directed 
 in Sections 7056 and 7057." These sections simply tell how 
 school districts in general shall be controlled, so that after the 
 central district is once formed, it is managed about as any 
 other district. The remarkable thing about this provision is 
 that it was never used for the establishment of High Schools; 
 in fact after being in the Statutes for more than twenty-five 
 years only one High School has been established directly under 
 its provisions. 
 
 (d) The laws of 1901 made provision for "consolidated 
 districts" and they were amended in 1909 to read as follows: 
 "Three or more common school districts, or a village district
 
 SECONDARY SCHOOLS. 63 
 
 having less than two hundred children of school age by the 
 last enumeration, together with two or more adjoining dis- 
 tricts, may be consolidated into a new district for the purpose 
 of maintaining both primary schools and a High School by 
 proceedings had in accordance with the provisions of section 
 10837." (This section simply gives the details for the or- 
 ganization of a new district.) "When such new district l5 
 formed it shall be known as 'Consolidated District No. — of 
 
 County, ' and shall organize at a special meeting within 
 
 fifteen days after the formation thereof; such organization 
 and the government of such consolidated district shall be under 
 and in compliance with the laws governing town and city 
 school districts." The law provides for an organization with 
 six Directors with the same powers and duties as those of the 
 ordinary cities and towns of the State. 
 
 3. Early High Schools. — (a) St. Louis. — The First High 
 School in the State was organized in St. Louis in the winter 
 of 1852-3. It was located in the old Benton School. The 
 school was opened the first Monday in February, 1853, with 
 about seventy pupils. The students were admitted only after 
 a very rigid examination and by the end of the year 1854 the 
 school had enrolled one hundred ten pupils. The policy of 
 requiring a rigid examination of the pupils from the elemen- 
 tary school was continued till the Superintendency of Dr. 
 Soldan. The theory being that only select students should at- 
 tend the High School, consequently a mere graduation from 
 the elementary school was not considered sufficient evidence 
 of the capability of the pupils to admit them to the High 
 School. The first High School Principal was Mr. John D. 
 Low, A. M. The school had a full four years course which was 
 as follows : Higher Arithmetic, Grammatical Analysis, Compo-
 
 64 HISTORY OF EDUCATION. 
 
 sition, Elementary and Higher Algebra, Plane and Spherical 
 Geometry, Trigonometry — including Mensuration, Surveying 
 and Navigation — Latin and German. In commenting upon 
 the course it was suggested that Drawing and Greek ought to 
 be taken up at once, and Natural Philosophy and Chemistry 
 as soon as the new laboratories were finished in the High 
 School building which was then in course of erection. The 
 building was completed in 1855. 
 
 The program of 1863 for the St. Louis High School was as 
 follows : 
 
 I. General Course. 
 
 First Year: Algebra, German or Latin, English Analy- 
 sis 14 ; Physical Geography I/2 ; Drawing. 
 
 Second Year: Geometry, German or Latin; Natural 
 Philosophy i/o ; Chemistry V2 5 Bookkeeping 1^ ; Ancient Geog- 
 raphy 1/2 ; Drawing. 
 
 Third Year: Plane Trigonometry or Botany 14; Men- 
 suration and Surveying or Zoology 14 ; Spherical Trigonome- 
 try and Navigation or Zoology I/4 ; Civil Engineering or Bot- 
 any 1/4 ; Physiology I/2 ; Anatomy i/^ ; Latin or French and 
 German; History, Ancient, Middle Ages and Modern. 
 
 Fourth Year : Analytical Geometry 14 ; Calculus I/2 ; 
 Shakespeare % ; Latin or German and French ; Intellectual 
 Philosophy 14 ; Moral Philosophy i/^; English Language and 
 Literature % ; Geology 14 ; Constitution of the United States 
 
 II. Classical Course. 
 
 First Year : Algebra, Latin, English Parsing and Anal- 
 ysis 1/2 ; Drawing ; Physical Geography i/^. 
 
 Second Year: Latin, Greek, Geometry 14 ; Ancient Geo- 
 graphy y2 ; Drawing.
 
 SECONDARY SCHOOLS. 65 
 
 Third Year: Latin, Greek History. 
 
 Fourth Year: Latin, Greek, Shakespeare %; English 
 Language and Literature %; Constitution of the United 
 States l^. 
 
 The above courses are interesting in as much as they de- 
 mand more for graduation, particularly in Languages and 
 Mathematics, than is now required in any of the St. Louis 
 High Schools. This requirement was made in 1863 before any 
 other High School had been established in the State and it 
 sounds much more like the demand of a College than a High 
 School. 
 
 (h) St. Joseph. — The City of St. Joseph established a 
 High School in 1866, but the first course of study as offered 
 for that High School is not available. Tlie course of study as 
 prescribed for the year 1869-70 was : Higher Arithmetic 
 English Analysis; Physical Geography; Algebra; Geometry 
 Natural Philosopliy ; Astronomy ; Chemistry ; Physiology 
 General History ; Geology ; Rhetoric ; Political Economy ; Con- 
 stitution of the United States; The Ancient Languages; 
 French and German. Students were not admitted to the 
 High School until they had completed, in a satisfactory man- 
 ner, the course of study as outlined for the district schools. 
 The subjects above mentioned were arranged in such a way as 
 to require four years of work for their completion. Superin- 
 tendent Neely in commenting upon the course said that it was 
 sufficient to meet the entrance requirements of any College in 
 the country. 
 
 (c) Kansas City. — The first Kansas City High School was 
 established in 1867, but the course of study which was first 
 required seems to have been lost. The first one in the pub- 
 
 E— 5
 
 66 HISTORY OF EDUCATION. 
 
 lished reports of the City system is for the school year 1869-70, 
 it is as follows : 
 
 First Year: English Analysis; Physical Geography; 
 High Arithmetic; Higher Algebra; Natural Philosophy and 
 Latin or German. 
 
 Second Year: Higher Algebra; Geometry; Outlines of 
 Universal History; Chemistry; Geology; Latin or German, 
 and Greek. 
 
 Third Year: Trigonometry or Physiology; Astronomy; 
 Surveying or Botany ; Rhetoric ; Latin or German ; and Greek, 
 
 Fourth Year: Rhetoric; English Literature; Analytical 
 Geometry; Mental Philosophy; Moral Philosophy; Latin; 
 Greek, and the Constitution of the United States. 
 
 Before students could be admitted into the High School, 
 they were required to undergo a thorough examination in 
 Arithmetic, Geography, English Grammar, Physiology and 
 the History of the United States. It seems that the theory 
 here is the same as that we noted in St. Louis, namely, that 
 the students should be admitted into the High School only 
 after they had shown some considerable ability in the mastery 
 of the common school subjects. This would give only promis- 
 ing students the opportunity of taking the High School course. 
 For the year mentioned only twenty-one students passed the 
 examinations for admission to the High School. Superintend- 
 ent Phillips in his report for this same year complained that 
 a majority of the pupils admitted for that year, were with- 
 drawn before its close. And for a number of years it was a 
 considerable problem to maintain the High School. At one 
 time the High School course was reduced to two years on ac- 
 count of the lack of funds to run for a longer period ; however 
 this condition continued for a short time only.
 
 SECONDARY SCHOOLS. 67 
 
 (d) Other High Schools. — Among tlie other towns to es- 
 tablish High Schools soon after these may be mentioned Lex- 
 ington, Joplin, Carrollton, Springfield, Jefferson City, Inde- 
 pendence, Hannibal, Mexico and Warrensburg. 
 
 4. Growth of High Schools. — (a) Four Year High 
 Schools in 1889. — Superintendent Coleman reported the fol- 
 lowing towns as maintaining four year High Schools in his 
 report for 1889 : Boonville, California, Carthage, Carrollton, 
 Cassville, Grant City, Hannibal, Harrisonville, Houston, Kan- 
 sas City, Lathrop, Lebanon, Maoon, Marshall, Mary^dlle, 
 Mound City, Oregon, Poplar Bluff, Princeton, St. Joseph, St. 
 Louis, Salem, Salisbury, Savannah, Springfield, Trenton and 
 Walker. In addition to the above he reported thirty-eight 
 towns as having three year High Schools and about sixty-five 
 towns as having two year High Schools. 
 
 Cb) University List iS50.— The University List for 1890 
 included nineteen High Schools and five Academies as affili- 
 ated schools under the agreement of 1887. These schools and 
 academies were located principally in the cities and larger 
 towns. For the year above mentioned ten thousand eighty-six 
 students were in attendance in these schools and nine hundred 
 eighty-two were graduated. 
 
 (c) University List for 1898. — The University List for 
 1898 included seventy-six High Schools and Academies, only a 
 few being Academies, and as many more were applying for ap- 
 proval. For this year the schools enrolled twenty-one thou- 
 sand six hundred nine students and two thousand three hun- 
 dred thirty-four were graduated. 
 
 (d) University List for 1909. — The University List for 
 1909 included one hundred twenty fully accredited High 
 Schools and twenty-four partially accredited High Schools
 
 68 HISTORY OF EDUCATION. 
 
 doing at least twelve units of preparatory work. There were 
 also twenty-three Academies and other schools doing second- 
 ary and collegiate work on this list. It should be noted that 
 the above figures do not include the whole University List but 
 only those schools situated within the State. 
 
 (e) State Superintendent's List for 1909. — The State Su- 
 perintendent's Report for 1909 gave a list of one hundred 
 fifteen first class High Schools, forty second class High Schools 
 and seventy-seven third class High Schools, making in all two 
 hundred seventy classified High Schools. The State Super- 
 intendent also reported that there were no less than four hun- 
 dred twenty schools in the State doing some High School 
 work. He reported for the year 1909 thirty-four thousand 
 seven hundred forty-one High Sdiool students, four thousand 
 one hundred sixty graduates and one thousand six hundred 
 fifty-one teachers engaged in teaching High School subjects. 
 
 Taking the two dates 1890 and 1909, a period of nineteen 
 years, we have the increase in High School attendance bal- 
 anced against High Schools and Academies for 1890 to be 
 345 per cent, and the number of graduates for the same period 
 and the same conditions to be increased about 415 per cent. 
 
 5. Inspection and Accrediting of High ScJiools. — (a) The 
 University. — ^We have already referred to the fact that the 
 University of Missouri by accepting the plan of co-operation 
 as adopted by the State Association of 1887 virtually provided 
 for a plan of accrediting High Schools. It will be remembered 
 that the Committee in reporting upon that matter referred to 
 the Michigan scheme. It is proper to state that the University 
 of Michigan very early adopted the University of Virginia 
 plan of organization, which included the establishment of 
 secondary schools under the control and direction of the Uni-
 
 SECONDARY SCHOOLS. 69 
 
 versity. Michigan established such schools and in 1871 
 adopted a regular accrediting scheme, which provided for the 
 inspection of the secondary schools by members of the regular 
 Faculty of the University. This was the plan which led the 
 Committee of the State Teachers' Association to suggest the 
 scheme for co-operation as above discussed. When Dr. Jesse 
 became President of the University he saw the force of the 
 argument of the State Teacliers' Association for the establish- 
 ment of High Schools and also the values of such a plan of 
 co-operation, and immediately set about to put it into operation. 
 It might be well to add in this connection that in addition to 
 the keen foresight of Dr. Jesse his training in the University 
 of Virginia may have had something to do with his adoption 
 of the plan. At any rate the University put an Inspector into 
 the field, whose business it was to visit and inspect the High 
 Schools of the State. After the formation of the College 
 Union the parallel courses as described in that chapter became 
 the standards for High Schools, and the University inspected 
 them on that basis. 
 
 (h) State Inspection. — The General Assembly at its ses- 
 sion in 1903 provided for the inspection of High Schools by 
 the State Superintendent or a Deputy in connection with his 
 office. The amended laws of 1909 are as follows : 
 
 "Sec. 10923. Classification of High Schools— Work to be 
 accredited. — The State Superintendent of Public Schools shall 
 have authority to classify the public High Schools in the State 
 into first, second and third classes and shall prescribe mini- 
 mum courses of study for each class : Provided, that no school 
 shall be classed as a High School of the first class which does 
 not maintain a four years course of standard work in English, 
 Mathematics, Science and History for a term of at least nine
 
 70 HISTORY OF EDUCATION. 
 
 months in the year, and which does not employ the entire time 
 of at least three approved teachers in High School work ; that 
 no school shall be classed as a High School of the second class 
 which does not maintain a three years course of standard work 
 in English, Mathematics, Science and History for a term of 
 at least nine months in the year, and which does not employ 
 the entire time of at least two approved teachers in High 
 School work; that no school shall be classed as a High School 
 of the third class which does not maintain a two years course 
 of standard work in English, Mathematics, Science and His- 
 tory for a term of at least eight months in the year, and which 
 does not employ the entire time of at least one approved 
 teacher in High School work. All work completed in an ac- 
 credited High School shall be given full credit in requirements 
 for entranoe to and classification in any educational institu- 
 tion supported in whole or in part by State appropriations. ' ' 
 
 Sec. 10924. High Schools Inspected by State Superin- 
 tendent. — For the purpose of classifying High Schools and 
 having their work accredited by higher educational institu- 
 tions, the State Superintendent of Public Schools shall, in per- 
 son or by deputy, inspect and examine any High School mak- 
 ing application for classification, and he shall prescribe rules 
 and regulations governing such inspections and examinations, 
 and keep complete record of all inspections, examinations and 
 recommendations made. He shall, from time to time, publish 
 lists of classified High Schools: Provided, he may drop any 
 school in its classification if, on re-inspection or re-examina- 
 tion, he finds that such school does not maintain the required 
 standard of excellence." 
 
 In accordance with the above provisions the State Super- 
 intendent now inspects practically all of the High Schools in
 
 SECONDARY SCHOOLS. 71 
 
 the State. This work was commenced in earnest in 1907 and 
 by the close of 1909 the larger number of High Schools ap- 
 plying for inspection had been inspected and classified. Since 
 this work bids fair to solve the problem of classifying the High 
 Schools of the State fully and also determining the efficiency 
 of work in them, it seems worth while to point out in some 
 detail the standards prescribed by the State Superintendent 
 for the various classes of High Schools under the provisions 
 of the sections of the School Law as quoted above : 
 
 Classes of High Schools Defined. — "A third class High 
 School must require for graduation eight units ; a second class 
 twelve units ; a first class sixteen units. ' ' 
 
 Unit Defiriecl. — "By a unit is meant one year's work in a 
 subject, recited five times a week, for a period of not less than 
 forty minutes." 
 
 General Requirements for all High Schools. — "Before 
 any School can be approved it must be inspected, and meet 
 the follomng standards: (1) The buildings and rooms must 
 be adapted to their respective uses; (2) the library must be 
 adequate for reference and for supplementing the class work 
 in Literature, Science and History; (3) the school must have 
 laboratories well equipped for teaching the Sciences; (4) no 
 pupil must be admitted (except conditionally) to the High 
 School unless he has finished the common school course; (5) 
 no pupil must be graduated until he has completed the mini- 
 mum requirements; (6) every teacher must be a graduate of 
 a creditable Normal School, College or University, or have a 
 State certificate coverning the subjects he or she teaches, and, 
 in addition, must have made special preparation for the work 
 assigned; (7) every teacher's work must stand a satisfactory 
 test of inspection along the lines of interest of pupils and de-
 
 72 HISTORY OF EDUCATION. 
 
 velopment of subjects; (8) sdiools will be approved not as a 
 whole but by subjects ; then a school may be given a list of the 
 subjects approved." 
 
 Third Class (Tivo Year) High Schools. — Before a High 
 School can be considered a third class High School it must 
 meet the following general requirements. It must maintain a 
 term of at least eight months, require eight units for gradua- 
 tion and have not less than one teacher giving all of his time 
 to High School classes. The school must also provide a library 
 and laboratory equipment sufficient to do good work. 
 
 Course of Study for Third Class High Schools. — Con- 
 stants — ' ' Of the eight units required for graduation, two must 
 be English, two Mathematics, one History and one Science." — 
 Electives — "The other two may be elected as follows: Two 
 Latin, one more in Science, one more in History and one in 
 review. " ' 
 
 Second Class (Three Year) High Schools. — Before a High 
 School may be considered a third class school it must meet the 
 following general requirements. It must have a nine month's 
 term : its course must be three years in length, including twelve 
 units of work, and at least two teachers must give all their 
 time to teaching High School subjeots. 
 
 Course of Study for Second Class High Schools. — Con- 
 stants — "Eight units are constant: English, three; Mathe- 
 matics, two; History, two; Science, one." — Electives — "Four 
 units must be elected out of the following : one in Mathematics, 
 one in History, two in Science, two or three in Latin, two in 
 German and one in reviews." 
 
 First Class (Four Year) High Schools. — In order that a 
 school may be classified as a first class High School it must 
 have the following general requirements. Not less than three
 
 SECONDARY SCHOOLS. 73 
 
 teachers must give all their time to teaching High School sub- 
 jects. The school must have a term of nine months and the 
 course of study be four years in length, requiring sixteen units 
 for graduation. 
 
 Course of Study for First Class High Schools. — Constants 
 — "There are eleven units of constants as follows: English, 
 four; Mathematics, three; History, two; Science, tw^o." — 
 Electives — ' ' The electives are as follows : one in Mathematics ; 
 two in History ; two in Science ; three or four in Latin ; three 
 in German; two in Greek; one in Business; one in Pedagogy; 
 one in Manual Training or Domestic Science ; one in Drawing 
 and one in reviews." 
 
 6. Support of High Schools. — The laws of the State make 
 no special provision for the support of High Schools. They 
 are maintained from the revenues provided for the general 
 support of public schools. We have discussed the sources of 
 this revenue in the Chapter on Elementary Schools, conse- 
 quently there is no need for any further account of it here.
 
 CHAPTER III. 
 
 NORMAL SCHOOLS. 
 
 1. AGITATION TO ESTABLISH NORMAL SCHOOLS 
 
 BETWEEN 1842 AND 1860: 
 
 (A) Minor's Administration. — 1. In 1842 Superintend- 
 ent Minor, in making the second report of the State Super- 
 intendent of Public Schools, has a somewhat extended discus- 
 sion on the topic "Encouragement of Teachers" in which he 
 discussed the needs of the teachers of the State. Among other 
 important things he pointed out that it was highly desirable 
 that teachers should receive some specific training for their 
 profession. This training could best be obtained in Monitorial 
 and Normal Schools. He called attention to the fact that such 
 schools had been established in nations where education had 
 been most intelligently fostered. Specifically he cited Hol- 
 land and Prussia as among the first nations to undertake the 
 direct training of teachers. He thought the Normal School 
 would do more to bring about efficiency in the administration 
 of the common school than any other one agency, consequently 
 the Legislature was urged to make provision for such a school. 
 
 2. Again in his report January 4, 1845, this being the 
 third report, Superintendent Minor urged the General As- 
 sembly to establish Normal Schools as follows: "I respect- 
 fully recommend to the General Assembly the establish- 
 ment and maintenance, at public expense, of a Normal 
 
 74
 
 NORMAL SCHOOLS. 75 
 
 School (a school for the education of teachers,) in which a 
 selection, should be made from the pupils, of children distin- 
 guished for their intelligence. To insure to the public the 
 benefits of this institution, it would be well to require of each 
 pupil, before he enters, a guarantee, that when he finishes his 
 courses of studies, and is declared by the principal of the in- 
 stitution duly qualified, he shall teach in some township or dis- 
 trict school, for a certain length of time, and he should also 
 receive the assurance that his services should be entitled to 
 priority over other competitors of equal attainments. The 
 expense of this institution could easily be defrayed from the 
 proceeds of the State School Fund, and it would have the 
 effect of producing not only efficiency in the teachers employed 
 but uniformity in the mode of instruction. ' ' 
 
 (B) Martin's Administration. — 1. Superintendent Mar- 
 tin in the fourth report of the State Superintendent submit- 
 ted November 16, 1846, has the following statement concerning 
 a Normal Soliool, "I cannot refrain from again introducing to 
 the notice of the General Assembly the prevalent opinion, that 
 a school for the education of young men to be employed here- 
 after as teachers, w^ould be of almost incalculable benefit to 
 our common school system. Several of our sister States have 
 adopted the plan, and derive great and essential benefits from 
 it; indeed, the advantages to be derived from having the 
 youth of the State taught by men of known character and 
 morals, are so obvious that it is not deemed necessary to advert 
 to them." 
 
 (C) Ewing's Administration. — 1. Superintendent Sw- 
 ing in the sixth report of the State Superintendent submitted 
 to the General Assembly December 30, 1850, referred to the
 
 76 HISTORY OF EDUCATION. 
 
 fact that the General Assembly in 1849 had passed an Act 
 authorizing the University to establish a Professorship of 
 ''Theory and Practice of Teaching" and $1,000.00 had been 
 appropriated for the expense of the same, but the department 
 was not established by the University at the time of the report, 
 and in fact was not established until 1867 and formally opened 
 in the fall of 1868. In commenting upon this legislation Su- 
 perintendent Ewing expressed the opinion that a department 
 of Normal Instruction established in connection with the Uni- 
 versity would not do very much to solve the problem of secur- 
 ing teachers for the common schools. The plan would be a 
 failure because prospective teachers would not be willing to 
 go so far to school, or to put in the time required in the plan 
 as outlined, and moreover the requirement that the teacher 
 should bind himself to teach two years after leaving the Uni- 
 versity would be asking too much of the student for the re- 
 remuneration of the ordinary common school. Mr. Ewing 
 urged that Normals should be established without so many 
 limitations and nearer to the people. 
 
 2. Superintendent Ewing in the seventh report, submit- 
 ted January 6, 1853, called attention to the fact that the State 
 should establish Normal Schools for the training of teachers. 
 He urged their establishment on much the same grounds as 
 the other Superintendents had done, calling attention to the 
 fact that the German States, and several of the States in the 
 Union had established Normal Schools as a means of securing 
 efficiency in the management of the common school. He re- 
 cited the fact that there was nothing at present in the school 
 system of the State to prepare the teacher for his work, the re- 
 sult being that inefficiency and waste was apparent everywhere 
 in the work of the elementary school.
 
 NORMAL SCHOOLS. 77 
 
 (D) Henry's Administration. — 1. Superintendent Hen- 
 ry in the eighth report of the State Superintendent of Com- 
 mon Schools, submitted in 1854, again called attention to the 
 fact that the University had not established the ' ' Normal Pro- 
 fessorship, " and he urged earnestly the necessity for the es- 
 tablishment of a Normal School, saying that no State school 
 system can be perfect without such an institution. He thought 
 it might be worse, if possible, for children to be instructed by 
 inefficient teachers and "indolent drones" than to have no 
 instruction at. all. He urged that the Normal had passed be- 
 yond the experimental stage and that there was no further rea- 
 son for delay in the matter of establishing them for the 
 State. 
 
 (E) Davis' Administration. — 1. Superintendent DavLs 
 in submitting the ninth report of the State Superintendent 
 on November 5, 1855, quotes an Act, introduced by a ]\Ir. 
 Carson in the Senate at the preceding session of the General 
 Assembly. The Act was entitled "An Act to encourage educa- 
 tion in this State, ' ' and it contained nineteen sections. This Act 
 was introduced to carry out the provisions of the Act of 1849 
 for the establishment of a Normal Department in connection 
 with the University, and is exceedingly interesting in all of 
 its provisions, but the limits of space here restrict us to noting 
 only the essential factors in the bill. 
 
 (a) Selection of Students. — "Section 1. The County 
 Courts of the several counties in this State, shall, during the 
 regular term of their respective Courts, in the month of May, 
 1855, and every two years thereafter, select one boy, not less 
 than sixteen years of age, of intelligence, steady habits, and 
 good moral character, as a candidate for admission into the 
 University of the State of Missouri."
 
 78 HISTORY OF EDUCATION. 
 
 (b) Pledged to Teach. — "Section 2. Said candidates, 
 when selected, shall be sent to the University, at the commence- 
 ment of the next session thereafter, and remain and be boarded 
 at the expense of the State, for four years, under his written 
 pledge, filed with, and recorded by the Secretary of the Board 
 of Curators, in a book to be provided for that purpose, that 
 he will, at the expiration of the said four years, return to the 
 County from which he was sent, and employ himself in teach- 
 ing a Common School for the space of two years. ' ' 
 
 (c) Duplicate Reports. — "Section 3. Duplicate reports 
 of said selections shall be made out by the Clerks of the County 
 Courts of the respective Counties in which selections are made, 
 under the seal of said Courts, one to be filed with the State 
 Superintendent of Common Schools and one to be filed with 
 the Secretary of the Board of Curators of the University." 
 
 (d) Free Tuition, etc. — "Section 5. It shall be the duty 
 of the President of the University, when he shall be satisfied 
 that any applicant has complied with the requirements of this 
 Act, and is entitled to the benefits of the term, to admit sucli 
 applicant to all the advantages, privileges and immunities of 
 such institution, free of charge." 
 
 (e) State Bevenues Appropriated to meet the expendi- 
 ture. — "Section 8. For the purpose of meeting the expendi- 
 tures which may be incurred under the preceding provisions 
 of this Act, it shall be the duty of the State Treasurer to set 
 apart, out of the twenty-five per centum of the State revenues 
 appropriated for the support of common schools, annually, 
 for the first two years the sum of $15,000.00, and such sum 
 annually, thereafter, as may be necessary to meet the expen- 
 ditures under this bill, not to exceed $30,000.00 per annum. ' ' 
 
 (f) Students to refund the money. — "Section 11. Each
 
 NORMAL SCHOOLS. 79 
 
 student availing himself of the benefits of this Act shall be held 
 and bound to refund and pay back to the State, the amount 
 which may have been expended for his benefit under the pro- 
 visions of this Act. ' ' 
 
 The Student was required to give a bond for the payment 
 of the funds mentioned above, which bond was filed with the 
 State Treasurer and was due and payable eight years from 
 date. In the default of payment the Attorney-General or anj'- 
 Circuit Attorney might proceed to collect the bonds according 
 to law and in all cases of collection the money was to be put 
 to the credit of the Common School Fund. In addition to the 
 above the President of the University was authorized to pro- 
 vide suitable grounds and buildings to be leased or rented to 
 the students who were enrolled in the University under the 
 provisions of this Act. 
 
 Of course all of this sounds quite fanciful to us now but 
 Superintendent Davis recommended the above bill as one that 
 appealed to him as "practical, and with all, entirely within 
 the reach of the pecuniary capacities of the State." 
 
 (F) Stark's Administration. — 1. In 1856, at the first 
 meeting of the State Teachers' Association, a resolution was 
 passed advocating very strongly the establishment of Normal 
 Schools. This resolution has been quoted in connection with 
 the first meeting of the State Association and will be found 
 in the chapter on Teachers' Associations rather than here, as 
 it seems desirable to have so important a topic appear in its 
 proper historical setting. 
 
 2. Memorial to the General Assembly. — The State TeacJi- 
 ers' Association submitted an elaborate Memorial to the Gen- 
 eral Assembly in November, 1857. This INIemorial is very 
 elaborate and discusses the whole Normal problem in such a
 
 80 HISTORY OF EDUCATION. 
 
 thorough going way that it seems worth while to quote it in 
 full as follows : 
 
 ''To the Honorable, The General Assembly of the State 
 of Missouri : 
 
 The undersigned were appointed a committee by the 
 State Teachers' Association, to memorialize your Honorable 
 Body upon the subject of establishing a State Normal School ; 
 and we do respectfully, but earnestly, solicit your attention to 
 a brief exposition of facts and arguments in support of such 
 a measure. ' ' 
 
 Value of Popular Education. — "It would be a waste of 
 labor on our part, and time on yours, for us to show that 
 popular education lies at the foundations of personal, social 
 and political prosperity. The repeated Acts of the Legisla- 
 ture, during a series of years, evince not only a high apprecia- 
 tion of the claims and advantages of this subject but a dispo- 
 sition to furnish liberal encouragement to eveiy enterprise 
 whose legitimate object is the promotion of this noble cause 
 
 Need of Trained Teachers. — ''The more intelligent friends 
 of education, throughout the country and districts, look about 
 in vain for a class of persons whose talents and acquirement 
 fit them for the noble and responsible office of teacher. Nor is 
 it a matter of wonder that this state of things should exist. 
 The inducements are not sufficient to incline those who have 
 spent a small fortune in the acquirement of a liberal education, 
 to devote their lives to the business of teaching. On the other 
 hand, those who are poor have had no means or opportunity of 
 preparing themselves for this or any of the learned profes- 
 sions. Not one in ten, perhaps not one in a hundred, of those 
 who minister in the little temples of learning — the common
 
 NORMAL SCHOOLS. 81 
 
 school houses of Missouri — has ever dreamed of making his 
 employment a life business." 
 
 Teaching a Stepping Stone. — "A large number regard 
 the school house as a mere stepping stone to something which 
 is higher in its social position, or more remunerative in its 
 reward; a kind of vestibule to the more showy temples of 
 physic, law or divinity. Many others entered the school house 
 because it seems to them an easy method of replenishing an 
 exhausted purse; but in neither case, is there any motive to 
 establish a reputation of a first class teacher. These classes 
 constitute the rule to which there are noble exceptions of such 
 as have thoroughly qualified themselves for the task, who be- 
 come permanently located and devote their energies to this 
 glorious cause. Under these circumstances, our whole system 
 of common school education will partially fail in the accom- 
 plishment of its object, and ultimately fall into disrepute and 
 merited contempt unless some plan is devised to supply a class 
 of educated teachers. Is it a strange thing that persons should 
 need preparation for the right performance of a most delicate 
 and difficult task? The physician, the lawyer and the clergy- 
 man must each serve years of apprenticeship to hard study 
 before he is considered fit for the office to which he aspires. 
 Where health or property or morals are concerned, the prac- 
 titioner must be learned in his business, but where all three 
 are at stake, these precautions are neglected simply because 
 the subjects are children. The same inconsistency is not 
 found in supplying the physical wants of children. They 
 must be well fed and clothed, and none but a good shoemaker, 
 tailor, or dressmaker, can aid in the supply of their ward- 
 robes ; but when the immortal spirit — the only part that makes 
 
 E— 6
 
 82 HISTORY OF EDUCATION. 
 
 us kin to Deity — is to be nurtured, trained, and fitted for 
 its high destiny, nature's poorest apprentice is frequently 
 thought sufficient for the task, provided he has the single 
 qualification of working cheap." 
 
 The Betncdy. — "The only true remedy which suggests 
 itself to your memorialists, for the great defect in our educa- 
 tional sj^stem, is the establishment of a State Normal School, 
 for the training of both male and female teachers, where tui- 
 tion should be furnished without charge. In such an enter- 
 prise we should not be following an uncertain light, or trying 
 a doubtful experiment. The first institution of this kind in 
 the United States was established in 1839; since which time 
 they have extended into nearly half the States in the Union. 
 Wherever they have been faithfully tried there is but one 
 opinion respecting their character and influence. They are 
 regarded as the best, nay, the only means of rendering the 
 public school system truly efficient and valuable." 
 
 Statesmen Advocate Normals. — "The most enlightened 
 statesmen of this country, who have studied their character 
 and witnessed their results, have spoken of them in terms of 
 unqualified commendation. Governor Wise of Virginia, Dan- 
 iel Webster, John Quincy Adams, and a host of others, might 
 be quoted on this point, if it were necessary. ' ' 
 
 Not Possible to Graft Normals on other Institutions. — 
 "As long ago as 1825 that noble philosopher and statesman, 
 DeWitt Clinton, who was then Governor of New York, recom- 
 mended the establishment of sucli an Institution in that State. 
 
 His views were over-ruled by the Hon. John C. Spencer 
 
 and others; and, as a substitute, they attempted the system 
 upon the Colleges and Academies, by establishing beneficiary 
 scholarships. This attempt to mingle oil and water, or, to
 
 NORMAL SCHOOLS. 83 
 
 graft the apple upon the oak, was continued about twenty 
 years, at an expense of several hundred thousand dollars, when 
 Governor Marcy and others, pronounced the whole scheme an 
 utter failure, and Normal Schools were incorporated instead. 
 The experience of grafting Normal Schools upon other liter- 
 ary and scientific institutions, has been tried in Germany, long 
 ago, and with precisely similar results. It would be no less 
 compatible ^^'ith sound philosophy to attempt the union of a 
 medical, law and theological school all under the same Facul- 
 
 ty. " 
 
 Funds for the Support of the Normal. — "The amount 
 necessary for the establishment of such an institution in Mis- 
 souri, is so inconsiderable that your memorialists cannot be- 
 lieve this will be a serious obstacle mth the Legislature. An 
 annual expenditure of eight or ten thousand dollars will be 
 sufficient to secure the services of an able corps of professors 
 and teachers, who will give instructions to several hundred 
 teachers, both male and female. If it were deemed best, even 
 to withdraw the necessary amount from the State School Fund, 
 it would not amount to a reduction of more than three or four 
 cents, annually, from the portion of each child; and for this 
 there would be three or four hundred teachers in the course 
 of preparation for the work of instruction. If however there 
 is a disposition to preserve the integrity of the present school 
 fund, then we would confidently hope that the small amount 
 necessary to perfect our system of popular education would 
 
 be cheerfully voted from the general treasury. 
 
 Your memorialists do not imagine that it would be necessary 
 for the State to incur any further expense than that which 
 would be sufficient to pay a competent board of instructors. 
 There are towns in Missouri, conveniently situated, that would
 
 84 HISTORY OF EDUCATION. 
 
 doubtless be willing to furnish means for suitable buildings 
 and furniture, in order to secure the location of such an insti- 
 tution. ' ' 
 
 Teachers now Supplied from other States and Institu- 
 tions. — "In our own State there are peculiar and pressing 
 reasons for educating our own teachers. As the matter now 
 stands, a large majority of the educators of Missouri come 
 from other parts of the Union and the world. All our High 
 Schools and Female Seminaries make an annual pilgrimage 
 to the East, to supply themselves with teachers. We have not 
 a word of complaint to utter respecting these teachers. It is 
 not their fault, but our misfortune that we are compelled to 
 look beyond our own limits for necessary aid. Nor do we 
 anticipate such a result as came to the Britons, when they 
 called in their Saxon neighbors. Still, we believe it would 
 be wiser, more just and economical, to encourage home manu- 
 factures, and select those who are 'native to the manor born', 
 and bred up in the habits, manners, sympathies and opinions 
 of our own people. "We have talent enough ; we only lack the 
 means of development and preparation. There are thousands 
 of young females now in Missouri, possessing all the talent 
 and capacity for this noble calling ; but with no encouragement 
 from the State our public institutions, their limited means 
 will not allow them to undertake the work of thorough prepa- 
 ration. We speak of females now, because in primary classes 
 especially, they are the best instructors in the world; and 
 further, because modern improvements have cut them off from 
 almost every profitable employment. What with spinning 
 jennies, power looms, and sewing machines, the poor girl looks 
 about almost in vain for a suitable avenue to an honest liveli- 
 hood and decent competence. The same is true to some extent
 
 NORMAL SCHOOLS. 85 
 
 with the other sex. Hundreds and thousands of young men 
 with native talent and capacity enough to fit them for any 
 employment, but chained down by the hard hand of poverty, 
 go through a long life-struggle in their efforts to seek some 
 field of employment congenial to their tastes. The learned 
 professions are crowded to depletion, and that which should 
 be the most learned and valuable of all is brought ' so low, that 
 none will do it reverence.' These are just the persons, of 
 both sexes, that with a little encouragement, will prepare them- 
 selves for the high and holy mission of teacher. If you will 
 but supply them with tuition, they will furnish their own 
 means of living whilst they are in course of preparation for 
 the duties of their prof esion. ' ' 
 
 The values of the Normal. — "The effect of such an insti- 
 tution as we speak of would be two-fold. First, to elevate the 
 character and increase the qualifications of professional teach- 
 ers, and through them, to induce a healthier sentiment in the 
 community, and a higher appreciation of the advantages to be 
 derived from a good education. It is of but little use to send 
 round an agent to find fault with the present system until 
 we can propose a suitable remedy. We might as well have 
 abused the sickles and flails of twenty j^ears ago, as very in- 
 adequate to the wants of the farmer. They were the best tools 
 he had, and whilst that was the case lie was content. But since 
 the reaping and threshing machines have come into use they 
 have worked a revolution in this department of husbandry, and 
 we need not now send round a missionary to persuade farmers 
 to dispense with the old fogyism of the sickle and the flail. 
 So in the department of education, if you will supply a class 
 of well qualified teachers, they will not only be employed, but 
 paid according to their real worth, whilst the old sickles and
 
 86 HISTORY OF EDUCATION. 
 
 flails that refuse to be transformed into better machines can 
 be worked over into hoe handles and horseshoes." 
 
 Finally your memorialists would earnestly beseech your 
 Honorable Body that whilst you are legislating for the com- 
 mon weal of this great Commonwealth; whilst lending your 
 aid by the enactment of laws and the appropriation of money 
 to develop its material resources, you will not overlook the 
 only true wealth of every State, to be found in the intelligence 
 and virtue of its citizens : and for this we will ever pray. 
 In behalf of the Committee, 
 
 J. L. Tracy, Chairman." 
 
 3. Discussion of the Memorial in the State Teachers' As- 
 sociation. — At the third session of the State Teachers' Asso- 
 ciation held in Jefferson City in July, 1858, the Committee 
 which had submitted the above Memorial to the Legislature 
 made its report. This report occasioned a veiy earnest and 
 at times almost a bitter discussion in the Association, because 
 of the fact that there was no unanimity of opinion as to the 
 basis on which a Normal School or Normal Schools should be 
 established in the State. Among those participating in the 
 discussion were President Laws of Westminster College, Pro- 
 fessor Swallow of the State University, Mr. Edwards who was 
 Principal of the St. Louis Normal, which had been established 
 in 1857, Mr. Baker who was the State Agent of the Association 
 and Mr. Tracy who submitted the Memorial. Among other 
 means of securing public sentiment for the establishment of 
 Normal Schools it was agreed that each Vice-President of the 
 Association should make one address for Normal Schools and 
 Teachers' Institutes in each County. At this time the organi- 
 zation of the State Association provided for one Vice-President 
 from each Congressional District, consequently this plan pro-
 
 NORMAL SCHOOLS. 87 
 
 vided for the Vice-President to visit all Counties of Ms Dis- 
 trict. 
 
 4. Stark's Reports. — In each of Superintendent Stark's 
 Reports to the General Assembly he discusses the values, the 
 history and ways and means; of securing Normal Schools for 
 the State. In a general way his discussions are either re- 
 capitulations or elaborations of the facts set out in the Memo- 
 rial which we have already quoted, therefore it does not seem 
 necessary to go into these discussions in any detail. Super- 
 intendent Stark did not believe that a central Normal School 
 would be sufficient for the needs of the State but he was will- 
 ing to acquiesce in the establishment of one with the hope that 
 others might be established later. He also advocated that 
 the Normal Schools might well be supported from the State 
 moneys, in as much as the Normal School would be a means 
 of securing an economical expenditure of the remainder of 
 the money which would be appropriated to the various com- 
 mon schools. He thought that not more than six per cent, of 
 the annual appropriation should be used and believed that this 
 amount would support some four or five good Normal Schools 
 in different parts of the State. 
 
 5. Plan for a State Normal College. — A plan was submit- 
 ted to the Legislature in January, 1859, for the establishment 
 of "a State Normal College." We have already referred to 
 the fact that Superintendent Stark thought this bill might be 
 worth passing, but it w^ould only be a start in the matter of 
 Normal Schools. The more important provisions of this bill 
 were as follows : ' ' Section 1. Authorizes the location of the 
 Institution by the State Board of Education, which was cre- 
 ated in the bill. The second section makes the State Superin- 
 tendent of Common Schools the Secretary of the Board. The
 
 88 ■ HISTORY OF EDUCATION. 
 
 fourth section names the object of the College, 'to qualify 
 teachers for the common schools of Missouri.' The fifth sec- 
 tion provides for the appointment of a general agent, whose 
 labors would be devoted to the permanent establishment and 
 endowment of such College. The sixth section gives authority 
 to the Board to appoint a President, Professors and Teachers, 
 fix their salaries, and otherAvise direct the management of the 
 Institution. The seventh section provides for a male and 
 female department, and for the instruction free of cliarge, of 
 one Normal pupil from each County in the State, and one for 
 each Representative in the lower house of the Legislature; 
 each pupil after graduating, to teach school in the State two 
 years — an obligation which, for good cause, may be annulled. 
 The eighth section authorizes County Courts to appropriate 
 Swamp Lands to the endowment of said College; the ninth 
 provides for the election of a President and Treasurer of the 
 Board; the eleventh gives the Board authority to designate 
 the age and qualifications of matriculates. The twelfth au- 
 thorizes the County Commissioner, or, in his absence, the 
 County Clerk, to examine applicants for admission with refer- 
 ence to moral character, and the County Court, if County aid 
 is afforded, to require an obligation to teach in the County. 
 The thirteenth section appropriates five thousand dollars from 
 the Common School Fund, to assist in the erection of suitable 
 buildings; and six thousand dollars, annually, to pay salaries 
 and other expenses." 
 
 6. Tlan for Central and District Normals. — In 1860 a 
 plan for one central Normal with four outside or district Nor- 
 mals was submitted to the Legislature for its consideration. 
 The Committee of the State Teachers' Association having in 
 charge the matter reported back to the Association that there
 
 NORMAL SCHOOLS. 89 
 
 seemed to be no great opposition to the bill but on account of 
 so many other important matters being before the Legislature 
 they could hot get a decent hearing on this subject. It seems 
 worth while to give a synopsis of this measure in as much as 
 it is the last one submitted before the Civil War. 
 
 (a) Districts. — The State was to be divided into five dis- 
 tricts, consisting of one central and four outside districts, em- 
 bracing respectively the Northeast and Southeast, Northwest 
 and Southwest sections of the State. 
 
 (b) Management, Etc. — A State Board of Education is 
 named in the bill, with the Superintendent of Common 
 Schools, and the Attorney-General as members ex-officio. This 
 Board having authority to locate the central or parent Col- 
 lege in the central district. This institution was to open its 
 doors to students from all parts of the State, and to receive 
 for its support a sum not exceeding three per cent, of the 
 annual state school money. The Board had authority also to 
 locate the. district Normals, when a respectable petition from 
 a majority of its Counties, accompanied with a proper guaran- 
 tee of grounds and buildings, was presented. The district Nor- 
 mals were to have all the powers and privileges of the central 
 or parent institution, and entitled to a sum not exceeding six 
 per cent of the annual State school moneys going from such 
 district for its support. 
 
 (c) Organisation and Control of District Normals. — 
 When the preliminary conditions were complied with by a 
 district, the bill made it the duty of the Governor to appoint 
 five additional members of the Board of Education from such 
 district, who, together with the parent Board, shall proceed 
 to locate the College and take the necessary steps for putting 
 it into operation. The five members of the Board, appointed 
 from the district, were to constitute a local Board of curators
 
 90 HISTORY OF EDUCATION. 
 
 to manage the pecuniary affairs of the district college, but to 
 secure uniformity, all matters pertaining to the appointment 
 of Professors, Course of Study, Text Books, admission of stu- 
 dents, etc., to be determined by the State Board of Education, 
 in which each district would have an equal representation. 
 
 7. Summary. — It seems entirely possible that the agita- 
 tion during the period closing with 1860 would have brought 
 the desired results in the matter of establishing Normal 
 Schools, for all the time there had been a growing sentiment 
 in their favor. One of the serious drawbacks was that edu- 
 cators themselves could not agree upon the best plan for the 
 establishment of the school. This prevented any concerted 
 action on the part of the friends of education in the State, and 
 consequently the necessary pressure could not be made on the 
 State Legislature, notwithstanding the fact that several able 
 Memorials were presented and some meritorious bills intro- 
 duced into the General Assembly. Of course on the whole the 
 subject was relegated to the back ground when the Civil War 
 came on just at the time when we have every reason to believe 
 the establishment of Normal Schools was about to be accom- 
 plished. 
 
 n. CIVIL WAR PERIOD.— The Civil War came on 
 and put an end to all discussion and agitation about Normal 
 Schools ; in fact as we have already observed all of the Schools 
 of the State, both publio and private, were suspended during 
 a large part of the time between 1860 and 1865. The most 
 exasperating thing about this with reference to schools was, 
 that public sentiment had to be worked up again for them, 
 and with reference to Normal Schools very much the same 
 agitation had to be carried on again which has been noted in 
 the preceding paragraphs.
 
 NORMAL SCHOOLS. 91 
 
 III. AGITATION FOR NORMALS BETWEEN 1866 
 AND 1870: 
 
 (A) Parker's Administration. — 1. Second Memorial 
 of the State Association. — In June, 1866, the State Association 
 met in St. Louis. At this meeting a Committee was appointed 
 to prepare a Memorial to be submitted to the next meeting of 
 the State Legislature. The Committee was composed of W. T. 
 Harris, Ira Divoll, E. B. Neely, George P. Beard and State 
 Superintendent T. A. Parker. Notwithstanding the fact that 
 this Memorial repeats some of the arguments used in the other 
 Memorial it seems desirable to quote it in full. The following 
 are the arguments : 
 
 (a) Need of Teachers. — ' ' That there is a manifest lack of 
 efficient teachers to supply the present and increasing demand 
 in this State; this is evident from the fact that the supply 
 comes, in a large measure, from other States. ' ' 
 
 (h) Need of Institutions for training Teachers. — ''That 
 there is a lack of Institutions which give the special requisite 
 to fit the abundant native talent of the State for the responsi- 
 ble calling of teacher. Notwithstanding the excellence of this 
 native talent has been shown by the marked success it has 
 achieved after proper training, yet the professional school is 
 wanting, and the want is more keenly felt, because the dearth 
 of higher Institutions in the State extends even to Seminaries 
 and Colleges, although these can give only one side of the 
 education necessary to a teacher — namely the general cul- 
 ture." 
 
 (c) Such Schools a Means of Economy. — "That the econ- 
 omy of the measure is very obvious. If teachers were edu- 
 cated and trained in this State, better schools with less cost 
 would result. For if the best talent is drawn here, from other
 
 92 HISTORY OF EDUCATION. 
 
 States, it must be because higher salaries are paid here than 
 at home. Thus Missouri must be content with a poorer grade 
 of teachers, at the same cost, that other States pay for better 
 ones, or else incur a disproportionate expense for the right 
 quality. By a small comparative outlay a Normal School may 
 be established that will save this extra cost." 
 
 (d) Other Nations and States have such Schools. — "The 
 most enlightened Governments of Europe consider the Nor- 
 mal School an essential appendage to the State. Prussia, since 
 1735, has increased her Normal Schools to fifty. France has 
 established ninety since 1810; England has forty and Switz- 
 erland thirteen, while the system has been adopted in Saxony, 
 Hanover, Bavaria, Sardinia, Greece and Belgium. 
 
 The movement extended to' this country during the first 
 quarter of the present century, and has resulted in establish- 
 ing such schools in Massachusetts, New York, Connecticut, 
 Rhode Island, Michigan, South Carolina, New Jersey, Penn- 
 sylvania, Illinois, Minnesota, Maine, and Wisconsin, as State 
 Institutions ; while the larger cities — Boston, New York, 
 Brooklyn, Philadelphia, St. Louis, and others, have their own 
 Normal Schools as a matter of economy. Experience has 
 demonstrated that it is better to have a school exclusively de- 
 voted to the training and culture of teachers, than to make it 
 a department of another institution. The department system 
 is not much in vogue since its failure in Germany, and the 
 experience with it in New York and Kentucky." 
 
 (e) Recapitulation of the Values of Normal Schools. — 
 "In order to set in a clearer light the benefits to be derived 
 from a Normal School, your memorialists further beg leave to 
 recapitulate briefly the arguments used by its advocates, which 
 have been confirmed by the test of one hundred years.
 
 NORMAL SCHOOLS. 93 
 
 1. Difference between acquiring and imparting knowledge. 
 There is an obvious distinction between the ability to acquire 
 knowledge and the ability to conmiunicate it. And again 
 there is a difference in modes of communication. A man may 
 be very learned, and able moreover to express his knowledge 
 in rigid scientific forms, while he is utterly unable to explain 
 anything so that a child can understand it ; the teacher, how- 
 ever, must above all, be able to translate his knowledge into 
 the form adapted to the youthful mind. The Normal Scliool 
 is the only school that professes to attempt this art. 2. His- 
 tory of Education. The History of Education is made a 
 special object of investigation in the Normal School. All past 
 experience is thoroughly discussed, and the causes of success 
 or failure set forth. It is seen that eminent teachers of all 
 times have followed essentially the same method. It is fur- 
 ther seen that this method involves the waking up of all the 
 faculties to activity ; how to stimulate the mind to self activity 
 in the proper manner ; how to govern the school in accordance 
 with the spirit of our national idea, by training the pupil to 
 self government; how to avoid those evil customs that have 
 rendered the name pedagogue odious from time immemorial; 
 to teach these things constitutes the business of the Normal 
 School. 3. The Principles of Instruction. The thorough in- 
 doctrination in the true principles of instruction saves a long 
 and unfortunate experience ; unfortunate for the scholars who 
 have been practiced upon for the teacher's benefit; unfortu- 
 nate for the teacher who is forced to waste his time in groping 
 about in the dark for that knowledge of method which he 
 might have acquired at the Normal School. 4. Same Argu- 
 ments as for other Professional Schools. The same sentiment 
 that refuses to place confidence in the uneducated lawyer or
 
 94 HISTORY OF EDUCATION. 
 
 physician should refuse to entrust the children of the com- 
 munity to the care of the empiric, to serve as waste material 
 upon which he experiments while learning the art of teach- 
 ing. 
 
 2. Parker's Comment. — Superintendent Parker in com- 
 menting upon the impoverished condition of the State says 
 that it is such as to forbid any appropriation for the endow- 
 ment of a Normal directly out of the State Treasury, but he 
 hopes that the school may be established and means provided 
 for its support. 
 
 Again in his report submitted to the adjourned session of 
 the Legislature in 1868, he urged as the chief need of the 
 schools of the State, a Normal School and recapitulated the 
 arguments of the Memorial quoted above. In addition to 
 those arguments he gave a somewhat detailed account of the 
 Normal Schools in other countries. 
 
 3. Parker's Plan for Normal Schools. — In 1868 Superin- 
 tendent Parker proposed a plan for Normal Schools for the 
 State of Missouri as follows: 
 
 (a) Districts. — The State was divided into six Normal 
 districts and the Counties named which were to compose the 
 District. 
 
 (b) Location and Organization of the Scliool. — The State 
 Board of Education and the Governor were authorized to 
 receive bids for the location of the school in each of the Dis- 
 tricts. Each County of that District having the privilege of 
 trying to secure the location. In order to secure the school 
 the County in which it was located must provide a good site, 
 healthy and accessible and erect suitable buildings in which to 
 conduct the school. The buildings were to be large enough to 
 accommodate a number of students equal to the sub-districts
 
 NORMAL SCHOOLS. 95 
 
 in the Normal District. The County must also provide all 
 needful furniture, books and apparatus for the Normal. In 
 ease two or more Counties competed for the School the bids 
 had to be referred to the Senate of the General Assembly for 
 final decision in the matter of location. 
 
 (c) Control of the Normals. — The control of the Normals 
 was to be vested in a Board of Directors, one from each Coun- 
 ty in the District, which was to form a corporation. This 
 corporation was to have all of the rights and privileges under 
 the laws for corporations in the State. They also had power 
 to make rules for the protection of the school property and 
 the welfare of the school; they could employ and dismiss 
 teachers, and fix salaries for the same, etc. The school was to 
 be inspected annually by an Executive Committee ; this Com- 
 mittee also had power to grant certificates to graduates, which 
 certificate would entitle them to a diploma, to be granted by 
 the President of the State University. 
 
 (d) Purpose. — These Normals were to be used exclusively 
 for the training of teachers. 
 
 (e) Tuition. — Tuition was to be absolutely free for both 
 men and women. 
 
 (f) Admission. — No student could be admitted to the 
 Normal without at least a second grade County certificate 
 from the County Superintendent, of the County from which 
 the student entered. 
 
 (g) Graduates to Teach. — All graduates were to be re- 
 quired to teach not less than two years in the public schools 
 of the State. 
 
 (h) Model School. — Each Normal was to have a model 
 school attached to it. 
 
 (i) State Support. — ^Wlien the above conditions were
 
 96 HISTORY OF EDUCATION. 
 
 complied with, the plan provided that the State should appro- 
 priate a sum of money for the support of each one of the 
 Schools. The money to be paid annually in quarterly install- 
 ments, to the treasurer of the Board of Directors. All money 
 appropriated by the State was to be used only for the payment 
 of salaries of the Board of Instruction or Faculty. 
 
 (i) Proposal to Make the Swamp Land Indemnity a 
 Normal Fund. — Superintendent Parker in summarizing the 
 situation as regards Normal Schools, and especially their sup- 
 port in connection with the above plan, makes the following 
 observations: "By ^drtue of the provisions of the Acts of 
 Congress March 2, 1855, March 3, 1857, and March 12, 1860, 
 the State of Missouri is entitled to indemnity for Swamp 
 Lands stole and absorbed by land warrants since September 
 28, 1850. Where the lands have been entered with land war- 
 rants the State receives other lands, and where sold for cash 
 the money is paid over to the State. It is ascertained, by ex- 
 amination of the records of the Land Office at Washington, 
 that the cash claim will amount to at least two hundred fifty 
 thousand dollars, and the land indemnity to one hundred 
 thousand acres. If the General Assembly will set apart this 
 indemnity as the nucleus of a 'Normal Fund', the experiment 
 of Teachers' Schools Avill be at last successful, after so many 
 vain attempts." 
 
 (h) Recommendations. — Mr. Parker recommended that 
 the above plan be carried out by the State Legislature, and in 
 case this proved unsatisfactory he suggested that half of the 
 funds derived from the sale of the unsold public lands of the 
 State might be used to form a Normal Fund. He also recom- 
 mended that only one school be established at onoe and that 
 others might be created as the funds would justify. He
 
 NORMAL SCHOOLS. 97 
 
 thought five thousand dollars from the State Treasury might 
 be sufficient to pay the Faculty for services as instructors in 
 the first school. One other important suggestion was made 
 that no proposal should be considered in the location of a 
 Normal unless the bid provided at least forty thousand dollars 
 for the construction of a building, the plans of which would 
 offer a capacity for not less than five hundred students. 
 
 (1) Discussion Occasioned hy the Plan. — ^When the plan 
 was published it provoked much discussion in the newspapers, 
 educational journals and among teachers at teachers' associa- 
 tions. One suggestion in particular was made that Normal 
 Schools and Agricultural Schools might be connected up in 
 some such scheme as that proposed by the plan of Mr. Parker. 
 This had some advocates because it provided a means of sup- 
 port from the State and also would enlist at once the whole 
 agricultural interests of the State. Another suggestion which 
 occasioned a good deal of controversy was to make the State 
 University with its Normal Department the central school. 
 
 (B) Private Normals Established. — During this period 
 of agitation and effort to establish State Normal Schools sev- 
 eral private Normal Schools were established. Among the 
 more important may be mentioned the following : 
 
 1. The North Missouri Normal. — In February, 1867, 
 Professor Joseph Baldwin came from Indiana to Missouri for 
 the purpose of finding a suitable place to establish a private 
 Normal School. On visiting Kirksville he finally decided to 
 locate the school there. The old Cumberland Academy was 
 used as the building to house the Normal after some repairing 
 and additions had been made to it. The school was opened 
 September 2, 1867, and during its first year one hundred forty 
 
 E— 7
 
 98 HISTORY OF EDUCATION. 
 
 students were enrolled not including those of the "Model 
 School". The Faculty for the first year finally included 
 eleven members among whom were Mr. and Mrs. James M. 
 Greenwood and Mr. W. P. Nason who were afterwards mem- 
 bers of the first State Normal Faculty of the North Missouri 
 Normal. One of the rather unique things about this school 
 was the "Model Department", which was a sort of a Training 
 School for the student teachers. 
 
 2. Missouri Normal University. — In July, 1868, the 
 County Teachers' Institute of Lawrence County incorporated 
 an institution known as the Missouri Normal University and 
 located it at Marionville, Lawrence County. The institution 
 was to be owned and conducted primarily for the benefit of 
 the teachers of Lawrence County but other people could enter 
 if they so desired. 
 
 3. Central Normal Scliool. — In the summer of 1869 Mr. 
 George P. Beard, formerly of St. Louis, opened a summer 
 Normal in Sedalia. This was hardly more than a Teachers' 
 Institute; however about fifty teachers enrolled the first day 
 and at least eight instructors were employed for the ses^sion. 
 The success of this undertaking led Mr. Beard to organize the 
 Central Normal School which was opened on the 4th of Octo- 
 ber, 1869. The term was to be divided into three twelve 
 week sessions for the ordinary year and a six week session for 
 the suromer. It will be remembered that Mr. Beard was the 
 first President of the South Missouri Normal which was locat- 
 ed at Warrensburg. 
 
 4. Fruitland Normal Institute. — The Fruitland Normal 
 Institute was opened September 1, 1869, in the Pleasant Hill 
 Academy Building, near Jackson in Cape Girardeau County. 
 The principal of the institute was Professor J. H. Kerr, then
 
 NORMAL SCPIOOLS. 99 
 
 County Superintendent of Cape Girardeau County. Mr. Kerr 
 was a graduate of Yale College, and had established a very fine 
 reputation for scholarship and culture in Southeast Missouri. 
 
 IV. STATE NORMALS AUTHORIZED.— After the 
 
 long period of agitation and discussion the General Assembly 
 of the State passed an Act entitled, "An Act to Aid in the 
 Establishment of Normal Schools", and the same was ap- 
 proved March 19, 1870. 
 
 (A) Important Provisions of the Act. — 1. Districts. — 
 The law provided for two Normal Districts. The North Mis- 
 souri Normal District included all of the Counties North of 
 the Missouri River, and the South Missouri State Normal 
 District included all of the Counties South of the Missouri 
 River. The former was to be known as the First Normal Dis- 
 trict and the latter as the Second Normal District. 
 
 2. Location and Management. — The location and man- 
 agement were vested in a Board of Regents consisting of the 
 State Board of Education, and two Regents appointed from 
 each of the Districts by the Governor. Under the law the 
 Regents were required to locate the Schools in the Counties 
 offering the greatest inducements in buildings and grounds. 
 Six months were allowed in which to receive bids and locate 
 the Schools, one of which was located at Kirksville and the 
 other at Warrensburg. 
 
 3. Original Board of Regents. — The original Board of 
 Regents consisted of the following: First District: E. B. 
 Neeley, St. Joseph, and Joseph Baldwin, Kirksville; Second 
 District : G. R. Smith, Sedalia, and J. R. Milner, Springfield. 
 The State Board of Education at this time was composed of, 
 T. A. Parker, Superintendent of Public Instruction, Francis
 
 100 HISTORY OF EDUCATION. 
 
 Rodman, Secretary of State, and H. B. Johnson, Attorney- 
 General. The Board met in Jefferson City, December 1, 1870, 
 at the call of the State Superintendent. It organized by electa 
 ing E. B. Neeley, President, and Edwin Clark, Secretary. 
 
 (B) Other Normal Schools Established.— The South- 
 east Missouri Normal School was established in 1873. In 
 March, 1905, the Legislature passed two Acts providing for 
 two other Normal Schools in the State. These Normals were 
 located respectively at Cape Girardeau, Springfield and Mary- 
 ville. The establishment of the additional Normals required a 
 re-districting of the State, so that at present we have the 
 Normals known as District Nos. 1, 2, 3, 4, and 5, the numbers 
 being attadied in the order of time in which the schools were 
 organized. 
 
 (0) Important Provisions in the Control and Manage- 
 ment of the State Normals. — As indicated above, Missouri's 
 Normal Schools are numbered by districts, being five in num- 
 ber, and the Statutes definitely define the Counties for each 
 normal District. Lincoln Institute, located at Jefferson City, 
 is a State Normal School for the purpose of training colored 
 teachers and is controlled in the same way as the other Nor- 
 mals, consequently the general statements we are making apply 
 to that Institution as well as the other five Normals which we 
 have enumerated. 
 
 1. Board of Regents. — The control for each of the above 
 six institutions is vested in a separate Board of Regents com- 
 posed of seven members. Six of these Regents must reside in 
 the Normal District, and one member shall be a resident of the 
 County in which the Institution is situated. Those for Lin- 
 coln Institute may reside any where in the State. The State
 
 NORMAL SCHOOLS. 101 
 
 Superintendent is ex-officio a member of all of these six Boards 
 and makes the seventh member. 
 
 (a) Hoiv Appointed. — Beginning with the year 1909 and 
 every two years thereafter it is the duty of the Governor to 
 appoint two Regents for each Normal School. They are con- 
 firmed by the Senate, and their term of office is for six years. 
 The law also provides that not more than four of the Board, 
 including the State Superintendent, may belong to one polit- 
 ical party. 
 
 (h) Organization. — Each Board shall have a President 
 and Vice-President who shall be chosen from among their mem- 
 bers. And each Board must have a Secretary and Treasurer 
 whenever such officers are necessary, and other officers may 
 be chosen at the discretion of the Boards. The Treasurer may 
 not be a member of the Board, 
 
 (c) Powers and Duties. — Each Board has full power to 
 make all necessary rules and regulations for the management 
 of its own Institution. They may invest the Faculty with 
 power to suspend or expel students and they may appoint all 
 officers and teachers; define the courses of instruction and 
 designate the text books to be used. They also fix the compen- 
 sation of the President, Professors and Teachers, define their 
 term of office, and may remove them for cause. They have 
 power also to issue a diploma, which is a life certificate to 
 teach in the schools of the State of Missouri, and an elementary 
 certificate which is a license to teach in the schools of the State 
 for two years. The President of each Board is required to 
 make an annual report to the State Superintendent of Public 
 Schools in August of each year, which report shall show in a 
 detailed way the condition and management of his school. 
 Each Board may make rules for the admission of students
 
 102 HISTORY OF EDUCATION. 
 
 such as it may deem proper, and each student must file with 
 the Secretary of the Board a signed declaration of his inten- 
 tion to teach before he can be admitted into any of the Nor- 
 mal Schools. 
 
 (d) Meetings and Compensation of Members. — Each 
 Board of Regents shall hold one annual meeting in the month 
 of June at the close of each school year, where the Normal is 
 located. Adjourned meetings may be held at such times and 
 places as may be determined by the Board. A meeting may 
 be held on written request of two members of the Board, or on 
 request of the Faculty when the same is signed by the Presi- 
 dent and certified by the Secretary. Members of the Board 
 receive no salary for their services but they are paid 
 six cents per mile for each mile traveled in going to and from 
 meetings, and other actual traveling expenses. These ex- 
 penses are to be paid out of the contingent fund of each insti- 
 tution. 
 
 V. SKETCHES OF THE NORMALS: 
 
 (A) First District, Kirksville. — 1. Location. — We have 
 already indicated in a previous paragraph that the First Dis- 
 trict Normal was known as the North Missouri Normal School. 
 The school was located at Kirksville December 26, 1870. To 
 secure the school Adair County gave the following bonus: 
 Cash $50,000.00, Bonds for furnishing the house $8,000.00, 
 Buildings and grounds of North Missouri Normal School $10,- 
 000.00, Site for new building, 15 acres, $7,000.00 and cash 
 for trimming angles with stone (additional) $1,400.00, in all 
 $76,400.00. 
 
 2. Organization. — The School was opened January 1, 
 1871, and the cornerstone of the new building was laid Sep- 
 tember 6th of that same year.
 
 NORMAL SCHOOLS. 103 
 
 3. First Faculty. — ^We have already mentioned the fact 
 that a private Normal had been organized at Kirksville, and 
 when the State Normal was established the faculty of the old 
 North Missouri Normal School which had been in operation for 
 three and one-half years became the Faculty of the State Nor- 
 mal School with Joseph Baldwin as the Principal. Mr. Bald- 
 win had been a member of the original Board of Regents, but 
 when he was elected Principal he resigned from the Board. 
 The first catalogue gives as the Faculty : J. Baldwin, Princi- 
 pal, Science and Art of Teaching, and Mental and Moral 
 Science; W. P. Nason, English Language and Literature; J. 
 M. Greenwood, Mathematics, Natural Philosophy and Astron- 
 omy ; S. M. Pickler, Elocution, Logic, Bookkeeping and Math- 
 ematics; Amanda Greenwood, Geography, Botany, History, 
 and Reading; Mary Norton, Instrumental Music. Assistant 
 Teachers, W. F. Drake, Didactics and Grammar; C. W. Big- 
 ger, Penmanship and Geography; 0. P. Davis, Mathematics; 
 J. T. Smith, Latin ; I. N. Natlick, Algebra and Elocution ; W. 
 E. Coleman, History; Lewis Falkenstein, Vocal Music, and 
 Mrs. M. J. Carney, Physiology and Orthography. 
 
 4. Early Course of Study. — The first Course of Study 
 published in 1871 provided for four years of instruction. Can- 
 didates for admission must pass an examination such as re- 
 quired for a second grade County Certificate, which would be 
 about the equivalent of our third grade County Certificate 
 now, or would mean a completion of the elementary school 
 course. The following departments were offering instruction : 
 The Professional; Mathematical; Natural Sciences; English 
 Language and Literature ; Elocution ; Penmanship and Draw- 
 ing, and History of Art; Geography and History, and An- 
 cient and Modern Languages.
 
 104 
 
 HISTORY OF EDUCATION. 
 
 (a) Professional Course. — The first catalogue in outlin- 
 ing the Professional Course under the head "Science of Teach- 
 ing" gives the following subjects to be studied: 
 
 1. Classification of Mental Powers. 
 
 2. Nature and Office of each Faculty. 
 
 3. Laws of Development and Discipline. 
 
 4. Methods of Cultivating each Faculty. 
 
 5. Moral Science. 
 
 6. Methods of Cultivating our Moral Nature. 
 
 7. Domestic and Social Culture. 
 
 METHODS OF 
 CULTURE. 
 
 1. 
 2. 
 
 IL 3. 
 
 METHODS OF 4. 
 
 INSTRUCTION. 5. 
 
 6. 
 
 1. 
 
 2. 
 
 IIL 3. 
 
 ' SCHOOL 4. 
 
 MANAGEMENT.5. 
 
 Principles of Instruction. 
 
 Forms of Instruction. 
 
 Classification of Knowledge. 
 
 Order of Studying the Branches. 
 
 Methods of Teaching — Common Branches and Higher Branches. 
 
 History of Methods, and Biography of Educators. 
 
 Preparatory Work. 
 
 School Organization. 
 
 Class Management. 
 
 School Government. 
 
 School Authorities — Science 
 
 School Laws. 
 
 6. School Hygiene. 
 
 7. Teachers' Institutes. 
 
 of Government and Missouri 
 
 5. School Year. — The School Year was divided into four 
 terms of ten weeks each, with a vacation of one week at the 
 close of each term, except the second. A week's vacation was 
 also allowed during the Christmas Holiday. 
 
 6. Tuition and Fees. — Tuition was free, but an incidental 
 fee of five dollars per term was charged. 
 
 7. Practice Teaching. — A Model ScJiool was organized 
 the first year of the Normal and the institution provided for 
 the following phases of practice training : 
 
 (a) Model School Methods. — This method provided for 
 pupils to teach children under supervision of members of the 
 Faculty.
 
 NORMAL SCHOOLS. 105 
 
 (b) Normal Class Methods. — This method allowed the 
 students of the class the privilege of teaching the class, usually 
 once a week while the regular teacher observed the student 
 teacher. The regular Normal teacher observed the teacher 
 and gave criticisms upon the performance. 
 
 (c) The Training Class Methods. — In this method the 
 regular teacher presents methods to the entire class, after 
 which the class is divided into sections, some member of the 
 section teaching it, and finally all the sections meet for criti- 
 cism, discussion and suggestions. 
 
 (d) The Reciprocal Method. — This method simply divided 
 the classes of the school into sections varying from two to eight 
 in number. One member of the section acted as the teacher, 
 and the others were pupils. 
 
 (e) The Faculty Method. — In this method members of 
 the senior class and other students of marked ability were 
 selected to be members of the regular Faculty. 
 
 The catalogue suggests that the best thing to do in the 
 matter of practice teaching is to combine all five of the above 
 methods to insure the best possible training in the art of teach- 
 ing. 
 
 8. Pledged to Teach. — Each student was required to sign 
 a pledge declaring his intention to teach in the public schools 
 of Missouri before enrollment in the institution could be com- 
 pleted. 
 
 9. Statistics. — (a) Faculty. — The present Faculty num- 
 bers forty-three members, including a few students who are 
 on scholarships. 
 
 (h) Students. — In the Normal proper for the year 1909-10 
 thirteen hundred ninety-four students were enrolled and two 
 hundred twenty-seven were enrolled in the Training Schools.
 
 106 HISTORY OF EDUCATION. 
 
 Since its organization the school has enrolled twenty-seven 
 thousand five hundred seventy-two students. 
 
 (c) Graduates. — The school has issued one thousand and 
 seventy-eight diplomas and two thousand one hundred seventy 
 certificates since its organization. This makes a total of three 
 thousand two hundred forty-eight. 
 
 (d) The Value of the Plant. — The value of the plant in- 
 cluding buildings, grounds (15 acres), library, scientific ap- 
 pliances, etc., is $225,000.00. The school also holds options on 
 sixty acres of land near the campus at a price of $25,000.00. 
 It is the purpose of the school to use this land for its agricul- 
 tural department. 
 
 (e) Student Organizations. — The institution has the fol- 
 lowing student organizations: The Philomathean Literary 
 Society and the Senior Literary Society are mixed socie- 
 ties for men and women; The Elizabeth Browning Club, 
 is a student organization for young women; The Websterian 
 Debating Club, The Claytonion Debating Club, The Ciceronian 
 Debating Club and The Demosthenonian Debating Club for 
 young men ; The Current Topics Club for young women ; His- 
 tory Club for men and women, including members of the 
 Faculty. There is also the Art Club, the German Club, Latin 
 Club, Science Club and Shakespeare Society. These societies 
 meet once a week, some of them having their meetings in the 
 day time and some in the evening. Credit may be given for 
 work done in the various clubs and societies at the discretion 
 of the Public Speaking and Debating Department. There is 
 also an Athletic Club composed of young women who are stu- 
 dents in the Department of Physical Education. 
 
 (f) Total Appropriations. — Since the organization of the 
 school, including the appropriations made in 1909, the Gen-
 
 NORMAL SCHOOLS. 107 
 
 eral Assembly has appropriated $940,585.41 for the needs of 
 the school. 
 
 10. Characterization. — In its last Bulletin the avowed 
 purpose of the school is to furnish teachers for the public 
 schools of the State. And this is interpreted to mean all of the 
 Schools including both elementary and secondary and also the 
 training of teachers for the special subjects which have recent- 
 ly been added to the school curriculum, such as Commerce, 
 Agriculture, the Arts of Music, Drawing, etc. No other Normal 
 School in the State is putting quite so much emphasis on the 
 rural school problem as this Normal. Its thoroughly equipped 
 "Model Rural School" is one of the evidences tending to con- 
 firm this statement. 
 
 11. Presidents. — (a) Joseph Baldwin, President of 
 North Missouri Private Normal from September 2, 1867, to 
 December 31, 1870, and President of the First District Normal 
 from January 1, 1871, to September 1, 1881. (b) W. P. Na- 
 son, Acting President for one year, 1881 to 1882; (c) J. P. 
 Blanton, from September, 1882, to June, 1891; W. D. DoD- 
 son, from September, 1891, to June, 1899 ; John R. Kirk, from 
 June, 1899, to . 
 
 (B) Second District, Warrensburg. — 1. Location. — On 
 the 26th day of December, 1870, the Second District Normal 
 was located at Sedalia, Sedalia and Pettis County having 
 offered a bonus of $85,000.00 to secure its location. At the 
 meeting of the Board of Regents held in Jefferson City April 
 26, 1871, the Board rescinded its action locating the school at 
 Sedalia, on account of Sedalia and Pettis County not having 
 complied fully with the terms of the contract provided for 
 the location of the school. And immediately the Board ac- 
 cepted a proposition offered by Johnson County and Warrens-
 
 108 HISTORY OF EDUCATION. 
 
 burg, which provided that the City and County should donate 
 a site for the building, including twenty acres of land situated 
 immediately south of the City of Warrensburg, and also erect 
 a building on the same 'to cost $200,000.00, the same to be 
 completed in eighteen months. In carrying out this contract 
 Johnson County voted bonds to the amount of $128,000.00 and 
 the City $45,000.00, while private citizens bought and donated 
 the campus. 
 
 2. Some Early Difficulties. — The corner stone for the new 
 building was laid August 16, 1871, and the first story was 
 ready for occupancy by the close of the next year but the 
 building itself as originally planned was not completed until 
 1881, when the Legislature made an appropriation to finish it. 
 This unfinished condition of the building together with certain 
 other difficulties in the early organization somewhat hindered 
 the early progress of the school. 
 
 3. First Faculty. — The first Faculty consisted of George 
 P. Beard, Principal, who had been President of the Central 
 Normal School at Sedalia, Mr. E. A. Angell and Miss Lucy J. 
 Maltby. Later in the year other members were added to the 
 Faculty as follows: Mr. S. K. Wliiting, Vocal Music; Lizzie 
 A, Boyakin, Instrumental Music, and Ethel P. Sherman, As- 
 sistant Teacher. Mr. Beard was Instructor in Didactics, Mr. 
 Angell in Natural Sciences and Elocution and Miss Maltby in 
 Mathematics. Mr. Beard continued as Principal for only one 
 year and he was succeeded by James Johonnot, who came from 
 the State Normal School at Albany, New York. Miss Maltby 
 was also a graduate of that same school. During the second 
 year Professor Hermann Krusi, who was a son of the Krusi 
 who had worked with Pestalozzi in Switzerland, was elected to
 
 NORMAL SCHOOLS. 109 
 
 teach Mathematics and German. He was selected to bring 
 the Pestalozzian system of teaching to the school. 
 
 4. Early Course of Study. — The early Course of Study 
 was practically the same as that used in the First District Nor- 
 mal, so it is not necessary to offer any discussion of it here. 
 Indeed, it can be said that the provisions relating to course 
 of study, conditions of admission, etc., were identical for the 
 schools because they were both under the same Board of Re- 
 gents, as we have already indicated when we discussed the 
 laws establishing them. 
 
 5. Practice School. — The Practice School was known as 
 the "Model Department" which embraced the public schools 
 of Warrensburg, with Mr. J. J. Campbell as Principal. Mr. 
 Campbell afterwards became a member of the Faculty and 
 for many years was at the head of the English Department. 
 This arrangement did not prove to be satisfactory and was soon 
 discontinued. An effort was made to establish a Training 
 School in connection with the Normal proper but this was also 
 discontinued in 1873, and the Training School facilities were 
 not finally provided for until the school year 1881-2. 
 
 6. Summer School. — The summer school was organized 
 in 1896 and continued as a sort of a private enterprise until 
 1901, when the General Assembly made an appropriation of 
 $2,000.00 for the summers of 1901 and 1902. Before this time 
 a few members of the Faculty taught in the school and re- 
 ceived for their remuneration the fees which were charged for 
 enrollment ; however it may be said that this furnished a very 
 small compensation for the teachers. 
 
 7. Statistics. — (a) Faculty. — The Faculty now numbers 
 forty-eight members, and no student teachers are included in 
 this number.
 
 110 HISTORY OF EDUCATION. 
 
 (b) Students. — During the year 1909-10, sixteen hundred 
 forty-nine students were enrolled in the Normal proper and, 
 three hundred five children were enrolled in the Training 
 School, making a total of nineteen hundred fifty-four students. 
 Since its organization the institution has enrolled thirty thou- 
 sand nine hundred eleven students for the Normal proper. 
 
 (c) Value of Plant. — The school plant including grounds, 
 buildings, equipments, etc., is now estimated to be worth more 
 than $400,000.00. 
 
 (d) Student Organizations. — There are six Literary Socie- 
 ties : the Athenian, Baconian and the Irving for young men ; 
 the Campbell, Orsborne and Periclean for young women. 
 Members of the Faculty may be honorary members of the 
 societies but the immediate supervision of them is under the 
 control of the head of the Department of Expression. 
 
 The students maintain both a Young Men's Christian As- 
 sociation and a Young Women 's Christian Association. All of 
 these Associations have halls well furnished and decorated for 
 their uses. In general they hold weekly meetings. The Socie- 
 ties have their halls in the new Gymnasium Building or in 
 the upper story of the old Normal Building. There is also an 
 Oratorical Association which is made up of the members of 
 the various societies. The work of this Association is carried 
 on through an Executive Committee which is composed of the 
 Officers of the various Societies. 
 
 The Athletic Association was first organized in 1896, and 
 it now includes all of the students of the school as they pay the 
 one dollar fee on the entrance to the school. This fee entitles 
 them to a ticket, which becomes an admission ticket to all 
 games on the Normal Athletic Field. The Faculty Athletic 
 Committee has supervision over the Athletic Association. Be-
 
 NORMAL SCHOOLS. Ill 
 
 sides the above organizations the students and Faculty main- 
 tain the Science Club, the Debate Club, the Dramatic Club, 
 the Camera Guild and the Tennis Club. 
 
 There are seven musical organizations directed by the 
 members of the Music Department. At present these organi- 
 zations are the Chorus, composed of men and women, the Male 
 Chorus, the Girls Chorus, a Band, two Orchestras and the 
 Mandolin Club. 
 
 The Alumni Association is composed of all the full course 
 graduates of the school and now numbers thirteen hundred 
 twenty-eight members. 
 
 (e) Graduates. — Since the organization of the school in 
 1871 the Board of Regents has issued thirteen hundred twen- 
 ty-eight diplomas, and thirty-one hundred and eight certifi- 
 cates. 
 
 (f) Total Appropriations. — Including the appropriations 
 made by the General Assembly in 1909, there has been appro- 
 priated to the credit of this Normal $1,059,287.42. 
 
 8. Characterization. — Since the time of President Ors- 
 borne the School has always been characterized by a deep pro- 
 fessional spirit. At present it seems fair to say that its new 
 Training School Building provides a very unusual equipment 
 for that important phase of Normal work; the new Gymnas- 
 ium Building with its elaborate equipment provides a most 
 adequate opportunity for a large emphasis on Hygiene and 
 Physical education; and a recent revision in the courses de- 
 manding more work for entrance gives emphasis to the college 
 courses of the Normal, while the Technological courses were 
 revised in such a way as to make them comparable with those 
 of the very best Normal Schools in the country. 
 
 9. List of Presidents. — (a) George P. Beard, 1870 to
 
 112 HISTORY OF EDUCATION. 
 
 1871; (b) James Jolionnot, 1871 to 1875; (c) George L. 
 Orsborne, 1875 to November, 1898; (d) George H. Howe, 
 1898 to 1901; (e) E. B. Craighead, 1901 to October, 1904; 
 (f) James E. Ament, 1901 to 1906; (g) W. J. Hawkins, 1906 
 to . 
 
 (C) Third District, Cape Girardeau. — 1. Location and 
 Organization. — The Southeast Missouri Normal was provided 
 for by a Legislative Act which was approved March 22, 1873. 
 The school was located by the State Board of Education whic}i 
 consisted of John Monteith, State Superintendent ; Eugene F. 
 Weigel, Secretary of State ; H. Clay Ewing, Attorney General, 
 and four other members who together with the State Board 
 were to constitute the Board of Regents. The Governor ap- 
 pointed George W. Farrar of Iron and Jacob H. Burrough of 
 Cape Girardeau to serve for two years, and T. J. 'Morrison 
 of New Madrid and Charles C. Eozier of Ste. Genevieve to 
 serve for four years. The Board met in Jefferson City Sep- 
 tember 30, 1873, and after considering all of the bids accepted 
 the one offered by the City of Cape Girardeau, which included 
 fifty thirty-year eight per cent bonds, valued at $50,000.00, 
 notes and cash $6,085.00 and lands sufficient to bring the total 
 bonus up to $65,975.90. However the Board put a value of 
 only $54,865.00 upon the bonus offered since the cash value 
 of the bonds was only $43,640.00. The site selected for the 
 school was the hill known as "Fort B". 
 
 2, First Faculty and Opening of the School. — At a meet- 
 ing of the Board of Regents held December 3, 1873, it was 
 decided to open the school at once. Professor L. H. Cheney 
 was elected President and Mrs. Frances A. Cheney was chosen 
 as assistant. On December 10, 1873, the school was opened 
 temporarily in the upper rooms of the public school building.
 
 NORMAL SCHOOLS. 113 
 
 Thirty-five students were enrolled on the opening day of the 
 school and fifty-seven attended during the first year. 
 
 3. Course of Study. — As might be expected Professor 
 Cheney modeled his course very much after that which was 
 in use in the Warrensburg Normal. We have already recited 
 the fact that the courses were very similar in the two old 
 Normals at first, therefore it is not necessary to give any fur- 
 ther statements about the course in this school. 
 
 4. Practice School. — The Practice School was established 
 in 1876 but this Department did not have a separate building 
 till September, 1903. This building was constructed out of a 
 portion of the insurance received when the old Normal build- 
 ing was destroyed by fire in 1902. 
 
 5. Destruction of the Buildings dy Fire. — The main build- 
 ing of the Normal was burned on the night of April 7, 1902, 
 and it was necessary for the scliool to find temporary quarters 
 till new buildings could be constructed. During this time the 
 school occupied the Court House and some Churches and other 
 buildings. This disaster may be said to have been a blessing 
 in disguise, for the General Assembly in 1903 appropriated 
 $200,000.00 to erect a new building. And in 1905 an addition- 
 al $100,000.00 was appropriated to complete and furnish the 
 main building, grade the grounds, provide a power house and 
 Manual Training Department and to equip the Library. 
 
 6. Statistics. — (a) Facidty. — The Faculty now numbers 
 thirty-four members, none of which are student assistants. 
 
 (h) Students. — For the year 1909-10 there were nine hun- 
 dred three students enrolled for the regular term ; one hundred 
 fifty-six in the Training School and one hundred seventy-five 
 farmers in the short term Agricultural Course, making a total 
 of twelve hundred thirty-four students. Since the organiza- 
 
 E— 8
 
 114 HISTORY OF EDUCATION. 
 
 tion of the Sdiool thirteen thousand eight hundred eighty- 
 three students have been enrolled, counting by years and not 
 individuals. 
 
 (c) Graduates. — The School has issued six hundred four 
 diplomas which includes eleven A. B. degrees. 
 
 (d) Value of Plant. — The plant including buildings, Li- 
 brary, land, laboratories, etc., is now valued at $500,000.00. 
 
 (e) Student Organizations. — There are four Literary 
 Societies in the School : The Webster and Benton for young 
 men; and the Clio and Sorosis for young women. These 
 societies meet regularly on Saturday afternoons or evenings. 
 They have finely furnished halls and tlieir exercises are open 
 for visitation by the Faculty and students. The students also 
 maintain a Young Men's Christian Association and a Young 
 Women's Christian Association. The Schiller Verein Society 
 is organized to afford students who are studying German an 
 opportunity to practice in speaking German. The students 
 also maintain an excellent Military Band. 
 
 (f) Dormitories. — The school conducts two dormitories 
 — Leming Hall for young women and Albert Hall for young 
 men. Leming Hall accommodates about one hundred women 
 and Albert Hall about eighty men. These halls are directly 
 under the control of the school and it is the purpose of the 
 management to furnish them to the students at actual cost. 
 They are not owned by the State but rented and paid for by ic. 
 
 (g) Total Appropriations. — The State has appropriated 
 $1,067,436.80 for the support and maintenance to this institu- 
 tion. This includes the appropriation made in 1909. 
 
 7. List of Presidents.— (a) L. H. Cheney, 1873 to 1876; 
 (I) Kirk, 1876 to 1877; (c) C. H. Butcher, 1877 to 1881; 
 (d) R. C. Norton, 1881 to 1893 ; (e) W. D. Vandiver, 1893 to
 
 NORMAL SCHOOLS. 115 
 
 1897 ; (f) John S. McGee, 1897 to 1899 ; (g) W. S. Dearmont, 
 1899 to . 
 
 8. Characterization. — As indicated by the total valuation 
 in the property of the school this Normal has the most valuable 
 material equipment in the State, and one of the most valuable 
 in the "West. The school emphasizes its College Courses and 
 it is possible for the student to secure an A, B. degree without 
 undertaking the professional work of the Normal proper. It 
 has a thoroughly up to date organization in the matter of 
 courses, including not only the College courses, but also the 
 Art courses, such as Manual Training, Music, Drawing, etc, 
 
 (D) Fourth District, Springfield. — 1. Location and 
 Organization. — The Fourth Normal District was established 
 by an Act of the 43rd General Assembly, approved March 17, 
 1905. The District was composed of twenty-two Counties in 
 Southwest Missouri. The Governor appointed a Commission 
 to locate the School and, after considering all the propositions, 
 the School was finally located at Springfield. To secure its lo- 
 cation the citizens of Springfield gave thirty-eight acres of land 
 for the normal site and a bonus of $25,000.00 in cash. The 
 school was opened June 10, 1906 in some leased buildings for 
 its first session. During the summer session it enrolled five 
 hundred forty-three students. 
 
 2. First Faculty. — The summer school above mentioned 
 was under the direction of Principal E. E. Dodd of the Spring- 
 field High School and President J. A. Taylor of the Springfield 
 Business College and had a Faculty of about twenty-five teach- 
 ers, some of whom were regular teachers in Drury College 
 and the Springfield High School and others were Principals 
 and Superintendents out in the Normal District. W. T. Car-
 
 116 HISTORY OF EDUCATION. 
 
 rington was selected as the first President of the School but 
 he did not enter upon his duties until January 15, 1907. In 
 the meantime the School opened for its first regular term in 
 September, 1906, with C. E. Marston, Director of the School ; 
 J. A. Taylor, Business Manager; Mrs. Cora L. Boeringer, 
 Virginia Craig and Elizabeth Park; Messrs. D. T. Kizer, W. 
 E. Vaughn; and Mr. and Mrs. C. P. Kinzey teachers. 
 
 3. Buildings. — A general plan for the School provides a 
 scheme for three buildings with a heating plant sufficient for 
 heat and light for all of them. The cornerstone for Academic 
 Hall, which is to be the main building, was laid with imposing 
 ceremonies August 10, 1907. This building is now completed 
 and is one of the handsomest Normal School Buildings in the 
 country. It is two hundred twenty-six by one hundred sixty 
 feet and contains a fine Auditorium of one thousand seating 
 capacity, Library, Gymnasium, Halls for Literary Societies 
 and Christian Associations and twenty-three school rooms. 
 
 4. Training School. — The Training School is a graded 
 school with three departments located on Kingshighway, a 
 little way off the Normal Campus. It is known as the ' ' Green- 
 wood School" and is supervised by members of the regular 
 Normal Faculty and the critic teachers of the School. 
 
 5. School Dormitory. — Irving Dormitory is managed by 
 the Normal, though it is not owned by the State. It will 
 accommodate sixty-four young women and is leased and man- 
 aged so as to provide accommodations for more women near 
 the campus. 
 
 6. Statistics. — (a) Faculty. — The Faculty now numbers 
 thirty, which does not include any student teachers. 
 
 (b) Students. — For the school year 1909-10, thirteen hun- 
 dred eighty-eight students were enrolled and since its organ-
 
 NORMAL SCHOOLS. 117 
 
 ization the institution has enrolled four thousand six hundred 
 forty-six students. 
 
 (c) Graduates. — The Diploma has been granted to one 
 hundred seventy-seven students since the opening of the 
 school. 
 
 (d) Value of Property. — The school prooerty, including 
 grounds, buildings, equipment, etc., is valued, at $300,000.00. 
 
 (e) Student Organizations. — There are four Literary So- 
 cieties supported by the students. The Bentonian and Car- 
 rington have both the young men and young women as mem- 
 bers. The Boys' Normal Debating Club is for young men 
 who desire training in debate. The Girls' Normal Dramatic 
 Club is an organization for young women who are interested 
 in general literary activities. The students also have a Young 
 Men's Christian Association and a Young Women's Chris- 
 tian Association. There are three Musical organizations, 
 namely, The Choral Club, Cornet Band and a Ladies ' Quartet. 
 
 (f) Total Appropriations. — Since the establislnnent of 
 the school in 1905 $282,201.76 have been appropriated for the 
 support and maintenance of it. 
 
 7. Characterization. — The school has experienced a mar- 
 velous growth and acquired a high degree of efficiency for so 
 short a history. Perhaps no other Normal School in the West 
 has developed so rapidly. No doubt this prosperity is in a 
 large measure due to the wise business management on the 
 part of the Board of Regents and President Carrington who 
 has been the only President the School has had since its or- 
 ganization. That there was need for such an institution in 
 the Southwest part of the State is evidenced by the fact that 
 the school has been so thoroughly appreciated and patronized 
 during its four years of existence.
 
 118 HISTORY OF EDUCATION. 
 
 (E) Fifth District, Maxyville.— 1. Location.— The Fifth 
 Normal District was established by an Act of the General 
 Assembly which was approved on the 25th day of March, 
 1905. The Governor appointed a Commission, consisting of 
 C. C. Fogle of Lancaster; Edmund MoWilliams of Plattsburg; 
 C. A. Calvird, Clinton ; J. W. Fox of Monroe City and Dean 
 J. C. Jones of the University to locate the school. This Com- 
 mission visited the competing points and decided to locate the 
 school at Maryville. To secure the institution Maryville do- 
 nated a tract of eighty-six acres of land and $58,000.00 in cash. 
 Later the Board of Regents bought an additional tract of land 
 consisting of thirty-one acres so that now the campus includes 
 one hundred seventeen acres of land, representing a value of 
 not less than $64,984.50. 
 
 2. Organization. — On January 4, 1906, the Board of Re- 
 gents elected Mr. Frank Deerwester, head of the Department 
 of Pedagogy in the Warrensburg State Normal, President of 
 the School. It was decided to open the school for a summer 
 session on June 13, 1906. A temporary Faculty was selected 
 to do the teaching for this summer session. It consisted large- 
 ly of Superintendents and Principals in the various to^\^ls of 
 the District, among others Superintendent J. A. Whiteford of 
 St. Joseph, T. B. Ford of Trenton, B. M. Stigall, Manual 
 Training High School of Kansas City, B. F. Duncan of Mary- 
 ville, George H. Colbert of Clarinda, Iowa, and Miss Alpha 
 Bigley of Redlands, California. 
 
 3. First Regular Faculty. — The first regular Faculty con- 
 sisted of Frank Deerwester, President and Professor of 
 Pedagogy; T. B. Ford, English; George H. Colbert, Mathe- 
 matics; J. J. Bryant, Sciences; Jesse Lewis, History; J. R. 
 Hale, Latin ; Eudora Mather, Training School ; Alpha Bigley,
 
 NORMAL SCHOOLS. 119 
 
 Manual Training and Drawing; B. F. Duncan, Civics and 
 Economics; H. M. Cook, Physical Culture and Elocution; 
 P. 0. Landon, Vocal Music; Mrs. Martha B. Clark, Librarian, 
 and Miss Kate Clement, General Assistant. 
 
 4. Difficulties. — The School has encountered some rather 
 serious difficulties in its short history. For various reasons 
 the buildings have not yet been completed. This is the result 
 of misunderstandings with contractors and some division of 
 opinion in the Board in regard to plans and the expenditure of 
 the money. Further complications have been made by the 
 fact that the school has had three Presidents during its short 
 history. No one of them staying long enough so far to inaug- 
 urate and carry out any school policy. 
 
 5. Statistics. — (a) Faculty. — The Faculty now consists of 
 twenty-two members, all of which are regular teachers. 
 
 (h) Total Appropriations. — The school has received from 
 the State $295,527.47, including the appropriations of 1909. 
 
 (F) Lincoln Institute, Jefferson City. — 1. Origin. — The 
 first funds for the establishment and support of an institution 
 for the educational advancement of the colored race came 
 from contributions made by the soldiers of the Sixty-second 
 and Sixty-fifth Regiments of U. S. Colored Infantry. These 
 soldiers contributed $6,379.00 for the purpose of establishing 
 a school in Missouri for colored children so that they might 
 secure a practical education. 
 
 2. Organization. — The school was organized with a Board 
 of Trustees consisting of ten, June 8, 1866, and incorporated 
 under the General Laws of the State June 25, 1866. 
 
 3. First Session. — The school was opened September 17, 
 1866, having been located at Jefferson City. It was opened 
 under the name of "Lincoln Institute" with R. B. Foster, a
 
 120 HISTORY OF EDUCATION. 
 
 New England white man, as Principal. Mr. Foster served as 
 Principal for two years. 
 
 4. Early Struggles. — The school had serious difficulties 
 during the first years of its existence because no definite means 
 of support had been provided. The only revenue came from 
 donations and subscriptions which were collected from various 
 sources and not paid with any regularity. 
 
 5. State Aid. — In 1870 the State Legislature appropriated 
 $5,000.00 for teachers' salaries and in 1879 the Institution was 
 taken over by the State, its indebtedness of $5,000.00 paid 
 and the bi-ennial appropriation made for its support. These 
 appropriations have been made at each session of the General 
 Assembly from that time to the present. 
 
 6. Departments. — The Institute is now organized to iiv 
 clude (a) the Collegiate Department ; (h) the Normal Depart- 
 ment; (c) the Sub-Normal Department; (d) the Training 
 School and (e) The Industrial Department for Young Men 
 and also (j) The Industrial Department for Young Women. 
 No detailed discussion is made of these Departments for they 
 are under the same standards as those of the other Normals 
 and the University. The Collegiate Department and Prepar- 
 atory School were established in 1887 and at the same time 
 the Normal Department was organized and the Legislature 
 made the Normal Diploma a life certificate to teach in the 
 colored schools of the State, and also at this same time the 
 limited State certificate was provided for. The Industrial 
 Department was organized in 1889. 
 
 7. Buildings. — The main building was completed in 1871. 
 It was a very good brick building, three stories high, well ar- 
 ranged and located upon a very good site just outside the city 
 limits of Jefferson City. The grounds contain twenty acres.
 
 NORMAL SCHOOLS. 121 
 
 In 1894 the main building was destroyed by fire ; however the 
 next Legislature appropriated $40,000.00 for a new building, 
 which is much more commodious than the old one. The school 
 also has a dormitory for young men and one for young women. 
 
 8. Statistics. — (a) Faculty. — The Faculty now consists of 
 twenty-four men and women who give themselves entirely to 
 teaching or in supervision of some of the student activities. 
 No student teachers are included in this number. 
 
 (b) Students. — For the year 1909-10 three hundred thir- 
 ty-three students were enrolled, not including the training 
 school which enrolled fifty more, making a total of three hun- 
 dred eighty-three students for the institution. 
 
 (c) Graduates. — Since the organization of the Institute 
 there have been graduated four hundred seventy-eight stu- 
 dents from the Collegiate and Normal Departments. 
 
 (d) Student Organizations. — The students have the fol- 
 lowing organizations : The Alumni Association, which was 
 organized in 1876; The Olive Branch, a society for young 
 women in the Normal and Collegiate Departments ; The Allen 
 Literary Society; The Longfellow and Shakespeare Club; 
 The Lincoln Fraternity and the Lincoln Sorority. These so- 
 cieties meet once each week for general literary purposes and 
 social meetings are held once a month. The members of the 
 faculty attend these meetings. 
 
 (e) The Plant. — The Plant now consists of a main build- 
 ing, two dormitories and the heating plant. These buildings 
 are situated on a campus of twenty acres and in addition the 
 Institute owns a small farm consisting of twenty-eight acres. 
 
 9. Characterization. — As organized now the Institute of- 
 fers very adequate training for students who want to become 
 teachers in the colored schools of the State, including both
 
 122 HISTORY OF EDUCATION. 
 
 elementary schools and High Schools. Moreover, very excel- 
 lent opportunity is offered in the Industrial Department for 
 vocational training for both men and women. 
 
 10. Presidents. — No exact dates can be given for the Pres- 
 idents but the following have served in that capacity at some 
 time: R. B. Foster, for two periods of two years each; S. C. 
 Mitchell; W. H. Payne; J. H. Jackson, who was the first col- 
 ored man to succeed to the Presidency, and since his time all 
 of the Presidents have been members of the colored race; E. A. 
 Clark; Inman E. Page, who was President for eighteen years; 
 and B. F. Allen, who was elected in 1902 and is still in that 
 position. 
 
 VI. SUPPORT OF THE NORMALS: 
 
 (A) The State. — Each General Assembly makes an ap- 
 propriation for the maintenance of each of the Normal Schools. 
 This sum of money furnishes the larger part of the mainte- 
 nance fund. 
 
 (B) The Incidental Fees. — An incidental fee of $6.00 per 
 term is charged each student. This fee is uniform for all of 
 the institutions. It may be said that this fee makes only a 
 small sum when compared with the State appropriations.
 
 CHAPTER IV. 
 
 SUPERVISION OF SCHOOLS. 
 
 I. STATE BOARD OF EDUCATION : 
 
 (A) Membership. — The State Board of Education con- 
 sists of the Governor, Secretary of State, Attorney General and 
 the State Superintendent of Public Schools. The first three 
 are members ex-ofificio while the State Superintendent is elect- 
 ed by the people and is, according to the constitutional pro- 
 vision for the constitution of the Board, its President. 
 
 (B) Powers and Duties. — It is the duty of the State 
 Board of Education to have general supervision over the edu- 
 cational interests of the State. It is the business of the Board 
 to provide for the investment of the permanent School Funds 
 of the State, and to see that all of the School Funds of the 
 State are handled in such a way as to use them as they were 
 originally intended to be used. The State Board is required 
 to have in charge the sale of the Swamp Lands and other 
 school lands and see that the funds arising from the school o£ 
 the same are properly invested. It is also the duty of the 
 Board to see that the various Counties spend the funds sent 
 to them according to law. The Board has power to employ 
 attorneys to look after its business relating to swamp lands, 
 school funds, etc. The Board is required to make a report of 
 its proceedings to each Legislature. Wliile the above duties 
 are outlined for the State Board of Education, as a matter of 
 
 123
 
 124 HISTORY OF EDUCATION. 
 
 fact a large share of the responsibilities as outlined in the 
 above list of powers and duties are now lodged in the State 
 Superintendent's office, and he rather than the State Board 
 of Education is the real supervisor of Missouri's educational 
 interests. This has come about in a natural way in as much 
 as the other members of the Board have a great many duties 
 in connection with their own offices, while the State Superin- 
 tendent is vitally and actually concerned with the problems 
 which relate to the schools as his first and only interest. 
 
 n. STATE SUPERINTENDENT: 
 
 (A) History. — The office of State Superintendent of 
 Common Schools was first established in 1839, when the Gen- 
 eral Assembly passed a number of laws for the purpose of es- 
 tablishing a State system of Public Schools. After these laws 
 were enacted in accordance with the provision made for the 
 selection of the State Superintendent, Peter Glover of Calla- 
 way County was elected by the State Legislature to fill the 
 office. He served for only two years, when the office was 
 abolished and the duties of it were transferred to the Secre- 
 tary of State, who was ex-officio Superintendent of Public 
 Schools. The Secretary of State continued to perform the 
 duties of Superintendent till 1854, the revision of the laws 
 which had occurred in 1853 having provided for the re-estab- 
 lishment of the office. John "W. Henry of Cooper County was 
 appointed to the office and entered upon his duties January 1 , 
 1854. In 1861 the office was abolished again on account of the 
 chaotic conditions resulting from the beginning of the Civil 
 War, but the office was re-established again in 1865 and T. A. 
 Parker of St. Louis was appointed to fill the position. 
 
 In the general revision of the General School Laws which 
 was made in 1874, the office of State Superintendent of Public
 
 SUPERVISION OF SCHOOLS. 125 
 
 Schools was provided for, and the Constitution of 1875 also 
 made provision for the continuation of the office. 
 
 (B) Election and Term of Office. — Since 1875 the term 
 of office has been four years, prior to which time it was two 
 years. At first the State Superintendent was an appointive 
 officer but since 1875 he has been elected at the General Elec- 
 tion in the same manner as the other State Officers. The last 
 State Superintendent was elected in the fall of 1910, but his 
 term of office begins the second Monday in January, 1911. 
 
 (0) Qualifications. — The Statutes make no definite 
 provision for the qualifications of the State Superintendent. 
 The matter is left entirely to the discretion of the people as to 
 who is qualified and prepared to fill the duties of this import- 
 ant office. 
 
 (D) Salary. — The salary of the State Superintendent 
 is $3,000.00 per year, which is the same as that of the other 
 State Officers except the Governor. And in addition to this 
 sum he is allowed actual traveling expenses incurred in the 
 performance of his duties as required by law. 
 
 (E) Assistants. — The office force of the State Superin- 
 tendent consists of a Chief Clerk, a High School Inspector, a 
 Rural School Inspector, and a Statistician. 
 
 (F) Powers and Duties. — 1. The law makes it his duty 
 to reside at the Capital of the State and keep all the books and 
 papers pertaining to the business of his office there. 
 
 2. It is his duty to supervise the school funds of the state 
 and apportion and distribute them. 
 
 3. He shall require reports and information from County 
 Clerks, County Treasurers, School Boards and County Super- 
 intendents for the purpose of ascertaining the conditions of 
 the schools of the State.
 
 126 HISTOKY OF EDUCATION. 
 
 4. It is his duty to print and distribute the siihool laws of 
 the State as often as he thinks it is necessary. 
 
 5. He has the power to grant and revoke certificates. 
 
 6. He selects his assistants. 
 
 7. He is required to print and distribute all school blanks 
 necessary for school officers. This is accomplished through 
 the County Superintendent. 
 
 8. It is his duty to make an annual report to the Legisla- 
 ture or to the Governor when the Legislature is not in session. 
 This report shall include the vital statistics concerning the 
 schools of the State. Among other important facts it must 
 present a careful statement of the school funds and money 
 disbursed for the support of schools; it must tell the number 
 of pupils enumerated of public school age and also state the 
 number of such who are attending school ; the report must tell 
 how many teachers are employed, giving their sex and the 
 amount of wages paid them and a statement must be made 
 enumerating all the expenditures for school purposes of every 
 description. 
 
 9. He is the legal adviser of the County Superintendent 
 and County school officers. 
 
 10. He is authorized to inspect schools in person or by 
 deputy. 
 
 11. It is his duty to inspect and classify the High Schools 
 of the State. No details are presented concerning this matter 
 here as they have been fully discussed in connection with sec- 
 ondary schools. 
 
 12. It is his duty to do everything in his power to in- 
 crease the efficiency of the public schools of the State. This 
 being true he is authorized to attend and assist in carrying on 
 Teachers' meetings, Teachers' Associations and Patrons' As-
 
 SUPERVISION OF SCHOOLS. 127 
 
 sociations, to assist in the elevation of the standard of the 
 schools in the State. 
 
 (G) List of Superintendents. — Peter G. Glover, 1839 to 
 1841; also ex-ofiicio to 1854; John W. Henry, January, 1854 
 to August, 1854; Edwin C. Davis, August, 1854 to August, 
 1856; William B. Stark, August, 1856 to 1861 when the office 
 was abolished; T. A. Parker, 1865 to 1870; Ira Divoll, 1870 
 to the time of his death July 1, 1871 ; John Monteith, 1871 to 
 January, 1875; Richard D. Shannon, January 1875 to Jan- 
 uary 1883; W. E. Coleman, January, 1883 to January, 1881; 
 Lloyd E. Wolfe, January, 1891 to January, 1895; John R. 
 Kirk, January, 1895 to January, 1899; W. T. Carrington, 
 January, 1899, to January, 1907; Howard A. Gass, 1907 to 
 1911; William P. Evans, 1911— 
 
 III. COUNTY TEXT BOOK COMMISSION: 
 
 (A) Members. — The County Text Book Commission 
 consists of three members: the County Superintendent of 
 Schools, who is President of the Commission ; one member ap- 
 pointed by the County Court for a term of two years; and 
 one member appointed by the State Board of Education for 
 a term of two years. 
 
 (B) Meetings. — The Commission must have at least one 
 meeting each year at the County Seat and it may have other 
 meetings not to exceed, in time, six days in any one year. The 
 appointed members of the Commission receive five dollars per 
 day for not more than six days in the year and in addition the 
 members may be paid enough to cover their actual traveling 
 expenses. 
 
 (C) Duties. — The sole duty of the Commission is to 
 select text books for the schools of the County, except those
 
 128 HISTORY OF EDUCATION. 
 
 towns having a High School which is affiliated with the Uni- 
 versity. The Commission is limited in its adoption of books 
 to the authorized lists as published by the State Superintend- 
 ent. Before an adoption can be made, however, the Commis- 
 sion must publish a complete list of the proposed changes to 
 be made in text books in some County paper for at least two 
 successive weeks before the adoption is to be made. After the 
 books have been selected the Commission is authorized to 
 make contracts with the publishers of the same for a period of 
 five years. 
 
 IV. COUNTY SUPERINTENDENT OF SCHOOLS: 
 (A) History. — Prior to 1853 there was no direct county 
 supervision of any kind. The schools were under the care 
 of the various township trustees, but the laws of 1853 provided 
 that each County should have a County Commissioner of 
 Common Schools, who was to have general oversight of all the 
 schools and school interests in the County. With slight mod- 
 ifications this law continued in operation till 1865 when the 
 Legislature passed a law providing for a County Superintend- 
 ent in each County. In 1866 at the General Election these 
 County Superintendents were elected for a term of two years. 
 The law required the Superintendent to be a competent public 
 school teacher of good moral character and he had authority 
 to supervise all matters pertaining to the public schools in his 
 County. He visited and examined schools, held teachers' in- 
 stitutes twice a year and certificated the teachers for his 
 County. His salary was fixed by the County Court at so much 
 per day for sixty days. In 1870 this law was amended fixing 
 the salary of the Superintendent at five dollars per day for as 
 many days as there were sub-districts in his County, and in
 
 SUPERVISION OF SCHOOLS. 129 
 
 addition pay was allowed for from twelve to forty-eight days 
 according to the number of children in the County. These 
 laws were never very popular with the people, because the 
 Superintendent did not perform the duties in such a way as 
 to make him helpful to the schools, consequently public senti- 
 ment was so thoroughly against the Superintendent that the 
 law was repealed in 1872. At the same time the law provid- 
 ing for supervision was repealed and a law was passed re-estab- 
 lishing the office of County School Conmiissioner. His duties 
 were entirely clerical, except that he was charged with examin- 
 ing and licensing the teachers of the County. This function he 
 exercised entirely till 1891, when the County Institute Law 
 was enacted which provided that the certificates were to be 
 issued by the Instructors of the Institute; however the Com- 
 missioner was always a determining factor in the issuing of 
 certificates under this law. His duties were changed again 
 somewhat when the Institute Law was abolished and a County 
 Board of Education established, whose principal duty it was 
 to examine and license the teachers of the County, the 
 County Commissioner being ex-officio president of this Board. 
 The County Board of Education had entire control over the 
 educational affairs of the County, in so far as any legal con- 
 trol at all was exercised, till the passage of the law providing 
 for the office of County Superintendent of Schools for each 
 County of the State, which was enacted by the General Assem- 
 bly at its session in 1907. 
 
 (B) How Chosen. — The County Superintendent is now- 
 elected at the annual school meeting w^hich is held the first 
 Tuesday in April of each year. He is chosen for a term of 
 four years. The first Superintendent will be chosen under 
 this law at the annual school meeting in 1911, the law having 
 
 E— 9
 
 130 HISTORY OF EDUCATION. 
 
 provided that County Conimissioners and Superintendents 
 elected under the old State law should serve out their terms 
 by qualifying as County Superintendents. 
 
 (C) Eligibility. — 1. The law requires a candidate to 
 be a citizen of the County and not less than twenty-four years 
 of age. 
 
 2. To be eligible the candidate must have taught or super- 
 vised schools for two years previous to his election, or shall 
 have been a regular student in a Normal, College or University 
 for the two years next preceding his election. 
 
 3. The candidate must have a diploma from a State Nor- 
 mal School, a diploma from the Teachers' College of the State 
 University, a life certificate issued by the State Superin- 
 tendent, the specializing subject of which must relate to 
 School Supervision, or a first-grade County Certificate. 
 
 (D) Salary. — The salary varies with the total popula- 
 tion of the Counties in the State. Counties with a population 
 under twelve thousand must pay the County Superintendent 
 $700.00 per year and Counties with a population of fifty 
 thousand must pay $1,500.00 per year. The figures represent 
 only the minimum and maximum salaries and in between these 
 several other grades are provided. The salary is paid out of 
 the funds of the County by order of the County Court, but 
 the General Assembly appropriates $400.00 for each County 
 in the State to assist in paying the salary of the Superin- 
 tendent. This sum goes into the County Treasury and is 
 paid out by order of the County Court in the same manner 
 as the other funds are disbursed. 
 
 (E) Powers and Duties. — 1. The County Superintend- 
 ent has general supervision over all of the schools of the 
 County except in those school districts where a Superintendent
 
 SUPERVISION OF SCHOOLS. 131 
 
 is employed who gives at least one-lialf of Ms time to the direct 
 work of supervision in that district. 
 
 2. The Superintendent is required to visit all of the 
 schools under his jurisdiction at least once each year, and it 
 is expected that he shall make as many more visits as is possi- 
 ble, allowing some time for office duties. In visiting the 
 schools he is expected to make a thorough examination of the 
 organization of the school, its classification and the methods 
 employed in instruction by the teacher. He is expected to 
 advise with the teacher and make such suggestions as will be 
 helpful in making the school more efficient. 
 
 3. It is his duty to inspect the school buildings and 
 grounds, for the purpose of determining whether they are m 
 a satisfactory condition to promote health and afford a suit- 
 able environment for good school work. 
 
 4. He must inspect the teachers' register and the district 
 clerk's record to see that they are kept in accordance with 
 the provisions of the laws of the State governing the same. 
 
 5. He must furnish annual statements to the district clerks 
 showing the assessed valuation of their district. 
 
 6. It is his duty to hold annually not less than six public 
 meetings in his County for the purpose of discussing educa- 
 tional questions and counselling with teachers and school offi- 
 cers concerning the matters vital to educational progress. One 
 of these meetings must be held in the County Seat for a two 
 days' session just prior to the opening of school in the fall. 
 
 7. The law requires him to adopt a course of study with 
 a plan for the grading of the schools in the County. He must 
 publish and distribute this course, three copies being sent to 
 the State Superintendent, one to each district clerk and one to 
 each teacher who is going to teach in the schools of the County.
 
 132 HISTORY OF EDUCATION. 
 
 8. He is required to hold examinations and graduating 
 exercises for those pupils who desire to complete the course 
 of study for rural schools. 
 
 9. It is his duty to examine the records of the County 
 relating to the school funds and school moneys, to see that the 
 law is obeyed in the handling of the same. 
 
 10. He may hold a County Teachers ' Association annual- 
 ly for three days in the Fall, during September, October, No- 
 vember and December. When such meetings are held it is 
 the duty of each teacher in the County to attend the Associa- 
 tion. 
 
 11. It is his duty to require a term report of each teacher 
 under his jurisdiction, which report shall give the classifica- 
 tion, name and grades of each pupil enrolled in the school. 
 However, in schools where more than one teacher is employed 
 such report shall be submitted by the Principal. 
 
 12. The Superintendent is required to make a report to 
 the State Superintendent before August 31st of each year, 
 which report gives a full account of the status of the educa- 
 tional affairs in the County. 
 
 13. He is required to distribute the school laws and 
 school blanks, which are sent him by the State Superintendent, 
 to the proper school officers. 
 
 14. He is required by law to attend annually the State 
 Convention of County Superintendents held by the State 
 Superintendent for five days or to attend a summer school at 
 one of the State Normals or the State University for a period 
 of twenty days. 
 
 15. It is his duty to conduct County examinations for 
 teachers, grant and renew certificates. He must hold three 
 public examinations of two days each, during the year on the
 
 SUPERVISION OF SCHOOLS. 133 
 
 4th Saturday and the preceding Friday in March, June and 
 August. The questions for this examination are sent him un- 
 der seal by the State Superintendent. 
 
 (a) Grades of Certificates. — At present the County Su- 
 perintendent is authorized to issue three grades of certificates. 
 The third grade requires an examination in Spelling, Reading, 
 Penmanship, Language Lessons, Geography, Arithmetic, Eng- 
 lish Grammar, United States History, Civil Government, in- 
 cluding State Government, Agriculture, Physiology and Hy- 
 giene, and Pedagogy. To secure this the applicant must make 
 an average grade of eighty per cent with no grade below sixty 
 per cent. The certificate is valid for one year and may be re- 
 newed once. The second grade certificate includes all the sub- 
 jects mentioned for a third grade and in addition an examina- 
 tion in Algebra and Literature. The certificate is valid for two 
 years and the applicant must make an average grade of eighty- 
 five per cent with no grade below sixty per cent. The certifi- 
 cate may be renewed two times. The first grade certificate in- 
 cludes all the subjects named for the third and second grades 
 and in addition an examination in one branch of History, An- 
 cient, Modern or English, and one Science, Physical Geog- 
 raphy, Physics or Elementary Biology relating to Agriculture. 
 The first grade certificate is valid for three years but to obtain 
 it the applicant must have had one year 's experience in teach- 
 ing and maintain an average grade of not less than ninety 
 per cent with no grade lower than sixty per cent. The certifi- 
 cate is renewable an indefinite number of times when the ap- 
 plicant is teaching regularly or attending school. 
 
 To secure any certificate the applicant must have paid 
 the County Treasurer a fee of $3.00.
 
 134 HISTORY OF EDUCATION. 
 
 V. UNIVERSITY AND NORMAL VISITATION AND 
 INSPECTION OF SCHOOLS: 
 
 (A) For a number of years the State University has 
 kept a man in the State giving all his time to visiting and 
 inspecting the High Schools. He is supposed to visit each 
 High School which is affiliated with the University annually 
 to observe the efficiency of the school; however schools are 
 visited only when the school authorities ask the University to 
 send its Inspector to them for inspection and classification. 
 At present the Inspector is also a Professor of School Admin- 
 istration in the University and during the summer school each 
 year offers courses in School Administration. 
 
 (B) For some years the Kirksville Normal has em- 
 ployed a school visitor whose business it is to visit the High 
 Schools of the First Normal District and get acquainted with 
 the High School teachers and pupils for the purpose of advis- 
 ing them with reference to school matters, and acquainting 
 them with the Kirksville Normal. 
 
 In 1910 the Springfield Normal also employed a visitor 
 who spends one half of his time in visiting the various schools 
 of the Fourth Normal District. The other half of his time he 
 is employed as a regular teacher in the Normal.
 
 CHAPTER V. 
 
 SPECIAL SCHOOLS. 
 
 I. SCHOOL FOR THE DEAF: 
 
 (A) Provisions for the Education of Deaf Children.— 
 As early as 1839 the State made some provision for the edu- 
 cation of the deaf children. This was done by special appro- 
 priations to cover the expenses of such children when they had 
 been sent to other states to be educated. In 1847 a Statute 
 was passed which made very definite provision for appropria- 
 tions for the education of deaf and dumb persons, who were 
 residents of Missouri, but who might go to other States to 
 receive instruction at institutions provided for this special 
 purpose. 
 
 (B) Deaf and Dumb Asylum Established. — in 1851 the 
 propriety of founding an institution for the training of deaf 
 and dumb children was taken up by the Legislature, and after 
 a thorough discussion, the Legislature enacted the following 
 law: 
 
 "That an asylum for the education of the deaf and dumb 
 is hereby authorized and established near the town of Fulton, 
 in the County of Callaway, and that forty acres of land, a 
 portion of the farm donated to the State of IMissouri by virtue 
 of 'An Act to establish an asylum for the Insane', approved 
 February 16, 1847, including a dwelling house and other 
 buildings situated on the south side of the road leading from 
 
 135
 
 136 HISTORY OF EDUCATION. 
 
 Fulton to Portland in said County, be and the same is hereby 
 set apart and appropriated for the purposes aforesaid. ' ' 
 
 1. Organization and Control. — At first the school was 
 organized under a Board of Commissioners, the first Board 
 being "William H. Bailey, James K. Sheeley, Alfred A. Ryley, 
 James S. Henderson and Charles H. Hardin. It was fortu- 
 nate for the institution that such a fine Board was chosen at 
 its beginning. Immediately after the Board's appointment 
 the Commissioners set about to find a suitable man for the 
 Superintendent and teacher of the school. The Board was 
 exceedingly fortunate in securing ]\Ir. W. D. Kerr, who was 
 an experienced teacher in the Kentucky Asylum for the Deaf 
 and Dumb. Mr. Kerr remained as Superintendent of the 
 Institution for about thirty-eight years. The School is now 
 controlled by a Board of Managers consisting of five members. 
 They are appointed by the Governor and confirmed by the 
 State Senate. They serve for a term of four years. 
 
 2. Opening. — The Asylum was opened for admission of 
 pupils November 1, 1851. The first pupil being enrolled 
 November 3rd, and during the first two months of the session 
 only six pupils were admitted, and of these three were not of 
 sufficient intelligence to acquire the language. During the 
 first year of the school's history only eighteen pupils were 
 enrolled, however during the second year no less than fifty- 
 two had been enrolled. This increase made it necessary to 
 secure additional teachers and James G. George and John B. 
 McFarland, who were deaf mutes, well trained, were secured 
 to assist in the teaching. 
 
 3. School Suspended in 1861. — After getting a very good 
 start the school was suspended in the summer of 1861, on ac- 
 count of the very unsettled condition of affairs in the State
 
 SPECIAL SCHOOLS. 137 
 
 and the inability of the Board of Commissioners to meet the 
 current expenses of the institution. The school remained 
 closed till 1863 when it was re-opened with Mr. Kerr as Super- 
 intendent and JNIrs. Kerr as I\Iatron. After the War was over 
 the State began to make generous provisions for the school's 
 support and made it possible to develop a high degree of effi- 
 ciency. 
 
 4. Statutory Provisions. — (a) Object. — According to the 
 laws of the State the definite object of the Missouri School for 
 the Deaf is now declared to be, "To educate the deaf in the 
 use of written and spoken language, the elementary branches, 
 the mechanical trades, and industrial pursuits. Special train- 
 ing shall be given in all such trades as will fit this class of per- 
 sons for the practical duties of life and render them self-sup- 
 porting." 
 
 (h) Who shall he Admitted as Pupils. — The law estab- 
 lishing the institution first provided that all deaf and dumb 
 persons within the State, between the ages of ten and thirty 
 years, might be admitted. It was also provided that eighty 
 dollars per annum should be paid for the tuition, board, etc., 
 at the institution, and -in case of pupils who were objects of 
 charity it was provided that they might be admitted free for a 
 period of three years, on the presentation of a certificate 
 from the County Court certifying to the fact that they were 
 objects of charity. At various times the conditions for ad- 
 mission have been changed till at present the standard is as 
 follows: "All deaf persons, residents of this State, between 
 the ages of eight and twenty-one years, and capable of receiv- 
 ing instruction in the school branches and industrial trades, 
 shall be received into the school for the deaf, according to the 
 rules and by-laws of said institution." It will be noted that
 
 138 HISTORY OF EDUCATION. 
 
 provision only includes deaf persons and does not include 
 abnormal or subnormal children. 
 
 (c) Hoiv Pupils are Admitted. — Any deaf person between 
 the ages mentioned in the preceding paragraph may receive 
 a certificate from the Probate Judge of any County, on con- 
 dition that the Judge may be satisfied that the pupil is capable 
 of receiving instruction in the school. The certificate when 
 issued by the Judge of said Court is a certificate for admission 
 to the institution. 
 
 (d) Period for Instruction. — Deaf persons may attend 
 the institution for a period of twelve years but it is at the 
 discretion of the Superintendent, with the sanction of the 
 Board, as to when any particular pupil may be discharged. 
 If the person does not make satisfactory progress in the regu- 
 lar course of the school or the Industrial work, or if the rules 
 of the institution are violated or the courses are completed a 
 pupil may be discharged at any time. 
 
 (e) State May Pay for Clothing and Traveling Expenses. 
 In case the parents or guardians of a pupil fail to make pro- 
 vision for the necessary clothing and traveling expenses of 
 a pupil the same may be paid for by the institution, to an 
 amount not to exceed forty dollars per year for each pupil. 
 The itemized bill for the same shall be sent to the County 
 Court of the proper County and allowed by the Court and 
 paid through the County Treasury into the State Treasury, 
 where it shall be paid back into the maintenance fund of the 
 institution. 
 
 (f) Departments of Instruction. — There are three main 
 departments of instruction. "The School or Intellectual De- 
 partment, ' ' in which the ordinary common school branches are 
 taught, and as far as possible the material is the same as that
 
 SPECIAL SCHOOLS. 139 
 
 taught in the ordinary text books in general use ; ' ' The Indus- 
 trial Department" is organized to provide instruction in a 
 number of vocational subjects, among the more important of 
 which may be mentioned printing, painting, stone cutting, 
 stone and brick masonry, carpentry, shoemaking, tailoring and 
 sewing. The school is provided with a printing office, cabinet 
 shop, tailor shop, shoe and harness shop combined, blacksmith 
 shop, wagon shop and barber shop. These shops are all man- 
 aged by the boys under the direction of a foreman. The girls 
 are taught plain sewing, dressmaking, cooking and housekeep- 
 ing. The girls are also taught to do patching, darning and 
 hemming for the institution ; indeed it may be said that many 
 of the things needed by the institution are made by the boys 
 and girls. The third department is the "Domestic Depart- 
 ment, ' ' and it exists primarily as a family organization to pro- 
 vide for suitable moral training for the boys and girls of the 
 institution. 
 
 5. Buildings. — The school now has a group of twelve 
 buildings, the more important of which are the main build- 
 ing, the school buildings, the hospital, the shops, the cottage 
 for small pupils, the wagon shop, the barn and dairy. 
 
 6. Appropriations. — Since 1839, including the money 
 paid for the education of the deaf in other States, Missouri 
 has spent $3,106,586.53 for the education of deaf children. 
 
 7. Enrollment. — For a number of years the average en- 
 rollment of the institution has been about three hundred forty. 
 
 8. Teachers, Etc. — There are at present thirty-five officers 
 and teachers and at least sixty-four other employees, many 
 of whom are foremen and supervisors in the Industrial and 
 Domestic Departments. 
 
 9. Superintendent. — The present efficient Superintendent 
 is Mr. Noble B. McKee.
 
 140 HISTORY OF EDUCATION. 
 
 II. SCHOOL FOR THE BLIND : 
 
 (A) Origin. — Mr. Eli W. Whelan, who was a ^aduate 
 of the Pennsylvania Institute for the Blind, visited St. Louis 
 in the fall of 1850, bringing with him letters of introduction 
 to James B. Yeatman, Dr. S. Pollak and Rev. Dr. W. S. Potts, 
 asking them to co-operate with him in the formation of an 
 institute for the blind. These men at once took up the matter 
 with great earnestness and enlisted many other St. Louis 
 philanthropists in the enterprise, to such an extent that it 
 seemed worth while to undertake the establishment of such an 
 institution. 
 
 (B) The School Opens.— Early in the year 1851 Mr. 
 Whelan opened the school in his residence, with Lizzie Taylor 
 as his first pupil, and, by the end of February, two others had 
 been enrolled, — Lizzie Van Zalken and Daniel Wilkinson. 
 
 (C) Visit to the State Legislature. — In February Mr. 
 Whelan took these three pupils to Jefferson City to try to con- 
 vince the Legislature that a school for the blind was neces- 
 sary. These pupils gave an exhibition of school work before 
 the members of the Legislature in the Hall of the House of 
 Representatives. Among other things the pupils sang, gave 
 exhibitions of reading from the Bible, one of the girls cut out 
 and started to sew a dress and the other did crochet work and 
 knitting while the boy did some printing. The exhibition went 
 on till almost midnight and created a great deal of interest 
 and excitement. 
 
 (D) State Aid. — As a result of the presentation of the 
 work above described, the Legislature appropriated $15,000.00 
 for the next five years, or $3,000.00 per year. This sum how- 
 ever was conditioned on the contingency that the friends of 
 the institution should provide a yearly income by private sub-
 
 SPECIAL SCHOOLS. 141 
 
 scriptioii, of $2,000.00 per year, for the next five years. This 
 condition was met by the friends of the institution, but even 
 this amount was wholly insufficient to meet the needs of the 
 institution. 
 
 (E) Incorporation. — The institution Avas incorporated 
 April 17, 1851. The subscribers met and elected James E. 
 Yeatman, Hudson E. Bridge, Wyman Crow, Dr. S. Pollak and 
 Rev. Dr. W. S. Potts as the first Board of Trustees. 
 
 (F) State Appropriation for Building. — In 1853 the 
 Legislature made an appropriation of $20,000.00 for a site 
 and $24,000.00 for a building, and the school was moved to this 
 building in 1856. This site is located at 3815 Magnolia Avenue 
 in the City of St. Louis. 
 
 (G) Admission. — Sightless children between the ages 
 of six and twenty are admitted. Instruction, board, lodging, 
 and laundry are provided free of charge to blind children 
 who are residents of the State. Parents or guardians are re- 
 quired to pay for the necessary clothing and traveling ex- 
 penses to and from the school. 
 
 (H) Course of Study. — The school offers the regular 
 course of instruction as outlined in the ordinary public schools 
 from the kindergarten on through the High School. In ad- 
 dition to this the boys are taught the vocational subjects of 
 salesmanship, piano-tuning, broom-making, mattress-making, 
 chair-caning, carpet-weaving and poultry raising. The girls 
 are taught the vocational subjects of machine and hand sew- 
 ing, cooking, rug-weaving, crocheting, knitting, basket-making 
 and poultry raising. 
 
 Music instruction on the piano, pipe organ, in voice, the- 
 ory and harmony, composition and in history of music is
 
 142 HISTORY OF EDUCATION. 
 
 offered to those pupils who are capable of making satisfactoiy 
 progress in any of the above mentioned branches, 
 
 (I) Medical Care. — All the students receive the very 
 best medical attention which can be provided and in addition 
 a trained nurse has constant supervision over the healtk of 
 the pupils. Great emphasis is put upon well regulated daily 
 exercise for all the students who are in school. Ample play 
 grounds are also provided for the proper amusement and recre- 
 ation and in addition to tliis, direct instruction is afforded in 
 physical culture by specially trained teachers. 
 
 (J) Buildings. — The school is now housed in a mag- 
 nificent fire-proof two-story building, thoroughly equipped for 
 the purposes for which it was established. There is a main 
 section of the building with two wings. 
 
 (K) Students. — The school enrolls about one hundred 
 twenty pupils per year and since its organization more than 
 twelve hundred children have received instruction in it. 
 
 (L) Teachers. — Including the Superintendent, there 
 are sixteen regular teachers in the institution and there are 
 twenty-seven other employees in connection with the school. 
 
 (M) Appropriations. — Since its organization the insti- 
 tution has received from the State $1,789,734.77, including the 
 appropriation made at the session of the General Assembly 
 held in 1909. 
 
 (N) Superintendent. — ^For some years the school has 
 been under the efficient supervision of Dr. S. M. Green. 
 
 (0) Management, — The school is now under the con- 
 trol of a Board of Managers consisting of five members. These 
 members are appointed by the Governor and serve for four 
 years.
 
 SPECIAL SCHOOLS. 143 
 
 III. TRAINING SCHOOL FOR BOYS, BOONVILLE: 
 
 (A) Establiskment. — The school was established by 
 the Legislature in 1887 and soon after was located in the City 
 of Boonville by a Commission composed of Governor Marma- 
 duke ; Attorney-General Boone ; and Register of Lands, Robert 
 McCulloch. 
 
 (B) Purpose of the School. — The school was created to 
 provide a means for taking care of boys who had committed 
 offenses against the State and also for those who were counted 
 as incorrigible and more or less undesirable in the ordinary 
 community life. The school was opened the first of January, 
 1889. 
 
 (C) Admission. — At present the State laws provide 
 that when any boy under the age of eighteen years is con- 
 victed of a crime, the ordinary punishment of which may be 
 death, or imprisonment in the state penitentiary for a period 
 of not less than ten years ; or if he is convicted of an offense 
 the punishment for which is imprisonment in the penitentiary 
 for not less than five years, he may be sent to the reform 
 school instead of to the penitentiary. In the first case for a 
 period of not less than five years and in the second case for a 
 period of not less than two years, but in any case the boy may 
 not be sent to the training school for a period that will carry 
 him beyond the age of twenty-one years. The State law also 
 provides that no boy under eighteen years of age shall be in- 
 carcerated in a County jail for any offense but must be sent to 
 the reform school instead. 
 
 The Governor also has power to transfer individuals from 
 the penitentiary to the training school when they are under 
 twenty-one years of age, provided he may conclude that justice 
 will be better conserved by the transfer.
 
 144 HISTORY OF EDUCATION. 
 
 The Judge of any Probate Court may commit incorrigible 
 boys to the training school when so requested by the guardian 
 or parents of the boy, provided the boy is under sixteen years 
 of age. In this case the parents or guardian of the boy must 
 meet the expenses required to keep him at the school if they 
 are able to do so. In case they are not able to do so, the 
 County Court may commit the boy to the institution and pay 
 his expenses. 
 
 (D) Buildings and Equipment. — The State now owns 
 five hundred acres of land, and nineteen buildings are located 
 upon this property. The school is conducted on the cottage 
 plan. This accounts for the number of buildings, as many of 
 these buildings are the cottages or liomes of the boys. These 
 buildings, except the main building, were all constructed by 
 the boys. 
 
 (E) Management of Cottages. — Each cottage is under 
 the management of a man and his wife and the boys of a cot- 
 tage are organized into a military company. In addition to 
 being the head of a cottage the man also has other duties in 
 connection with the work of the school. 
 
 (P) Course of Study. — The school has the regular 
 course of study which is used in the ordinary graded schools 
 of the State up to and including the eighth grade. The boys 
 are also taught some trade. At present the following trades 
 are being taught : ' ' Plumbing, carpentering, blacksmithing, 
 tailoring, shoemaking, brickmaking, bricklaying, baking, cook- 
 ing, knitting, patching, gardening, flower culture, farming, 
 firing, and electrical engineering." 
 
 (G) Employees. — Including the Superintendent, teach- 
 ers, attendants, etc., the school now employs forty-three per- 
 sons.
 
 SPECIAL SCHOOLS. 145 
 
 (H) Enrollment. — In 1909 the school had enrolled five 
 hundred thirty-nine boys, and this is about an average for a 
 number of years. 
 
 (I) Support. — Except for the cases already mentioned 
 the school is supported directly by State appropriations, and 
 since its organization, including the 1909 appropriation, the 
 Legislature has appropriated $1,616,767.03 for the support and 
 maintenance of the institution. 
 
 (J) Management. — The school is now under direct 
 control of a Board of Managers consisting of five members ap- 
 pointed by the Governor for a period of four years. 
 
 (K) Superintendent. — The present Superintendent is 
 Mr. C. C. McClaughry. 
 
 IV. INDUSTRIAL HOME FOR GIRLS, CHILLI- 
 COTHE : 
 
 (A) School Established. — The Industrial Home for 
 Girls was established by an Act of the State Legislature, which 
 was approved March 30, 1887. At the same time an appropria- 
 tion of $50,000.00 was made for the construction of a suitable 
 building for the home. A Commission was also provided for 
 in the bill, consisting of Gov. Marmaduke, Attorney-General 
 Boone and Register of Lands Robert McCuUoch, whose duty 
 it was to receive donations in money, land, etc., for the location 
 of the institution. The citizens of Chillicothe, through their 
 Board of Trade, made an offer of $5,000.00, and the Commis- 
 sion accepted this donation and located the institution in that 
 City. 
 
 (B) Purpose. — The school was established to provide 
 a home for girls who were vagrants or otherwise unamenable 
 to the general customs of society. At present girls between 
 
 E— 10
 
 146 HISTORY OF EDUCATION. 
 
 the ages of seven and seventeen may be sent to the institution 
 by the Circuit or Probate Judge. It is not the immediate pur- 
 pose of the institution to try to reform girls who are criminals, 
 but it is the desire of the management to prevent girls in un- 
 usual social conditions from becoming social outcasts. To this 
 end the training is very consciously directed, in that the in- 
 mates are carefully trained in the ordinary moral usages of 
 society and are given training which will provide them a 
 means of livelihood. 
 
 (C) Cottage Plan. — The institution is conducted on 
 the cottage plan. At present there are four cottages : Marma- 
 duke Cottage, Missouri Cottage, Slack Cottage and Folk Cot- 
 tage. In addition to the cottages the school has a building for 
 direct school purposes in which there is also a chapel and 
 recently an administration building has been constructed. 
 
 (D) Course of Study.— The ordinary subjects of the 
 elementary school curriculum are taught all the children of 
 the home and in addition each girl is taught some vocational 
 subject, such as housekeeping, dressmaking, millinery, etc. 
 
 (E) Enrollment. — In 1909 the institution had two 
 hundred sixty girls enrolled and during the organization of the 
 school six hundred thirty-three girls have been inmates of it. 
 
 (F) Employes. — Including the Superintendent, man- 
 agers, housekeepers, teachers, etc., the institution now employs 
 twenty-seven persons. 
 
 (G) Support. — The home is supported by State ap- 
 propriations and by fees which come from Counties which 
 send girls as apprentices or otherwise. The fees are $75.00 
 per annum for each individual sent and must be paid quarter- 
 ly. The State, since the organization of the Institution, has 
 appropriated $604,158.29 for its support and maintenance.
 
 SPECIAL SCHOOLS. 147 
 
 (H) Management. — The Home is managed by a Board 
 of Control consisting of five members who serve for a term of 
 six years. The law requires that at least two members of the 
 Board shall be women. 
 
 (I) Superintendent. — For a number of years Mrs. A. 
 M. Clay has been the Superintendent of the institution. 
 
 V. COLONY FOR THE FEEBLE-MINDED AND 
 EPILEPTIC, MARSHALL: 
 
 (A) Institution Established. — The General Assembly in 
 1899 passed an Act for such an institution, which was located 
 at Marshall in that same year. 
 
 (B) Purpose. — The Act which created the Institution 
 declared its purpose to be for ' ' the humane, curative, scientific 
 and economical treatment of the feeble-minded and epileptic", 
 but it was not the purpose of the institution to take any in- 
 sane or dangerous patients. 
 
 (C) Cottage Plan. — The original Act provided that the 
 Institution should be organized on the cottage plan, and at 
 present there are six cottages. 
 
 (D) Admission of Patients. — Two kinds of patients 
 are admitted to the institution: 
 
 1. Those who are feeble minded, and epileptics residing in 
 the State who are unable to provide the necessary means for 
 support within the institution. These patients may be adults 
 or minors and are called State patients. 
 
 2, Those patients who are either adults or minors and who 
 have means of support are called the private patients. How- 
 ever, no private patients may be taken when there are State 
 patients waiting to be received.
 
 148 HISTORY OF EDUCATION. 
 
 (E) Enrollment. — The enrollment January 1, 1909, was 
 four hundred twenty-five. This large enrollment after the 
 institution had been in operation for less than ten years is 
 very conclusive evidence that such an institution was badly 
 needed by the State. 
 
 (F) Support. — The Colony is supported by fees which 
 come from private patients and from direct State appropria- 
 tions made at each session of the Legislature. Including the 
 appropriation for 1909-10, the institution has received $832,- 
 534.59. 
 
 (G) Management. — The management of the Institu- 
 tion is vested in a Board of Managers who are appointed by 
 the Governor for a term of four years. The Board consists 
 of five members, two of whom must be women. 
 
 (H) Superintendent. — The superintendent at present 
 is Dr. C. B. Simeoe, and he is assisted by forty-two other em- 
 ployes designated as teachers, attendants, etc. 
 
 VI. INDUSTRIAL HOME FOR COLORED GIRLS: 
 
 (A) Institution Established. — The Forty-fifth General 
 Assembly, held in 1909, made provision for the establishment of 
 a "State Industrial Home for Negro Girls". The Governor 
 appointed a Commission which located the Institution in Se- 
 dalia in August, 1910. A site was purchased but nothing yet 
 lias been accomplished in the matter of organizing the home. 
 However $20,000.00 was appropriated with which to purchase 
 a building site, grounds and construct a building. Of course 
 nothing much can be done until other appropriations are made 
 for the construction of buildings, as tlie sum already men- 
 tioned is wholly insufficient for the construction of adequate 
 buildings for such an institution.
 
 CHAPTER VI. 
 
 THE COLLEGE UNION. 
 
 I. OCCASION FOR THE UNION: 
 
 Very soon after the State began making appropriations 
 for the State University, the question arose as to what relation 
 this institution should have to the other public schools of the 
 State. As early as 1870, Dr. Reed, President of the Univers- 
 ity, read a paper before the State Teachers ' Association on the 
 subject, "The Relation of the State University to Public 
 Schools." This paper caused a very earnest discussion and 
 resulted in the appointing of a committee whose business it 
 was to try to determine the relations between the public 
 schools and the higher institutions of learning in the State. 
 It should be observed also that 1870 is the date for the estab- 
 lishment of the first Normal School at Kirksville, Warrens- 
 burg being founded 1871, and Cape Girardeau 1873. These 
 schools also complicated the situation still more for their 
 place had to be determined in the system. And at the same 
 time the various denominational colleges of the State were 
 interested in the matter, since their faculties were members of 
 the State Association and in a general way interested in the 
 same problems of education as were those of the State institu- 
 tions. 
 
 The whole situation was further complicated by the fact 
 that all of these institutions were doing preparatory work. 
 
 149
 
 150 HISTORY OF EDUCATION. 
 
 This made the problem a difficult one because the high schools 
 of the state were being founded and demanded their place in 
 the system. In the case of the state schools they had a very 
 definite demand since the work of the preparatory department 
 of the higher institutions was a mere duplication of the high 
 school work. All these matters remained in what might be 
 called the "discussion stage" from 1870 to 1887, when a com- 
 mittee was appointed by the State Teachers' Associa- 
 tion to try to define the relations between high 
 schools and the higher institutions. This committee con- 
 ferred with a committee from the University and was also 
 counseled by Superintendent W. E. Coleman, and President 
 H. K. Warren of the Association, The committee after inves- 
 tigating the whole situation submitted a report which provid- 
 ed a scheme for articulation between high schools, academies 
 and the University and other colleges of the State. This report 
 has been quoted in full in the chapter on "Secondary 
 Schools." 
 
 II. RESULTS OF THE ARTICULATION AGREE- 
 MENT: 
 
 (A) The University abolished the two years of its 
 preparatory department in accordance with the terms of the 
 agreement. The private colleges did practically nothing in 
 the matter of articulation with high schools. By 1893 about 
 fifty high schools and academies had arranged their courses 
 to meet the conditions of the agreement and were on the ap- 
 proved list of the University. These were the conditions ex- 
 isting when the 37th General Assembly abolished the prepar- 
 atory department of the University, the lower grade to be 
 dropped in 1893 and the upper in 1894.
 
 THE COLLEGE UNION. 151 
 
 III. FORMATION OF THE COLLEGE UNION: 
 
 As has already been indicated there was still great need 
 for some kind of a working agreement between the colleges 
 and universities on the one hand and the secondary schools on 
 the other. To bring about this result, President R. H. Jesse of 
 the State University and Chancellor W. S. Chaplin of Wash- 
 ington University, jointly addressed letters, in January, 1893, 
 to the several colleges of the state, suggesting a meeting in 
 April of that same year for the purpose of forming an organ- 
 ization in the interests of higher education. 
 
 (A) Institutions Invited. — The institutions addressed 
 in the joint letter were : Central College, Fayette ; Westmin- 
 ster College, Fulton; William Jewell College, Liberty; Drury 
 College, Springfield; Missouri Valley College, Marshall; 
 Washington University, St. Louis; and Missouri State Uni- 
 versity, Columbia. 
 
 This letter met with approval and resulted in a meeting 
 which was held at Sedalia, April 7, 1893. At this meeting an 
 organization was effected and a constitution adopted which 
 was modeled somewhat after that of the New England Union 
 of College Presidents. This constitution was later revised 
 and printed. The substance of which is as follows : 
 
 (B) Constitution. — 1. Name: The Missouri College 
 Union. 
 
 2. Oiject : To raise the standard of higher education, to 
 bring about closer union between the colleges, and to foster 
 an acquaintance among their faculties. 
 
 3. Member sliip : The seven institutions first mentioned and 
 such others as may later be admitted. 
 
 4. Bepresentation : Two from each member of the Union ;
 
 152 HISTORY OF EDUCATION. 
 
 the President or his representative and one member of the 
 faculty. 
 
 5. Officers : A president, who shall be the presiding officer 
 of the institution at which the meeting is held; a secretary- 
 treasurer chosen bienniall}^, and an executive committee con- 
 sisting of the president in office, his predecessor, and the sec- 
 retary. 
 
 6. Meetings : The annual meeting held in October or No- 
 vember in succession at the several institutions in the order of 
 their founding and a second at the call of the executive com- 
 mittee. 
 
 7. Admission: Each institution shall have one vote, and 
 two-thirds in the affirmative shall be required to admit a new 
 member to the Union. 
 
 8. Visitors: Where the Union is meeting, the faculties of 
 that institution may attend and participate, but not vote. 
 
 9. Changes in Constitution : In the usual way. 
 
 (0) Additional Members. — Park College, situated at 
 Parkville, was admitted in 1901; St. Louis University, St. 
 Louis, and Tarkio College, located at Tarkio, were both ad- 
 mitted into the Union in 1902; Central Weslyan College, lo- 
 cated at Warrenton, was admitted in 1910. Consequently the 
 present membership is made up of eleven institutions. 
 
 (D) Annual Meeting, St. Louis, 1895. — At the annual 
 meeting of the Union in St. Louis, April, 1895, it was suggest- 
 ed that a joint committee be appointed by the Union and the 
 Missouri State Teachers' Association which was to meet at 
 Pertle Springs in June, 1895. The general object being to 
 arrange a scheme for classifying the colleges and universities 
 of the State, and a tentative scheme was suggested. The State 
 Teachers' Association acted on this suggestion and at a joint
 
 THE COLLEGE UNION. 153 
 
 session of the College Union and the State Teachers' Associa- 
 tion, held at Pertle Springs in June, 1896, the "committee of 
 nine" appointed in pursuance of the above plan made its re- 
 port. The report was adopted and its pro^dsions are as fol- 
 lows: 
 
 (E) Report of the Committee of Nine. — The committee, 
 appointed in June, 1895, by the State Teaoliers' Association of 
 Missouri, to consider the classification of colleges in the state, 
 the proper requirements for admission to college, and to sug- 
 gest courses of study for secondary schools, respectfully sub- 
 mit the following report : 
 
 1. The Classificatio7i of Colleges. — To be classed as a col- 
 lege at all, an instituion of learning should meet fully these 
 conditions : 
 
 (a) Requirements for Degrees. — It should require from 
 every student, for a degree, four years of academic study, with 
 a minimum of fourteen hours a week. 
 
 (h) Faculty. — It should have a faculty of at least six 
 teachers, each giving his entire working time to instruction in 
 the institution, at least nine hours a week of which time should 
 be devoted to college instruction in one or more of the follow- 
 ing subjects : English, Latin, Greek, French, German, History 
 and Mythology, Political Economy, Philosophy, Mathematics, 
 Physics, Chemistry, and Biology. 
 
 (c) Laboratories. — It should teach science by the labora- 
 tory method and should have laboratories well equipped for 
 individual student work in at least Physics, Chemistry, and 
 Biology. 
 
 (d) Endowment. — Recognizing the impossibility of con- 
 ducting a college on tuition fees alone, we believe that no in- 
 stitution should be recognized as a college that has not adequate
 
 154 HISTORY OF EDUCATION. 
 
 grounds, buildings, and equipment, and an income producing 
 endowment of at least $100,000. 
 
 (e) Academy. — It is very desirable that the academy 
 should be separated from the college and, while it is not at 
 present possible to accomplish this in all eases, it is the opinion 
 of the committee that colleges should work toward such sepa- 
 ration. 
 
 2. Minimum Bequirements for Admission. — (a) Defini- 
 tion of Units. — rDefining a period as a time of instruction of 
 from thirty to forty-five minutes, and a point as five periods 
 a week for one year of nine months in one subject, the mini- 
 mum requirement for admission to college should be as fol- 
 lows: Satisfactory evidence of three points in English, two 
 points in History and Mythology (in the classical course one 
 point in History and Mythology), three points in Mathematics, 
 and four more points to be chosen from the following subjects 
 (but if a foreign language be offered at least two points will 
 be required in this) : Zoology, Botany, Physics, or Chemistry; 
 Latin, Greek, German, or French ; or an additional year 's work 
 in English, or in History and Mythology, or one additional 
 year in Mathematics. 
 
 (J)) English. — Of the three points required in English, at 
 least two should be devoted to reading and study of master- 
 pieces of American and English literature, written exercises 
 being required of each pupil at least twice a month throughout 
 the three years. 
 
 (c) History.— In history the first point should comprise 
 Greek and Roman History and Mythology. The second point 
 and the third, when taken, should be chosen from the follow- 
 ing: Mediaeval and Modern History, English History and 
 Civil Government, American History and Civil Government.
 
 THE COLLEGE UNION. 155 
 
 (d) Mathematics. — The three points in Mathematics 
 should cover Algebra and Plane Geometry, as given in stand- 
 ard high school text-books on these subjects. If a fourth point 
 in Mathematics be offered it should be Solid Geometry and 
 Plane Trigometry. 
 
 (e) Science. — In science a point should be a year's labor- 
 atory work in any one of the following: Zoology, Botany, 
 Physics, or Chemistry. 
 
 (f) Latin. — The two points of Latin, when offered, 
 should cover the introductory book, and the reading of three 
 books of Caesar, or its equivalent in other Latin prose, and 
 Latin composition. The third point in Latin should cover 
 six orations of Cicero with composition; the fourth point 
 should cover four books of Vergil with Prosody and Mythology 
 and composition. 
 
 (g) Greek. — The two points in Greek, when offered, should 
 cover the mastery of an introductory book, Greek composition, 
 and the reading of three books of the Anabasis, or an equiva- 
 lent in other Attic prose. 
 
 (h) German. — The two points in German, when offered, 
 should be the ability to read ordinary German prose at sight, 
 and to translate simple English sentences into German, and 
 sbould include the correct pronunciation of the language, and 
 some facility in conversation. 
 
 (i) French. — The two points in French, when offered, 
 should be the ability to read ordinary French prose at sight, 
 and to translate simple English sentences into French, and 
 should include the correct pronunciation of the language, and 
 some facility in conversation. 
 
 It is the opinion of the committee that all post-graduate 
 work should be left to the universities and should not be at- 
 tempted by the colleges.
 
 156 HISTORY OF EDUCATION. 
 
 3. Course of Study for Secondary Schools. — The commit- 
 tee interprets the term "secondary scliools," as used in these 
 recommendations, to include the public high schools, the 
 academies, and schools preparatory to college. 
 
 Four parallel courses, as outlined in detail in accompany- 
 ing schedule, are recommended by the committee.
 
 THE COLLEGE UNION. 
 
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 158 HISTORY OF EDUCATION. 
 
 For scHooIs unable, on account of lack of teaching force, 
 to undertake all the work outlined above, the following recom- 
 mendations are made : 
 
 (a) The school having but one teacher should confine its 
 work to the first and second years of course No. 1. 
 
 (i) Schools having not more than two teachers should 
 confine themselves to the first three years of course No. 1. 
 
 (c) Schools having only three teachers should confine 
 themselves to full course No. 1, or to the first three years of 
 courses No. 1 and No. 3. 
 
 (d) Schools having only four teachers should not under- 
 take more than two of the four full courses. 
 
 (e) Schools having five or jnore teachers may be able to 
 do the full work of the four parallel courses as outlined above. 
 
 4, Remarks. — (a) In the interest of uniformity the Roman 
 method of pronouncing Latin, with strict attention to quanti- 
 ty, is strongly urged. The Greek language should be pro- 
 nounced in accord with the written accent and the quantity of 
 the vowels, as laid down by the Greek conference of the com- 
 mittee of ten. 
 
 (h) A library should be used as a laboratory for work in 
 History, Literature, and Language as well as for general read- 
 ing. The larger schools should provide suitable rooms and 
 should employ a competent librarian whose whole time is de- 
 voted to helping pupils in their reading and investigation. 
 Collateral reading in such a library should be a part of the 
 regular work, especially in History and in Literature. 
 
 (c) Map drawing is valuable in emphasizing the geogra- 
 phy of the countries studied in History. 
 
 (d) Work in laboratories should be done under the gen- 
 eral supervision of the instructor, but should be done by the
 
 THE COLLEGE UNION. 159 
 
 student. Laboratory note books should represent, in historical 
 order, every step in his own experiments and observations, so 
 as to be a fair index of the real work done by the student. 
 
 (e) In the interest of thorough work in secondary schools, 
 it is strongly reGommended that no teacher be assigned more 
 than seven working periods per day, with a maximum of thir- 
 ty pupils in a section. 
 
 The committee recommends that the president of this 
 association appoint, with power to act, a committee of seven, 
 representing the different educational interests of the state, 
 to take steps toward securing legislation establishing an edu- 
 cational commission with power to make effective the purposes 
 of this report. 
 
 The following were members of the Committee of Nine: 
 R. H. Jesse, W. H. Black, W. T. Carrington, W. S. Chap- 
 lin, Geo. L. Osborne, A. F. Fleet, L. J. Hall, John R. Kirk, 
 J. D. Wilson. 
 
 (F) The Results from the Agreement Growing out of 
 the Report of the Committee of Nine. — 1. This roport set- 
 tled for all time the standards for colleges so far as the State 
 of Missouri was concerned. 
 
 2. It furnished a definite standard for courses in sec- 
 ondary schools. Moreover the secondary scliool was defined 
 to include the public high schools, academies, and schools 
 preparatory to colleges. 
 
 3. These clear cut statements as to the types of secondary 
 schools and also the courses of study to be pursued in them 
 had a very marked effect upon the growth of secondary educa- 
 tion in the state; particularly is this true of the public high 
 school. 
 
 4. There have not been any very decided or significant
 
 160 HISTORY OF EDUCATION. 
 
 changes in the units which may be offered by secondary 
 schools since the agreement. The changes which have oc- 
 curred have been those to meet the requirements of the 
 North Central Association of Colleges and Secondary Schools 
 of which the members of the College Union are also usually 
 members. In general, the changes have been in a more elab- 
 orate definition of the units which may be offered by the sec- 
 ondary schools, and further some other units are defined to 
 meet the general progress in education in such subjects as 
 manual training, commercial and industrial subjects. 
 
 5. After the above agreement was made the University 
 established the office of Visitor or Inspector for Schools, whose 
 business it has been to visit the secondary schools and give 
 them advice as to what is necessary to meet the conditions for 
 entrance to the University and also to make a thorough inspec- 
 tion of the class room work, buildings and equipments of the 
 school desiring approval. This officer has done much to clar- 
 ify the relations which should subsist between secondary 
 schools and colleges, 
 
 6. Besides the inspection made by the University several 
 of the other members of the Union send out members of their 
 faculty to visit and inspect secondary schools. These visitors 
 are sent on invitation from the secondary school and they also 
 have contributed very much to the growth of secondary 
 schools. At present, the relations between the secondary 
 schools and the colleges may be said to be quite definitely 
 fixed, for each member of the Union maintains a fully acredit- 
 ed list which is published from time to time. 
 
 (G) 17th Annual Session of the Union. — The 17th an- 
 nual session of the College Union was held in St. Louis, No- 
 vember 5-6, 1909, the members of the Union being the guests
 
 THE COLLEGE UNION. 161 
 
 of St. Louis University. This meeting marks another forward 
 step in the history and influence of the Union, for the reason 
 that a committee consisting of Presidents Thompson, Tarkio, 
 and George, Drury, made its report concerning, "College Di- 
 plomas as Certificates for Teaching". This report is quoted 
 in full since it seems to be the best presentation of all the 
 facts. 
 
 (H) Report of the Committee on "Recognition of Col- 
 lege Diplomas in the Certification of Teachers. ' ' — Your com- 
 mittee would respectfully report that it corresponded with 
 the state superintendents of Indiana, Illinois, Wisconsin, Min- 
 nesota, South Dakota, Iowa, Nebraska and Kansas with a view 
 to ascertaining the practice in these states with reference to 
 the certification of college graduates. It called a meeting of 
 representatives of the College Union in Kansas City on Feb- 
 ruary 15th for the purpose of ascertaining the views of mem- 
 bers of the Union on this question. It requested State Super- 
 intendent Gass to call a conference of representatives of all 
 the instiutions concerned on the question at issue. This he 
 did for February 16th in Jefferson City. There were present 
 representatives of three of the State Normals, of Washington 
 University, Central College, Drury College and Tarkio Col- 
 lege. After a conference in the office of the state superin- 
 tendent it was agreed that the accompanying paper represent- 
 ed what the colleges wanted and what other educators present 
 thought would be practicable under existing conditions in this 
 state. Both of the members of your committee were present 
 at the conference in Kansas City on February 15th and at the 
 conference in Jefferson City on February 16th. 
 
 (I) The Certification of College Graduates as Teach, 
 ers. — ^Believing that there should be less competition and 
 
 E— 11
 
 162 HISTORY OF EDUCATION. 
 
 more co-operation among the educational forces in Missouri, 
 and desiring to encourage and help graduates of high-class 
 private educational institutions who desire to become teachers, 
 the state superintendent has prescribed the following profes- 
 sional courses of study for Missouri educational institutions, 
 and the following conditions under which their graduates may 
 be licensed to teach in the public schools of Missouri : 
 
 1. The college entrance requirements shall be substantial- 
 ly equivalent to those of the University of Missouri. 
 
 2. The college course completed by the graduate who ap- 
 plies for certification shall be equivalent to the course in the 
 College of Arts required for the A. B. degree in the State 
 University. 
 
 3. The pedagogical subjects shall be taught by well- 
 trained teachers of experience and recognized ability, who 
 shall have completed a full four j^ears ' course in a university, 
 or its equivalent in a college, and shall have devoted at least 
 two years to the study of education and teaching. 
 
 4. A library adequate for reference and for supplement- 
 ing the work in the pedagogical courses shall be provided for 
 the free use of students taking these courses. 
 
 5. The observational work and the practice teaching shall 
 be under the direction of a competent critic teacher and shall 
 be done in a model or practice school maintained by the in- 
 stitution, or in a well-managed local public school. 
 
 6. As a part of the course required for the A. B. degree, 
 the candidate shall do, in a satisfactory manner and in the 
 time herein set forth, the following minimum amount of peda- 
 gogical work: (a) Psychology, general and educational, 36 
 weeks, three periods of not less than forty-five minutes each 
 a week; (b) History and Principles of Education, 36 weeks,
 
 THE COLLEGE UNION. 163 
 
 three periods of not less than forty-five minutes each a week j 
 (c) Methods of Teaching, 18 weeks, three periods of not less 
 than forty-five minutes each a week; (d) Observation and 
 Practice Teaching, 18 weeks, three periods of not less than 
 forty-five minutes each a week. 
 
 7. On satisfactory completion of the above courses in ap- 
 proved colleges and universities, under conditions as set forth, 
 the State Superintendent of Public Schools will grant to grad- 
 uates of such colleges teachers' certificates valid for three 
 years. 
 
 8. On or before the expiration of the three-year certificate 
 by limitation, the State Superintendent of Public Schools may, 
 on satisfactory evidence that the applicant has taught suc- 
 cessfully at least sixteen months within the three-year period, 
 grant a life certificate to teach in the public schools of Mis- 
 souri. 
 
 9. The State Superintendent of Public Schools will ap- 
 point annually a committee of three representative Missouri 
 educators, whose duty it shall be to investigate the organiza- 
 tion, courses of study, equipment, and work of educational in- 
 stitutions asking for their graduates the right of certification, 
 and to report to the State Superintendent a list of such insti- 
 tutions found eligible under provisions 1 and 2 of this agree- 
 ment. 
 
 10. The State Superintendent of Public Schools will visit 
 such eligible institutions as request that their work be recog- 
 nized and accepted in lieu of examination for State Certifi- 
 cates, and will decide whether they have fully complied with 
 the pedagogical requirements as herein set forth. 
 
 (J) The Importance of the Certification Agreement 
 
 It is too soon to make an estimate of the values of the above
 
 164 HISTORY OF EDUCATION. 
 
 agreement. However, it seems quite possible that this new 
 power granted to the members of the Union will be used in 
 such a way as to promote the educational interests of the 
 State. Several members of the Union are now practically 
 ready to meet all the conditions prescribed in the agreement 
 in order that their graduates may be certificated. This is a 
 hopeful sign, for undoubtedly the schools of the state need all 
 the well trained teachers who can be secured. To appreciate 
 the force of this fact it is only necessary to recall that if all 
 the graduates of the universities and Normal schools were to 
 enter the profession of teaching the supply would not be more 
 than half as much as the demand which is made by the drop- 
 ping out of the ranks of about one-fourth of the teachers each 
 year, or in round numbers about four thousand five hundred 
 men and women quit the work of teaching each year. 
 
 IV. HISTORICAL SKETCHES OF THE MEMBERS 
 IN THE UNION: 
 
 (A) St. Louis University. — 1. Early History. — In 1818 
 the Right Rev. Louis William Du Bourg, Bishop of Louisiana, 
 who was residing in St. Louis, opened a Latin school under 
 the name of The St. Louis Academy and the control of the 
 school was given into the hands of the Rev. Francois Niel, a 
 French secular priest, who was curate of the Cathedral. The 
 school really opened November 16, 1818, with the Rev. Niel 
 and three other priests as teachers. It was a school for 
 "young gentlemen" and the students boarded in or near the 
 school; in fact the boarding feature continued for a long 
 time after the institution became a university, — to be exact, in 
 June, 1881. From the very first Bishop Du Bourg made an 
 effort to get the Society of Jesus, or Jesuits, to take charge of 
 the school ; however he was not able to accomplish this during
 
 THE COLLEGE UNION. 165 
 
 his stay in the Bishopric hut this was accomplished by his 
 successor, Bishop Rosati, in 1827. 
 
 The success of the academy encouraged Du Bourg to en- 
 large the scope of the work done by the institution, conse- 
 quently in 1820 he changed the school into St. Louis College, 
 the school being conducted in a two story house of brick near 
 the Cathedral. After the Jesuits assumed control of the col- 
 lege its permanent success seemed assured and the faculty 
 decided to secure a charter from the State Legislature ; on ap- 
 plication the charter was granted December 28, 1832, and 
 St. Louis College became St. Louis University. This is the 
 first university chartered by the state and is, therefore, the 
 oldest institution of its grade in the state. The first president 
 was Father Verhagen, S. J., who at once began plans for the 
 organization of post-graduate work. 
 
 2. Post-Graduate Faculties. — (a) Theology. — The first 
 post-graduate faculty of the University was that of Divinity 
 which first offered courses of instruction in 1834 and 5. This 
 work was continued at the college building for some time and 
 later was conducted in a special building, but in September, 
 1860, all the clerical students were transferred to the Jesuit 
 College at Boston, Mass.; and it was not until 1899 that the 
 department was restored. 
 
 (h) Medicine. — The post-graduate faculty for the medical 
 department was constituted in 1835 and the first year's work 
 offered in the school year 1836-7. After a very useful history 
 the department in 1855 severed its connections with the Uni- 
 versity and was conducted under a charter of its own. On 
 May the first, 1901, the Marion Simms College of Medicine con- 
 solidated with the Beaumont Hospital Medical College, and 
 soon thereafter the consolidated schools became an integral
 
 166 HISTORY OF EDUCATION. 
 
 part of St. Louis University. Once more the University under- 
 took the problem of conducting a medical school on the same 
 plane as the other important university branches. To meet the 
 increasing demand for a thorough medical department the Uni- 
 versity in 1910 again completely reorganized its medical de- 
 partment. One other fact worth noting in this same connec- 
 tion is that the faculty of the school of medicine founded and 
 edited the ' ' St. Louis Medical and Surgical Journal ' ' ; which 
 was probably the first important journal of its kind published 
 in the United States. 
 
 (c) Law. — The law department of the University was 
 first established in 1843 but had to be discontinued during the 
 civil war period and was not re-established until the fall of 
 1908. 
 
 (d) School of Philosophy and Science. — The post-gradu- 
 ate school of Philosophy and Science was added to the Uni- 
 versity in 1889, and a handsome building was erected in 1891 
 which is used exclusively for this department. A school of 
 Advanced Science was added to this department in 1908 ; the 
 particular function of which is to train scientific specialists. 
 
 (e) Dental College. — On June the first, 1908, the St. Louis 
 Dental College became one of the component parts of the 
 University and is now known as the "St. Louis University 
 School of Dentistry." 
 
 (f) School of Commerce and Finance. — This department 
 was organized in 1910, the first courses being offered in the 
 fall of that year. 
 
 3. War Period. — The Civil War had a very disastrous 
 effect on the University, since many of the students came from 
 the southern states, particularly Louisiana ; these students left 
 the University in May, 1861, when the Federal authorities
 
 THE COLLEGE UNION. 167 
 
 seized the Confederate camp known as Camp Jackson. The 
 excitement growing out of this incident together with the gen- 
 eral uncertainty of the times caused the institution to be closed 
 in May, 1861, and when an effort was made to resume in the 
 following September very few students came to attend the 
 school. Moreover, there were a good many unpleasant circum- 
 stances in connection with the faculty and the officers of the 
 army which was encamped near St. Louis. 
 
 The result of all this was that the University w^as in the 
 situation of having to start almost from the beginning when 
 the war was over. 
 
 4. Faculties. — In all the departments of the University 
 Faculties there are employed now as professors, instructors 
 and special lecturers more than 180 men. About thirty of 
 the professors belong to the Jesuit Order and have taken 
 vows which preclude them from receiving definite salaries, the 
 president of the University being included in this list. These 
 professors give their time almost exclusively to the work of the 
 University and receive only the necessaries of life as their 
 whole remuneration except of course the satisfaction of vows 
 well performed. 
 
 5. Students. — There were enrolled in the University for 
 the year 1909-10, 1,181 students. By departments there were 
 enrolled as follows : Divinity, 83 ; Philosophy, 64 ; Law, 155 ; 
 Medicine, 289 ; Dentistry, 117 ; Arts, 103 ; High Schools, 370. 
 And since the organization of the school it is estimated that 
 more than fourteen thousand students have been enrolled for 
 some work and at least two thousand have received diplomas 
 from the various departments. 
 
 6. Endowment and Value of Property. — The chief en- 
 dowment of the University comes from the services of the
 
 168 HISTORY OF EDUCATION. 
 
 thirty professors, including the president, who serve without 
 salary. If this service could be estimated in money at all a 
 very conservative figure, all things being considered, would 
 not be less than two million dollars. A fair estimate of the 
 value of the property would put it in round numbers about 
 $1,800,000. 
 
 7. Tuition Fees. — (a) College of Arts and Sciences in- 
 cluding matriculation fee, per j'ear $65. 
 
 (h) Medicine including matriculation fee 105. 
 
 (c) Dentistry " " " 155. 
 
 (d) Law " " " 
 
 Night School 85. 
 
 Day " 105. 
 
 (e) Divinity No fees. 
 
 (f) Graduate school of Philosophy and Science ... No fees. 
 
 Matriculation fee is paid only one time and in many of 
 the departments there are additional laboratory fees which 
 vary from five dollars to fifteen dollars per year. 
 
 8. Alumni and Student Organizations. — Including the 
 alumni association there are fourteen different student organ- 
 izations, as follows: 
 
 Alumni Association ; organized 1869. 
 
 Sodality of the Blessed Virgin Mary ; erected 1835. 
 
 The Acolythical Society. 
 
 Fleur De Lis; established 1899. 
 
 Students' Literary Association; organized 1855. 
 
 Philalethic Society; organized 1832. 
 
 Academy of Sacred Eloquence. 
 
 The Philharmonic Society ; organized 1838. 
 
 Department of Athletics. 
 
 The Academy of Philosophy and Science.
 
 THE COLLEGE UNION. 169 
 
 Philosophers ' English Academy. 
 Oratorical Academy. 
 Ratio Academy. 
 Theological Academy. 
 
 9. High Schools. — The University maintains two high 
 grade Classical High Schools in the city of St. Louis. These 
 of course are designed to prepare students for the Collegiate 
 Department of the University. The high schools are Loyola 
 Hall and Gonzaga Hall. 
 
 10. Characterization. — One of the avowed purposes of 
 the Order which controls the Institution is to unite knowledge 
 to religion in such a way that it will at all times subserve 
 morality, and this University, while it is under Catholic man- 
 agement, yet it is unsectarian in that finer sense of the word 
 because every religious conviction is sacredly respected. Many 
 of its students are Protestants ; Non-Catholics and Jews hold 
 places of honor on its faculty and there is never any complaint 
 on the part of any of these that their convictions have not been 
 respected. 
 
 11. List of Presidents. — Presidents of St. Louis Academy : 
 Rev. Francis Niel, 1818-1820. Presidents of St. Louis College : 
 Rev. Francis Niel, 1820-1827 ; Rev. Peter J. Verhaegen, S. J., 
 1828-1832. Presidents of St. Louis University (all members of 
 the Society of Jesus) : Rev. P. J. Verhaegen, 1832-1836 ; Rev. J 
 A. Elet, 1836-1840; Rev. J. 0. Van de Velde, 1840-1843; Rev 
 George A. Carrell, 1843-1847; Rev. J. B. Druyts, 1847-1854 
 Rev. J. S. Verdin, 1854-1859 ; Rev. F. Coosemans, 1859-1862 
 Rev. T. O'Neil, 1862-1868; Rev. F. H. Stuntebeck, 1868-1871 
 Rev. J. G. Zealand, 1871-1874; Rev. L. Bushart, 1874-1877 
 Rev. J. E. Keller, 1877-1881; Rev. Rudolph J. Meyer, 1881- 
 1885 ; Rev. Henry Moeller, 1885-1889 ; Rev. Edward Gleeson,
 
 170 HISTORY OF EDUCATION. 
 
 1889-1890; Rev. Joseph Grimmelsman, 1891-1898; Eev. James 
 F. Hoeffer, 1898-1900 ; Rev. W. Banks Rogers, 1900-1908 ; Rev. 
 John P. Frieden, 1908—. 
 
 (B) The State University: 
 
 1. Early Legislative Enactments. — (a) In an act of Con- 
 gress in 1812 whibh organized the territory of Missouri, one 
 of the articles of the ordinance of 1787 was incorporated 
 in a somewhat modified form. This pertained directly 
 to education and is as follows : ' ' Religion, morality, and knowl- 
 edge being necessary to good government and the happiness of 
 mankind, schools and the means of education shall be encour- 
 aged and provided for from the public lands of the United 
 States in said territory in such a manner as Congress may deem 
 expedient." 
 
 (h) In an act of Congress, February 17, 1818, the first 
 idea of a University for Missouri is mentioned under the name 
 "a seminary of learning," which idea was embodied in the 
 enabling act of Congress of March 6, 1820. The enabling act 
 also set apart two townships of land (46,080 acres) to be used 
 for a University and one-thirty-sixth of the entire public do- 
 main, together with the saline and swamp lands, to township 
 schools. The university was described as a " seminary of learn- 
 ing" and of course the "township" schools we now know as 
 district schools ; thus we have originated at once the State Uni- 
 versity and an elementary system. 
 
 (c) The First constitution of the State adopted in St. 
 Louis, July 19, 1820, has, in the first and second sections of 
 article VI, the following direct statements about education : 
 
 ' ' Schools and the means of education shall be forever en- 
 couraged in this State. *** One school or more shall be estab- 
 lished in each township.
 
 THE COLLEGE UNION, 171 
 
 The general assembly shall take measures for the improve- 
 ment of such lands, etc., to support a university for the pro- 
 motion of literature and the arts and sciences ; and it shall be 
 the duty of the general assembly, as soon as may be, to provide 
 effectual means * * * * for the improvement and permanent 
 security of the funds and endowments of such institution." 
 
 2. Location and Early History. — (a) On February 8, 
 1839, the General Assembly passed an act empowering a com- 
 mission to select a site for the University. The five commis- 
 sioners were: Peter H. Burnett, of Clay county; Chauncey 
 Durkey, of Lewis county ; Archibald Gamble, St. Louis ; John 
 G. Bryan, Washington county ; and John S. Phelps, of Greene 
 county. The commissioners by the provisions of the act were 
 to select a site w^hich should contain not less than forty acres 
 of land in a compact form, within tw'O miles of the county seat 
 of Cole, Cooper, Howard, Boone, Callaway, or Saline counties. 
 The commissioners visited all the county-seats of the above 
 mentioned counties to receive bids and on June 24, 1839, the 
 bids were opened in Jefferson City. After considering the 
 various propositions from all the counties except Saline, which 
 offered none, it was unanimously decided to locate the Univer- 
 sity at Columbia, Boone county. The bonus offered by the 
 citizens of Boone county amounted to $117,900. Wlien we con- 
 sider the fact that the whole population of the county at this 
 time was less than 14,000 people, this was a most generous 
 subscription. It is reported that one Edward Camplin, who 
 was so illiterate that he could not read or write, gave $3,000 
 of this subscription. 
 
 (h) The Geyer Act. — This act, drafted by the Hon. Henry 
 S. Geyer, passed the General Assembly of February 11, 1839. 
 In reality this act transplanted to Missouri the educational
 
 172 HISTORY OF EDUCATION. 
 
 system of Virginia whicli Thomas Jefferson had advocated as 
 early as 1779. The scheme provided for academies and col- 
 leges in different parts of the State which should be closely 
 articulated with the university at the head. It also provided 
 for district or elementary schools below the academies. 
 All of these schools were to be under the supervision of the 
 university curators; in fact they were clothed directly with 
 visitorial powers with respect to all the lower schools unless a 
 school had a charter from the legislature which specifically 
 exempted it from visitation. Thus we have in outline the three 
 general types of schools to make a system. Unfortunately for 
 the cause of education there were no adequate funds to carry 
 out this plan ; moreover, public sentiment at that time was not 
 such as to offer support and co-operation in the establishment 
 of this scheme. 
 
 (c) Organization. — The first board of curators consisting 
 of fifteen members was selected by the General Assembly Feb- 
 ruary 11, 1839, and this board met and organized in October 
 of that same year. At this meeting a committee was appointed 
 to secure plans for the erection of a main building for the uni- 
 versity and another committee was appointed to make a code 
 of by-laws for the government of the Board and also provide 
 a seal for the University. " 
 
 (d) First Building.— On the 28th of October, 1839, the 
 plans for the main building of the university were submitted, 
 and the one offered by H. S. Hills was adopted and $75,000 
 appropriated for the erection of the same. The corner-stone 
 of this building was laid with great ceremony on July 4, 1840, 
 and the building was formally dedicated July 4, 1843. 
 
 (e) First President and Faculty. — In 1840, October 29th, 
 Dr. John H. Latlirop of Hamilton College, New York, was
 
 THE COLLEGE UNION. 173 
 
 elected president and he entered upon his duties on December 
 the first of that year. In accordance with his wishes the cura- 
 tors selected three professors and opened the school Wednes- 
 day, April 14, 1841. They were: AV. "W. Hudson, George 
 Hadley, and "William Van Doran. The sessions were held in 
 the old Columbia College building, which had been acquired by 
 the University as part of the bonus mentioned previously. 
 President Lathrop in his first report gives the number of stu- 
 dents who attended during the first year of the University as 
 seventy-four, and the first commencement was held in 1843 
 when two men were graduated. 
 
 3. Adoption of University of Virginia Plan. — The facul- 
 ty of the University proposed a reconstruction of the Univer- 
 sity in 1859 on a plan much similar to the organization of the 
 University of Virginia. This plan was submitted to the Board 
 of Curators and adopted by them. In brief the scheme pro- 
 vided: 
 
 (a) For a chairman of the faculty instead of a president, 
 who was to be appointed annually by the curators and who 
 was eligible for appointment for two years in succession. 
 
 (h) Seven separate schools or departments were estab- 
 lished, as follows : Latin Language and Literature, Greek 
 Language and Literature, English Language and Literature, 
 Moral Philosophy and Political Science, Mathematics, Astrono- 
 my and Natural Philosophy, and Natural Sciences and Scien- 
 tific Agriculture. In addition to the above there were estab- 
 lished, school of Scientific Agriculture and Mechanics, School 
 of Civil Engineering and a Normal School. The above or- 
 ganization was continued for only one year because the Legis- 
 lature put out of existence the curators and faculty and 
 elected a new board, which board returned the University to 
 its original organization with a faculty of five professors.
 
 174 HISTORY OF EDUCATION. 
 
 4. Civil War Period. — The University's history during 
 the Civil War is not unlike that of the other schools of the 
 State. The income from the seminary fund was very small 
 and as there was no other source of revenue save tuition the 
 Board of Curators soon found themselves unable to meet the 
 expenses of the institution and closed it March 20, 1862 ; how- 
 ever, it was opened November 24 of that same year but with 
 only two professors in the faculty. One of the strong in- 
 centives for reopening at this time was the movement for the 
 disposition by the General Assembly of the land granted to 
 the state for the endowment of a college of agriculture and 
 mechanic arts. It was hoped that this might be made a de- 
 partment of the University and thereby increase the resources 
 of the institution. However, this did not come about at this 
 time for the matter provoked great discussion in the General 
 Assembly and no settlement was made till 1870, when the Col- 
 lege of Agriculture and Mechanic Arts became an integral part 
 of the University. 
 
 5. Constitution of 1865. — The constitution of 1865 has a 
 direct statement concerning the University which is as fol- 
 lows : ' ' The General Assembly shall establish and maintain a 
 State University, with departments for instruction in Teach- 
 ing, in Agriculture and in Natural Science, as soon as the 
 public school fund will permit. ' ' The constitution of 1820 en- 
 joined upon the State the necessity of supporting a university 
 for the promotion of Literature and the Arts and Sciences. 
 The constitution of 1865 enlarged the work of the University 
 to include Teaching, Agriculture and the Natural Sciences. 
 
 6. First State Appropriation. — The first direct appropri- 
 ation made by the Legislature to the University occurred in 
 1867. At this time $10,000 were appropriated to rebuild the
 
 THE COLLEGE UNION. 175 
 
 President's house, which had recently been burned, and an 
 annual grant of 1% per cent of the State revenue was made 
 after deducting from the gross revenue the 25 per cent which 
 was already appropriated for the general support of the com- 
 mon schools. From this time on the General Assembly has 
 annually made appropriations for the support of the Univer- 
 sity. Much of the time they have been rather meager and 
 not adequate to meet the needs of the growing institution, but 
 on the whole it may be said that since this first appropriation 
 by the State, the University has been growing in influence, 
 efficiency, and usefulness. 
 
 7. Constitution of 1875. — The constitution of 1875 in 
 Article XI, Section 5 made the following provision concerning 
 the University: "The General Assembly shall, whenever the 
 public school fund will permit, and the actual necessity of the 
 same may require, aid and maintain the State University now 
 established, with its present departments." These depart- 
 ments in 1875 were: A College of Languages and Sciences, 
 with professional schools in Agriculture, Teaching, Law, Medi- 
 cine, and Mining. 
 
 Section 6 of the same Article, after making provisions for 
 the investment of the schools funds, goes on to say, "The an- 
 nual income of which fund, together with so much of the ordi- 
 nary revenue of the State as may be by law set apart for that 
 purpose, shall be faithfully appropriated for establishing and 
 maintaining the free public schools and the State University in 
 this article provided for, and for no other uses or purposes 
 whatever." This article very definitely linked the public 
 schools and the University together to form the nucleus of a 
 state system, and by this the state is committed to the policy 
 of supporting adequately that system.
 
 176 HISTORY OF EDUCATION. 
 
 8. The Control of the University. — The General Assem- 
 bly in joint session February 11, 1839, elected the first Board 
 of Curators which, as wo have indicated, was composed of fif- 
 teen members. With slight changes at different times the Gen- 
 eral Assembly directed the affairs indirectly through this 
 Board, which was usually made up of members from the dif- 
 ferent congressional districts of the State, till the adoption of 
 the present constitution. 
 
 Article XI, Section 5 of the Constitution of 1875 provides 
 for the government of the University as follows: "The gov- 
 ernment of the State University shall be vested in a Board of 
 Curators, to consist of nine members, to be appointed by the 
 Governor, by and with the advice and consent of the Senate. ' ' 
 The Revised Session Acts of the 45th General Assembly, 1909, 
 provide, "That not more than one person shall be appointed 
 upon said board from the same congressional district, and no 
 person shall be appointed a curator who shall not be a citizen 
 of the United States, and who shall not have been a resident of 
 the state of Missouri two years next prior to his appointment ; 
 not more than five curators shall belong to any one political 
 party." 
 
 The term of service of the curators is six years and the 
 board is so classified that the terms of three members expire 
 every two years. The curators receive no salary but they are 
 paid their actual traveling expenses from the ordinary reve- 
 nues of the University. 
 
 (a) Powers and Duties of the Board. — The Board has 
 power to appoint and remove at discretion the president, 
 deans, professors, instructors, and all other employees of the 
 University. It fixes the compensation of all the officers and 
 employees of the Univerraty and it may define and assign their
 
 
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 THE COLLEGE UNION. 177 
 
 powers and duties. The president of the Board makes a de- 
 tailed report to each General Assembly and the Board is re- 
 quired to make an appraisement annually of all the property 
 belonging to the University. It is also the duty of the Board 
 to provide for the protection and improvement of ithe property 
 of the University. The Board has power also to make such 
 by-laws, ordinances, rules, etc., as it may deem expedient for 
 the fulfilling of the obligations resting upon it. 
 
 9. Organization of the Departments. — The Board of Cu- 
 rators on May 5, 1870, adopted a resolution proAdding for the 
 reorganization of the University, and this was accomplished in 
 part ; but it seems that the real reorganization may be said to 
 date from July 4, 1876, when the University was organized 
 under the new Constitution of 1875, which provisions have 
 been noted in the paragraphs above. 
 
 (a) The College of Arts and Sciences. — This was the first 
 department of the University and its organization may be 
 dated from the beginning of the University in 1841. 
 
 (h) The School of Medicine. — In January, 1846, during 
 President Lathrop's administration, the St. Louis Medical 
 College was articulated with the University as its medical de- 
 partment. This relation was continued for ten years, when 
 they were separated and the University was without a School 
 of Medicine till 1872, when the Board of Curators established 
 a Medical school to be conducted as one of the departments of 
 the University. The faculty was selected at once and the 
 school opened for instruction in February, 1873, with five pro- 
 fessors. The ordinance of the Board establishing the school 
 said, "The plan of instruction in this Medical school is de- 
 signed to be the same as that pursued in the University of Vir- 
 ginia." This school was maintained on the above basis till 
 
 E— 12
 
 178 HISTORY OF EDUCATION. 
 
 June, 1886, when a plan of co-operation was formed between 
 the Missouri Medical College, St. Louis, and the Medical school 
 of the University. In brief, the plan was as follows: The 
 school at Columbia was constituted as Medical School No. 1 
 of the University while the Missouri Medical College was 
 called School No. 2 of the University. The junior courses 
 were to be taken at School No. 1, and the senior courses at 
 School No. 2; however the Missouri Medical College reserved 
 the right to give junior courses also. By the terms of the con- 
 tract the schools were to retain their independence in the mat- 
 ter of government, income, and debts. This contract did not 
 prove to be of advantage to either school and was terminated 
 in March, 1890, and the University from that time to 1909 
 maintained its own Medical school. At this time on account 
 of the lack of proper clinic and hospital facilities the Board 
 of Curators thought it wise to offer only the first two years of 
 a Medical course. It is proper to note, however, that this ac- 
 tion was taken only after the Board had tried to make suitable 
 arrangements for the advanced courses of a Medical school. 
 
 (c) School of Ediication. — The Normal Department was 
 first authorized in 1849 but it was not organized until 1867. 
 With slight changes in the scope and organization the work 
 continued under the head of the Normal Department until 
 1904, when the Teachers' College was organized, and this be- 
 came the School of Education in 1909. 
 
 (d) The College of Agriculture and Mechanic Arts. — The 
 Congress of the United States, July 2, 1862, passed a general 
 act for the establishment of schools of Agriculture and Me- 
 chanic Arts throughout the United States. Under this act 
 Missouri received 330,000 acres of land to endow a CoUege of 
 Agriculture and Mechanic Arts. Three-fourths of the pro-
 
 THE COLLEGE UNION. 179 
 
 ceeds of this grant were to be used for the College of Agricul- 
 ture and the other one-fourth was to be used for a School of 
 Mines. On February 24, 1870, the General Assembly passed 
 .-In act locating the College of Agriculture and Mechanic Arts 
 at Columbia. The act provided that the college should be 
 made a distinct department of the University. To secure the 
 location of this college at Columbia, Boone county paid to the 
 University a cash bonus of $30,000 and 640 acres of land. This 
 land cost the county $60,000 which makes a total of $90,000 
 contributed to secure the College of Agriculture and Mechanic 
 Arts. The experiment station in 1888 was put under the con- 
 trol of the above College. 
 
 (e) The School of Mines and Metallurgy. — This school 
 was created by the Board of Curators and opened for its first 
 session in November, 1871. It was located at Rolla, in Phelps 
 county. The county having offered a bonus of $75,000 in 10 
 per cent bonds and buildings and lands valued at $55,545; 
 however, the bonds were never paid. 
 
 (f) School of Law. — The Law School had its beginning in 
 1871 when the first faculty was selected but the school was 
 really opened in October, 1872, 
 
 (g) The Engineering School. — The Engineering school 
 was first established in 1877 as the Department of Civil En- 
 gineering; however, the school grew so rapidly that it was or- 
 ganized in 1878 on the same basis as the other professional 
 schools under the title ' ' The School of Engineering, ' ' and now 
 there is included in the school the departments of Civil En- 
 gineering, Electrical Engineering, Mechanical Engineering 
 and Chemical Engineering. 
 
 (h) Graduate Department. — The University offers gradu- 
 ate instruction in all its departments except Law and Medi-
 
 180 HISTORY OF EDUCATION. 
 
 cine and the usual requirements for the A. M., Ph. D. degrees 
 are made in the various schools before the degrees are granted. 
 
 (i) School of Journalism. — The School of Journalism was 
 established in 1908 to meet the needs of this new and import- 
 ant profession. 
 
 (j) The Extension Department. — The Extension Depart- 
 ment was organized in 1910 to meet the needs of those students 
 who are so engaged that they are unable to be in residence at 
 the University and yet desire to continue their university 
 work. 
 
 10. Main Building Destroyed hy Fire. — On January 9, 
 1892, the main building of the University was destroyed by 
 fire. Gov. Francis called an extra session of the Legislature 
 which appropriated $237,500.00 for the purpose of construct- 
 ing new buildings. At the same time the people of Columbia 
 and Boone county donated $50,000.00 to the building fund. 
 
 11. Alumni and Student Organization. — (a) Aluinni. — 
 In accordance with the revised constitution of the Alumni As- 
 sociation, besides the general organization, there have been or- 
 ganized about fifty local associations in the Counties of the 
 State. 
 
 (b) Literary and Scientific Societies. — The following so- 
 cieties are conducted by members of the Faculties and are 
 open to advanced students : The Scientific Association organ- 
 ized with a general section and special sections of Biological 
 Science, Mathematical and Physical Science, Social and Polit- 
 ical Science, The Philological Club, Mathematical Journal 
 Club, Zoological Field Club and The University of Missouri 
 section of the American Chemical Society. 
 
 (c) Societies managed hy Students. — The following So- 
 cieties are managed by the students, though in some cases
 
 THE COLLEGE UNION. 181 
 
 members of the Faculty participate in the membership : Athen- 
 aean, Union Literary, Bliss Lyceum, Missouri State University 
 Debating Club, New Era Debating Club, Lledical Society, Ag- 
 ricultural Society, Engineering Society, Der Deutche Klub, 
 Sketch Club, Asterisk Club, History Club, Branch of The 
 American Institute of Electrical Engineers, Branch of The 
 American Society of Mechanical Engineers and The Dana 
 Club. 
 
 (d) Musical Organizations. — The students maintain a 
 Military Band, Glee Club, Carol Club, Mandolin and Guitar 
 Club, Piano Club and Violin Club. 
 
 (&) Christian Organizations. — Both the Young Men's 
 Christian Association and The Young Women's Christian As- 
 sociation have houses with very efficient organizations. 
 
 12. Support of the University. — The University derives 
 its support in the main from the following sources : 
 
 (a) The interest derived from the permanent endowment 
 fund of the University which now amounts to $1,260,000.00. 
 This fund came from land grants and donations originally. 
 
 (h) The United States Government makes annual appro- 
 priations for the support of the University in accordance with 
 the ]\Iorill, Hatch Acts, etc. The amount from this source is 
 now about $80,000.00 per year. 
 
 (c) Bi-ennially the General Assembly makes an appropri- 
 ation for the support and maintenance of the University. 
 
 (d) The University derives some funds from the tuition 
 charges made upon students. 
 
 (13) Statistics. — (a) Faculties. — As now constituted the 
 faculties consist of seventy-one Professors, thirty-three Assist- 
 ant Professors, one hundred twenty-three Instructors and As- 
 sistants, fifty-two Students Assistants and twenty-four other
 
 182 HISTORY OF EDUCATION. 
 
 officers, making a total of three hundred three officers for the 
 whole University. 
 
 (b) SUidents.— The enrollment for the year 1909-1910 
 was as follows: Arts, 1,098; Agriculture, 510 j Education, 
 259; Law, 271; Medicine, 30; Engineering, 428; Journalism, 
 75 ; School of Mines, 229 ; making a grand total of 2900. 
 
 (c) Value of Buildings, Grounds, etc., for the Plants at 
 Columbia and Rolla, are estimated to be worth $3,500,000.00. 
 
 (d) Fees. — All students of the University, except for the 
 Summer session and the short winter courses in Agriculture, 
 are required to pay a library and incidental fee of $10.00 an- 
 nually. 
 
 The Summer School students and Agricultural students 
 pay a registration fee of $5.00. 
 
 Students who are not residents of this State pay an an- 
 nual tuition fee of $20.00 in all the Departments of the Uni- 
 versity. 
 
 Students who are registered in the Departments of En- 
 gineering, Journalism, Law and Medicine pay an annual tui- 
 tion fee of $20.00. 
 
 (e) Aggregate Appropriations. — Including all the appro- 
 priations made for the University between 1841 and 1910 and 
 the School of Mines from 1875 to 1910, the University has re- 
 ceived $7,218,138.10. 
 
 (14) Characterization. — It is very nearly impossible to 
 suggest an adequate characterization for so long a history in- 
 cluding so many different facts, but it is certain that Dr. 
 Eead's administration rehabilitated the University after 
 the Civil "War period and it was during his administration 
 that the larger number of professional schools were estab- 
 lished.
 
 THE COLLEGE UNION. 183 
 
 Further, it is clear that the administration of Dr. Laws 
 was one in which the higher academic standards and ideals 
 were worked out. 
 
 Concerning the great work of Dr. Jesse as President, it 
 seems clear that he transformed the institution from the col- 
 lege to a true University standard; moreover, he did much to 
 encourage the growth of high schools. 
 
 Dr. Hill has been in the Presidency only a short time, con- 
 sequently it is not fair to make any complete statement about 
 his policies ; however, it seems that one thing is quite evident, 
 namely, that all the professional schools of the University are 
 to be placed upon a higher plane in that at least two years' 
 college work will soon be required for admission to any of the 
 strictly professional schools. 
 
 15. Presidents. — John H. Lathrop, 1841 to 1849 ; James 
 Shannon, 1849-56 ; W. W. Hudson, 1856-59 ; G. H. Mathews, 
 Chairman of the Faculty, 1859-60; B.B. Minor, 1860-62; John 
 H. Lathrop, Chairman of the Faculty, 1863, President, 1865- 
 66 ; Daniel Read, 1866-76 ; S. S. Laws, 1876-91 ; R. H. Jesse, 
 1891-08 ; Albert Ross Hill, 1908. 
 
 (C) Central College: 
 
 1. Early Eistorij. — Central College, located at Fayette, 
 grew out of the old Howard High School which had been 
 opened in 1844 by the Rev. William T. Lucky and the Rev. 
 Nathan Scarritt. This school had been opened in the building 
 which was started with the hope of securing the State Uni- 
 versity at Fayette; however, the University was located at 
 Columbia and Captain W. D. Swinney of Glasgow bought the 
 unfinished building under a contractor's lien, finished it, and 
 allowed the above named men to start a school in it. Almost 
 from the first the school was a success, so that by 1852 it en-
 
 184 HISTORY OF EDUCATION. 
 
 rolled 350 pupils per year. However, in October, 1847, the 
 building and grounds were conveyed to Wesley Green, Joseph 
 Sears, Thomas Johnson, Andrew JMonroe, and Abiel Leonard, 
 joint tenants for the purpose of forming a public institution 
 of learning which was to be under the general control and 
 government of the Conferences of the Methodist Episcopal 
 Church, South, in Missouri. The Howard High School con- 
 tinued its existence under the same management for some 
 time, in fact until the charter was granted for Central College 
 proper. 
 
 (a) College Located. — In 1853 an Educational Conven- 
 tion met in St. Louis and after a sharp contest between 
 Fayette and St. Charles, Payette was selected as the seat for 
 the new college; the first meeting of the Board of Curators 
 being held December 9, 1853. 
 
 (b) High School Burned. — On January 27, 1854, the old 
 Howard High School building was burned and immediately 
 there was held a joint session of the Trustees of the High 
 School and the Curators of Central College, which resulted 
 in the transfer to the Curators of the site of the High School, 
 this being used as a beginning for the College campus. One 
 of the conditions of the transfer was that the Curators of 
 Central College should add a wing to the boarding house of 
 Howard High School which was to be used for school pur- 
 poses. 
 
 (c) College Chartered. — On March the first, 1855, the 
 General Assembly of the State of Missouri issued a charter 
 to the new College which was to be under the control of the 
 two Conferences of the Methodist Episcopal Church, South, 
 of the State. The new college, however, did not open until 
 1857, when the college building was dedicated. In 1901 the
 
 THE COLLEGE UNION. 185 
 
 Charter of the College was amended so as to bring the control 
 of the institution under the three Conferences of the State. 
 This control is vested in a Board of Curators, twenty-four in 
 number, who serve for four years. One-third of the number 
 of the Curators shall be appointed by each of the three Con- 
 ferences, and one-third of the Curators must be members of 
 the Alumni Association of the College. The Charter author- 
 ized the education of both men and women, although most of 
 the time only men have been admitted. 
 
 (d) Organization. — In June, 1857, a preliminary organ- 
 ization of the College was made which provided that the 
 school should open in September, and two professors with a 
 principal for the preparatory department were selected. 
 The two chairs established at the beginning were those of 
 Mathematics and the Ancient Languages and Literature. The 
 Rev. Carr Waller Pritchett was made professor of Mathemat- 
 ics ; the Rev. Nathan Scarritt, professor of Ancient Languages 
 and Literature; and Mr. Eli Offutt was selected to take 
 charge of the preparatory departments. Rev. Scarritt was 
 made President for the ensuing year. In 1859 it was pro- 
 posed to establish a Chair of Natural Sciences ; however when 
 Prof. Pritchett was -selected to fill the chair it seems that he 
 merely included these branches along with Mathematics. 
 
 2. Progress of the College. — The new school hardly got 
 a fair start during the four years previous to the Civil War, 
 and all the time the financial affairs of the institution made 
 a very serious problem for the administration. Notwith- 
 standing this, much good teaching was done and six young 
 men had been graduated. 
 
 3. War Period.— The school was closed from 1861 to 1868, 
 though a sort of an independent school was opened in the 
 College building in 1866.
 
 186 HISTORY OF EDUCATION. 
 
 4. Reorganization. — On account of debts and the lack of 
 productive endowment, the new board which met in 1867 
 decided it would not be wise to proceed with the reopening 
 of the College until funds were provided to insure its effi- 
 ciency, consequently the new president, the Rev. William A. 
 Smith, undertook as his first task the raising of an endowment 
 of $100,000. His health failed before the task was completed 
 but others carried on the work till 1870, when the endowment 
 fund had reached the sum of $96,000. Meanwhile the Class- 
 ical Seminary of Central College was being conducted in the 
 Central College building. In the fall of 1870 the College 
 proper w^as again opened, with the Rev. John C. Wills as 
 president, but the next ten years represented continual strug- 
 gle and sacrifice on the part of the President and faculty, for 
 this was the general period of poor financial conditions 
 throughout the country. In fact the affairs of the institution 
 were in such a critical condition that the Board of Curators 
 considered a proposition for amalgamation with Pritchett 
 School Institute, which was located at Glasgow, Missouri, but 
 the Board finally decided not to accept the proposition offered 
 by the Trustees of Pritchett Institute. This fact served to 
 call attention to the needs of the College and rallied its friends 
 in Fayette and vicinity to its support ; then further, the board 
 elected the Rev. E. R. Hendrix as president in 1878. He was 
 a young man of fine scholarship and personality and did much 
 to set the College on a sure foundation ; indeed it may be fairly 
 said that since his administration the College has on the 
 whole moved forward steadily. 
 
 5. Statistics. — (a) Faculty. — The faculty at present con- 
 sists of twelve professors. 
 
 (h) Students. — Since the organization of the institution 
 there have been in attendance 3,400 students and 336 have
 
 THE COLLEGE UNION. 187 
 
 been graduated. The enrollment for the current year 1909-10 
 was 170. 
 
 (c) Endowment. — The present productive endowment of 
 the College is $202,000. 
 
 (d) Value of Plant. — A conservative value of the build- 
 ings, grounds, scientific apparatus, and library is $270,000. 
 
 (e) Student Organizations. — The student organizations 
 are the Alumni, Y. M. C. A., Aristitelian, and Phi Alpha Lit- 
 erary societies, band and orchestra. 
 
 (f) Tuition. — The tuition fees range between $65 and 
 $75 per year. 
 
 6. Affiliated Schools. — Besides the Academy at Fayette 
 there are two other affiliated schools, Woodson Institute, Rich- 
 mond, and Centenary Academy located at Palmyra. 
 
 7. Characterization. — The purpose of the founders of 
 Central College was to offer to young men and women a thor- 
 ough education immediately under tlie control of the church. 
 Which education should be distinctively and positively of a 
 Christian character, and while the school has always been 
 under the control of the M. E. Church, South, it has never 
 been narrowly sectarian and has always stood for the highest 
 standard of scholarship and culture. 
 
 8. Former Presidents. — Rev. Nathan Scarritt, D. D., 
 1857-1858; Rev. A. A. Morrison, D. D., June, 1858-March, 
 1860; Rev. C. W. Pritchett, LL.D., (pro tem.), March, 1860- 
 June, I860; Rev. W. H. Anderson, D. D., June, 1860-June, 
 1861; Rev. W. A. Smith, D. D., June, 1868-April, 1870; Rev. 
 J. C. Wills, D. D., August, 1870-February, 1878 ; Rev. E. R. 
 Ilendrix, D. D., LL.D., April, 1878-June, 1886 ; 0. H. P. Cor- 
 prew, A.M., (pro tern.), June, 1886- June, 1888; Rev. J. D. 
 Hammond, D. D., June, 1888- June, 1896; Tyson S. Dines,
 
 188 HISTORY OF EDUCATION. 
 
 A. M., June, 1896-June, 1897 ; E. B. Craighead, LL.D., June, 
 1897-June, 1901 j T. Berry Smith, A.M., (pro tern.), June, 
 1901-June, 1903; Rev. James C. Morris, D. D., June, 1903- 
 June, 1907; AYilliam Alexander Webb, June, 1907 . 
 
 (D) William Jewell College: 
 
 1. Origin and Early History. — The desire of the Baptist 
 Denomination to have an Institution in which to train young 
 men for the ]\Iinistry who would be effective in the preaching 
 of the Gospel led to the establishment of William Jewell Col- 
 lege. As early as 1834 the matter received some attention 
 among Missouri Baptists, but the problem came into real form 
 when Dr. William Jewell of Columbia, Missouri, in 1843 
 offered to the General Baptist Association some lands valued 
 at $10,000.00 to form the nucleus of the endowment for the 
 proposed Institution. At first his generous offer was declined, 
 but later it was accepted and then followed a considerable 
 period of agitation to provide the necessary endowment. By 
 1849 this endowment was procured, the sum being $59,432.00. 
 Meanwhile, in 1849, a committee had been appointed to secure 
 a Charter for the new Institution, which Charter was secured 
 February 27, 1849. 
 
 2. Location. — According to the provisions of the Charter, 
 the subscribers were to locate the School. They met in Boon- 
 ville in August, 1849, and selected Liberty, Clay County, as 
 the seat for the new College, and agreed unanimously to call 
 the new College William Jewell, in honor of Dr. William 
 Jewell, who made the offer of the first sum of money for the 
 endowment of the school. 
 
 3. First Faculty. — At the first meeting of the Board of 
 Trustees, November 12, 1849, it was decided to open the 
 School as soon as possible and the Rev. E. S. Dulin was elected
 
 THE COLLEGE UNION. 189 
 
 Principal. In addition to Mr. Dulin, who was to be Professor 
 of Ancient Languages, Rev. T. F. Lockett w^as made Professor 
 of Mathematics, Rev. W. M. Hunsaker was made Principal of 
 the Preparatory Department, and the School was ordered 
 opened January 1, 1850. At first the basement rooms of the 
 Baptist Church at Liberty were used as class rooms. 
 
 4. Support of the School. — In tlie beginning the School 
 had to depend on tuition fees alone for its current expenses 
 and the Charter stipulated that candidates for the IMinistry 
 should not pay any tuition fees. In the year 1850 and 1851 
 137 students were enrolled. 
 
 5. First Building. — The first building called Jewell Hall 
 was completed in 1858 and cost $44,000.00. Ely Hall was 
 erected in 1881, Wornall Hall in 1896, and more recently 
 Brown Hall, Vardeman Hall and the Library Building have 
 been added to the number of important buildings. 
 
 6. First Class. — The first class consisting of five young 
 men was graduated in 1855. 
 
 7. Financial Difficulties. — On account of serious financial 
 difficulties the College was closed in June, 1855, and did not 
 open again until September, 1857. This was caused by the 
 fact that the tuition fees were wholly insufficient to meet the 
 current expenses of the Institution and the indebtedness had 
 been increasing from year to year till it amounted to nearly 
 $10,000.00. Before the College could be opened again pro- 
 vision had to be made to liquidate this indebtedness, which 
 was accomplished by the resident Trustees of Clay County 
 agreeing to assume and pay off the whole sum. A financial 
 agent was appointed who set about to secure an increased 
 endowment. One William M. McPherson of St. Louis pledged 
 the sum of $21,000.00 on condition that the Baptists of the
 
 190 HISTORY OF EDUCATION. 
 
 State and the citizens of Clay County would make a total of 
 $50,000.00. This condition was met, so that in the fall of 1857 
 the College had been materially strengthened financially, 
 
 8. War Period. — On account of the unsettled conditions 
 it was thought best to close the School in 1861 ; consequently 
 the Presidency and all the professorships were declared va- 
 cant by the Trustees, and no effort was made to open the 
 School till after the close of the War. Even then the finances 
 of the Institution were in such a hopeless tangle that it seemed 
 almost impossible for the School to get on its feet again. The 
 buildings were in a very deplorable condition while the Li- 
 brary, Apparatus and School property were all in a very 
 unusable condition. 
 
 9. Re-organization. — In 1867 the Board of Trustees elect- 
 ed the Rev. Thomas Rambaut of Louisville, Kentucky, to the 
 Presidency of the Institution. As soon as Dr. Rambaut came 
 to Missouri he a;nd the Trustees started to work for a complete 
 re-organization of the School and began a canvass to bring 
 back the support of the Church to the School; moreover. Dr. 
 Rambaut proposed that the College should be organized on 
 the same plan as the University of Virginia. This plan was 
 adopted by the Board of Trustees and the following eight 
 schools were established, each on an independent basis : 
 
 (a) Latin; (h) Greek; (c) Mathematics; (d) Modern 
 Languages; (e) English Literature and History; (f) Natural 
 Sciences; (g) Moral Philosophy; (h) and Theology. 
 
 Not all of the Professorships were filled immediately, but 
 the College re-opened in September, 1868, and the following 
 year there was an attendance of 81 students. 
 
 This organization, modeled after the University of Vir- 
 ginia, continued until 1885, when some of the Departments
 
 THE COLLEGE UNION. 191 
 
 were divided and the free election scheme which had been in 
 use in connection with the above plan was abandoned and 
 certain definite courses of study were prescribed for the stu- 
 dents. 
 
 10. The School of Philosophij .—In 1869 the President's 
 chair was endowed and the School of Philosophy known as 
 the "Sherwood School of Philosophy" was originated, the 
 President being at the head of the new School. 
 
 11. School of Theology Established. — The School of The- 
 ology, known as the "Jeremiah Vardeman School of Theol- 
 ogy"? was constituted in August, 1869. This is one of the 
 unique features of the School which has been maintained since 
 that time. It is planned in such a way that the students take 
 their theological work in lieu of certain parts of the literary 
 course. 
 
 12. Statistics. — (a) Faculty. — There are now twenty-two 
 full professors and twenty-three Instructors in the Faculty. 
 
 (b) Students.— During the year 1909 and 1910 the Col- 
 lege enrolled 527 men. It should be noted that from the first 
 only men have been matriculated in the Institution. 
 
 (c) Alumni and Student Organizations. — There are three 
 Alumni Associations in the State, the general Association hav- 
 ing its headquarters at Liberty, while the other local associa- 
 tions have an organization in Kansas City and St. Louis. 
 There are four Literary Societies, namely : Philomatic, Junior 
 Philomatic, Excelsior and Junior Excelsior. In addition to 
 the above the students have a Young Men's Christian Associa- 
 tion and the Student Volunteer Band and Missionary Society. 
 
 (d) Tuition. — The entire entrance fees and tuition for a 
 year is $50.00, provided the same is paid in advance. 
 
 (e) Endowment. — The present productive endowment of 
 the College is $700,000.00.
 
 192 HISTORY OF EDUCATION. 
 
 13. Affiliated Schools. — The College maintains an Acade- 
 my at Liberty and Grand River Academy located at Gallatin, 
 Missouri. ' 
 
 14. Characterization. — The College has always main- 
 tained a high academic standard and is one of the few mem- 
 bers of the Union which is a Men 's College, and at present it is 
 the largest and best endowed of any of the Colleges of the 
 Union; moreover, it is the only one which maintains a Theo- 
 logical Department and possibly it has the largest Library. 
 
 15. Presidents.— Rey. E. S. Dulin, Principal, 1850-2; Dr. 
 R. S. Thomas, 1853-5; Dr. Wm. Thompson, 1857-61; Rev. 
 Thomas Rambaut, 1867-74 ; Dr. W. Pope Yeaman, Chancellor, 
 1875-7 ; Dr. Wm. R. Rothwell, Chairman of the Faculty, 1873- 
 83; Dr. James G. Clark, Chairman of the Faculty, 1883-92; 
 Dr. J. P. Greene, President, 1892 . 
 
 (E) Westminster College : 
 
 1. Origin. — The desire of the Presbyterian Churches con- 
 stituting the Synod of Missouri to have a Higher Institution 
 of learning to train the young men of the Church caused them 
 to found Westminster College. The Institution at first, in 
 1849, was called Fulton College, but in 1853 a Charter was 
 secured and the school named Westminster College. 
 
 2. Location. — In 1854 the Synod of Missouri met at Ful- 
 ton in Callaway County and after discussing the proposition 
 for some time, in which the availability of Fulton, Richmond, 
 Boonville and St. Charles were considered, the new College 
 was located at Fulton. To secure the College, Fulton gave 
 $15,391.00 in cash, 18 acres of land and the buildings and 
 grounds of the old Fulton College, valued at $5,000.00 ; also a 
 pledge of $20,000.00 for scholarships. 
 
 3. Organization. — Dr. Alfred A. Ryley was chosen Presi-
 
 THE COLLEGE UNION. 193 
 
 dent in March, 1883. William Van Doren was the first Pro- 
 fessor and the school was opened early in May, 1853, for a 
 session of twenty-one weeks. 
 
 4. First Building. — The cornerstone of the first building 
 was laid July 4, 1853, and the structure costing $15,000.00 was 
 completed in February, 1854. 
 
 5. The Early Faculty. — Dr. Ryley lived only a short time 
 and the Board elected Dr. W. L. Breckenridge as President in 
 February, 1854. However, he declined and Dr. S. S. Laws 
 was elected as President in June of that same year. Dr. Laws 
 had been made Professor of Natural Sciences at the February 
 meeting of the Board and T. D. Baird was chosen Professor of 
 Mathematics. 
 
 6. First Years. — For the year 1853-54 there were three 
 Professors as noted above, one tutor, J. G. Smith, and the 
 College enrolled one hundred fourteen students. 
 
 7. Re-organization on the University of Virginia Flan. — 
 In June, 1858, the College was re-organized into six schools 
 very similar to the organization of the University of Virginia. 
 This arrangement has been continued till the present time. 
 The six schools are: Mental and Moral Philosophy; Latin 
 Language and Literature; Greek Language and Literature; 
 Mathematics; Physical Science and English Language and 
 Literature. 
 
 8. Civil War Period. — ^Westminster had to encounter the 
 same difficulties during this period as we have noted in con- 
 nection with other Institutions. However, by heroic efforts 
 on the part of the Faculty and Board of Trustees the school 
 was kept in operation. It is true that much of the time the 
 Faculty went unpaid, or at least only insignificant sums were 
 paid them, such as could be secured from tuition fees. During 
 
 E— 13
 
 194 HISTORY OF EDUCATION. 
 
 this time the permanent funds of the College were very much 
 depleted by the bad system of borrowing from them to meet 
 the contingent expenses of the School. 
 
 9. Securing Endowment. — The above mentioned policy 
 kept this school in continual straitened financial circum- 
 stances and made it imperative that a larger endowment 
 should be provided. In March, 1868, Dr. N. L. Rice of New 
 York City was called to the Presidency. Under his leader- 
 ship the endowment was increased more than $40,000.00 and 
 a regulation passed by the Board that no part of the perma- 
 nent endowment, except the interest, should ever again be 
 used for contingent expenses. 
 
 10. Northern Presbyterians Join in Ownership and Sup- 
 port. — During the Presidency of Dr. McCracken, and largely 
 through his efforts, the Synod of the Northern Presbyterian 
 Church in the State of Missouri assumed joint control with 
 the Synod of the Southern Presbyterian Church. At present 
 this control is vested in a Board of Trustees consisting of 
 twenty-four members, twelve from each Synod. 
 
 11. Buildings Destroyed. — On September 10, 1909, West- 
 minster Hall, the main building of the College, and the 
 Chapel, which was attached to this building, were destroyed 
 by fire. The authorities of the College secured quarters in 
 other places in the town and the School was continued 
 throughout the year. In August, 1910, the cornerstone for a 
 handsome new building was laid. The building when com- 
 pleted will cost $85,000.00. 
 
 12. Student Organizations. — There are two Literary So- 
 cieties, the Philologic and the Philalethian, organized respect- 
 ively in 1852 and 1854. They both have large and well 
 furnished halls and hold meetings weekly. There is also a 
 Glee Club and Young Men's Christian Association.
 
 THE COLLEGE UNION. 195 
 
 13. Statistics. — (a)Faculty. — The Faculty consists of 
 twenty Professors, Instructors and Student Assistants. 
 
 (h) Students. — One hundred thirty students were en- 
 rolled for the year 1909-10, but this number is rather under 
 the average, due in a large measure to the somewhat disorgan- 
 ized condition of the school on account of the loss of the build- 
 ings. The average number of students for a year is about one 
 hundred and seventy-five. 
 
 (c) Diplomas Issued. — During the history of the School 
 it has issued three hundred seventy-four diplomas. 
 
 (d) Students Attending. — Since the organization of the 
 Institution 4,000 students have attended it. 
 
 (e) Endowment. — The present productive endowment of 
 the College is $227,063.57. 
 
 (f) Value of Plant, Etc. — The estimated value of the 
 buildings, grounds, equipment, etc., is $132,502.50. 
 
 14. Presidents. — Samuel S. Laws, D. D., 1855-61; John 
 Montgomery, D. D., (Acting), 1864; Nathan L. Rice, D. D., 
 1868-74; M. M. Fisher, D. D., (Acting) 1867-68-1874-77; 
 C. C. Hersman, D. D., 1881-87 ; W. H. Marquess, D. D., 1888- 
 1894; E. C. Gorden, D. D., 1894-98; John H. MacCraeken, 
 Ph.D., 1899-03; John J. Rice, LL.D., (Acting) 1898-99-1903- 
 1904; David R. Kerr, Ph.D., D. D., 1904 . 
 
 15. Characterization. — The Institution has been true to 
 the ideals of its founders in that it has stood for the highest 
 standards of scholarship and character for its students. 
 
 (F) Washington University: 
 
 1. Origin and Early History. — The Hon. Wyman Crow, 
 a member of the State Senate from St. Louis, on the 22nd of 
 February, 1853, secured a Charter from the General Assembly 
 for a school to be located in St. Louis. The school was to be
 
 196 HISTORY OF EDUCATION. 
 
 called Eliot Institute in honor of the Rev. William G. Eliot, 
 a distinguished man of that City. The charter was to be 
 perpetual and was quite liberal in its terms. Among some of 
 the important provisions the charter exempted all the prop- 
 erty from taxation and provided that ''no instruction either 
 sectarian in religion or partisan in politics shall ever be al- 
 lowed in the University. Further, no sectarian or party test 
 shall ever be a factor in the election of Professors, Teachers, 
 or other officers of the University". 
 
 The first meeting of the Board of Trustees occurred Feb- 
 ruary 22, 1854. At that time Dr. Eliot expressed a desire 
 that the Institute should not retain the name "Eliot Insti- 
 tute ; ' ' consequently the Trustees selected the name Washing- 
 ton Institute, largely because the charter had been granted on 
 the anniversary of Washington's birthday and for the further 
 reason that the first meeting of the Board had been one year 
 following. However, in accordance with the enlarged plans 
 for the future of the institution, in 1857 the charter was 
 changed and the name adopted for the school was Washington 
 University. 
 
 2. First ScJiools. — The first school work done under the 
 charter of 1853 was the class work conducted under the name 
 of the * ' 'Fallon Polytechnic Institute. ' ' This work was car- 
 ried on in the winter of 1854-55; the classes were held in a 
 building on Sixth Street in which a day school had been con- 
 ducted for some time. The Polytechnic Institute was an even- 
 ing technical school and the day school still continued in ex- 
 istence with the same corps of teachers for both of the schools. 
 Mr. N. D. Tyrell and Mr. J. B. Low did the teaching till Sep- 
 tember, 1856, when a new building was completed for the day 
 school and immediately was occupied by it. The evening
 
 THE COLLEGE UNION. 197 
 
 school was continued for some years by the University but was 
 finally turned over to the Board of Directors for the City 
 system of )St. Louis. The day school prospered, having one 
 hundred eight students for the first year. The school still 
 being in existence, is known as Smith Academy, one of the pre- 
 paratory schools of the University. 
 
 3. Opening of the University. — The formal opening of 
 the University dates from April 23, 1857, when the Hon. Ed- 
 ward Everett delivered the dedicatory oration, and soon after 
 the college proper was organized for work. The first degrees 
 were granted in 1862. 
 
 4. First Faculty. — Dr. Joseph G. Hoyt was elected Chan- 
 cellor December, 1858, and entered upon his duties in Febru- 
 ary, 1859. Prior to this time J. D. Low had been made Prin- 
 cipal of the Academy, Dr. Abraham Litton, Professor of 
 Chemistry, and J. J. Reynolds, Professor of Mechanics and 
 Engineering. 
 
 4. First Buildings. — (a) The first building for the 'Fal- 
 lon Polytechnic Institute was located at Seventh and Chestnut 
 Streets. The building was begun in 1858 but slow progress 
 was made and the Civil War came on so that the building was 
 not completed until 1867. When completed the building cost 
 $350,000.00. It had been the purpose of the President and 
 Board of Trustees to use this Building as the Scientific De- 
 partment of the University; however after it had been com- 
 pleted the building was found to be almost entirely useless for 
 the purposes of the University. Consequently it was sold to 
 the Board of Directors of the City School system. Among 
 other articles in the agreement the City Board was to continue 
 the technical evening school. The transfer was made in 1868. 
 
 (i) The new Academy building located at Washington 
 Avenue and Seventeenth Street was the first home for the col-
 
 198 HISTORY OF EDUCATION. 
 
 lege instruction, classes being held here for many years, in 
 fact until the new buildings were constructed on the present 
 site. The instruction in the polytechnic school was also given 
 in this building. 
 
 6. Civil War Period. — The progress of the school was 
 much hindered by the unrest and general disturbances which 
 characterized the war, and St. Louis, it will be remembered, 
 was the center for a good deal of activity during the period 
 of the war. However, the University did not close its doors 
 but the work was very much minimized in scope and efficiency. 
 
 7. Organization of the Departments. — (a) The Depart- 
 ment of Arts and Sciences. — This Department at present in- 
 cludes The College, The School of Engineering and The School 
 of Architecture. The College as we have already indicated 
 was organized in 1857 ; The School of Engineering was organ- 
 ized first in 1869 but was reorganized in 1889. One of the 
 important changes whicli took place at that time was the 
 requirement of five years' study for the completion of any of 
 the courses in Engineering. At present the School offers five 
 different courses as follows: Civil Engineering; Mechanical 
 Engineering; Electrical Engineering; Chemical Engineering; 
 and Architectural Engineering. 
 
 The School of Architecture for a long time was an in- 
 tegral part of the School of Engineering but in 1910 it was 
 organized on a separate basis with its own Dean and Faculty. 
 
 (J)) The Law School. — The Department of Law was es- 
 tablished in 1860 as the St. Louis Law School but the Civil 
 War delayed the opening of the School until 1867. 
 
 (c) School of Fine Arts. — The School of Fine Arts was 
 opened in 1879. The Hon. Wyman Crow gave a handsome 
 building which was to be used for the School. The building
 
 THE COLLEGE UNION. 199 
 
 has a hall for lectures and public exercises with halls for 
 museum purposes. It cost $135,000.00. This was one of the 
 first schools of Fine Arts in the country. 
 
 (d) The School of Botany. — The Henry Shaw School of 
 Botany was established in 1885. This Department of the 
 University was established through the generosity of Henry 
 Shaw of St. Louis, who donated some valuable property for 
 that purpose. At the same time an arrangement was made 
 connecting the Missouri Botanical Garden with the School so 
 that it might be used as a working laboratory for the scientific 
 study of botanical problems. 
 
 (e) The Medical School. — In 1891 the St. Louis Medical 
 College, which had been founded in 1842, became a Depart- 
 ment of the University and in 1899 the old Missouri Medical 
 College, which had been founded in 1840, was united with the 
 St. Louis Medical College so that both of the Schools formed 
 the Medical School of Washington University. The Medical 
 School was completely re-organized in 1910, making it one of 
 the most thoroughly equipped medical schools in the whole 
 country. The magnitude of the re-organization may be best 
 understood by noting the fact that "combining the amounts 
 which will be expended on hospital buildings and the endow- 
 ment and funds from other sources for operation, with the 
 amounts to be expended for laboratory and clinical building 
 and equipment and for the operation of the medical depart- 
 ments from the University funds and gifts, a capital in excess 
 of $5,000,000.00 will be represented." 
 
 (f) Dental School. — The Missouri Dental College which 
 was founded by the Missouri State Dental Society in 1866 
 became a Department of the University in 1892. 
 
 (g) Graduate Department. — There is no separate De- 
 partment organized for Graduate work but the different
 
 200 HISTORY OF EDUCATION. 
 
 Departments offer graduate courses and the University con- 
 fers the A. M. and Ph. D. degrees on the same general condi- 
 tions as other Universities. 
 
 8. Student Organizations. — The students of the Univers- 
 ity have a Dramatic Club, a Co-operative Association and 
 a Y. M. C. A. 
 
 9. Dormitories. — There are two dormitories, Tower Dor- 
 mitory and Liggett Hall. These dormitories will accommo- 
 date one hundred and fifty-five men and are rented to the 
 students at sixty dollars per year for a single room and one 
 hundred fifty dollars per year for a suite. McMillan Hall is 
 the women's dormitory and will accommodate one hundred 
 and twenty-five students. -They are rented at sixty dollars 
 for a single room per year and as much as one hundred sixty 
 dollars for a double suite. 
 
 10. Statistics. — (a) Faculty. — The Faculty of the Col- 
 lege of Arts and Sciences number sixty-two ; the Law Faculty 
 numbers thirteen; the Medical Faculty, including Professors, 
 Special Lecturers and Assistants, numbers ninety-five; the 
 Dentistry Faculty numbers fifty-six; the Fine Arts Faculty 
 numbers fourteen, making in all two hundred forty for the 
 entire Faculty of the University. 
 
 (h) Students. — The Department of Arts and Sciences en- 
 rolled four hundred sixty students for the year ending June, 
 1909 ; Law, ninety-three ; Medicine, two hundred three ; Den- 
 tistry, ninety-two; Social Economy, nineteen; Fine Arts, one 
 hundred seventy-eight ; total, one thousand and forty-five. 
 
 (c) Lihrary. — The Department of Arts and Sciences has 
 a library consisting of forty-five thousand bound volumes and 
 five thousand pamphlets; the School of Fine Arts has two 
 thousand three hundred thirty bound volumes and two thou-
 
 THE COLLEGE UNION. 201 
 
 sand one hundred twenty-eight pamphlets ; the Law School has 
 eighteen thousand bound volumes ; the Medical School has five 
 thousand five hundred fifty-two bound volumes; the Dental 
 School has six thousand bound volumes; the Shaw School of 
 Botany has twenty-five thousand one hundred two bound 
 volumes and thirty-five thousand pamphlets. The totals be- 
 ing one hundred one thousand nine hundred eighty-four 
 bound volumes and forty-two thousand one hundred twenty- 
 eight pamphlets. 
 
 (d) Value of the Plant. — The present value of the plant, 
 including thirteen buildings, one hundred fifteen acres of 
 land and the equipment of the various Departments of the 
 University, is $3,733,298.90. 
 
 (e) Productive Endowment. — The productive endow- 
 ment of the University is $7,337,200.00. 
 
 (f) Fees. — The matriculation fee is five dollars for all 
 students who are candidates for a degree. In the Arts and 
 Science Department the tuition is $150,00 per year; the tui- 
 tion is $100.00 per year in the Law Department; the tuition 
 is $100.00 in the Medical Department and there are lab- 
 oratory fees also of $40.00 for the first year, $20.00 for the 
 second and $12.00 for the third; the tuition in the Dental 
 School is $150.00 per year ; the tuition in the Fine Arts School 
 varies according to the number of courses and types of work 
 undertaken, in full work the charges are $37.50 to $48.00 for 
 a term of eighteen weeks and the tuition in the School of 
 Social Economy is $25.00 per year. 
 
 11. The St. Louis School of Social Economy. — This 
 School is affiliated with the University and its Director and 
 Associate Instructor in Sociology are teachers in the Univers- 
 ity. The School receives an annual appropriation from the
 
 202 HISTORY OF EDUCATION. 
 
 Sage Foundation and its purpose is to train social workers 
 and to make a scientific study of social problems, particularly 
 in the City of St. Louis. 
 
 12. The Secondary Schools. — Organized under tne char- 
 ter of the University there are now three secondary schools, 
 Smith Academy, Manual Training School and Mary Institute. 
 
 (a) Smith Academy. — The School which grew into 
 Smith Academy was organized in 1866. At present it is 
 housed in a good building on Von Versen Avenue and Winde- 
 mere Way. It is a boy's preparatory School with a separate 
 Faculty and its courses prepare for admission to any of the 
 Colleges and Universities of the Country. 
 
 (b) Manual Training School. — This is conducted in a 
 building near Smith Academy and its courses, all four years 
 in length, prepare for teclinical and industrial work and they 
 are broad enough also to be preparatory for College and Tech- 
 nical Schools. The School was organized in 1880 and is con- 
 sidered the oldest Manual Training School of its type in the 
 country. 
 
 (c) Mary Institute. — This a secondary school for girls, 
 and is housed in a good building on Lake and McPherson Ave- 
 nues. The School was first organized in 1859 under the Prin- 
 cipalship of E. D. Sanborn. At present it has its own Faculty 
 consisting of thirty-six members. Its course covers ten years 
 and in a general way it prepares for "Western Universities and 
 the Eastern Women's Colleges. 
 
 13. Chancellors.— Joseiph Q. Hoyt, 1858-62; William 
 Chauvenet, 1862-69; William G. Eliot, 1871-87; Marshall S. 
 Snow (Acting), 1887-91; Winfield S. Chaplin, 1891-1907; 
 Marshall S. Snow (Acting), 1907-08; and David F. Houston, 
 1908 .
 
 THE COLLEGE UNION. 203 
 
 14, Characterization. — The University has done much for 
 technical education in the middle west. It was the first In- 
 stitution to give large emphasis to Manual Training and many- 
 other technical lines. It proposes to continue its services to 
 education by its re-organized Medical School and its newly 
 organized School of Architecture. Very early in its history 
 it opened its doors to women and now they are admitted to all 
 its Departments. 
 
 (G) Drury College: 
 
 1. Origin and Early History. — The Springfield Associa- 
 tion of Congregational Churches in the spring of 1872, 
 through a series of resolutions, offered by the Rev. Fry, pastor 
 of the Congregational Church at Carthage, observed the need 
 for a higher institution of learning for the Southwest part of 
 the State of Missouri, since no such institution then existed in 
 that large and important area of the State. 
 
 A Committee was appointed to canvass the situation with 
 the result that an institution known as Springfield College 
 was located in Springfield in March, 1873, Springfield having 
 pledged $58,000.00 to secure the new college. 
 
 The two men who did most of the preliminary work were 
 the Rev. J. H. Harwood, a Congregational Minister, and the 
 Rev. N. J. Morrison, who had been President of Olivet CoUege, 
 Michigan, and who was selected for the Presidency of the new 
 College. 
 
 In July, 1873, on account of the gift of $25,000.00 from 
 Mr. S. F. Drury of Olivet, Michigan, the name was changed 
 from "Springfield College" to "Drury College." The name 
 being chosen as a memorial for Mr. Drury 's only son Albert F. 
 Drury, who had died a few years before. 
 
 About the same time Dr. Morrison secured from other
 
 204 HISTORY OF EDUCATION. 
 
 friends $25,000.00, so that at the organization of the College it 
 had pledges and money amounting to $100,000.00. 
 
 2. Organization and Control. — The College was incorpor- 
 ated under the General Statutes of the State of Missouri in 
 August, 1873. Among the more important provisions of the 
 Articles of Incorporation the following may be mentioned: 
 
 (a) Aims. — The aim of the Institution as stated by Arti- 
 cle 2 in the provisions of the Incorporation was to afford both 
 sexes ample facilities for instruction in the Arts and Sciences 
 for a liberal education. Thus the College was co-educational 
 from its organization. 
 
 Another aim of the Institution was to provide for the 
 training of the youth in "the high culture and morality of 
 the Christian religion". 
 
 (b) Control. — Originally the control of the College was 
 vested in a Board of Trustees composed of twelve members 
 with the President who was ex-officio member. At first it was 
 provided that at least seven members of the Board should be 
 connected with Congregational Churches. However, in 1885 
 the Constitution was amended so as to include twenty members 
 in the Board of Trustees and tliis is the form of government 
 now. 
 
 Article 3 of the Constitution now provides that in the 
 choice of Trustees, Officers and Faculty no denominational 
 test shall be used. 
 
 The Board is a self perpetuating body, the term of office 
 of the members being four years. 
 
 (c) Religious and Political Freedom. — Article 7 of the 
 Constitution provides "that no religious or political test as a 
 condition precedent to the enjoyment of all the advantages 
 afforded by Drury College for study and instruction shall 
 ever be established or allowed by the Board of Trustees. ' '
 
 THE COLLEGE UNION. 205 
 
 3. First Building. — The first building was begun in Au- 
 gust, 1873, Mr. Drury throwing the first shovel of dirt from 
 the basement, and by September 25th one room was sufficiently 
 completed to be used for the opening of school. When the 
 structure was completed, being a plain brick building, it was 
 known as the ' ' Preparatory Building ' ' but later it was called 
 "Library HaU." 
 
 4. First Faculty and the School Opeiiing. — ^We have pre- 
 viously mentioned the fact that Dr. N. J. Morrison was the 
 first President. The other members of the Faculty at the 
 opening of the school were George H. Ashley and Paul K-oulet. 
 The School opened with thirty-nine pupils on the first day. 
 It is worthy of note that six pupils of this thirty-nine took the 
 full collegiate course and three of them have been members of 
 the Drury Faculty. 
 
 5. Preparatory Department and Model School. — At the 
 opening of the College a Preparatory Department was estab- 
 lished; in fact for some time this was the most important De- 
 partment of the Institution. 
 
 One of the unique features of the organization was the 
 "Model School" for small children. This school which was 
 used for observation purposes for the pupils of the Normal 
 Department also, was continued at intervals till 1881 when it 
 was abandoned, being considered a failure. 
 
 6. Normal Course. — Very early a Normal Course was in- 
 stituted to prepare those who wanted to teach, but it was never 
 very popular or a real success even though the members of the 
 Faculty exerted themselves to make it so, consequently after 
 some time it was abandoned. 
 
 7. Music and Art. — Schools of Music and Art were early 
 organized and affiliated with the College. While they were 
 managed on a popular basis they attracted many students,
 
 206 HISTORY OF EDUCATION. 
 
 sometimes even more than the College proper, but the relation 
 as affiliated schools proved unsatisfactory and finally they 
 were made regular Departments of the College in which the 
 same standards of work and efficiency were demanded as in 
 the other Departments of the Institution. 
 
 8. Be-organization. — During the year 1878-79 the Acade- 
 my was re-organized so that its requirements were much sim- 
 ilar to those of the well known Eastern Academies, and at the 
 same time the College work was so reconstructed and elaborated 
 as to make it compare favorably with that of the typical New 
 England Colleges. There were three men who had a very im- 
 portant part in this forAvard movement namely, George Bur- 
 ton Adams, who is now Professor of History in Yale Univer- 
 sity, E. P. Morris, now Professor of Latin in Williams College, 
 and E. M. Shepard, who was one of the most influential mem- 
 bers of the College Faculty till 1908, when he retired on an 
 annuity from the Carnegie Foundation, 
 
 9. Dormitories. — There are two thoroughly modern dor- 
 mitories operated by the College. Fairbanks Hall erected in 
 1876 at a cost of $25,000.00, is the Men's Dormitory. It will 
 accommodate about sixty men, the expense being about four 
 dollars per week per man in single rooms. McCullagh Cottage 
 erected in 1894 at a cost of $25,000.00 is the Dormitory for 
 women. The expenses in this Hall are about five dollars per 
 week. 
 
 10. Statistics. — (a) Faculty. — The Faculty at present 
 consists of thirteen Professors, two Associate Professors, two 
 Assistant Professors, eight Instructors, three Assistants, mak- 
 ing a total of twenty-eight teachers. 
 
 (b) Students. — For the year 1909-10 there were enrolled 
 one hundred eighty-five students in the College, two hundred
 
 THE COLLEGE UNION. 207 
 
 eleven students in the Conservatory of Music, thirty-seven in 
 the Art Department, one hundred sixteen in the Academy. 
 After duplicates are deducted there were four hundred fifty 
 students enrolled for all Departments. 
 
 (c) Student Organizations. — Besides the Alumni there 
 are the following Societies in the College: Young Men's 
 Christian Association, Young Women's Christian Association, 
 four Literary Societies, "The Drury Oratorical Association" 
 for men, "The Lauriferae" for women, "The Delta Lambda 
 Kappa" and "The Scientific Society" both of which admit 
 men and women. 
 
 (d) Productive Endowment. — The productive Endow- 
 ment of the College is now $400,000.00. 
 
 (e) Library. — There are now thirty thousand volumes in 
 the Library. 
 
 (f) Graduates. — Including the class of 1909 three hun- 
 dred twenty-two men and women have received diplomas from 
 the College proper. 
 
 (g) Tuition and Fees. — The tuition for the College is 
 $25.00 per semester or $50.00 per year. 
 
 (h) Buildings. — The College now has a fine campus with 
 twelve buildings ; including the equipment a conservative esti- 
 mate on the plant is $300,000.00. 
 
 11. Characterization. — No College in the country has 
 stood more consistently for high standards of scholarship and 
 academic freedom than Drury. Both of these are traditional 
 and well kept ideals of the institution. 
 
 (H) Park College: 
 
 1. Organization and History. — Park College was organ- 
 ized in 1875 by the Rev. Jolin A. McAfee, D. D., and Col. 
 George S. Park. It is located in Parkville, a village overlook-
 
 208 HISTORY OF EDUCATION. 
 
 ing the Missouri River about nine miles North of Kansas City. 
 The organization was in the nature of an experiment at first, 
 but when the first class was graduated in 1879 it was consid- 
 ered that the experimental stage had been passed and a Char- 
 ter was secured which provided for a Board of Trustees. The 
 Constitution now provides that the College shall be managed 
 by a self perpetuating Board of fourteen members. The Col- 
 lege and Academy, during the first eleven years of the Insti- 
 tution 's history, were managed by Dr. McAfee and Col. Park. 
 In fact it may be said that they were the dominating factors 
 in the school's growth and influence. However in 1890 both 
 of them died and since that time Dr. Lowell M. McAfee has 
 been in charge as Chairman of the Faculty or President. 
 
 2. Objects of the Institution. — The very definite purpose 
 of the Institution is to provide a plan of education for worthy 
 young men and women who have not the ready means to secure 
 a College education in the usual way. 
 
 3. Details of the Plan. — A large farm of twelve hundred 
 acres is owned and operated by the College. It is located near 
 the campus of the school and is cultivated almost wholly by 
 the students. A dairy is operated, orchards, gardens, shops, 
 etc., are managed by the students. The students have also 
 erected many of the buildings on the campus and even now 
 no servants of any kind are employed by the Institution, for 
 all the work is done by the students. This does not mean that 
 the School is an "Industrial Institute" of any kind. This 
 plan of the Institution is only for the purpose that students 
 may secure the intellectual and moral training offered by the 
 college, which is thoroughly cultural, classical and Christian in 
 every respect. In addition to the above statements it seems 
 worth while to enumerate some of the details of the "self-help"
 
 THE COLLEGE UNION. 209 
 
 department of the College, since they have been worked out so 
 thoroughly. This department is organized into families as 
 follows : 
 
 (a) "Family No. 2. — Members of this family pay sixty or 
 seventy-five dollars per year, and work three and one-half 
 hours per day if Academy students, and three hours per day 
 if College. Those paying sixty dollars pledge themselves to 
 remain here until the first of August next after entering, 
 working all day during July. Those paying seventy-five dol- 
 lars give a pledge to remain until the end of the school year. 
 Those who enter after the year opens make payments in pro- 
 portion to the time remaining of the school year. ' ' 
 
 (b) "Family No. 3. — This family is the home of students 
 who are financially unable to enter family No. 2. Its members 
 have all the privileges of the other families. One-half day's 
 work is required daily during the school term and all day from 
 commencement to August 1st, the expiration of the contract. 
 All members of this family continue in it a year or longer, 
 varying with the date of entrance. Because of long work 
 hours women under nineteen years of age will not be admitted 
 to it. Payment of twenty-five dollars is required before enter- 
 ing the class room. Young men work a month if unable to 
 make payment in money. Young women must make payment 
 in money. Free use of text books will be allowed, but mem- 
 bers of this family must be regular in class room duties ; i. e., 
 they cannot recite with two or more classes any one terra. 
 Students belonging to this family at the expiration of con- 
 tracts may, by faithfulness, secure advancement to family No. 
 1 without the payment of money ; but in this matter the heads 
 of families will be judges, and no promise of advancement is 
 made or implied to any individual student. Continuance in 
 
 E— 14
 
 210 HISTORY OF EDUCATION. 
 
 No. 3 after tlie expiration of the contract may be granted but 
 the contract must be renewed and the fee paid." 
 
 (c) "Family No. 4. — This family is organized for the 
 students who are irregular in class room duties and desire to 
 recite both morning and afternoon. Payment of one hundred 
 dollars per annum is required. The first payment is fifty dol- 
 lars. ' ' The other payments are made in equal installments in 
 December and March and in a general way the members of 
 this family must meet the conditions as provided for in the 
 contract for those in Family No. 2. 
 
 (d) "Family No. 5. — This family is limited to fourteen 
 young women and twenty young men. Payments of one hun- 
 dred fifty dollars per annum are required and made as fol- 
 lows: September 1st, sixty dollars; December 1st, fifty dol- 
 lars; March 1st, forty dollars. Members of this family work 
 two hours a day. They may recite both parts of the day, 
 morning and afternoon, if the time of the desired recitation be 
 so chosen that two consecutive hours are given to the work 
 period. In all other respects the conditions are similar to 
 those of No. 2." 
 
 (e) "Family No. 1. — Money cannot buy a place in this 
 family; nor can a new student enter it. It is for those who, 
 having successfully passed their trials in one of the other 
 families, have not the means to pay for an education. Written 
 contract is made to remain until graduation. Text books will 
 be provided for such students. Members of this family, if 
 Academy students, work three and one-half hours per day; 
 if College students three hours per day. Vacation begins 
 about one week after commencement, the last Thursday in 
 June and ends about the first of August. The definite date 
 is published each year."
 
 THE COLLEGE UNION. 211 
 
 (f) Admission and the Contract. — Only students who have 
 passed their sixteenth birthday, have had two years' study in 
 a classical High School course, who have no ordinary means to 
 meet the expenses of a College education, who will refrain 
 from the use of tobacco, liquor, cards, profane and vulgar lan- 
 guage and those who are willing to study the Bible daily and 
 attend the daily prayer services, participati^ng in the singing 
 and reading of the Bible, are admitted. 
 
 Each student on entering any of the above named families 
 enters into a definite contract to be a faithful student and 
 worker and to observe and obey all the requirements of the 
 college and family. Moreover there is a definite promise to 
 meet the financial obligations imposed by the contract. 
 
 4. Statistics. — (a) Faculty. — At present the Faculty 
 numbers twenty-four members. 
 
 (h) Students.— For the year 1909-10 the Collegiate De- 
 partment enrolled one hundred eighty-five students, the Acade- 
 my one hundred ninety-one and the Music Department twen- 
 ty, not included in the above numbers, making a grand total 
 of three hundred ninety-six students in all departments. 
 
 (c) Student Organizations. — The student organizations 
 are "The Mission Study Class," "The Student Volunteer 
 Band," "The Literary Society," "The Oratorical Associa- 
 tio," "The Men's Glee Club," "The Choir," "The Park Law- 
 rence Band" and "The Orchestra." 
 
 (d) Value of Plant. — The value of the plant, including 
 buildings, grounds, library, etc., is $482,050.00. 
 
 (e) Library. — The Librarj^ consists of sixteen thousand 
 volumes. 
 
 (f) Graduates. — Since the organization of the College 
 seven hundred thirty-one diplomas have been issued from the 
 College Department.
 
 212 HISTORY OF EDUCATION. 
 
 • 
 
 (g) Tuition and Fees. — The tuition and fees of students 
 not included in the various families varies from thirty to forty 
 dollars per year. 
 
 (h) Buildings. — The Institution has nine buildings be- 
 sides the six large cottages which are used as dormitories for 
 the students, two being occupied by the men and four by the 
 women. The College also owns nine cottages which are oc- 
 cupied by the President and the Faculty. 
 
 5. Characterization. — The very unique thing about the 
 College is the ' ' self help plan ' ' which enables young men and 
 young women to secure a thorough College education under 
 the best possible influences when their means would not allow 
 them to attend the ordinary college. 
 
 (I) Tarkio College : 
 
 1. History of the Organization. — The Rev. S. C. Mar- 
 shall, who was President of Amity College, Iowa, was called 
 to Tarkio early in 1883 for the purpose of conferring with 
 some prominent citizens of Tarkio relative to the organiza- 
 tion of the College. 
 
 The result of this conference was that an Article of Agree- 
 ment was made for the organization of the School. The fol- 
 lowing men constituted a Board of Managers: Messrs, D. 
 Rankin, W. A. Rankin, R. H. Barnes, E. F. Rankin, W. F. 
 Rankin, John A. Rankin, W. 0. Miller, R. M. Stevenson, John 
 P. Stevenson, S. H. Prather and J. F. Hanna. 
 
 This Board guaranteed the salary of the President and 
 Faculty and provided a suitable building and other things 
 necessary to begin the school Avork. 
 
 The Rev. Marshall was chosen President and a Faculty 
 of seven other Professors and Instructors was elected to teach 
 in the new school which was named, ' ' The Tarkio Valley Col-
 
 THE COLLEGE UNION. 213 
 
 lege and Normal Institute." The school was co-educational 
 and was managed by the above mentioned Board for one year 
 1883-84, and was then transferred to the College Spring Pres- 
 bytery of the United Presbyterian Church. 
 
 One of the important conditions of the transfer was that 
 the citizens of Tarkio should raise $20,000.00 and the Church 
 $10,000.00 before 1887. The endowment was raised according 
 to the agreement and the same constituted the initial perma- 
 nent endowment for the College. 
 
 2. Charter Secured. — A charter was secured in 1885 by 
 the College Spring Presbytery in co-operation with the Synod 
 of Kansas of the United Presbyterian Church and a local com- 
 mittee. The Institution was named "Tarkio College" in the 
 Charter. In 1885 the Synod of Iowa of the United Presby- 
 terian Church took the place of the College Springs Presby- 
 tery in the control of the Institution and in 1887 the Synod of 
 Nebraska of the United Presbyterian Church was granted a 
 share in the control of the College. However in 1889 the 
 Synod of Kansas withdrew from the control of the College on 
 account of the fact that a new College had been established 
 within its own territory. 
 
 3. Present Control. — At present the control of the Col- 
 lege is vested in a Board of Directors numbering thirteen. 
 Four from the Synod of Nebraska, six from the Synod of 
 Iowa, in both cases of the United Presbyterian Church, and 
 also three members elected by the Board itself from Atchison 
 County. 
 
 There is also a "Women's Advisory Board consisting of 
 seven members, however they do not have any legal share in 
 the control of the Institution. 
 
 4. Neiv President. — Dr. Marshall served the college till
 
 214 HISTORY OF EDUCATION. 
 
 1887 when failing health compelled him to resign and the 
 Rev. J. A. Thompson was chosen to succeed him. Dr. Thomp- 
 son began his Presidency in June, 1887, and is still in that 
 position, being the oldest in service of any of the Presidents 
 in the Union. 
 
 5. First Building. — The College first used a building 
 which had been erected for a Court House of Atchison County, 
 but the County had refused to accept the building. This 
 building was destroyed by fire in January, 1892, and at once 
 a much better building was erected on the present site, now 
 known as the main building. Near the old Court House two 
 dormitories have been erected, one for men in 1885 and one 
 for women in 1888. 
 
 6. Present Buildings. — The College now has the main 
 building, which contains the College office, Chapel, recitation 
 rooms, Library, Laboratories and Society Halls. 
 
 Marshall Hall is the Dormitory for young women, which 
 will accommodate eighty women. There is also a new dormi- 
 tory for men, which will accommodate eighty persons. 
 
 7. Present Organization. — At present the Institution has 
 the College proper, a Preparatory Department, a Commercial 
 Department and the Music Department. 
 
 8. Statistics. — (a) Faculty. — The Faculty now numbers 
 twenty-six Professors and Instructors. 
 
 (h) Students. — During the year 1909-10 there were en- 
 rolled three hundred thirty students in the various depart- 
 ments of the Institution. In the College proper thei*e were 
 ninety-five students, in the Preparatory Department sixty, in 
 the Commercial Department ninety-two and in the IMusic De- 
 partment one hundred fifty-eight. 
 
 (c) Student Organizations. — The students have "The 
 Ciceronian," ''Athenian," "Forum" and " Kappagathean "
 
 THE COLLEGE UNION. 215 
 
 Literary Societies; "The Chemical Club," "Young Men's 
 Christian Association" and "The Young Women's Christian 
 Association," and there is also a general Alumni Association 
 composed of all the classical, scientific, literary, normal and 
 musical graduates of the College. 
 
 The Musical Department has Glee Clubs for both men 
 and women, the College Orchestra and the Oratorio Society. 
 
 (d) Graduates. — There have been two hundred sixty-six 
 graduates of the College proper and thirty-nine from the Nor- 
 mal and Music Departments since the organization of the In- 
 stitution. 
 
 (e) Total Attendance. — The total attendance since the 
 organization of the College has been 2,524. 
 
 (f) Plant and Endowment. — The value of the property 
 and endowment of the College combined is now estimated to 
 be $326,515.62. A very large share of this sum has come to the 
 Institution through the generosity of the Hon. David Rankin 
 of Tarkio. 
 
 (g) Library. — The Library now has three thousand one 
 hundred seven volumes. 
 
 (h) Tuition of Fees. — The tuition and fees for the Col- 
 lege proper is thirty-five dollars per year and in the Coimner- 
 cial Department it is fifty dollars per year. 
 
 9. Characterization. — This is one of the newer Colleges 
 of the Union, which is growing in influence and efficiency in 
 every Department. It has the true college spirit. 
 
 (J) Missouri Valley College: 
 
 1. History of the Organization. — The College was the out- 
 growth of a desire on the part of the Cumberland Presbyterian 
 Church to have a College to take the place of the old McGee 
 College which had been closed in the early seventies. This de-
 
 216 HISTORY OF EDUCATION. 
 
 sire caused the Synod of Missouri of that Church to undertake 
 the work of securing an endowment for the Institution. As 
 early as 1874 the Synod elected members of an education com- 
 mission whose business it was to secure funds for the Institu- 
 tion. It was agreed that the College would not be opened until 
 a permanent endowment of $100,000.00 should be raised. Rev. 
 J. H. Houx was made President of the Commission, and it was 
 very largely through his efforts and leadership that the endow- 
 ment was finally secured. 
 
 2. Charter Ohtained. — In September, 1881, the Commis- 
 sion secured a Charter for the organization of the new col- 
 lege, but the Institution was not opened until September, 1889, 
 for the reason that the endowment was not secured until about 
 that time. 
 
 3. Location. — An offer, made by Sedalia in 1887 to com- 
 plete the endowment fund on certain conditions, brought the 
 matter of locating the College to a crisis. Finally the Com- 
 mission met to consider Sedalia 's proposition and it was 
 thought best to open up the whole matter for bids for the 
 new College, ninety days being allowed in which to receive 
 bids. After the bids had been made the Commission met and 
 finally decided that, all things considered, Marshall, located in 
 Saline County, had made the best proposition, consequently 
 the new Institution was located in that town, and the College 
 named "Missouri Valley." 
 
 4. Board of Trustees Organized. — The Synods elected a 
 Board of Trustees made up of thirteen members, which held 
 its first meeting in June, 1888, at which time the Rev. E. D. 
 Pearson, D. D., LL. D., was chosen President. Thus after 
 fourteen years the school was ready to begin its organization. 
 
 5. First Faculty. — The first Faculty was composed of 
 seven members. No President having been chosen, A. J. Mc-
 
 THE COLLEGE UNION. 217 
 
 Glumpliy, D. D., LL. D., was made cliairman of the Faculty 
 and Mr. W. E. Grube was chosen Principal of the Academy. 
 
 6. Securing a President. — Some difficulty was experi- 
 enced in securing a President. During the summer of 1889, 
 Dr. George L. Orsborne who was President of the Warrensburg 
 State Normal, was elected President but he declined. Some 
 time later Dr. "W. H. Black, who was then Pastor of the Lucas 
 Avenue Cumberland Presbyterian Church in St. Louis, was 
 chosen President, but he declined. In February, 1890, Dr. 
 Black was elected again and accepted, entering upon his duties 
 as President April 1, 1890, and he has been President of the 
 Institution continuously since that time. 
 
 7. Present Organization. — As soon as Dr. Black became 
 President the school underwent a re-organization and was 
 made to include the following departments : the College prop- 
 er; the Academy and the School of Music. 
 
 8. Buildings. — The school now has the main building, the 
 dormitory which was built in 1895, which was afterwards 
 named "Birkhead Dormitory" and accommodates forty-eight 
 men, and the "Stewart Chapel" which was recently erected 
 by the Hon. A. C. Stewart of St. Louis. 
 
 9. Statistics. — (a) Faculty. — The Faculty at present con- 
 sists of eighteen Professors and Instructors. 
 
 (d) Students. — The Institution enrolled two hundred 
 nineteen students for the year 1909-1910. This number is 
 slightly less than for some other years, due no doubt to the 
 problems growing out of the union of the two Presbyterian 
 Churches. 
 
 (c) Student Organizations. — There are three literary so- 
 cieties for the students, The Pearsonian, The Houxonian and 
 The Bairdean. The societies are composed of both sexes and 
 each regular student in the institution is expected to be a
 
 218 HISTORY OF EDUCATION. 
 
 member of one of them. The institution also maintains a 
 Young Men's Christian Association and a Young Women's 
 Christian Association. 
 
 (d) Graduates. — ^Since the foundation of the institution 
 it has granted two hundred fourteen diplomas. 
 
 (e) Attendance. — Since the organization of the College 
 it has enrolled five thousand and thirty-one students. 
 
 (f) Library. — The libraries now consist of fourteen thou- 
 sand volumes. 
 
 (g) Endowment. — The permanent endowment of the Col- 
 lege is $186,385.19. 
 
 (h) Value of the Plant. — The present value of the school 
 plant, including buildings, grounds, libraries and laboratories, 
 is $225,083.76. 
 
 (i) Tuition and Fees. — The tuition in the Academy is 
 $9.00 a quarter and $12.50 in the College. Each student also 
 pays an incidental fee of $5.00 a quarter. There are special 
 fees for some of the Sciences. 
 
 10. Characterization. — Since its organization it has main- 
 tained a high Academic and religious standard for its stu- 
 dents. Special emphasis has been given to Bible study and 
 many young men have received their preliminary training in 
 the Institution for the Ministry and other religious work.
 
 CHAPTER VII. 
 
 CITY SYSTEMS. 
 
 1. ST. LOUIS: 
 
 (A) Territorial History. — 1. Organization. — ^We have 
 already mentioned the fact in the Chapter on Elementary 
 Schools that the Territorial Legislature passed an Act in 1817 
 entitled, "An Act to Incorporate the Board of Trustees for 
 Superintending Schools in the To\Yn of St. Louis." The Act 
 named the first Board of Trustees as follows : General "Wil- 
 liam Clark, William Carr, Colonel Thomas H. Benton, Ber- 
 nard Pratte, Auguste Chouteau, Alexander McNair and John 
 P. Cabane. On April the 4th, 1817, the Board met in the 
 Governor's office in St. Louis and organized, electing Governor 
 Clark as President and Thomas H. Benton was chosen Secre- 
 tary. 
 
 (a) Powers and Duties of the Board. — The Board was 
 authorized to hold real estate; rent and dispose of the school 
 lands and other property; employ teachers; make the neces- 
 sary rules and regulations for the government and manage- 
 ment of the school and they were enjoined not to show any 
 religious preferences in the selection of teachers or allow any 
 sectarian instruction in the schools. 
 
 2. Lands Granted. — As soon as the Board was organized, 
 the District was granted a large tract of land from the public 
 
 219
 
 220 HISTORY OF EDUCATION. 
 
 lands or "Commons" situated in and near St. Louis. Some 
 of these lands were very soon sold, but at sueli a small rate 
 that only $15,000.00 was realized from the sale. After a long 
 period of litigation, in all about twenty years, some $400,- 
 000.00 came from Congress, though only after an expenditure 
 of a large sum of money approximating $50,000.00. The 
 Board had much trouble trying to find a satisfactory means 
 of investment for the District funds. These funds were 
 handled in such a way that only very small sums came from 
 them ; indeed, some of the principal was lost at different times 
 through poor management; however, in this particular the 
 City of St. Louis was acting in about the same manner as the 
 State and Counties in the handling of school funds. At any 
 rate, this source of revenue was wholly inadequate to support 
 the schools. 
 
 (B) Schools Re-organized. — In 1833, the Legislature 
 passed an Act which made provision for the re-organization of 
 the schools. One of the most important things in this revision 
 was that the Board of Trustees was to be elected, two members 
 from each ward. At this time there were three wards in the 
 City, consequently the Board consisted of six members. It 
 may be noted that the ward system, whicli is here inaugurated, 
 was used with only a few modifications at different times till 
 1897, when the present plan of electing the Board of Educa- 
 tion at large was provided by the State Legislature. 
 
 (C) Means of Support Prior to the Civil War. — 1. In- 
 terest on District Funds. — We have already noted, that the 
 District had a special fund which was derived from the sale 
 of its public lands; however, this fund was very small and 
 yielded only a very insignificant revenue varying from three 
 to five hundred dollars per year.
 
 CITY SYSTEMS. 221 
 
 2. Fees Charged. — From the organization of the schools 
 till 1849, tuition was charged, the fees varying at different 
 times, fl-om fifty cents to two dollars and fifty cents per quar- 
 ter for each pupil. When the Board abolished these fees, the 
 act precipitated a most bitter discussion in the St. Louis news- 
 papers and the Board received a most violent condemnation 
 from many sources. One newspaper said ' ' That the act would 
 open the schools to the lowest classes of the community, who 
 would take possession of them, and drive out the better classes 
 and degrade the schools so that they would not be more re- 
 spectable than the 'ragged schools' of European cities." In 
 reply to the above argument it was said "The system of fees 
 divided the scliools into two parties, 'the paying and non-pay- 
 ing,' creating invidious distinctions, bickerings and heart- 
 burnings between pupils. The former claiming privileges be- 
 cause they had paid, which they denied to those who had not 
 paid." It should be noted in this connection that the rules 
 of the Board always made provision for the attendance of 
 the children of very poor parents; however, it was necessary 
 for the parent to appear before the Board and make a very 
 definite statement that he was not able to pay the fees. Of 
 course this was a very degrading and humiliating proceeding 
 and was the occasion of much friction and dissatisfaction. 
 The above situation is presented to show that the problem of 
 making the schools actually free was one which occasioned a 
 great deal of very earnest discussion. Of course we know that 
 the free school idea had to be developed. It might be said, too, 
 that this situation is fully as true for the whole state as for 
 the city of St. Louis; in fact, this discussion is a typical one 
 so far as the problem is concerned with reference to the whole 
 state.
 
 222 HISTORY OF EDUCATION. 
 
 3. Poll Tax Levied. — In 1849 when tlie Board abolished 
 the fees above mentioned it i:)rovided for a poll tax of one per 
 cent. Of course this was a direct tax, and while much objec- 
 tion was made to it at the time, it was a good means of raising 
 revenue. In 1&50, its first year, $18,432.00 came from the tax 
 and in 1854 it had grown to be $28,000.00. 
 
 (D) Construction of School Houses. — No school houses 
 were owned by the School District till after 1837, when the 
 contracts were made for the erection of two school buildings 
 to be known as the North and South schools. Prior to this 
 time the Board had used rented buildings. The contracts for 
 these new school houses called for two brick buildings, each 
 two stories high, and they were to cost $3,170.00 each. The 
 North School was very soon abandoned on account of its near- 
 ness to the market, but the South School site is still owned by 
 the City System. In 1838 the Board dropped the names 
 North and South and called the South School No. 1 and the 
 North School No. 2. School No. 3 was opened in the west part 
 of the city in 1842. 
 
 (E) Opening of the Schools. — School No. 1, which was 
 first known as the South School, was opened the first Monday 
 in April, 1838. It might be said that this was the first real 
 public school in the city; however, it should be remembered 
 that the fee system still prevailed when this school was 
 opened. Mr. Edward Leavy was the first male Principal of 
 the school and Miss Sarah Hardy was the first female Princi- 
 pal. 
 
 (F) First Course of Study. — The first course of study 
 available is found in the printed report of Superintendent 
 Charles A. Putnam, made in the year 1854. He reported that 
 the city had one of the best organized and best graded systems
 
 CITY SYSTEMS. 223 
 
 in the country. The course of study at that time consisted of 
 Arithmetic, Grammar, Reading, Rhetoric, Punctuation, Geo- 
 graphy, Writing and Vocal Music. These seemed to be re- 
 quired studies, but he mentioned EngUsh Composition, Alge- 
 bra, Physiology, Declamation and Maps as being subjects 
 studied by some of the pupils. 
 
 (G) Early Salaries. — It is interesting to note the salaries 
 paid soon after the schools were organized. In 1840, a male 
 principal received $900.00 per year, a female principal $500.00 
 per year and assistants $250.00 per year. These salaries 
 turned out to be too high, consequently in 1842, they are re- 
 duced as follows: male principal $600.00; female principal 
 $360.00 and assistants $250.00. 
 
 (H) High Schools. — The first high school was established 
 in the year 1852-3. The first instruction was begun in Feb- 
 ruary, 1853. We have already discussed this High School in 
 some detail in our Chapter on Secondary Schools, consequent- 
 ly there is no need to repeat those facts here. The Central 
 High School was built in 1893, the McKinley High School in 
 1903, the Yeatman High School in 1904 and the Soldan was 
 finished in 1910. These schools are for white children; the 
 Sumner High School, for colored children, was first erected in 
 1859 but a new building was finished in 1910. 
 
 (I) Normal Instruction. — Superintendent Putnam in his 
 first report, which was issued in July, 1854, urged very strong- 
 ly the need of Normal instruction to train teachers for the 
 city system. As an argument for the establishment of Normal 
 training he recited the fact that New York, Boston and Phila- 
 delphia had such training schools. He said that it was im- 
 possible for the city to run its system of schools with economy 
 and efficiency unless it could have a good supply of well
 
 224 HISTORY OF EDUCATION. 
 
 trained teachers. At this time there were seventy-two teach- 
 ers in the city system, and it was next to impossible to secure 
 trained teachers when vacancies occurred. As a result of his 
 arguments Normal classes were organized in the fall of 1854. 
 Thirty-six students were enrolled in these classes and they 
 studied Reading, "Written and Mental Arithmetic, and Gram- 
 mar. They were required to spend some time in the observa- 
 tion of teaching in some of the city's best grammar schools. 
 When the new High School was completed the Normal Instruc- 
 tion Department was inaugurated in connection with this High 
 School. For many years the Principal of the Central High 
 School was also Principal of the Normal Department. Both 
 Superintendents Harris and Soldan had much to do with em- 
 phasizing Normal Instiniction in this way. It may be said 
 that the Normal School Instruction as presented above did 
 much to supplj^ the system with desirable teachers, but the 
 plan was not wholly successful and the Normal was finally 
 abolished during Superintendent Soldan 's administration; 
 however, it should be noted that all of this history, probably, 
 should be considered as the background for the organization 
 of the present magnificent Teachers' College, which was or- 
 ganized in 1904 with Dr. Withers as its Principal. Without 
 any question it may be stated that this is the best organized 
 and best equipped Teachers' College in connection with a city 
 system in the whole country. It seems entirely possible that 
 this College will solve the problem of securing for St. Louis 
 at least enough trained teachers for the district schools of the 
 city. 
 
 (J) Present Organization. — 1. Board of Education. — 
 The ward system of control proved to be very unsatisfactory 
 and after some agitation, a bill was presented to the Missouri
 
 CITY SYSTEMS. 225 
 
 'Legislature wliich was known as the ''Civic Federation Bill." 
 With slight amendments the Legislature on March 23, 1897, 
 passed this bill with an emergency clause, which made it go 
 into effect May 31st, 1897, at which time a new Board was 
 organized consisting of twelve members. With very slight 
 change since that time the system has been under this Board 
 of Education. The members of this Board are elected, at 
 large, for a period of six years and it is completely non-parti- 
 san. For purposes of administration the Board is divided into 
 four committees each consisting of three members, as follows : 
 (a) Committee on Instruction, (b) Committee on School 
 Buildings, (c) Committee on Finance and (d) Committee on 
 Auditing and Supplies. 
 
 (a) Officers of the Board. — The Committees mentioned 
 above represent the working organization of the Board but its 
 list of officers includes a President, Vice-President, Secretary 
 and Treasurer, Auditor, Superintendent of Instruction, four 
 Assistant Superintendents of Instruction, an Attorney, Sup- 
 ply Commissioner, Commissioner of Buildings, Chief Engineer 
 and Superintendent of Construction and Repairs. 
 
 (b) Supervision of Instruction. — While the supervision 
 of instruction is vested in the Committee on Instruction the- 
 oretically, actually that function is performed by the Super- 
 intendent of Instruction, whose term of office is four years, 
 the Assistant Superintendents, the Special SupervisoTs, the 
 District School Principals and the Supervisor of Hygiene. 
 
 (c) Departments. — The system as now organized includes 
 Kindergartens, District or Elementary Schools, High Schools, 
 the Teacher's College, Evening Schools, Vocational Schools, 
 the Industrial School, the Department of Compulsory Attend- 
 
 E— 15
 
 226 HISTORY OF EDUCATION. 
 
 ance and Special Schools for sub-normal children and a school 
 for deaf children. 
 
 (d) Free Text Books and Supplies. — For many years the 
 Board of Education supplied free text-books for the first four 
 grades in the elementary schools; later this was extended to 
 include all of the grades of the elementary schools, and at 
 present the Board supplies all text books and necessary ma- 
 terial for all children in both elementary and high schools. 
 
 2. Maintenance of Schools. — The schools are now sup- 
 ported from moneys derived from a direct tax of sixty cents 
 on the hundred dollars assessed valuation; from money de- 
 rived from the State apportionment made by the State Super- 
 intendent and from interest on the permanent funds of the 
 district, which funds amount to about $575,000.00 at present. 
 The Board of Education has absolute control over the man- 
 agement of all these funds and it is in no way responsible 
 to the municipal government of the City of St. Louis, since 
 the Board is organized directly under a charter granted by 
 the State. The above revenues are sufficient to meet all the 
 needs of the city in the matter of paying teachers ' salaries, the 
 construction of school buildings, etc. The school system has 
 no bonded indebtedness. 
 
 (K) STATISTICS: 
 
 1. Teachers' Salaries. — (a) Teachers' College. — The 
 Principal of the Teachers' College receives $4,500.00 per year; 
 the Head Assistant receives $2,150.00 for the first year with 
 a regularly yearly increase up to $3,000.00 for the seventh 
 year; first Assistants begin at $2,000.00 and increase $100.00 
 a year to the third year, and fifth Assistants receive $1,000.00 
 for the first year.
 
 CITY SYSTEMS. 22? 
 
 (h) High Schools.— mg\\ School Principals receive 
 $3,500.00 for the first year with a regularly yearly increase of 
 $100.00 per year for six years; Assistant Principals begin 
 at $2,200,000 and increase yearly to the fourth year when 
 they receive $2,576.00; the Head Assistants in High Schools 
 begin at $2,000.00 and receive $2,180.00 the fourth year; first 
 Assistants begin at $1,500.00 and increase to $1,980.00 by the 
 fifth year; an exception is made in the case of the Principal 
 of the Sumner High School who begins at $2,150.00 and 
 reaches a maximum of $3,000.00 at the seventh year. 
 
 (c) District Schools.— The Principals of Class A (18 or 
 more assistants) begin at $2,150.00 and they receive $3,000.00 
 in the seventh year of service; Principals of B Class Schools 
 (with 14 to 17 assistants) begin at $1,800.00 and increase to 
 $2,500.00 in the seventh year; the schools are graded on down 
 to Class C (1 or 2 assistants) Principals in such schools begin 
 at $700.00 and may reach $1,000.00 in the sixth year. Head 
 Assistants in District Schools receive $976.00 for the first year 
 and increase to $1,100.00 for the third year; first Assistants 
 begin at $860.00 and increase to $920.00 the third year; second 
 Assistants begin at $560.00 and increase to $840.00 the fifth 
 year. 
 
 (d) Kindergartens.— The Supervisor and Normal In- 
 structor begins at $2,300.00 and receives $2,500.00 in the third 
 year; the first Normal Instructor begins with $880.00 and re- 
 ceives $1,000.00 the third year. 
 
 (e) Miscellaneous.— The Principal of the Deaf Mute 
 School receives $1,200.00 for the first year and $1,300.00 for 
 the third year; the Supervisor of the Schools for sub-normals 
 receives $1,100.00 the first year and $1,550.00 the fourth; the 
 Principal of the Industrial School receives $2,150.00 the 'first
 
 228 HISTORY OF EDUCATION. 
 
 year and $3,000.00 the seventh j the Principal of the summer 
 term, for a half day 's service in eight weeks, receives $250.00 ; 
 the Supervisor of Evening Schools receives $600.00 for a term 
 of sixty nights; the Supervisor of Vacation Schools receives 
 $250.00 for a term of six weeks; Primary Supervisors begin 
 at $1,400.00 and receive $2,000.00 in the seventh year; the 
 Music Supervisor begins at $1,600.00 and receives $2,200.00 
 the fifth year; the Drawing Supervisor begins at $2,300.00 
 and receives $2,500.00 the third year; the Penmanship Super- 
 visor begins at $1,600.00 and receives $2,200.00 the fifth year ; 
 the Supervisor of Physical Culture begins at $2,000.00 and 
 increases to $2,200.00 the third year; the Supervisor of the 
 Department of Hygiene begins at $2,500.00 and receives 
 $2,600.00 the second year; the Chief Attendance Officer re- 
 ceives $2,600.00 per year. 
 
 2. Enumeration of Pupils. — For the year 1909-10 there 
 were enumerated for the whole city 195,966 pupils between 
 the ages of six and twenty years. 
 
 3. Enrollment. — For the year 1909-10 the High Schools 
 enrolled 5,708 pupils; the Teachers' College 208; the District 
 Schools 91,633, making a grand total of 97,549 students for 
 the year, 
 
 4. Expenditures. — For the year 1909-10 the Board of 
 Education spent $4,250,766.26 ; of this sum $1,995,986.59 was 
 spent for instruction, while the remainder was used for build- 
 ings, improvements, incidentals, etc. 
 
 5. Number of Teachers. — The present corps consists of 
 twenty-one hundred seventy-two teachers, including those em- 
 ployed in the evening schools. 
 
 6. Evening Schools. — The Evening Schools were estab- 
 lished in 1858 by the Board of Education, and during the year
 
 CITY SYSTEMS. 229 
 
 1909-10 enrolled 6,667 students. The instruction includes the 
 work done in the district schools, the High Schools, and in 
 the 'Fallon Polytechnic Institute much work is done of a 
 technical character. It is doubtful if any other city in the 
 United States makes more generous provisions for her Even- 
 ing Schools. 
 
 7. Value of Property. — The value of all the property 
 including ninety-three buildings and various school sites 
 owned by the city, is $13,037,600.87. 
 
 8. Teachers' Organizations. — (a) The Society of Peda- 
 gogy. — The teachers maintain a voluntary society known as 
 the St. Louis Society of Pedagogy for the study of general 
 pedagogical problems. It is a highly efficient organization and 
 enrolls in its membership a very large percentage of the teach- 
 ers in the city. 
 
 (h) Benevolent Annuity Association. — The Benevolent 
 Annuity Association is a voluntary organization consisting of 
 some nine hundred teachers of the city. It is organized to pay 
 annuities to teachers who have become incapacitated by long 
 service, or members may receive aid temporarily when in a 
 destitute condition. The principal source of income is derived 
 from annual dues from the membership which amounts to one 
 per cent of their salaries. The Association is managed by a 
 Board of Trustees and the funds now amount to more than 
 $100,000.00. 
 
 (c) Teachers' Mutual Aid Association. — This Association 
 was incorporated in 1878. The members pay an initiation fee 
 of $2.00, and annual dues of $2.00. A special assessment of 
 $1.00 is made on the death of a member. When members are 
 detained from school on account of sickness they may receive 
 five dollars a week for a period of not more than twenty weeks.
 
 230 HISTORY OF EDUCATION. 
 
 The relatives of a deceased member receive a death benefit 
 which may not exceed $300.00. 
 
 (L) Superintendents. — George K. Budd, 1839 — salary, 
 thanks; Henry Pearson, Superintendent and Secretary, 
 1841-2; Edward M. Avery, Superintendent and Secretary, 
 1848-49; Spencer Smith, Superintendent and Secretary, 
 1850-51; John H. Tice, Superintendent and Secretary, pro 
 tem., 1851-52; A. Litton, Superintendent, 1852-53; Charles 
 Putnam, Superintendent, 1853-54 ; John H, Tice, Superintend- 
 ent and Secretary, 1854-57; Ira Divoll, Superintendent, 
 1857-67 (some intermissions during the Civil War) ; "W. T. 
 Harris, Superintendent, 1868-80; E. H. Long, Superintendent, 
 1880-95; F. Lewds Soldan, Superintendent of Instruction, 
 1895 to 1908; Ben Blewett, Superintendent of Instruction, 
 1908— 
 
 (M) Characterization. — St. Louis has been exceedingly 
 fortunate in that the late W. T. Harris was so long connected 
 with the system as High School Principal, Assistant Superin- 
 tendent and Superintendent for twelve years. It is doubtful 
 if another city in the country had a more efficient school sys- 
 tem than St. Louis during the administration of Superin- 
 tendent Harris. Indeed it may be said that his influence is 
 still potent in the system, particularly, through the system of 
 grading and promotion which he worked out, and the kinder- 
 garten which was organized under his patronage. It is not 
 possible to say how much Superintendent Soldan did for the 
 schools of the city, because we are too near to his work to 
 make a full estimate of it, but we do know that when he took 
 hold of the system it had been at a standstill for some time, and 
 under his inspiring leadership and wise direction he brought 
 the system up to a state of efficiency second to none in this
 
 CITY SYSTEMS. 231 
 
 country. All departments of the system were thoroughly 
 overhauled by him, including the elementary schools, high 
 schools, etc., and in the matter of buildings and closer super- 
 vision of instruction St. Louis was made a model system. 
 With its splendid organization and the present efficient Su- 
 perintendent of Instruction the system bids fair to keep apace 
 with any of the great cities in the country. 
 
 n. KANSAS CITY: 
 
 (A) Organization. — The Kansas City Schools were first 
 organized under an Act which was passed by the Legislature 
 in 1866. The Act authorized cities, towns or villages to organ- 
 ize for school purposes with special privileges. 
 
 1. First Board of Education. — On August 1, 1867, Kan- 
 sas City availed itself of the privileges granted by this Act 
 and organized its first Board of Education, composed of the 
 following men: W. E. Sheffield, President; H. C. Kumpf, Sec- 
 retary; J. A. Bachman, Treasury; Ed H. Allen, T. B. Lester 
 and E. H. Spaulding, Under the law the members of the 
 Board were elected to serve for a period of three years. They 
 were elected at large. 
 
 2. First Superintendent. — The first Superintendent of 
 Schools, Mr. J. B. Bradley, was elected by the Board Septem- 
 ber 17, 1867. In addition to being the Superintendent he was 
 also a teacher in the Central School, which finally grew into 
 the Central High School. 
 
 3. Early School Buildings. — ^When the schools were 
 ready to open in the fall of 1867 the city did not own a single 
 school building, consequently the schools were opened in 
 rented buildings wherever they could be found. The build- 
 ings generally were a very "sorry" lot, in as much as they 
 were old deserted dwellings, unoccupied store rooms, and even
 
 232 HISTORY OF EDUCATION. 
 
 basement rooms in some of the Churches had to be taken. The 
 first school building owned by the city was the Washington 
 School which was opened in April, 1868. This school was 
 located on the Southwest corner of Independence Avenue and 
 Cherry Street. It was enlarged in 1860 so that it contained 
 eight rooms. The Humboldt School was opened November, 
 1868. It was located on the corner of Twelfth and Locust 
 Streets. The Central School was purchased in June, 1869. 
 The Franklin School located on the Northeast corner of Four- 
 teenth and Jefferson Streets was opened in October, 1868. 
 
 4. The Schools Opened in 1867.— In October, 1867, the 
 schools were opened in these rented rooms mentioned above. 
 They were taught by a Superintendent and sixteen teachers, 
 l)ut it is not stated how many children attended during this 
 first year, though we are told that there were 2,150 children 
 of school age in the school district. 
 
 5. Early Salaries. — There seems to be no record of the 
 first salaries paid, but for the year 1869-70 the Principals re- 
 ceived $65.00 per month in the large schools and all assistants 
 received $50.00 per month. In the small schools the Princi- 
 pals received only $50.00 per month. 
 
 6. Course of Study. — The first printed course of study 
 is the one in the report for the year 1869-70. The Superin- 
 tendent has the following to say concerning it: "The course 
 of study is one that has long stood the test of the school room, 
 and received the endorsement of the world 's most eminent edu- 
 cators. It embraces Reading, Penmanship, Drawing, Arith- 
 metic, Geography, English Grammar, Physiology and History 
 of the United States. These branches of practical education 
 hold the first rank, whether considered with reference to their 
 scientific and social uses or as means of intellectual discipline."
 
 CITY SYSTEMS. 233 
 
 In this same connection Superintendent Phillips suggested 
 that the course of study was sufficiently elaborate to provide 
 for the foundations of learning and at the same time "incul- 
 cate those great principles of social morality which are by 
 common consent conducive to the well being of society and 
 government. ' ' However, he is of the opinion that the Churches 
 of the various denominations and sects should take it upon 
 themselves to provide for the religious element, each Church 
 doing this in its own way. 
 
 In the Chapter on Secondary Schools we have already 
 quoted the course of study for the High School. 
 
 7. High ScJiools. — The first High School, now known as 
 Central High School, was opened in 1867; Lincoln High 
 School for colored children was opened in 1887 ; Manual Train- 
 ing High School was opened in 1897 ; the Westport school dis- 
 trict was annexed in 1899 and Westport High School came 
 in at that time. The new Westport High School building was 
 erected in 1908. 
 
 (B) The Greenwood Club.— In 1874 when James M. 
 Greenwood became Superintendent of Schools, he and some 
 others organized a club known as The Philosophical Club; 
 later the organization was known as The Kant Club on ac 
 count of its study of the writings of Kant, but in 1884 its name 
 was changed to the Greenwood Club, and since that time it 
 has kept up its organization under that name. At present the 
 club has about ten meetings per year, at which meetings topics 
 of a varied nature are discussed. Indeed it has been called 
 sometimes a sort of an open Parliament in which any question 
 of importance to the city or schools may be discussed. 
 
 (C) Public Library. — The Public Library was started in 
 the year 1876-77 under the control and patronage of the
 
 234 HISTORY OF EDUCATION. 
 
 Board of Education and it has remained continuously under 
 its control. 
 
 (D) Corporal Punishment. — In 1874 at Mr. Greenwood's 
 suggestion the Board of Education made a rule abolishing cor- 
 poral punishment in the schools of the city as a means of dis- 
 cipline, except when permission is granted by the parents. 
 This rule has been in force from that time to the present. 
 
 (E) Present Organization. — At present the schools are 
 controlled by a non-partisan Board of Education consisting of 
 six members, elected at large, for a period of six years. Two 
 members retire every two years. In this connection it is well 
 to state that many years ago it was decided to make the Board 
 of Education non-partisan or by-partisan ; in fact this was one 
 of the first cities. in the United States to adopt this plan and 
 it is doubtful if any other city in the country can boast of a 
 more efficient Board of Education than Kansas City has had 
 for more than thirty years. 
 
 1. Standing Committees of the Board. — For administra- 
 tive purposes the Board of Education has the following stand- 
 ing committees: (a) Finance and Auditing; (i) Buildings 
 and Repairs; (c) Supplies and Apparatus; (d) Library; (e) 
 Rules, Regulations and Discipline ; (f) Boundaries and Statis- 
 tics; (g) Appointment of Teachers; (h) Examination of 
 Teachers; (i) High School and Teachers' Institute; (j) Text 
 Books and Course of Study and (k) Attendance. 
 
 2. Supervision of Instruction. — The supervision of in- 
 struction is vested directly in one Superintendent and two As- 
 sistant Superintendents, but it should be noted that much of 
 the actual supervision work is done by the ward school Prin- 
 cipals and the various Supervisors of special subjects, such as
 
 CITY SYSTEMS. 235 
 
 Music, Calisthenics, Manual Training, Domestic Science, 
 Kindergarten, Drawing and Compulsory Attendance. 
 
 3. Other Officers. — The business department of the 
 Board is managed by a Secretary and Assistant Secretary. 
 The Secretary is also a Purchasing Agent and a Treasurer; 
 the building department is under the supervision of an archi- 
 tect and the repair department is looked after by a Chief En- 
 gineer. We have already mentioned the Library in charge of 
 a Librarian. All of these officers and many other minor ones 
 are elected directly by the Board of Education annually. 
 
 4. Health Examinations. — In the fall of 1910 the Board 
 made provision for a health officer and assistants, whose busi- 
 ness it is to examine all the children in the city schools for the 
 purpose of ascertaining the health conditions of them. Of 
 course the department has just been organized and it is not 
 possible to give any detailed account of its work. 
 
 5. Classification of Schools. — The schools as now organ- 
 ized include ward or elementary schools, high schools, kinder- 
 gartens, vacation schools and night schools. 
 
 (F) Statistics. — 1. Teachers. — For the year ending June, 
 1909, the entire system employed nine hundred ten teachers, 
 including substitutes. 
 
 2. Enumeration. — For the same year there were enu- 
 merated in the city seventy-three thousand seven hundred 
 fifty children of school age. 
 
 3. Enrollment. — For the year 1909 the high schools 
 enrolled four thousand five hundred eighty-three pupils and 
 the entire enrollment was thirty-three thousand eight hundred 
 eighty pupils. 
 
 4. Value of Property. — There are now sixty-three dif- 
 ferent school houses owned by the Board of Education and 
 the total value of school property is $4,826,973.00.
 
 236 HISTORY OF EDUCATION. 
 
 5. Indebtedness. — The bonded indebtedness of th<j 
 school district is $3,460,000.00. 
 
 6. School Levy. — The present school levy is nine mills on 
 the hundred dollars. 
 
 7. Expenditures. — The expenditures for the year ending 
 July 1st, 1909, were $1,682,456.69. Of this sum $925,378.35 
 was spent for teachers' wages and the remainder for inci- 
 dentals, buildings and interest. 
 
 (G) Superintendents. -J. B. Bradley, 1867-68; E. B. 
 Tucke, 1868-69; John R. Phillips, 1869-74; James M,. Green- 
 wood, 1874 . 
 
 (H) Characterization. — The schools of the city were first 
 graded by Superintendent Phillips during the early part of 
 his superintendency. The present plan of seven grades for 
 the elementary schools and four years for the High Schools 
 was first put in operation by him, and has been continued 
 with practically no modifications except as to content of the 
 curricula until the present. For many years the schools have 
 been well known as being among the best organized and most 
 efficient in the whole country. This high state of efficiency 
 has been brought about through the keen oversight and ad- 
 ministrative capacity of Superintendent Greenwood, who has 
 served in the capacity of Superintendent since 1874, now 
 thirty-six years. It should be noted, however, that no small 
 part of the management has been undertaken by the members 
 of the Board of Education who have always been among the 
 most intelligent and patriotic citizens of the community. In 
 the matter of High School attendance, the city is one of the 
 first in the whole country in the percentage of attendance. 
 One other thing which has added to the efficiency of the su- 
 pervision of the schools is to be found in the superior character
 
 CITY SYSTEMS. 237 
 
 of the two assistant Superintendents, Messrs. Tharpe and Lon- 
 gan, who were chosen in 1899, and they have served continu- 
 ously since that time. It is doubtful if any other city in the 
 country has a higher appreciation of her schools than Kansas 
 City and this in no small measure is responsible for the effi- 
 ciency of the system. 
 
 III. ST. JOSEPH: 
 
 (A) Incorporation. — The first Board of Education for 
 the public schools of St. Joseph was incorporated by an act 
 of the Legislature of Missouri, which was approved January 
 4, 1860. 
 
 1. First Board. — This act provided that "The Board of 
 President and Directors shall consist of a President, to be 
 elected by the District at large and two members to be elected 
 by each of the wards of the city of St. Joseph, as the same now 
 are, or may be hereafter established. The first election shall 
 be held on the first Monday in February, A. D. 1860, at the 
 usual place of holding elections in the several wards of the 
 said City." In accordance with the above provision the first 
 Board was elected on the first Monday in February, 1860. At 
 that time the city consisted of three wards; therefore the 
 Board was made up of six directors and the President. The 
 first President was Dr. J. H. Crane. The first meeting of the 
 Board w^as held February 7, 1860, at which time James A. 
 MiUan was elected Secretary and Joseph C. Hull, Treasurer. 
 
 2. First Buildings and Taxation. — As soon as the Board 
 was organized it was necessary to try to devise some means for 
 raising revenue to organize a school system ; consequently one 
 of the first acts of the new Board was to levy a tax of one-fifth 
 of one per cent upon the property of the district. Out of this 
 tax three small school houses were constructed, one in each
 
 238 HISTORY OF EDUCATION. 
 
 ward of the city. The houses were two stories high and built 
 of bricik, with one school room on each floor. These houses 
 were built in the cheapest possible style without any modern 
 improvements and were furnished with the most common fur- 
 niture to be secured. 
 
 3. First Teachers. — The Board was empowered to ex- 
 amine teachers and the first examination was held in April, 
 1860. No record is available concerning the details of that 
 examination, but it is reported that from this examination one 
 male principal and one lady assistant was selected for each of 
 the three ward schools. The principals received a salary of 
 $50.00 per month and the assistants $25.00. 
 
 4. ScJiools Opened. — The schools were opened on the 
 23rd day of April, 1860. No record has been kept as to the 
 number of pupils who attended this first session ; it is reported 
 however that each building could accommodate about one hun- 
 dred twenty children. The schools were not graded for some 
 time, but the larger pupils were taught by the principal and 
 the smaller ones by the assistant. The first term was only 
 three months in length; then the schools were dismissed for 
 the summer vacation but were re-opened in September with 
 the same teachers in charge. 
 
 5. First Superintendent. — On February 13, 1861, Hon. 
 George H. Hall was elected Superintendent of the city schools, 
 but he served only till May 21st of that same year, as the 
 schools were then closed on account of the War. 
 
 6. Schools Closed. — In May, 1861, the Board of Educa- 
 tion closed all the schools and paid off all the teachers. The 
 school houses were rented to individuals for the purpose of 
 conducting private schools in them. Tlie Board thought this 
 necessary, in as much as it was impossible to collect the school 
 taxes, and the schools remained closed until October, 1864.
 
 CITY SYSTEMS. 239 
 
 (B) Re-organization. — In August, 1864, it was deter- 
 mined to re-open the public schools of the city. At this same 
 time E. B. Neely was chosen Superintendent. The Board set 
 about repairing and refurnishing the school buildings and by 
 October they were ready for occupancy, and opened the first 
 Monday in that month. 
 
 (C) Financial Difficulties. — Under the old charter the 
 Board of Education could levy only one-fifth of one per cent 
 and this tax proved to be entirely inadequate for maintaining 
 the schools and providing any surplus from which to build 
 new buildings ; consequently the Board of Education requested 
 the Legislature to amend the charter in such a way as to pro- 
 vide for a higher tax. After a good deal of delay the Legis- 
 lature finally amended the charter so that the Board had power 
 to levy a tax not exceeding one-half of one per cent. 
 
 (D) New School Houses. — As soon as the Board had se- 
 cured the privilege of levying a higher tax rate it was decided 
 that new school houses should be built ; consequently in 1866 
 the Board adopted plans for two new school houses, each of 
 which was to have four rooms and one recitation room. These 
 two houses with furniture, etc., cost $40,000.00. 
 
 (E) High School. — Superintendent Neely said that the 
 first High School was opened in October, 1864, but it is prob- 
 able that the organization was not perfected till some time 
 later, possibly 1866, when John S. Crosby was made Principal. 
 A new High School building was constructed in 1896 costing 
 $89,000.00. At present the city has three high schools, two 
 for white children and one for colored children. 
 
 (F) Library Association Chartered. — The St. Joseph 
 Public School Library Association was first chartered in 1867. 
 From that time till the present an intimate association has
 
 240 HISTORY OF EDUCATION. 
 
 been kept up between the Library and the Public Schools. At 
 present the Library is housed in a modern building with 
 every equipment and is used most extensively by the schools 
 of the city. 
 
 (G) Present Organization. — The Schools are now under 
 the control of a Board of Education consisting of six mem- 
 bers. The charter whioli was granted in 1895 provides that 
 the term of office of a Board member is six years, consequently 
 two directors are elected every two years. 
 
 1. Standing Committees. — For purposes of administra- 
 tion the Board of Education has the following standing com- 
 mittees: (a) Finance, Buildings, Repairs and Insurance; 
 (b) Janitors, Fuel, Supplies and Sanitation; (e) Grammar 
 School Teachers; (d) Grammar School Principals, Rules and 
 Regulations, Text Books and Course of Study; (e) High 
 Schools; (f) Printing, Auditing, Boundaries and Statistics. 
 Each committee consists of two members of the Board. 
 
 2. Other Officers. — The Board appoints the Superin- 
 tendent of Schools, a Secretary, Treasurer, Attorney, Super- 
 intendent of Buildings, Chief Engineer, Truant Officer and a 
 Medical Examiner; these officers, except the Superintendent, 
 are appointed annually. The Superintendent is elected for a 
 term of two years. 
 
 3. Supervision of Instruction. — The supervision of in- 
 struction is vested directly in the Superintendent of Schools 
 with a Special Supervisor for Physical Culture, Music, the 
 Primary Grades, and Drawing and Writing. Of course to 
 this list should be added the Principals of the ward schools 
 and the high schools. 
 
 (H) Statistics. — 1. Enumeration. — For the school yea<r 
 ending June, 1909, there were enumerated in the city forty-
 
 CITY SYSTEMS. 241 
 
 two thousand six hundred forty-seven children of school age. 
 
 2. Enrollment. — For the same year the high schools 
 enrolled one thousand eighty-two pupils and the elementary 
 schools ten thousand seven hundred sixty pupils, making a 
 total of eleven thousand eight hundred forty-two pupils for 
 the system. 
 
 3. ScJiools. — The district now owns thirty-seven school 
 buildings. 
 
 4. Teachers. — During the year ending June 30, 1909, 
 three hundred sixteen teachers were employed in the system. 
 
 5. Finances. — The receipts for the above mentioned year 
 were $869,272.15, the expenditures for instruction were $196,- 
 942.06 and all other expenses bring up the total for the year 
 to $547,631.75. 
 
 6. Bonded Indebtedness. — The present bonded indebted- 
 ness of the school district is $1,408,000.00. 
 
 (I) Superintendents.— George H. Hall, February, 1861, 
 to May, 1861; E. B. Neely, 1864-1903; J. D. Elliff, Acting, 
 1903 ; and J. A. Whiteford, 1903 . 
 
 (J) Characterization.— It may be said that the organiza- 
 tion of the school system of the city was begun and perfected 
 largely through the efforts of Superintendent Neely, who 
 served so long as Superintendent. It should be noted, however, 
 that Superintendent Whiteford has done very much to mod- 
 ernize the schools. During his administration many modern 
 buildings have been constructed and the High Schools have 
 been brought up to a much higher degree of efSciency. 
 
 IV. OTHER CITIES AND TOWNS.— The limits of this 
 treatise do not permit any detailed treatment of the ordinary 
 city and to^ra systems of the State ; moreover this is not neces- 
 
 E— 16
 
 242 HISTORY OF EDUCATION. 
 
 sary in as much as they are all organized under the General 
 Laws of the State. These laws provide for a Board of Direc- 
 tors consisting of six members. Two members are elected 
 each year for a term of three years. The election usually 
 takes place in April at the same time as the regular municipal 
 elections. This Board of Directors has complete control over 
 the schools in the matter of selection of teachers, adopting 
 courses of study and making all necessary rules and regula- 
 tions for the management of the schools. The supervision of 
 instruction and the management of the schools in detail, how- 
 ever, is delegated to a Superintendent who is chosen anually 
 by the Board. So far as the law is concerned the Superin- 
 tendent is not mentioned, but there has grown up along with 
 the office a body of traditional duties which he performs un- 
 der the direction of the Board. Many times these duties are 
 described in some considerable detail by the rules and regula- 
 tions adopted by the Board of Directors.
 
 CHAPTER VIII. 
 
 TEACHERS' ASSOCIATIONS. 
 
 I. STATE ASSOCIATION: 
 
 1. First Meeting: 
 
 (A) The first convention of Missouri teachers was held 
 in Wyman's HaU, St. Louis, Missouri, May 21-22-23, 1856. No 
 doubt this convention came about as the result of the general 
 movement towards the organization of teachers in the United 
 States, for it was about this same time that the National 
 Educational Association was organized and numerous other 
 states had teachers associations of one form or another. 
 
 (B) Officers. — The officers of the association were as fol- 
 lows: "W. T. Luckey, President; W. H. Hopson, Vice-Presi- 
 dent; W. C. Wilcox, and J. H. Reed, Secretaries. 
 
 (G) Addresses. — On Wednesday evening the address was 
 delivered by Rev. Dr. Eliot of St. Louis ; on Thursday evening 
 by Hon. Horace Mann, Secretary of Board of Education, 
 Mass., and on Friday evening by Rev. Dr. Post of St. Louis. 
 
 (D) Topics Discussed. — (a) The Organization of a State 
 Teachers' Association; (h) the Establishment of a State Nor- 
 mal School; (c) the Organization of Teachers' Institutes; (d) 
 the Establishment of an Educational Journal. 
 
 Committees were appointed to prepare and submit a re- 
 port on each of the above subjects. 
 
 243
 
 244 HISTORY OF EDUCATION. 
 
 (E) Reports of Committees. — (a) Normal School. — 
 Whereas, The subject of Normal Schools has been brought 
 so prominently before the community, that no convention of 
 teachers ought to assemble without taking it into considera- 
 tion; therefore. 
 
 Resolved, That this Convention considers the establish- 
 ment of Normal Schools, and other institutions for the special 
 education of teachers, as of vital importance to the cause 
 of education; that we consider the immediate establishment 
 of a Normal School, by and under the control of the State 
 Legislature, as demanded by the present condition of the 
 schools and school system of Missouri; that this Convention 
 pledges itself to the use of all honorable means for the accom- 
 plishment of this purpose ; that the Chair appoint a committee 
 of seven persons to draw up a memorial, to be presented to the 
 next Legislature for its consideration. 
 
 (h) Teachers' Institutes. — ^Whereas, We believe the time 
 has come when the standard of education should be elevated 
 among us, and when teaching throughout our State should be 
 regarded as a profession ; and, whereas, we believe there should 
 be a more systematic and concentrated effort on the part of 
 the educators of the State to carry into effect these objects; 
 therefore. 
 
 Resolved, That this Convention deem the establishment 
 of Teachers' Institutes an effectual means of accomplishing 
 these objects, and that we pledge our hearty co-operation in 
 encouraging and sustaining Teachers' Institutes, in the coun- 
 ties of our State where such organization is practicable. 
 
 (c) School Journal. — Your committee having duly con- 
 sidered the subject assigned them, recommend the establish- 
 ment of a School Journal, and also submit the following reso- 
 lutions :
 
 TEACHERS' ASSOCIATIONS. 245 
 
 Resolved, That a committee of seven be appointed by the 
 Chairman, whose duty it shall be to ascertain from the mem- 
 bers present the number of copies of such a journal at $1 each, 
 for which each member will become responsible; and that 
 said committee be empowered to take the necessary steps for 
 the establishment of a journal to be called, the "Missouri 
 Teacher," at as early a date as possible, and that the same 
 committee be instructed in behalf of this body to memorialize 
 the Legislature, at its next session, for an appropriation suf- 
 ficient to furnish ten copies of this Journal to each county 
 commissioner. 
 
 (d) State Teachers' Association. — The committee on the 
 organization of a State Teachers' Association, reported a con- 
 stitution which was adopted. It is too lengthy to quote here ; 
 however, its important provisions are as follows : 
 
 (1) Name. — The organization was styled, the Missouri 
 Teachers' Association. 
 
 (2) Memhership and Fees. — The membership was to be 
 made up of teachers and others actively engaged in promoting 
 the interest of education. The membership fee Avas $2 and 
 annual dues were to be $1. Any person eligible to member- 
 ship could become a "life member" on payment of $10. 
 
 (3) Officers. — The officers of the association were to be 
 president, one vice-president from each congressional district, 
 a corresponding secretary, a recording secretary, a librarian, 
 and a treasurer, who together were to constitute a Board of 
 Directors. All to be elected by ballot and serve one year or 
 until their successors were chosen. This board was to have 
 general management and supervision of the association, pre- 
 pare programs, audit accounts, etc. The vice-presidents were 
 to have charge of the educational interests in their respective
 
 246 HISTORY OF EDUCATION. 
 
 districts, look after county institutes, subordinate associa- 
 tions, etc., and report the same to the State Association. 
 
 (4) Annual Meeting. — The annual meeting was to be held 
 on the first Wednesday in May at such place as the Associa- 
 tion should determine from year to year. 
 
 (5) Organization Under the New Constitution. — After 
 the adoption of the constitution the convention adjourned 
 sine die, and the association immediately convened and elected 
 the following officers for the ensuing year: W. T. Luckey, 
 president; J. J. A. Gilfillan, E. S. Mitchell, J. L. Tracy, M. 
 Harmon, W. H. Hopson, J, Baldwin, and J. H. Carlton, vice- 
 presidents; W. C. "Wilcox, corresponding secretary; E. May, 
 recording secretary; N. D. Tirrell, librarian; C. Oliver, treas- 
 urer. 
 
 2. Second Meeting: 
 
 (A) The second meeting of the association was held in 
 the high school building, St. Louis, beginning Wednesday 
 evening. May 6, 1857, and continued in session through the 
 seventh and eighth. 
 
 (B) Addresses. — The Wednesday evening address was 
 delivered by President Luckey on "The Origin and Object of 
 the Association." The Thursday evening address was deliv- 
 ered by Mr. C. F. Pennell on the subject, "Obligations of 
 Teachers to Themselves." 
 
 (C) Reports of Committees. — (a) Normal School. — The 
 committee on a Normal School first submitted a verbal report 
 whioh was made by Mr. Tirrell of St. Louis, because of the 
 absence of Professor Swallow who was the chairman of the 
 committee. This report caused a very spirited discussion in 
 which many members of the association took part. President 
 Luckey reporting that he had been in Jefferson City consult-
 
 TEACHERS' ASSOCIATIONS. 247 
 
 ing with members of the Legislature and had also delivered a 
 public address on the subject of Normal Schools. He further 
 reported that the proposition to establish a Normal School 
 had been favorably received by the members of the Legisla- 
 ture, and the bill creating the institution had been referred 
 to the Committee on Education. A written report being 
 asked for, the following was submitted: "The only object 
 accomplished during the last year was the delay of the pass- 
 age of a bill by the Legislature, for establishing a normal de- 
 partment in connection with the State University, the support 
 of which was to be drawn from the common school fund, and 
 which made no provision for the education of female teach- 
 ers; which bill, in the judgment of the committee, did not 
 meet the wants of the people." On motion the following 
 committee was appointed to memorialize the Legislature on 
 the subject of a Normal School : J. L. Tracy, J. D. Low, C. S. 
 Pennell, W. H. Lewis, J. W. Sutherland, Charles Carlton, 
 E. M. Lewis, J. W. Whelan, Ira DivoU, and C. Oliver. This 
 memorial has been quoted in the chapter on Normal Schools. 
 (b) Educational Journal. — "The Committee to whom 
 was entrusted the establishment of an educational Journal, 
 to be entitled the "Missouri Teacher," beg leave to report, 
 that, in pursuance of the plan devised by them, they proceeded 
 at the earliest practicable moment after the adjournment of 
 the Association, to prepare and issue a prospectus, in circular 
 form in this State and Illinois. This prospectus was sent to 
 every teacher and county commissioner whose address could 
 be obtained. The State Superintendent, whose co-operation 
 was relied on, was applied to personally, and by letter, for 
 such information as to names and localities of teachers as 
 could be furnished from records of names and papers in his
 
 248 HISTORY OF EDUCATION. 
 
 office; but no notice whatever was taken of our communica- 
 tions. Personal application was also made by our committee 
 to our book merchants and others for the information so much 
 desired; but, our efforts here, also, proved almost as unsuc- 
 cessful. Failing thus in so important a step of our enterprise, 
 and having scarcely a response from those teachers to whom 
 the prospectus was sent, the committee felt that the only 
 course left them to pursue was to postpone further action in 
 the matter until the next meeting of the Association. 
 
 After some discussion another committee was appointed 
 which brought in this report : ' ' The committee to whom was 
 referred the matter of establishing an educational journal, 
 have had the same under consideration, and have arrived at 
 the conclusion that the establishment of such a journal is 
 practicable. From the experience of one of the members of 
 the committee, it is ascertained that the annual expense of 
 publishing a monthly journal of 2,000 copies, will be $1,200 — 
 $400 of which may be realized from advertisments, leaving 
 $800 to be derived from subscribers. 
 
 The committee would respectfully recommend the adop- 
 tion of the following resolutions : 
 
 Resolved, That the association take immediate steps to 
 carry the proposition for the establishment of an educational 
 journal into effect; that we become responsible for the num- 
 ber of subscribers annexed to our respective names; that this 
 Association select an Agent to co-operate with the State Su- 
 perintendent, to canvass the State, to visit and confer with 
 county commissioners, to hold teachers' conventions, and to 
 employ all other available means to awaken interest in the 
 cause of general education throughout the State; that this 
 agent shall receive a salary of $1,500 in consideration of his 
 services ; that this association appoint a Financial Committee,
 
 TEACHERS' ASSOCIATIONS. 249 
 
 consisting of seven persons, whose business it shall be to raise 
 money to defray the expenses of said agent ; and if the neces- 
 sary amount is not raised, the Association will become re- 
 sponsible for the agent's salary, by individually bearing their 
 just proportions. 
 
 (c) State Agent Selected. — Mr. W. S. Baker was selected 
 as agent for the Association for the term of six montlis in 
 pursuance of the resolutions above noted. 
 
 (d) Committee on Female Education. — A committee on 
 female education was appointed with instructions to report 
 at the next annual meeting of the association. 
 
 (e) Report of Treasurer. — The first annual report of the 
 treasurer was read, showing a balance in the treasury of 
 $178.70. 
 
 (f) Change in Time of Meeting. — An amendment to the 
 constitution changing the time of meeting to the second Tues- 
 day in July of each year was adopted. 
 
 3. Third Meeting: 
 
 (A) The third session of the Association was held in the 
 Hall of the House of Representatives, Jefferson City, begin- 
 ning July 6th and closing July 8, 1858. 
 
 (B) Officers. — 'W. H. Lewis, Independence, President; 
 C. S. Pennell, R. S. Martin, W. T. Luckey, James Love, J. W. 
 Sutherland, Charles Carlton, and E. K. Kidd, vice-presidents; 
 W. C. Wilcox, corresponding secretary; J. H. Reed, record- 
 ing secretary; N. D. Tirrell, librarian; C. Oliver, treasurer. 
 
 (C) Program. — 
 
 Tuesday, July 6th. 
 
 Evening. — Address by Hon. J. B. Gardenhire, Mayor of 
 Jefferson City, and W. A. Lewis, President of the Association.
 
 250 HISTORY OF EDUCATION. 
 
 Wednesday, July 7th. 
 
 Morning. — Discussion — Co-education of the Sexes j Text 
 Books. 
 
 Afternoon. — Address by Thos. J. Henderson, of Jeffer- 
 son City; also, Reports of Committees. 
 
 Evening. — Address by Richard Edwards, Principal of 
 the St. Louis Normal School. 
 
 Thursday, July 8th. 
 
 Morning. — Election of officers; Discussion — Normal 
 School. 
 
 Afternoon. — Discussion — Phonetic System; Public Ex- 
 aminations. 
 
 Evening. — Address by Prof. J. W. Sutherland of Jeffer- 
 son City. 
 
 County Commissioners and friends of education general- 
 ly, were invited to attend. 
 
 (D) Notes on the Session. — This meeting, though not 
 largely attended, was unusually interesting. A lively dis- 
 cussion followed the presentation of every subject, culminat-- 
 ing in the adoption of a resolution crystallizing the conclusion 
 arrived at by the discussion. Much interest was manifested 
 in agricultural education. Such men as F. T. Kemper, G. C. 
 Swallow, S. S. Laws, W. T. Harris, W. H. Lewis, Ira Divoll, 
 J. L. Tracy, C. S. Pennell, W. T. Luckey, W. B. Starke, Rich- 
 ard Edwards, J. "W. Sutherland and others, participated in 
 the discussion. 
 
 (E) Besolutions. — Resolved, That a committee of five 
 be appointed, of whom the State Superintendent shall be one, 
 to consult upon the propriety and feasibility of adopting a 
 uniform series of Text Books in the Common Schools of this
 
 TEACHERS' ASSOCIATIONS. 251 
 
 State, and, if they are able to agree, to report the same to 
 this Association; that a committee be appointed to report on 
 the condition and importance of Agricultural Education in 
 our State; that a committee of five be appointed to report to 
 this Association upon the subject of County Teachers' Insti- 
 tutes, and what course can best be adopted to assist in organ- 
 izing and conducting these local institutions; that a delega- 
 tion of five be appointed to represent this Association in the 
 Convention called to fneet in St. Louis on the 9th of Septem- 
 ber, to take into consideration the subject of Agricultural 
 Education in our State ; that a committee of five be appointed 
 to memorialize the next State Legislature on the propriety of 
 aiding the endowment of agricultural departments in our 
 principal Universities and Colleges. 
 
 (F) Report of Committees. — (a) The committee on Nor- 
 mal Schools beg leave to report that they do not at present 
 deem it important or expedient to enter upon details in the 
 plan of a Normal School, for the establishment of which they 
 have been instructed to memorialize the State Legislature, but 
 would state that it is the unanimous opinion of this committee 
 that it should be distinct and independent institution, not 
 connected with, or an adjunct to, any of the existing Colleges 
 or Seminaries of the State. 
 
 (d) Institutes. — First, That the Vice-Presidents in the 
 different Congressional Districts be requested and enjoined to 
 perform their duty as indicated in the constitution of this 
 society. That they correspond with county commissioners 
 and teachers in all parts of their districts, and earnestly co- 
 operate with them in organizing and conducting the work of 
 Teachers' Institutes. 
 
 Second, That the State Superintendent be requested to
 
 252 HISTORY OF EDUCATION. 
 
 forward circulars to all the commissioners and teachers of the 
 state, setting forth the advantages to be derived from these 
 local institutions, inviting them to call in, if necessary, the 
 aid of the Vice-President in their District to assist in or- 
 ganizing and conducting a Teachers' Iiustitute, and that in 
 such cases they do, if possible, provide for his traveling ex- 
 penses. That the Vice-Presidents be requested to make their 
 work in the counties they may visit as practical as possible, 
 demonstrating lo the teachers and the people the great ad- 
 vantages to be derived from a genuine Teachers' Institute. 
 That they deliver one public lecture in each county they may 
 visit, upon the subject of Normal Schools and Teachers' In- 
 stitutes as the most efficient means of exalting our work, and 
 improving our workmanship. That the different Vice-Presi- 
 dents make a full report upon the state of education in their 
 field, to the State Superintendent, up to the last Saturday in 
 December of this year. That they present to the people the 
 claims of the "Missouri Educator," and endeavor to extend 
 the circulation of this periodical in all parts of the State. 
 That they make a full report of their work to this Association 
 at its annual session. 
 
 (G) Free Return Tickets. — Free return tickets were given 
 to the delegates by the Pacific North Missouri, Iron Mountain, 
 Ohio & Mississippi, St. Louis, Alton 8c Chicago, and Terre 
 Haute & Alton Railroads. 
 
 4. Fourth Meeting: 
 
 (A) The fourth session of the association was held in the 
 St. Louis high school building, beginning at ten o'clock Wed- 
 nesday, July 6, 1859. Prof. G. C. Swallow, the president, 
 being absent, Mr. Richard Edwards, Vice-President, princi- 
 pal of the St. Louis Normal School, presided. On taking the
 
 TEACHERS' ASSOCIATIONS. 253 
 
 chair Mr. Edwards delivered a strong address on the Value 
 and Importance of Organization, and especially of teachers' 
 organizations. This was followed by a very pleasing and in- 
 structive address by Hon. Edward Bates of Illinois on the 
 important and high calling of the teacher. By vote of the 
 association Mr. Bates was made an honorary member of the 
 association, 
 
 (B) Notes on the Meeting. — At this meeting "School 
 Government," "Teachers' Institutes," "Normal Schools," 
 "Uniform Text-books," etc., Avere earnestly discussed, Mr. 
 J. L. Tracy, of Saline county, agent of the association for the 
 past year, made his report, stating among other things that 
 he had traveled 7,000 miles and visited twenty different 
 counties, 
 
 (C) Resolutions. — Resolved, That this Association re- 
 gards with the warmest sympathy the efforts made by Mr, 
 Tracy, in behalf of our school interests in visiting the various 
 portions of the State, delivering addresses, assisting in the 
 organization of County Teachers' Institutes, and in his gen- 
 eral endeavor to direct attention to and awaken a zeal in the 
 cause of education; that the labors of Mr, Tracy during the 
 coming year, in the work to which he is now devoted, be also 
 regarded as under the patronage of this Association in con- 
 junction with the auspices of the State Superintendent, and 
 that we commend him to the County School Commissioners, 
 teachers and pupils throughout the State, and earnestly solicit 
 his cordial reception and their earnest co-operation ; that we 
 cordially approve the course of the State Superintendent, 
 Mr, Starke, in recommending uniform text-books, so far as 
 practicable, in the Common Schools of the State, as a means 
 of benefit to the pupils and economy to the people; that the
 
 254 HISTORY OF EDUCATION. 
 
 school books at present used in our schools neither meet the 
 intentions of their authors in advancing the children of our 
 land, nor present those children at the close of their school 
 days as the intelligent youth necessary for the times in which 
 they live and act ; that the thanks of this Association are due 
 to the proprietor of the Missouri Educator for the liberal 
 course he is pursuing in its enlargement and improvement; 
 that this periodical, which is our only means of educational 
 intercourse, must be sustained; that we pledge ourselves, in- 
 dividually, to make exertions for the increase of its circula- 
 tion, as well as to add to the contributions for its pages ; that 
 it is expedient and highly important to have a medium of 
 communication between teachers and those who desire to ob- 
 tain teachers; that in consideration of this, the editor of the 
 Missouri Educator be appointed such a committee; that the 
 examinations of our schools should be public, and not private. 
 
 (D) A Teachers' Agency Estahlished. — A Teachers' 
 Agency was established at this meeting and the editor of the 
 "Missouri Educator," Mr. A. Peabody, was made the man- 
 ager. 
 
 (E) Report of Treasurer. — The treasurer reported the 
 association out of debt and $2.40 on hand. Number of new 
 members at the meeting 38 ; whole number of members 174 ; 
 number present at this meeting 72. Tlie association adjourned 
 to meet in St. Louis July, 1860. 
 
 5. Fifth Meeting: 
 
 (A) The fifth meeting of the association was held in the 
 high school building, St. Louis, on Tuesday, Wednesday, and 
 Thursday, July 10-11-12, 1860. 
 
 (B) New Officers. — The following officers were elected 
 for the ensuing year: C. S. Pennell, St. Louis, President;
 
 TEACHERS' ASSOCIATIONS. 255 
 
 Ira Divoll, St. Louis; S. S. Laws, Callaway; W. R. Rothwell, 
 Randolph ; Brice W. Vineyard, Platte ; T. J. Henderson, Cole ; 
 W. F. Carter, St. Clair ; J. C. Farnham, Iron, vice-presidents ; 
 Wm. T. Harris, St. Louis, recording secretary; Richard Ed- 
 wards, St. Louis, corresponding secretary; N. D. Tirrell, St. 
 Louis, librarian; Lucius Kingsbury, St. Louis, treasurer. 
 
 (C) Program. — 
 
 Tuesday, Evening Session. — At 8:00, an Address of 
 Welcome to the Association, by Edward "Wyman, President 
 of the Board of Directors of the St. Louis Public Schools. 
 
 At 8 :30, A lecture by C. S. Pennell, President of the As- 
 sociation. Subject: "English Literature." 
 
 Wednesday, Morning Session . — At 9 :00, An essay, by 
 Jas. Martling. Subject: "The Powers of Teachers in Their 
 Legal Aspect." An essay, by B. W. Vineyard, President of 
 Pleasant Ridge College, Weston, Mo. Subject: "Normal 
 Philosophy." Report of Committee on State Normal Schools. 
 
 At 11 :15, An essay, by Mrs. Spencer Smith, of St. Louis. 
 Subject: "Progress." Report of Educational Progress in 
 different counties. 
 
 Afternoon Session. — At 3 :30, A lecture, by Daniel Reed, 
 LL. D., of Madison, Wisconsin. 
 
 An essay, by C. F. Childs. Subject: "Special Studies 
 for Teachers." 
 
 At 4:30, An essay, by Miss M. J. Cragin. Subject: 
 "What Constitutes Success in Teaching," Reports from 
 counties continued. 
 
 Evening Session. — At 8 :00, A lecture, by E. C. Wines, 
 D. D., President of City University, St. Louis. Subject: 
 "Universal Education the Readiest and the Surest Road to 
 Individual and National Wealth."
 
 256 HISTORY OF EDUCATION. 
 
 Thursday, Morning Session. — At 9 :00, Election of 
 Officers. 
 
 At 10:00, A lecture, by Prof. Jas. Love, Liberty, Mo, 
 Subject: "Moral Education." 
 
 An essay, by Miss Christie Peabody, Springfield, Mo. 
 Reports from counties continued. 
 
 Afternoon Session. — At 3:30, Reports on the Defects 
 of existing textbooks, by J. C. Parks, Brunswick, Mo. Dis- 
 cussion of the subject presented in the essay. 
 
 Evening Session. — At 8:00, A lecture, by Prof. G. C. 
 Swallow. 
 
 The address of welcome was delivered by Rev. Dr. Porter, 
 in the absence of Mr. Edward Wyman, President of the St. 
 Louis school board, and who was detained on account of of- 
 ficial duties. Pres. C. S. Pennell delivered an address on 
 "English Literature." 
 
 (D) Notes. — The committee on Normal School submitted 
 a lengthy report of their work during the past year. The 
 committee stated that they found no formidable opposition to 
 the measure but that so many interests were pressing for 
 recognition that they could not get the attention of the legis- 
 lature until so late in the session that it was thought best to 
 postpone action until the next session. 
 
 (E) Change of Time of Meeting. — After some discussion 
 it was decided to change the time of meeting from summer to 
 winter and to hold the next meeting in St. Louis, December 
 26, 1860. 
 
 (F) Treasurer's Report. — The treasurer's report showed 
 a balance on hand of $38.75. Number of new members at this 
 meeting 20; whole number 254; number present 65. A roll 
 of the entire membership from the beginning of the organiza-
 
 TEACHERS' ASSOCIATIONS. 257 
 
 tion showed 179 men and 75 women. Number of life mem- 
 bers 20. 
 
 (G) Delegates to National Educational Association. — The 
 following members were selected as delegates to attend the 
 National Teachers' and Normal School Association to be held 
 in Buffalo, N. Y., August 12 : Messrs. Wm. Thompson, Rich- 
 ard Edwards, and Ira DivoU. 
 
 (H) Resolutions. — Resolved, That in addition to all that 
 has been done, and all that can be done, by the colleges and 
 seminaries of the State, there is the highest necessity for a 
 distinct agency whose whole purpose and power shall be de- 
 voted to training teachers; that the increasing influence of 
 the Missouri Educational Association is encouraging to the 
 friends of Education; that the Executive Committee of this 
 Association are requested to petition the Legislature at its 
 next session to make an appropriation for the purpose of de- 
 fraying the expenses of the Agent of this Association ; that in 
 the Missouri Educator we recognize a valuable co-laborer in 
 the cause of education ; and earnestly commending it to teach- 
 ers and parents as worthy of their confidence and support, 
 we invite their active and united efforts to give it a more ex- 
 tensive circulation. 
 
 (I) New Officers. — The officers for the ensuing year were : 
 James Love, Clay Female Seminary, president; C. L. Oliver, 
 St. Louis; F. T. Kemper, Westminster College; C. M. Prit- 
 chett. Central College ; J. C. Bruner, Pleasant Ridge College ; 
 W. H. Lewis, Independence Female College; J. K. Kidd, 
 Osage county; A. A. "Wilson, Iron county, vice-presidents. 
 Wm. T. Harris, recording secretary; Richard Edwards, cor- 
 responding secretary ; N. D. Tirrell, librarian ; Lucius Kings- 
 bury, treasurer. 
 
 E— 17
 
 258 HISTORY OF EDUCATION. 
 
 6. Civil War Period. — For the years 1861-65 no meet- 
 ings were held, as educational interests along with other im- 
 portant matters were lost sight of in the unrest and chaos of 
 the time. 
 
 7. Sixth Meeting".— Reorganization. 
 
 (A) In June, 1866, the Association met in St. Louis and 
 reorganized by electing Superintendent E. B. Neely of St. 
 Joseph, president; all the county superintendents in the State, 
 vice-presidents; A. E. Holcomb, secretary; and George P. 
 Beard, treasurer. 
 
 (B) Notes. — No detailed record can be found of this 
 meeting ; however, it was reported that there were between 90 
 and 100 teachers present. State Superintendent T. A. Parker 
 in his report for the year 1867 says, that delegates came from 
 all parts of the State and that they gave evidence of earnest, 
 intelligent and progressive ideas for the reconstruction of the 
 State. 
 
 (C) Memorial for the Establishment of a Normal School. 
 The most important thing done at this association was the 
 adoption of a resolution for the appointment of a committee 
 to prepare a memorial on the subject of Normal Schools to be 
 submitted to the next Legislature. The committee was made 
 up of W. T. Harris, Ira Divoll, E. B. Neely, George P. Beard 
 and T. A. Parker. This report is one of the most thorough 
 and convincing articles on Normal Schools to be found in the 
 early Missouri school history and no doubt had much to do 
 with the securing of Normal Schools for the State. The 
 memorial in full is quoted in the chapter on Normal Schools. 
 
 8. No Meeting in 1867. — For some reason which we have 
 been unable to ascertain no meeting was held in the year 
 1867. The only fact to be learned is that it was simply post-
 
 TEACHERS' ASSOCIATIONS. 259 
 
 poned. State Superintendent Parker was president and 
 George P. Beard secretary and the meeting was to have been 
 held in St. Joseph. 
 
 9. Seventh Meeting : 
 
 (A) The Association met in St. Louis in May, 1868, with 
 State Superintendent Parker as the president. There were 
 vice-presidents from each congressional district ; Ira DivoU 
 was secretary; and A. J. Higgins, treasurer. The attendance 
 was about 350, including visitors. 
 
 10. Eighth Meeting: 
 
 (A) The eighth meeting of the Association was held in 
 St. Louis, in May, 1869. The officers were Daniel Reed, pres- 
 ident ; F. C. Woodruff, secretary ; and A. G. Abbott, treasurer. 
 No record of the program or any other facts concerning the 
 meeting can be found except that the attendance was esti- 
 mated at 200. 
 
 11. Ninth Meeting: 
 
 (A) The ninth meeting of the Association was held in 
 Sedalia, December 27-28-29, 1870. 
 
 (B) Officers. — The officers were : Dr. C. M. "Woodward, 
 president; M. W. Miller, vice-president; E, C. Clark, secre- 
 tary; and A. J. Abbott, treasurer. 
 
 (C) Notes. — The principal subject for discussion was the 
 defective school law and how to remedy it. The fact was 
 brought out that hundreds of teachers were not paid for their 
 services for many months after the teaching had been done, 
 and frequently they were compelled to discount their war- 
 rants from five to twenty per cent in order to realize the cash 
 on them at all. The Association by resolution urged the Leg- 
 islature to amend the law in such a manner as to secure 
 prompt payment of the teachers for their services.
 
 260 HISTORY OF EDUCATION. 
 
 (D) Resolutions. — The following resolution was adopted : 
 Resolved, That we earnestly recommend to the Legislature 
 the passage of a law authorizing township organization for 
 school purposes, each township or incorporated town to consti- 
 tute a district; said law to be submitted by townships to the 
 people for adoption or rejection. 
 
 12. Tenth Meeting: 
 
 (A) The tenth meeting was held at Chillicothe, Decem- 
 ber 26-29, 1871. 
 
 (B) Officers. — The officers were : George P. Beard, pres- 
 ident; Lucy J. Maltby and Geo. L. Osborne, secretaries; H. 
 M. Tallman, treasurer. 
 
 (C) Important Papers. — (a) "Normal Schools," by S. 
 H. White, Principal of Normal School, Peoria, Illinois, (h) 
 "Philosophy of Education," by J. Baldwin, Principal Nor- 
 mal School, Kirksville, Mo. (c) "Relation of the State Uni- 
 versity to Public Schools, ' ' by Daniel Reed, LL. D., Columbia. 
 As a result of Dr. Reed's paper, a committee was appointed 
 to consider, "The methods of establishing intimate relations 
 between the public schools and the higher institutions of the 
 state, and to suggest appropriate legislation and other appro- 
 priate means." 
 
 (D) Normal Schools Established. — The Association noted 
 with a great deal of satisfaction the fact that Normal Schools, 
 so ardently and continuously advocated by the members of 
 the Association since its organization, had been established. 
 One at Kirksville in 1870 and the other at "Warrensburg in 
 1871. 
 
 13. Eleventh Meeting: 
 
 (A) The eleventh meeting of the Association met in 
 Kirksville on December 26, 1872, and continued in session for 
 tvro days.
 
 TEACHERS' ASSOCIATIONS. 261 
 
 (B) Officers. — The officers for this meeting were : J. Bald- 
 win, president ; R. C. Norton, recording secretary ; D. L. Mor- 
 rison, assistant secretary; Miss S. A. Hill, corresponding sec- 
 retary ; one vice-president from each of the nine congressional 
 districts; and J. M. Greenwood, treasurer. 
 
 (G) Notes on Meeting. — About 300 teachers attended this 
 meeting. It had been expected that the new Normal School 
 building would be ready for occupancy and that it would be 
 dedicated by the Association at this meeting; however, the 
 building was not completed and the teachers were much dis- 
 appointed that they were not permitted to help dedicate Mis- 
 souri's first Normal School. 
 
 (D) Resolutions. — Dr. Wm. T. Harris, superintendent of 
 the St. Louis public schools, chairman of the committee on 
 resolutions, submitted among many other resolutions the fol- 
 lowing : 
 
 Resolved, That this Association bears testimony to the 
 value of the National Bureau of Education as a means of col- 
 lecting and dissemination valuable educational information, 
 and that we specially indorse the labors of General Eaton, 
 the United States Commissioner of Education, as wisely 
 planned and ably and efficiently carried out; that we, the 
 teachers of Missouri, in convention assembled, do hereby re- 
 spectfully express as our deliberate and settled conviction, 
 that in the approaching session of the State Legislature, any 
 atempt to modifj'- the present school law will be unwise and 
 detrimental to the best interests of education, and that we 
 deem it the duty of the friends of education throughout the 
 State to use their influence to present, in the most favorable 
 light, this view to the representatives of the people.
 
 262 HISTORY OF EDUCATION. 
 
 14. Twelfth Meeting: 
 
 (A) In 1873 the Association met in Warrensburg on De- 
 cember 30-31. 
 
 (B) Officers. — Oren Root, Jr., was president; C. M. 
 Woodward, vice-president; R. C. Norton, secretary; and J. 
 M. Greenwood, treasurer. 
 
 (C) Notes. — The attendance was small, not more than 
 100 teachers being present. Mention is made of only one 
 paper read at this meeting and that by Prof. T. A. Johnston 
 of the Kemper School, Boonville, on the "Relation of Private 
 Schools to State Schools." 
 
 (D) Besohitions. — The resolutions recommended the ad- 
 mission of graduates from the public high schools to the State 
 University upon their certificates of graduation, provided 
 such schools carried out the proper course of preparatory 
 study; asked for the appointment of a committee of three to 
 consult with the faculty of the University and report a plan 
 to carry the plan into execution ; recommended, ' ' a more care- 
 ful study in all our schools of the history and constitution of 
 the United States and of the State of Missouri, as well as the 
 general principles of the science of government;" asked the 
 Legislature to enact a more liberal system of taxation in order 
 that more school houses might be built; asked to have the 
 school increased from a four to a six months ' term ; recommend- 
 ed that vocal music be made one of the branches required by 
 law to be taught in the public schools of the State ; asked for 
 legislation extending the power and influence of the County 
 School Commissioner; endorsed Gen. John Eaton, United 
 States Commissioner of Education, etc. 
 
 15. Thirteenth Meeting: 
 
 (A) The thirteenth meeting was held in Jefferson City, 
 during the Christmas holidays in 1874. Dr. Geo. L. Osborne
 
 TEACHERS' ASSOCIATIONS. 263 
 
 was president ; R. C. Norton, secretary ; and J. M. Greenwood, 
 treasurer. 
 
 (No record of the proceedings of this or the next three 
 meetings is available from which to find details concerning 
 them, consequently only a brief statement can be made con- 
 cerning them.) 
 
 16. Fourteenth Meeting: 
 
 (A) The fourteenth meeting of the Association was held 
 in Mexico during the Christmas holidays in 1875. The officers 
 were: James M. Greenwood, president; R. C. Norton, secre- 
 tary; and J. J. Campbell, treasurer. 
 
 (B) Notes on Meeting. — The sessions were largely at- 
 tended and the discussions exceedingly interesting. Among 
 the more important topics which received attention, was the 
 revision of the school law and compulsory education. Col. 
 "W. F. Switzler, Col. Jeff. Jones, Dr. Geo. L. Osborne, Hon. R. 
 D. Shannon, and James M. White took an important part in 
 the discussion. 
 
 17. Fifteenth Meeting: 
 
 (A) In 1876 the meeting was held in Jefferson City. 
 
 (B) Officers. — R. C. Norton was president; J. M. White, 
 secretary; and J. J. Campbell, treasurer. 
 
 (C) Change time of Meeting. — This was the last winter 
 meeting for a number of years. It was decided to change the 
 time of meeting to June. 
 
 (D) Notes. — The meetings were held in the United States 
 Court room and Judge Arnold Krekel was present and took 
 a lively interest in the proceedings. Dr. S. S. Laws delivered 
 an address one evening. The music on this occasion was fur- 
 nished by Professors Treloar and Uttermoehlen of Mexico.
 
 264 HISTORY OF EDUCATION. 
 
 18. Sixteenth Meeting: 
 
 (A) The sixteenth session was held in Sedalia, beginning 
 June 26, 1877, and continued three days. 
 
 (B) Officers. — The officers were: A. W. Terrell, presi- 
 dent; Miss Grace Bibb, vice-president; C. H, Dutcher, secre- 
 tary; and J. J. Campbell, treasurer. 
 
 19. Seventeenth Meeting: 
 
 (A) On June 25, 1878, the Association met in Carthage. 
 
 (B) Officers. — R. D. Shannon, president; H. W. Prentis, 
 secretary; and J. U. Barnard, treasurer. 
 
 (No records of the proceedings of this meeting are avail- 
 able from which to find details and the same is true for the 
 next four meetings.) 
 
 20. Eighteenth Meeting: 
 
 (A) The association met in St. Louis June 24, 1870. 
 
 (B) Officers. — The officers were: C. H, Dutcher, presi- 
 dent ; John B. Scott, vice-president ; H. "W. Prentis, secretary ; 
 "W. H. Lynch, treasurer. 
 
 21. Nineteenth Meeting: 
 
 (A) The nineteenth session was held in Columbia, begin- 
 ning June 22, 1880. 
 
 (B) Officers. — Following were the officers: N. J. Mor- 
 rison, president; G. L. Osborne, vice-president; C. M. "Wood- 
 ward, secretary; Mrs. Clara Hoffman, treasurer. 
 
 22. Twentieth Meeting: 
 
 (A) In June, 1881, the association met at Sweet Springs. 
 
 (B) Officers. — Dr. F. Louis Soldan was president; C. M. 
 Woodward, secretary; and Clara Hoffman, treasurer. 
 
 (C) Sweet Springs Permanent Meeting Place for Ten 
 Years. — The Association continued to meet in Sweet Springs,
 
 TEACHERS' ASSOCIATIONS. 265 
 
 in June, for a period of ten years. This was its first experi- 
 ence in having a permanent home and it was greatly enjoyed. 
 The meetings increased in interest, efficiency and numbers 
 each year. There were 160 teachers present at this meeting. 
 
 23. Twenty-first Meeting: 
 
 (A) "Was held at Sweet Springs in June, 1882. 
 
 (B) Officers. — Following were the officers of this meeting ; 
 T. R. Booth, president; D. R. Cully, secretary; Clara Hoff- 
 man, treasurer. 
 
 24. Twenty-second Meeting: 
 
 (A) This meeting was held in June 26-27-28, 1883, at 
 Sweet Springs. 
 
 (B) Officers. — Officers were: P. W. Parsons, president; 
 A. Haynes, secretary; and Mrs. M. V. Neet, treasurer. 
 
 25. Twenty-third Meeting: 
 
 (A) The twenty-third meeting of the association was held 
 at Sweet Springs June, 1884. 
 
 (B) Officers. — State Superintendent W. E. Coleman was 
 president; Pres. J. P. Blanton, Kirksville, vice-president; 
 Prin. J. L. Holloway, Sedalia, recording secretary; R. N. 
 Dunn, Warrensburg, railroad secretary; Dr. J. A. Quarles, 
 Lexington, treasurer. 
 
 (C) Resolutions. — In addition to the usual resolutions of 
 thanks, the association recognized the value of private schools 
 in the work of education and their increasing interest in the 
 meetings and work of the association; noted the increasing 
 efficiency and popularity of the State University, and request- 
 ed the Legislature to make larger appropriations for its sup- 
 port ; endorsed the State Normal Schools and their work, and 
 asked for liberal appropriations from the state ; complimented 
 the efficiency of the public schools because of the employment
 
 266 HISTORY OF EDUCATION. 
 
 of better methods of instruction, a better system of grading 
 in the towns and villages, more convenient, commodious and 
 sightly school houses; asked to have the minimum length of 
 school term increased from four to six months per year; the 
 establishment of normal institutes by law, and that teachers 
 be required to attend them. 
 
 (D) School of Science and Pedagogy. — A special resolu- 
 tion was passed by the association favoring the creation of a 
 "School of Sienee and Pedagogy," and a committee was ap- 
 pointed to draw a plan for such a school. The committee con- 
 sisted of J. S. McGhee, Chairman; Geo. L. Osborne and J. 
 M. Greenwood. 
 
 26. Twenty-fourth Meeting: 
 
 (A) The twenty-fourth session of the association was 
 held June 24-25-26, 1885. 
 
 (B) Officers. — The following officers were in charge : Nel- 
 son B. Henry, Cape Giradeau, president; R. D. Shannon, 
 Louisiana, vice-president; Fred V. Loose, New London, secre- 
 tary; L. B. Coates, Hamilton, assistant secretary; G. W. 
 Krall, St. Louis, railroad secretary; Dr. J. A. Quarles, Lex- 
 ington, treasurer; J. L. Holloway, Sedalia, superintendent of 
 display. 
 
 (C) Notes on Program. — At this meeting the display of 
 school work attracted considerable attention; county super- 
 vision was discussed and its adoption recommended ; teachers ' 
 reading circles were advocated. 
 
 (D) ScJiool of Science and Pedagogy. — Immediately fol- 
 lowing the adjournment of the State Association the first ses- 
 sion of the School of Science and Pedagogy convened. The 
 School enrolled thirty students, among whom were some of 
 Missouri's best city superintendents, town principals, presi-
 
 TEACHERS' ASSOCIATIONS. 267 
 
 dents of private schools and the members of the faculties of 
 the University and Normals. A regular daily program was 
 made and carried on throughout the session as follows: 1. 
 Mental Science, S. S. Laws, president of Missouri University. 
 2. Pedagogies, Joseph Baldwin, president of Sam Houston 
 Normal School, Huntsville, Texas. 3. English Language, 
 Edward A. Allen, professor of English, Missouri University. 
 4. Chemistry, T. Berry Smith, professor of natural science, 
 Pritchett Institute, Glasgow, Mo. 5. Geology, A. Haynes, 
 president of Cooper Institute, Boonville, Mo. 6. Astronomy, 
 Joseph Ficklin, professor of mathematics, Missouri Univer- 
 sity. 7. Elocution, D. M. Brewer, professor of elocution, 
 New Orleans, Louisiana. 
 
 State Superintendent W. E. Coleman says in his report 
 concerning this session: "The success attending the School 
 of Science and Pedagogy during its first session was such as 
 to encourage its originators and supporters to continue their 
 efforts; and they have arranged to hold another session at 
 Sweet Springs next summer, immediately after the close of the 
 State Teachers' Association." 
 
 The second session was held as planned and a very full 
 account of it may be found in Superintendent Coleman's re- 
 port for 1886. 
 
 27. Twenty-fifth Meeting: 
 
 (A) The Association met June 22-2.3-24, 1886, at Sweet 
 Springs. 
 
 (B) Officer's. — The officers were: Anthony Haynes, 
 Boonville, president; John T. Buchanan, Kansas City, vice- 
 president; J. L. Holloway, Sedalia, secretary; I. C. McNeill, 
 Kansas City, railroad secretary ; Dr. J. A. Quarles, Lexington, 
 treasurer; C. E. Ross, Kirksville, and Miss Ida Carhart, War- 
 rensburg, superintendents of display.
 
 268 HISTORY OF EDUCATION. 
 
 (C) Notes. — Dr. A. D. Mays, of Boston, addressed the 
 Association on "Some things the people expect of the Teach- 
 ers." The papers and discussions were of a high order as is 
 indicated by an extended report given in the Missouri School 
 Journal. 
 
 (D) Resolutions. — The resolutions urged the teachers of 
 Missouri to attend .the National Educational Association to 
 be held in Topeka, Kansas, in July of that year; endorsed 
 county supervision and urged the enactment of a law by the 
 next General Assembly establishing it. W. T. Carrington was 
 appointed a committee of one to interest the members of the 
 Legislature and if possible secure the passage of a satisfac- 
 tory law. 
 
 28. Twenty-sixth Meeting: 
 
 (A) The twenty-sixth session was held June 21-22-23, 
 1887, at Sweet Springs. 
 
 (B) Officers. — H. K, Warren, Hannibal, president; J. 
 Black, vice-president; R. E. Oldliam, Jefferson City, secre- 
 tary; G. B. Longan, Kansas City, railroad secretary; A. F. 
 Fleet, Columbia, treasurer; Silas Dinsmore, Kirksville, super- 
 intendent of display, 
 
 (C) Resolutions. — The resolutions urged the adoption of 
 county supervision ; recommended teaching the effects of alco- 
 holic stimulants and narcotic poisons on the human system; 
 urged Senators and Representatives in Congress to secure the 
 passage of the "Blair Bill" rendering national aid to the cause 
 of education. 
 
 (D) Report of Committee on Relation of High Schools 
 and Universities. — At the meeting in 1886 a committee consist- 
 ing of W. D. Dobson, J. Fairbanks, J. M, Greenwood, J. L. 
 Holloway, and T. R. Vickory, was appointed to confer with
 
 TEACHERS' ASSOCIATIONS. 269 
 
 Drs. Allen, Ficklin, Fisher, Laws, and Smith of the Univer- 
 sity, ' ' to bring about a mutual adjustment and more intimate 
 union of the high schools and University systems in the 
 State." The committee was aided by Superintendents H. K. 
 Warren and W. E. Coleman. The committee reported a plan 
 by which the University could discontinue its two years' pre- 
 paratory work, the same to be done by the public high schools, 
 and upon its satisfactory completion, the students were to 
 be admitted to the University on their certificates or diplomas. 
 The report is quoted in the chapter on Secondary Schools. 
 
 29. Twenty-seventh Meeting: 
 
 (A) The twenty-seventh session of the Association was 
 held in June, 1888, at Sweet Springs. 
 
 (B) Officers. — ^W. T. Carrington, Springfield, president; 
 H. W. Prentis, St. Louis, vice-president; W. D. Christian, 
 Paris, secretary; Miss Effa Barrick, Sedalia, assistant secre- 
 tary; Jno. T. Buchanan, Kansas City, railroad secretary; T. 
 Berry Smith, Fayette, treasurer; H. F. Triplett, Sweet 
 Springs, superintendent of display. 
 
 (G) Notes. — This meeting was largely attended and was 
 highly successful. The papers and discussions were of a high 
 order, and the interest never flagged from opening until final 
 adjournment. The county commissioners held their fourth 
 annual session at the same time and place and it also was well 
 attended. 
 
 30. Twenty-eighth Meeting: 
 
 (A) The twenty-eighth session of the association was held 
 at Sweet Springs the 18th, 19th, and 20th of June, 1889. 
 
 (B) Officers. — Following are the ofiicers : Dr. S. S. Laws, 
 Columbia, president; A. J. Wray, Lamar, vice-president; L. 
 E. Wolfe, Moberly, secretary; Miss Barbara Mullen, Moberly,
 
 270 HISTORY OF EDUCATION. 
 
 assistant secretary; W. J. Hawkins, Nevada, treasurer; J. M. 
 Shelton, Kansas City, railroad secretary; A. Haynes, Boon- 
 ville, superintendent of exhibit. 
 
 (C) Resolutions. — The association by resolutions recom- 
 mended a uniform course of study for the country schools; 
 asked that the "Commissioner of Education" be made a mem- 
 ber of the president's cabinet; a strong resolution endorsing 
 and commending Dr. S. S. Laws, retiring president of the 
 association and also of the State University, was adopted. 
 
 31. Twenty-ninth Meeting: 
 
 (A) The 29th, and last session of the association held at 
 Sweet Springs, began June 26, 1890, and closed June 28. 
 
 (B) Officers. — The officers were as follows: W. D. Dob- 
 son, Carrollton, president; L. W. Wolfe, Moberly, vice-presi- 
 dent; W. H. Martin, Harrisonville, secretary; Miss Lizzie 
 Allen, Harrisonville, assistant secretary ; C. H. Dutcher, War- 
 rensburg, railroad secretary; T. Berry Smith, Fayette, treas- 
 urer; A. Haynes, Boonville, manager teachers' bureau. 
 
 (C) Notes. — For ten years the association met at Sweet 
 Springs, but owing to a change in the management and plans 
 of the proprietors, it became necessary to go elsewhere, and 
 hence Pertle Springs, Johnson County, was chosen as the 
 place of meeting for 1891. 
 
 (D) Resolutions. — The erystalized thought of this meet- 
 ing, as expressed in the resolutions adopted, was against un- 
 derbidding among teachers, the appointment of a committee 
 of three to co-operate with the state superintendent in all mat- 
 ters pertaining to school legislation; favored "articulation" 
 of the public and private high schools of the State with the 
 State University ; recommended the establishment in each state 
 normal school of a "well ordered school of observation and
 
 TEACHERS' ASSOCIATIONS. 271 
 
 practice" in which normal graduates might be trained in the 
 art of teaching; endorsed a uniform and efficient system of 
 county supervision; asked the passage of a law which would 
 assure the right of every child to a common school education 
 and properly restrict the employment of children. 
 
 32. Thirtieth Meeting: 
 
 (A) The thirtieth session of the association, and the first 
 held at Pertle Springs, began June 23 and closed the 25th, 
 1891. 
 
 (B) Officers.— The officers were: A. F. Fleet, Mexico, 
 president; J. T. Buchanan, Kansas City, vice-president; A. 
 S. Coker, Fredericktown, secretary; Miss Susie Watts, Bonne 
 Terre, assistant secretary; J. R. Kirk, Kansas City, railroad 
 secretary; T. Berry Smith, Fayette, treasurer. 
 
 (C) Notes on Program. — At this meeting the system of 
 Teachers' Institutes and Training School recently established 
 by law was thoroughly and earnestly discussed. The meeting 
 was enthusiastic and the attendance very large, fully 900 
 being present. 
 
 (D) Resolutions. — The resolutions eulogized the past 
 management of the University, indorsed the further policy 
 outlined by President Jesse, thanked the press of the State 
 and memorialized the world's fair commission for sufficient 
 funds to make a good education exhibit. 
 
 33. Thirty-first Meeting: 
 
 (A) The thirty-first meeting was held at Pertle Springs 
 June 21-23, 1892. 
 
 (B) Officers. — The officers were: W. J. Hawkins, Ne- 
 vada, president; J. H. Malugen, Piedmont, vice-president, 
 A. L. Whitaker, Kirkwood, secretary; T. Berry Smith, Fay- 
 ette, treasurer.
 
 272 HISTORY OF EDUCATION. 
 
 (C) Notes. — This meeting was not so largely attended as 
 the year previous, but was fully as successful as any previous 
 meeting. 
 
 (D) State Training School. — On the adjournment of the 
 association the second annual session of the State Training 
 School was opened for ten days' work in the Warrensburg 
 Normal School building. 
 
 (E) Resolutions. — The resolutions urged the adoption of 
 county supervision ; a complete system articulation from com- 
 mon schools to university, based upon a higher standard of 
 admission to the State Normal Schools and University. 
 
 (a) Educational Committee. — The resolutions authorized 
 the appointment of an Educational Committee consisting of 
 one from each congressional district at large, the State Super- 
 intendent and president elect of the association. It was the 
 duty of this committee to embody the recommendations of the 
 association in the form of a bill to be laid before the Legisla- 
 ture; to inaugurate and take charge of a pupil's reading cir- 
 cle, a teachers' reading circle, university extension, and the 
 celebration of Columbus Day, Oct. 12, 1892; to recommend 
 changes in the school law, prepare an educational policy to be 
 discussed at the association in 1893, to establish and locate 
 two or more additional holiday associations. The treasurer 
 was authorized to pay the expenses of the Educational Com- 
 mittee not to exceed $100. 
 
 (h) Educational Commission. — The resolutions requested 
 the 37th General Assembly to appoint an educational com- 
 mission, the members to be representatives of various occu- 
 pations and professions, to consider all educational interests 
 and prepare bills for subsequent Legislation.
 
 TEACHERS' ASSOCIATIONS. 273 
 
 34. Thirty-second Meeting: 
 
 (A) The thirty-second meeting was held at Pertle Springs 
 June 19-20-21, 1894, and was largely attended, no interest 
 being lost by reason of the failure to meet the previous year. 
 
 (B) Officers. — The officers were the ones which were to 
 have served at the meeting of 1893, namely : W. H. Prentis, 
 St. Louis, president; W. J. Stevens, Webb City, vice-presi- 
 dent; A. R. Morgan, Memphis, secretary; J. R. Kirk, West- 
 port, railroad secretary; J. P. Gass, Fulton, treasurer. 
 
 (C) Resolutions. — The resolutions recormnended the es- 
 tablishment of two more Normal Schools, one in the North- 
 west, the other in the Southwest part of the State ; asked for 
 the establishment of an institution for feeble-minded chil- 
 dren ; again urged the establishment of efficient county super- 
 vision; favored the enrichment of the course of study, the 
 teaching of elementary natural phenomena; recommended the 
 colleges perform college work, omitting secondary work on 
 the one hand and University work on the other ; recommended 
 the report of the "committee of ten;" urged the purchase 
 of a school library by every school district; authorized the 
 appointment of a committee of three to make recommenda- 
 tions in regard to a teachers' reading circle; favored an in- 
 stitute law that can be put into effective operation. 
 
 35. Thirty-third Meeting: 
 
 (A) In 1895 the association convened at Pertle Springs 
 June 18, and continued in session three days. 
 
 (B) Officers. — Following were officers: J, T. Muir, Mo- 
 berly, president; J. M. White, Carthage, vice-president; L. 
 J. Hall, Montgomery City, secretary; F. D. Tharpe, Kansas 
 City, railroad secretary; E. D. Luckey, St. Louis, treasurer. 
 
 (C) Eesolutions. — The resolutions congratulated the state 
 
 E— 18
 
 274 HISTORY OF EDUCATION. 
 
 "upon the certain though gradual advancement of all its 
 educational institutions;" re-affirmed faith in the institute, 
 not as a school, but as a means of inspiration; urged the re- 
 organization of teachers' reading circle; authorized the ap- 
 pointment of a committee of nine to recommend a plan for 
 classifying the colleges and universities, the requirements for 
 college entrance, and to recommend a course for secondary 
 schools leading to college entrance; endorsed the deaf and 
 dumb school, the industrial home for girls, the reform school 
 for boys, and the establishment of a school for the feeble- 
 minded. 
 
 36. Thirty-fourth Meeting: 
 
 (A) The thirty-fourth session of the association was held 
 at Pertle Springs, June 23-24-25, 1895. 
 
 (B) Officers. — J. M. White, Carthage, president; Dr. W. 
 H. Black, Marshall, vice-president; E. D. Luckey, St. Louis, 
 secretary; F. D. Tharpe, Kansas City, railroad secretary; J. 
 A. Merrill, Warrensburg, treasurer. 
 
 (C) Notes. — The report of this meeting says among other 
 things, "clearly we are each year gaining a more adequate 
 conception of the correlation of studies in schools as well as 
 the relation of our several kinds of institutions to one another. 
 Better scholarship and higher culture seem to be manifest in 
 the Missouri State Teachers' Association." 
 
 (D) Report of Committee of Nine. — At this meeting the 
 committee of nine submitted an admirable report which was 
 adopted by the association. This report relates to the Mis- 
 souri College Union, and will be found in that chapter. 
 
 (E) Resolutions. — The resolutions recommended that no 
 person should be allowed to instruct in an institute unless he 
 held a state certificate to teach; approved of a "National Col-
 
 TEACHERS' ASSOCIATIONS. 275 
 
 lege for the blind;" again urged the adoption of efficient 
 county supervision, and recommended the establishment as a 
 permanent feature beginning with the next annual meeting 
 of a "Horace Mann Memorial Evening," and that "all of 
 the exercises of such evening be confined to addresses and dis- 
 cussions upon the character, work, and influence of America's 
 first and greatest educational reformer." It was also recom- 
 mended that a press secretary be appointed to report the pro- 
 ceedings of the association. 
 
 (F) Change Time of Meeting. — At this meeting the as- 
 sociation decided to change the time of meeting from June to 
 December, during the Christmas holidays, and to hold the 
 next meeting in Sedalia. 
 
 37. Thirty-fifth Meeting: 
 
 (A) Though only six months had elapsed since the 34th 
 session, this session was fully up to the high standard of its 
 predecessors. The attendance was large and enthusiastic. It 
 was held in Sedalia, December 29-30-31, 1896. 
 
 (B) Officers. — W. H. Martin, Lamar, president; J. S. 
 McGhee, Cape Girardeau, vice-president; J. A. Whiteford, 
 Moberly, secretary; G. V. Buchanan, Sedalia, railroad secre- 
 tary; J. A. Merrill, Warrensburg, treasurer. 
 
 (C) Addresses. — The first evening was devoted to papers 
 and discussions upon the life, character, work and influence 
 of Horace Mann, as agreed upon at the close of the 34th ses- 
 sion. On the second evening, a lecture was delivered by Dr. 
 Nicholas Murray Butler, of New York, on "Scientific Study 
 of Education." 
 
 (D) Committee on Supervision. — A committee was ap- 
 pointed to draft a bill for county supervision and work for its 
 adoption.
 
 276 HISTORY OF EDUCATION. 
 
 (E) New Constitution. — The association adopted a new 
 constitution. 
 
 (F) Resolutions. — The resolutions asked for a law estab- 
 lishing county supervision; asked for the adoption of mental 
 arithmetic by the Test-book commission; recommended that 
 the law be so amended that the State Superintendent could 
 make his annual report to the Governor on December 1 of each 
 year, said report to have not less than 500 pages, and that 
 20,000 copies be printed and distributed each year; opposed 
 any legislation that would give diplomas of private schools 
 the force of teachers ' certificates ; urged the adoption of a new 
 state constitution; and expressed deepest sympathy for the 
 Armenians and Cubans in their contest for liberty and inde- 
 pendence. 
 
 38. Thirty-sixth Meeting : 
 
 (A) The 36th session met in the Hall of the House of 
 Representatives, Jefferson City, December 28-29-30, 1897. 
 
 (B) Officers. — The following were the officers: Hon. 
 John E. Kirk, Jefferson City, president; E. D. Luckey, St. 
 Louis, vice-president; L. W. Rader, Carrollton, corresponding 
 secretary; Mrs. Lucy B, Fulton, Chillicothe, recording secre- 
 tary; F. D. Tharpe, Kansas City, railroad secretary; J. A. 
 Merrill, Kansas City, treasurer. 
 
 (C) Notes. — This was one of the most largely attended 
 meetings in the history of the association, fully 1,200 being 
 present, not more than half of whom enrolled and paid the 
 membership fee. The railroads for the first time in many years 
 granted a rate of one fare for the round trip. This, together 
 with a very attractive program, and opportunity to visit the 
 State Capitol and attend the reception at the Mansion ten- 
 dered the teachers by Governor and Mrs. Stephens, attracted 
 the teachers from all parts of the state.
 
 TEACHERS' ASSOCIATIONS. 277 
 
 (D) Addresses. — The most popular speakers among the 
 men were Drs. J. M, Greenwood, R. H. Jesse, W. H. Black 
 and Maj. J. B. Merwin; among the women, ]\Iisses Mary Mc- 
 Culloch, Louise E. Litsinger and Mrs. Lucy Fitch Perkins of 
 Chicago. The program, while of a high order, was greatly 
 over crowded. Many excellent papers were not read in full. 
 
 (E) Resolutions. — The resolutions urged the formation 
 of local historical societies in each county of the state and 
 that all valuable information of a historical nature be col- 
 lected and deposited at the county seats ; recognized the 
 school for the blind, St. Louis, and for the deaf and dumb at 
 Fulton, as parts of the state system of public education; en- 
 dorsed the efforts of all the state educational institutions for 
 greater usefulness ; recommended the enactment of a law re- 
 quiring that the elements of the science of agriculture and 
 horticulture be included among the subjects to be taught in 
 the public schools of Missouri; endorsed county supervision 
 and authorized the appointment of a committee to assist the 
 State Superintendent in urging the passage of such a law; 
 endorsed the report of the committee of twelve and authorized 
 the State Superintendent to secure and distribute 20,000 
 copies among the teachers of the state at an expense not to 
 exceed $90. 
 
 39. Thirty-seventh Meeting: 
 
 (A) The thirty-seventh meeting was held at Jefferson 
 City, December 28-29-30, 1898. 
 
 (B) Officers. — E. D. Luckey, St. Louis, president; V. E. 
 Halcomb, Liberty, vice president; H. E. DuBois, Trenton, 
 corresponding secretary; J. U. White, Jefferson City, rail- 
 road secretary; J. A. Merrill, Kansas City, treasurer. 
 
 (C) Missouri School Board Association. — The Missouri
 
 278 HISTORY OF EDUCATION. 
 
 School Board Association was also in session, holding their 
 meetings in the Senate Chamber. While the attendance of 
 school directors was quite small the interest was excellent, the 
 papers and discussion being of a high order, reflecting much 
 credit on their authors. 
 
 (D) Addresses. — The following distinguished visitors 
 were present and took part: Dr. Luckey of the University 
 of Nebraska, Mr. George William Bruce, editor of the Ameri- 
 can School Board Journal, Milwaukee, Wisconsin; and Miss 
 Florence Holbrook, principal of the Forestville school, Chi- 
 cago. 
 
 (E) Resolutions. — The resolutions reiterated the as- 
 sociation's endorsement of county supervision; noted with 
 pride the growth of secondary education in Missouri and the 
 work of the Missouri College Union in heartily co-operating 
 with the public school system. They expressed the belief 
 that the educational welfare of the state would be promoted 
 by a permanent provision for the maintenance of the univers- 
 ity of the state and the state normal schools, which provision 
 shall be commensurate with the growth and development of 
 the state; by the operating of the university in all of its 
 academic work throughout the year in accordance with the 
 recommendation of the board of visitors ; by the recent action 
 of the board or curators in making tuition free ; by the ample 
 equipment of a complete model or training department in 
 each of the state normal schools ; by the encouragement of the 
 formation of joint district high schools through state aid and 
 the improving of the weaker high schools already existing 
 through limited state aid conditioned upon the per cent of 
 local taxation for school purposes; by the separation of the 
 licensing power from the instruction feature in the county
 
 TEACHERS' ASSOCIATIONS. 279 
 
 institutes; by a provision by which boards may furnish text- 
 books free to the pupils; and by state supervision of degree 
 conferring institutions. 
 
 40. Tliirty-eighth Meeting: 
 
 (A) The session was held in Jefferson City, December 
 28-29-30, 1899. 
 
 (B) Officers. — The officers were: Dr. R. H. Jesse, Co- 
 lumbia, president; Lee W. Rood, Caruthersville, vice presi- 
 dent, Oliver Stigall, Chillicothe, corresponding secretary; 
 Miss Marie L. Turner, Clayton, recording secretary; W. J. 
 Hawkins, Kansas City, railroad secretary; E. D. Luckey, St. 
 Louis, treasurer. 
 
 (C) Notes. — The first two days of the session were de- 
 voted to reading and discussing papers and the last in a 
 visit to the State University at Columbia, JNIissouri. More 
 than six hundred teachers availed themselves of the op- 
 portunity to visit the University, returning to Jefferson City 
 and to their homes in the evening. 
 
 (D) Resolutions. — The resolutions pledged the promot- 
 ers of the Louisiana Purchase Exposition, St. Louis, hearty 
 support, and recommended an appropriation by the General 
 Assembly of a sum sufficient to insure an appropriate educa- 
 tional exhibit and capable superintendence thereof; endorsed 
 the Federation of Woman 's Clubs of Missouri ; endorsed the 
 introduction of manual training and industrial economy in 
 the public schools above the sixth grade ; favored legislation 
 prohibiting the employment of teachers related to the board 
 by blood or marriage; favored all rational movements for 
 good roads; declared in favor of raising the academic stand- 
 ard in the Normal Schools and the exclusion of all subnormal 
 subjects from curricula of such schools.
 
 280 HISTORY OF EDUCATION. 
 
 41. Thirty-ninth Meeting: 
 
 (A) The association met in Jefferson City December 26, 
 1900, for a three days' session. 
 
 (B) Officers,— Br. W. H. Black, Marshall, president ; H. 
 D. Demand, Lexington, vice president; J. H. Markley, 
 Albany, secretary; W. J. Hawkins, Kansas City, railroad sec- 
 retary; E. D. Luckey, St. Louis, treasurer. The Executive 
 Committee provided for in the constitution was as follows: 
 for six years, Oliver Stigall, Chillicothe, and Geo. H. Howe, 
 Warrensburg; for four years, Geo. T. Murphy, St. Louis, 
 and Lee W. Rood, Caruthersville ; for two years, J. A. Mer- 
 rill, Kansas City and W. H. Lynch, Mountain Grove. 
 
 (C) Addresses. — The speakers from abroad at this meet- 
 ing were Booker T. Washington, Tuskegee, Alabama, and Dr. 
 A. F. Nightingale, Chicago. The program, though crowded, 
 was never excelled and most of those on duty were present. 
 
 (D) Resolutions. — The association by resolution de- 
 clared in favor of a uniform method of examining teachers 
 and granting certificates; favored shortening the time for 
 county institutes and devoting the entire attention to pro- 
 fessional subjects; recommended the establishment of ap- 
 proved summer schools and the encouragement of teachers to 
 attend them; favored the consolidation of districts and the 
 establishment of rural high schools; declared in favor of 
 State aid in the establishment and maintenance of free high 
 schools in rural and village districts; asked for the appoint- 
 ment of a committee of three to co-operate with the State 
 Superintendent in urging the exaotment of laws recommend- 
 ed by the association ; and favored the establishment of in- 
 tellectual contests between the educational institutions in the 
 state.
 
 TEACHERS' ASSOCIATIONS. 281 
 
 42. Fortieth Meeting: 
 
 (A) The fortieth meeting of the association was held in 
 Kansas City December 26-27-28, 1901. 
 
 (B) Officers. — The officers were as follows : W. S. Dear- 
 mont, Cape Girardeau, president; S. A. Underwood, Kansas 
 City, vice-president; W. J. Stephens, St. Louis, secretary; W. 
 J. Hawkins, St. Louis, railroad secretary; D. L. Roberts, 
 Neosho, treasurer. 
 
 (G) Reading Circle Board. — The Reading Circle Board 
 were: J. R. Kirk, Kirksville; G. V. Buchanan, Sedalia; J. 
 U. White, Brookfield; W. T. Carrington, Jefferson City, and 
 W. S. Dearmont, Cape Girardeau. 
 
 (D) Resolutions. — The resolutions favored; incorporat- 
 ing literature, art and nature study into the course of study; 
 the introduction of manual training and domestic economy 
 into both elementary and secondary schools; the teaching of 
 the elements of agriculture in rural schools by text-books and 
 laboratory methods; the work of the "college union" in 
 articulating the secondary and higher educational institu- 
 tions; the efforts to unify the work of the State Normal 
 Schools; the proposed constitutional amendment which pro- 
 vides for the reinvestment of the State school and seminary 
 funds at the same rate of interest, as the certificates of in- 
 debtedness fall due; the proposed constitutional amendment 
 to raise the limit of tax levy in St. Louis, Kansas City, and 
 St. Joseph from forty cents to sixty cents on the $100 assessed 
 valuation; the labors of the committee of three appointed 
 a year ago in behalf of "Child Labor and ComDulsory At- 
 tendance;" The laws passed by the last General Assembly: 
 (a) Relating to school libraries; (b) providing for the con- 
 solidation of school districts and establishing central high
 
 282 HISTORY OF EDUCATION. 
 
 schools; (c) divorcing the county institutes and teachers' ex- 
 aminations and providing uniform and simultaneous ex- 
 aminations throughout the State; (d) creating county boards 
 with authority to secure uniformity in grading and classify- 
 ing rural schools and to adopt a course of study therefor. 
 
 (E) Declaration of Principles. — No one should be em- 
 ployed to teach who has not made special preparation for 
 teaching; the State should control and maintain liberally, 
 institutions whose object is the training of teachers; the 
 public school system should, so far as possible, offer equal 
 opportunities to children in remote rural districts and in 
 centers of population ; the entire property of the State should 
 be taxed as nearly uniformly as possible to support public 
 schools; a large part of the local school support should be 
 by local taxation in order that communities maintain deep 
 interest in their schools; the amount derived from a uniform 
 State tax and income on the permanent funds should be in- 
 creased instead of decreased. 
 
 43. Forty-first Meeting: 
 
 (A) The forty-first meeting of the Association was held 
 in St. Louis, December 29-30-31, 1902. 
 
 (B) Officers. — The officers of the meeting were: Supt. 
 J. A. Whiteford, president; Supt. Ben. Blewett, St. Louis, 
 vice president ; J. B. Hale, second vice president ; J. W. Rich- 
 ardson, third vice president; J. D. Wilson, secretary; R. II. 
 Jordon, treasurer, and W. J. Hawkins, railroad secretary. 
 
 (C) Executive Committee. — The members of the execu- 
 tive committee elected were : J. D. Elliff, Joplin ; Supt. L. M. 
 Dougan, Maryville, and Principal E. E. Dodd, Springfield, 
 
 (D) Addresses. — (a). "Democratic Government of 
 Sf'hools by and Through Pupils," by Principal John T. Ray 
 of the John Crcrar School, Chicago.
 
 TEACHERS' ASSOCIATIONS. 283 
 
 The paper brought out one of the most animated dis- 
 cussions of the session. Being discussed by President Kirk of 
 Kirksville, Miss Fnichte, St. Louis, Miss Wild, Kirkwood, and 
 Superintendent Greenwood, Kansas City. 
 
 (b). "The Library, an Educational Agency," by Mr. 
 F. M. Crunden, librarian, St. Louis. 
 
 Following Mr. Crunden 's address the whole matter of 
 libraries was taken up for discussion; including such topics 
 as "Libraries for Villages and Smaller Towns," "The 
 Library in Rural Schools," and "Traveling Libraries." 
 
 (c). "What the Twentieth Century Demands," was 
 the subject of a masterly address delivered by President David 
 Starr Jordan, Leland Stanford, Jr., University. 
 
 (E) Notes. — The enrollment for this meeting was the 
 largest for the whole history of the association. More than 
 2,000 teachers paying the enrollment fee, some fourteen hun- 
 dred of whom were St. Louis teachers. 
 
 The executive committee ordered the procedings, ad- 
 dresses, and papers of this association to be published out of 
 the funds of the association. This policy has been pursued 
 with reference to the proceedings, etc., of the association from 
 that time till the present. 
 
 (F) Resolutions. — The resolutions favored free text- 
 books, school libraries. State library commission, fuller recog- 
 nition of physical training as a factor in education, a com- 
 pulsory attendance law, and the State supervision of village 
 and rural schools. 
 
 42. Meetings from 1903 to 1910 : 
 
 It seems that no detailed account of these eight meetings 
 is necessary, inasmuch as the association published very full 
 reports of all of then. These reports are available for refer- 
 ence in the general libraries of the institutions in the State.
 
 284 HISTORY OF EDUCATION. 
 
 Summary. — The State Teachers' Association may be said 
 to have been the time keeper of educational progress for the 
 State. One needs only to follow through the resolutions of 
 this body to see how thoroughly this statement is true. The 
 Teachers' Institute, Normal Schools for professional training, 
 High Schools, County Supervision, better rural schools, better 
 school houses, etc., all have come only after many resolutions 
 and efforts of this Association. 
 
 n. DISTRICT ASSOCIATIONS.— There have been 
 many district associations throughout the State ; however, they 
 have never had any legal status, but have always been purely 
 voluntary associations. At one time the State Teachers' As- 
 sociation undertook to establish district associations in various 
 parts of the State directly under its patronage and direction, 
 but these were short lived and the most efficient ones are those 
 in different parts of the State, made up of groups of teachers, 
 who were anxious to improve themselves and schools of the 
 State. Among the well known associations of this type may 
 be mentioned the Southwestern Association, the Southeastern 
 Association, the North Central Association and the Western 
 Central Association. Superintendent Wolfe was a most 
 earnest advocate of district associations and he established 
 four such associations, but they had only two or three meet- 
 ings in as much as they were not located with any special 
 reference to local interests. Mr. Wolfe was exceedingly 
 anxious to make the district association an integral part of 
 the State school system, as he thought many more teachers 
 might be reached directly by such a plan than in any other 
 way. The associations or institutes he had in mind were to 
 be a step above the ordinary County Institute or Association, 
 and they were to offer special opportunities for the instme-
 
 TEACHERS' ASSOCIATIONS. 285 
 
 tion and development of city superintendents and high school 
 teachers. The present tendency of the district association 
 seems to be somewhat toward an organization in each Normal 
 School district with the Normal School as the meeting place 
 and patron of the association. These meetings are being held 
 at the Thanksgiving holidays. However, it will probably be 
 some time before all of these voluntary associations can be 
 merged into such associations as are now planned by some of 
 the Normal Schools. 
 
 ni. COUNTY INSTITUTES AND ASSOCIATIONS: 
 
 (A) Institutes. — Until 1865, all County Institutes were 
 only voluntary associations, which were organized by the 
 local teachers. Along in the fifties practically every one of 
 the Counties of the State had such associations and sometimes 
 the teachers of two or more Counties organized a large associ- 
 ation. The laws of 1853 made it the duty of the County 
 School Commissioner to organize County Institutes, but there 
 was no penalty meted out to the teacher who did not care to 
 attend such associations; consequently, it may be said that 
 they were only voluntary after all. 
 
 (B) The Parker Laws. — The Parker Laws provided 
 for two County meetings per year under the control of the 
 County Superintendent, and practically all the Counties of 
 the State held institutes under this law ; but it can hardly be 
 said that these institutes were any better than the old volun- 
 tary ones, because so many of the County Superintendents 
 were not efficient leaders. Indeed, it may be said that this 
 fact had a good deal to do with rendering the first supervision 
 law so unpopular. The teachers were unwilling to attend 
 the institutes because of the inefficiency of the Superintend- 
 ents and therefore they were opposed to the supervision law.
 
 286 HISTORY OF EDUCATION. 
 
 (C) Voluntary Institutes, 1872 to 1891.— We have al- 
 ready noted that the supervision law was repealed in 1872, 
 and of course along with it went the provision for the com- 
 pulsory County Institute. From this time to 1891, the Coun- 
 ty Institute was practically a voluntary association of the 
 teachers of each County. However, it should be noted that 
 the laws of 1885 provided that "It shall be the duty of every 
 teacher, as soon as Teachers ' Institutes shall be established by 
 law in the County, to become a member thereof, and as far as 
 possible, to attend all regular meetings of the same." Under 
 this provision many of the counties established very excellent 
 institutes. They were usually in session from two to four 
 weeks, and many of them provided quite definite training. 
 The State Superintendent did much to foster these institutes 
 and live County School Commissioners almost invariably had 
 such an institute each year in their counties. Among the 
 more important things taught in these institutes may be 
 mentioned (1) a good drill in the pedagogy of the common 
 school branches; (2) some theoretical pedagogy in school 
 economy, organization and management; (3) methods of the 
 recitation, school tactics and lectures on Hygiene. 
 
 (D) Compulsory Institute Law, 1891.— In 1891, the Gen- 
 eral Assembly passed a law requiring a County Institute to 
 be held in each one of the Counties of the State in May, June, 
 July or August in each year. The law permitted each insti- 
 tute to determine the length of term, place and time to begin, 
 but each county must maintain an institute for not less than 
 two weeks. The object of this Institute was to train and 
 license teachers. The law provided for an Institute Board 
 of Examiners which consisted of the County Commissioner, 
 one Conductor and at least one Instructor. The last days
 
 TEACHERS' ASSOCIATIONS. 287 
 
 of this Institute were given over to examinations, and after 
 these examinations the Institute Board issued the certificates 
 to the teachers. The State Superintendent prepared a course 
 of study annually which was made the basis of the work for 
 these institutes. Each teacher was required to pay to the 
 County Treasurer a yearly Institute Fee of $3.00 and this 
 money was used to pay the expenses of the institute. This 
 law remained in force till 1903. 
 
 (E) County Teachers' Associations Provided For. — In 
 1903 the old Institute Law was repealed and the County 
 Teachers' Association was authorized to take its place. This 
 association was a three day's session held in September, Oc- 
 tober, November and December of each year. Tlie teachers 
 were expected to attend, and when they did so and performed 
 the duties imposed upon them by the Association, they were 
 allowed their regular salary for the time they were attending 
 the Association. In some measure this Association also was 
 under the direction of the State Superintendent, because he 
 always sent out tentative programs for it. The law com- 
 pelled the County Commissioner to hold the Association, but 
 the teachers could not be compelled to attend in as much as 
 there was no penalty for their non-attendance. 
 
 (F) Teachers Meetings to Be Held by the County Sup- 
 erintendent. — The County Supervision Law requires the 
 County Superintendent to hold at least six teachers meetings 
 each year in his county. One of these meetings must be held 
 at the County Seat for a two days session, immediately pre- 
 ceding the opening of the schools in the fall. All teachers 
 are required to attend this meeting; indeed it seems that 
 the County Superintendent has power to compel attendance, 
 in as much as he may refuse to renew certificates when teach-
 
 288 HISTORY OF EDUCATION. 
 
 ers liave not attended this meeting. The other five meetings 
 may be county meetings, or they may be local teachers' meet- 
 ings in the towns of the townships in the county. 
 
 The County Superintendent may hold the County Teach- 
 ers' Association, also if he so desires, and when the meeting is 
 held it is the duty of all the teachers in the county to attend 
 this meeting; however the law makes no provision for com- 
 pelling teachers to attend. 
 
 Summary. — No doubt the County Institute and County 
 Associations have been most potent factors in the creation 
 of more intelligent educational sentiment, and they have 
 served to bring about more uniform methods of teaching and 
 managing schools. In addition to the above, they have been 
 the means of furnishing thousands of teachers the only peda- 
 gogical training they have had, to help them do more efficient 
 work ; and finally, they have been the means of providing that 
 social intercourse necessary for growth and the development 
 of a professional spirit among the teachers of the State.
 
 A schoolhouse with a historv.
 
 CHAPTER IX. 
 
 EDUCATIONAL PROBLEMS. 
 
 The following educational problems are proposed because 
 they seem to be the more pressing ones at the present moment. 
 The discussion offered upon them is merely suggestive and not 
 intended in any way to be entirely conclusive. It is hoped 
 that the teachers of the State will take them up for earnest 
 consideration in order that the most rational solution may be 
 found for them : 
 
 I. Administrative Areas. — At present we are com- 
 mitted to the district system of control in all matters of taxa- 
 tion and administration. Under this system the burdens of 
 taxation are very unequally distributed and consequently our 
 schools have reached varying degrees of efficiency. No less 
 than two thousand school districts in the State are so small 
 and have an assessed valuation so low that it is entirely im- 
 possible for them to have first class schools. Some other unit 
 of taxation will have to be found before these districts can 
 possibly have an eight month 's school. The High School situ- 
 ation is also in a very bad condition, due to the fact that it is 
 not possible to have first class high schools in towns where the 
 area is small and assessed valuation low. These conditions 
 must be remedied very soon if the State is to do its full duty 
 in the matter of educating all of the people. 
 
 II. Vocational Training. — The current pedagogical liter- 
 ature is full of discussions on such subjects, "Vocational 
 Training," "Industrial Education" and "Vocational Guid- 
 
 E— 19 289
 
 290 HISTORY OF EDUCATION. 
 
 ance. " Therefore it seems proper that a brief presentation 
 of this subject should be made. Possibly the best general 
 statements about this subject have been made by Commissioner 
 Snedden of Massachusetts, in his little book, ''THE PROB- 
 LEM OF VOCATIONAL EDUCATION. ' ' His classification 
 is the best one to be found, it is as follows: (1) The Pro- 
 fessional group, including Lawj^ers, Physicians, Ministers and 
 Teachers. (2). The Commercial group, including Book- 
 keepers, Clerks, Shopkeepers, etc. (3). The Agricultural 
 group, including all those factors of knowledge and skill neces- 
 sary for the tillage of the soil and the management of domestic 
 animals. (4). The Industrial group, including the brick- 
 layer, the machinist, the shoemaker, carpenter, plumber, the 
 blacksmith, and all other trades and crafts. (5). The House- 
 hold Arts which teach the girl plain sewing, the preparation 
 of school, the care of children, home nursing, and the general 
 management of the home. 
 
 We have admitted the obligation of the State in the 
 matter of preparing trained men and women for the first 
 three of these groups, but at present we are doing virtually 
 nothing toward training boys and girls for the trades and 
 crafts. Moreover, it may be said that outside of the cities in 
 our State, very little so far has been accomplished in the 
 matter of teaching the household arts. "We need to assume 
 these as the obligations of Democracy. It is useless now to 
 stop to argue about the advisibility of society undertaking to 
 teach these neglected vocations, because all the arguments 
 which have been used in times past for Professional, Com- 
 mercial, and Agricultural Education, may be applied with 
 equal force and conclusiveness to teaching the trades and 
 crafts and also the Household Arts. I know it will be urged
 
 EDUCATIONAL PROBLEMS. 291 
 
 at once that this will mean a larger expenditure for the sup- 
 port of the school. The fact is such will be the case, however 
 this is only part of the truth, for the whole truth is, society 
 now pays all the expenses for the inefficiency of the learner, in 
 these vocations. I feel quite sure that society would be much 
 the gainer both in economic and moral energy, if positive 
 education were carried on by the school in these two neglected 
 vocations. I have taken it for granted that the school is 
 society's best institution to undertake this work, because the 
 school is already thoroughly organized in such a way as to 
 provide the necessary machinery for carrying on this training. 
 
 III. Medical Inspection. — Recently a great mass of ma- 
 terial has been published showing that probably one-half of 
 the children in the United States have one or more physical 
 defects. These defects ranging from decayed teeth to incipient 
 tuberculosis. All this means that nearly ten millions of chil- 
 dren need some medical attention before they hope to come to 
 manhood or womanhood with the full measure of economic and 
 social efficiency. To be sure the most accurate statistics have 
 been taken only in the large cities, but from what is known 
 from rural conditions it is very doubtful if on the whole the 
 conditions here are any better, and the problem of relief in 
 rural life is much more complex. 
 
 Outside of the great cities of the State practically noth- 
 ing has been done in this matter. It seems perfectly clear that 
 we must attack the problem at once, because of the great waste 
 of economic and spiritual energy. It is very e^ddent that the 
 economic loss must be very great, however the greatest issue 
 involved is the relief from the temporary and permanent suf- 
 fering of the children which can never be measured in any 
 terms on economics.
 
 292 HISTORY OF EDUCATION. 
 
 IV. State Architect. — It seems entirely reasonable that 
 the State would ultimately gain much if a competent architect 
 were selected and put upon the staff of the State Superin- 
 tendent. Such an officer would be of value in at least two 
 important ways: (1). He could plan typical school build- 
 ings for the various needs of the State and supply accurate 
 data concerning the cost of the same. This is desirable be- 
 cause it would ultimately bring about some uniformity in 
 styles of school architecture. (2). Undoubtedly, there has 
 been a great waste in the construction of many of our school 
 buildings. It could be the business of such an official to 
 advise with school officers in such a way as to prevent much 
 of this waste. 
 
 V. The Mill Tax Amendment. — Undoubtedly the most 
 urgent need of the State is to secure a permanent provision for 
 the support and maintenance of our higher institutions of 
 learning, and to provide for the development of elementary and 
 secondary schools. In order that this may be done, at the 
 meeting of the State Teachers' Association in Hannibal 
 in November, 1911, a resolution was passed approv- 
 ing the submission of a constitutional amendment for the pur- 
 pose of providing permanent support for the schools of the 
 State. The exact form of the amendment is as follows : ' ' Sec- 
 tion 28. A State tax of ten cents on each one hundred dollars 
 valuation shall be annually levied and collected on the assessed 
 value of all property subject by law to taxation in this State. 
 The proceeds of said tax shall be set apart in the State 
 treasury and appropriated by the General Assembly for the 
 support and maintenance of Public Elementary and High 
 Schools, State Normals, Lincoln Institute and The State Uni- 
 versity; but in no case shall there be appropriated less than
 
 EDUCATIONAL PROBLEMS. 293 
 
 twenty-five per cent of said proceeds to be used in aiding 
 public elementary and liigh schools." 
 
 The following are some of the more important arguments 
 which should be considered by the people of the State as 
 reasons for the support of the amendment as quoted above. 
 
 (1) Every rural school district in the State should have 
 at least an eight months term of school. This can be accom- 
 plished, if the amendment passes. More than two thousand 
 districts will increase the length of their school term in this 
 way. 
 
 (2) Every boy and girl in the State should have the 
 advantages of a high school education without having to go 
 away from home to secure it, and without having to pay any 
 tuition for the same. These privileges can easily be secured 
 if this amendment passes, for State aid can be granted for 
 the purpose of helping to make consolidated districts and the 
 establishment of rural high schools. 
 
 (3) This amendment will enable the State to give aid to 
 weak high schools in villages and small towns. At present 
 there are no less than two hundred small high schools which 
 need the aid. If they were granted small subsidies, a large 
 number of them could have first class high schools in a very 
 short time. 
 
 (4) The larger cities could be granted subsidies to main- 
 tain Kindergarten and evening schools. They are not allowed 
 to do this now under our present constitutional restrictions. 
 
 (5) The adoption of the amendment would enable the 
 larger high schools to put in pedagogical training for elemen- 
 tary teaching. This is very much to be desired, because it 
 would help to solve one of our very pressing problems. Prob- 
 ably more than half of the elementary teachers of the State
 
 294 HISTORY OF EDUCATION. 
 
 have liad very little pedagogical training and are not high 
 school graduates. The building of many more first class high 
 schools including an elementary pedagogical training in their 
 curricula seems very necessaiy in view of our new certification 
 law which provides after 1918 all teachers must be at least 
 high school graduates or have the equivalent of such training. 
 To realize this some special efforts will have to be made, be- 
 cause the present means are inadequate. 
 
 (6) The passing of the amendment would enable the 
 State to grant substantial subsidies to encourage the neglected 
 aspects of Vocational education, 
 
 (7) The adoption of the amendment would provide a 
 moderate permanent income for the State Normal Schools, 
 Lincoln Institute and the State University. This ought to be 
 done in order that the management of these institutions will be 
 relieved of the "unseemly scramble" before the appropriation 
 committee of each General Assembly. Moreover, no institu- 
 tion can plan a polic}'' of progressive improvement without 
 knowing what its income is to be. The permanent provision 
 for an income would put us in line with the best states in such 
 matters and would give all our State institutions dignity, self- 
 respect and greater efficiency. 
 
 (8) The adoption would enable the State to spend more 
 than a million dollars in other ways. All the other State insti- 
 tutions need larger appropriations for maintenance and ex- 
 pansion. The special schools and the eleemosynary institutions 
 are in great need of larger appropriations. We need more 
 money to encourage the building of good roads, aiding of 
 farmers institutes, and many other things. A million dollars 
 will do much to provide for the pressing needs of our other 
 institutions.
 
 EDUCATIONAL PROBLEMS. 295 
 
 (9) Beyond any doubt the founders of the Republic 
 were right Avhen they said that the greatest asset that any na- 
 tion or State can have is an educated and virtuous citizenship. 
 The adoption of this amendment will enable the people of the 
 State to insist upon higher standards of citizenship and more 
 intelligent and efficient public service.
 
 TOPICS FOR STUDY. 
 
 CHAPTER I.— ELEMENTARY SCHOOLS. 
 
 (i) Discuss the more important factors in the formation of 
 the schools of the state. (2) Describe some of the early schools. 
 (3) Tell about education in the time of the Territory. (4) What 
 were the provisions of the first constitution of the state concern- 
 ing schools? (5) Tell about the sixteenth Section. (6) What are 
 the Saline lands? (7) Describe the early township organizations. 
 (8) What were the important provisions of the school laws of 
 1839? (9) The acts of 1853. (10) Trace the history of the state 
 course of study. (11) What were the Parker Laws and why did 
 they fail? (12) What important changes were made in the revision 
 of 1874? (13) What are the powers of a board of directors for a 
 rural school? (14) What are the powers of the Annual School Meet- 
 ing? (is) What provisions did the Constitution of 1875 make 
 concerning schools? (16) Name the chief accomplishments of 
 each of the following State Superintendents: Parker, Monteith, 
 Shannon, Coleman, Wolfe, Kirk, Carrington, Gass, and Evans. 
 (17) Tell how to secure the approval of a rural school. (18) Give 
 a brief history of our school funds. (19) How are the elementary 
 schools of the state now supported? (20) How may better school- 
 houses be secured? 
 
 CHAPTER II.— SECONDARY SCHOOLS. 
 
 (i) Classify our secondary schools. (2) Describe the early 
 Academy. (3) What influences helped to develop High Schools 
 in the state? (4) Discuss the problems of the early High Schools. 
 (5) Tell about the growth of High Schools. (6) Give in detail 
 the requirements of the State superintendent for each class of 
 High Schools. (7) How can we improve the High Schools of the 
 State? (8) Give arguments for Rural High Schools. 
 
 296
 
 TOPICS FOR STUDY. 297 
 
 CHAPTER III.— NORMAL SCHOOLS. 
 
 (i) Give a summary of the efforts of the State Superintend- 
 ents to secure Normal Schools. (2) How did the State Teachers' 
 Association help? (3) What were the arguments for the estab- 
 lishment of Normal Schools? (4) What were some of the plans 
 proposed? (s) Describe some of the early private Normals. (6) 
 When and where were the first Normals established? (7) How 
 were they governed? (8) Who were the first Presidents? (9) 
 How are the Normals now governed? (10) How are the Normal 
 schools supported? (11) Give a brief sketch of each Normal. 
 
 (12) Roughly, what is the total enrollment of all the Normals? 
 
 (13) What is the value of all the property of the Normals? 
 
 CHAPTER IV.— SUPERVISION OF SCHOOLS. 
 
 (i) Name the officers that make up the State Board of Educa- 
 tion. (2) What are the powers and duties of the board? (3) Give 
 a brief history of the State Superintendency. (4) What are the 
 qualifications, tenure and salary of the State Superintendent? (5) 
 Discuss the powers and duties of the State Superintendent. (6) 
 How is the County Textbook Commission constituted, and what 
 are its duties? (7) What is the history of the office of County 
 Superintendent? (8) How is the County Superintendent chosen, 
 and what are the chief conditions of eligibility? (g) Name the 
 more important duties of the county superintendent. (10) How 
 are the schools of the State inspected? (11) What are the re- 
 quirements for the different grades of county certificates? (See 
 appendix A.) (12) What are the requirements for the various 
 kinds of state certificates? (See appendix C.) (13) How are the 
 state moneys now apportioned? (See appendix B.) 
 
 CHAPTER v.— SPECIAL SCHOOLS. 
 
 (i) Name and locate the special schools of the state. (2) 
 State the peculiar function of each, and tell how they are supported. 
 (3) Tell in detail who may be admitted to each. (4) How are 
 these institutions managed? (s) Give a brief history of each. 
 (6) Does the state need other special schools?
 
 298 HISTORY OF EDUCATION. 
 
 CHAPTER VI.— THE COLLEGE UNION. 
 
 (i) How did the College Union come to be organized? (2) 
 Name the original members and tell what institutions since have 
 been added. (3) What were the important provisions of the Re- 
 port of Committee of Nine? (4) Name the men who composed 
 the committee. (5) What were the important results of the adop- 
 tion of the report? (6) How may the graduates of the institutions 
 of the College Union be certificated? (7) Give a good historical 
 sketch of each institution in the Union. (8) How many students 
 have been graduated from the institutions of Union? (10) What 
 is the total enrollment of these institutions? (11) What is the 
 value of their property, including endowment? 
 
 CHAPTER VII.— CITY SCHOOL SYSTEMS. 
 
 (i) Give a brief history of the St. Louis School system. (2) 
 How is the system administered now? (3) What teachers' or- 
 ganizations are maintained? (4) What are some of the character- 
 istic things about the system. (5) Name some of the superin- 
 tendents who have had much to do with educational aflfairs in the 
 state and nation. (6) Give a brief history of the Kansas City 
 school system. (7) Describe its present organization. (8) What 
 is the "Greenwood Club?" (9) How long has Mr. Greenwood 
 been the City Superintendent and what are some of his services 
 to the state and nation? (10) Name some of the more significant 
 things about the Kansas City Schools. (11) Give a brief history 
 of the St. Joseph Schools. (12) How is the system now man- 
 aged? (13) Give an account of the late Superintendent Neeley's 
 work. (14) How are the schools of the other cities and towns of 
 the state administered? (15) Name ten well known city super- 
 intendents. 
 
 CHAPTER VIII.— TEACHERS' ASSOCIATIONS. 
 
 (i) Trace out some of the more important educational poli- 
 cies advocated by the State Association, and show how school 
 legislation has been influenced by them. (2) Name ten cities 
 which have entertained the State Associations. (3) Name twenty 
 school men who have been prominent in its Councils. (4) Name 
 ten of its recent presidents. (5) How does the membership of
 
 TOPICS FOR STUDY. 299 
 
 the State Teachers' Association compare in number with our sister 
 states? (6) What is the history and present status of District 
 Associations? (7) Give a brief history of County Institutes and 
 Associations. 
 
 CHAPTER IX.— EDUCATIONAL PROBLEMS. 
 
 (i) What are the state's most important educational problems? 
 (2) What are the arguments for consolidated districts? (3) Tell 
 about our High School needs. (4) What are some good argu- 
 ments for the Mill Tax Amendment? (5) Name some reasons for 
 Medical inspection of all the children in the public schools. (6) 
 What are the values of Vocational Training for all children?
 
 300 HISTORY OF EDUCATION. 
 
 BIBLIOGRAPHY. 
 
 1. Reports of the State Superintendent, 1842-1909. 
 
 2. Hollister, High School Administration. 
 
 3. Dexter, History of Education in the United States. 
 
 4. Brown, The Making of Our Middle Schools. 
 
 5. Missouri Educator, Volumes I & II. (1858-1860). 
 
 6. Journal of Education, Volumes I & II. (1868-1870). 
 
 7. Snow, Higher Education in Missouri. 
 
 8. Barton, A History of the Academy in Missouri. 
 
 9. The State Auditor's Reports. 
 
 10. The Annual Reports of the City of St, Louis. 
 
 11. The Annual Reports of Kansas City. 
 
 12. The Annual Reports of St. Joseph. 
 
 13. The Proceedings of the College Union. 
 
 14. The Session Acts. (1820-1909).
 
 APPENDIX A. 
 
 REQUIREMENTS FOR COUNTY CERTIFICATES. 
 
 Section 10939. County superintendents to grant certificates — 
 public examinations held, when — grades and qualifications. — The 
 
 county superintendent of public schools shall have authority to ex- 
 amine teachers and grant certificates of qualification to teach in 
 their respective counties or in the state. Three public examina- 
 tions of two days each shall be held during the year on the first 
 Friday and the succeeding Saturday in March, June and August, 
 at such place or places in the county as the county superintendent 
 of schools may designate. Said examinations shall be conducted 
 by said county superintendent of public schools, or by some one 
 duly authorized by him to conduct them. All questions given in 
 said examinations shall be prepared and furnished by the state 
 superintendent of public schools. Certificates issued by said 
 county superintendent of public schools shall be of three grades: 
 Third grade shall be valid for one year and second grade for tv.o 
 years in the county for which they are issued, and first grade for 
 three years in the state. Third grade certificates shall be granted 
 to applicants who are of good moral character and who shall pass 
 satisfactory examinations upon the following branches: Spelling, 
 reading, penmanship, language lessons, geography, arithmetic 
 (including business forms and rules), English grammar, United 
 States history, civil government (including the government of 
 Missouri), physiology and hygiene, with special reference to the 
 effect of alcoholic drinlcs and stimulants and narcotics generally 
 upon the human sj^stem, agriculture, and pedagogy. Second grade 
 certificates shall be granted to applicants who are of good moral 
 character and who shall pass satisfactory examinations upon the 
 branches hereinbefore mentioned, and in addition thereto, algebra 
 and literature. First grade certificates shall be granted to appli- 
 cants who are of good moral character and who shall pass satis- 
 factory examinations upon all the branches hereinbefore men- 
 
 301
 
 302 HISTORY OF EDUCATION. 
 
 tioned, and in addition thereto one branch of history, either 
 ancient, mediaeval or modern, or English, and one branch of 
 science, either physical geography, physics, or elementary biology: 
 Provided, that in addition to the above named scholastic require- 
 ments each applicant who has had four months' experience in 
 teaching shall be graded by the county superintendent on the fol- 
 lowing professional qualities: Teaching ability and management. 
 Each applicant shall be graded on these professional qualities at 
 the time of each renewal of certificate and each issue of a new 
 certificate: Provided, that to obtain a first grade certificate each 
 applicant shall have had eight months' experience in teaching and 
 shall maintain an average grade of 90 per cent on the above named 
 scholastic requirements, together with the above named pro- 
 fessional requirements; to obtain a second grade certificate an 
 average grade of 85 per cent on the aforesaid requirements; to 
 obtain a third grade certificate an average grade of 80 per cent 
 on aforesaid requirements, but no certificate shall be granted to 
 any person whose grade in any subject falls below sixty per cent: 
 Provided, that the county superintendent of public schools shall 
 have authority to prepare questions, conduct examinations, grade 
 papers and issue certificates to applicants who for good and suffi- 
 cient reasons could not attend the last regular examination. Said 
 applicants to conform to all requirements for that grade county 
 certificate. Said certificate to be good only until the end of the 
 school year in which it is issued, and the papers written on said 
 examination to be filed by said county superintendent of schools 
 in his office where they shall be kept for a period of at least one 
 year after the date upon which they were written. 
 
 Section 10940. Grading of examination papers by state super- 
 intendent of public schools. — The county superintendent of public 
 schools shall in accordance with a system prepared and submitted 
 by the state superintendent of public schools give each applicant 
 writing in the examination a number by which number alone the 
 papers of said applicant shall be marked and designated. Said 
 county superintendent shall keep an accurate record of the number 
 given to each applicant. Within three days after the close of each 
 regular examination, the county superintendent of public schools 
 shall forward to the state superintendent, by express or registered 
 mail, all the papers of all applicants for first grade certificates and 
 of all other applicants who shall request their papers to be sent to
 
 APPENDIX. 303 
 
 the state superintendent. Said state superintendent of public 
 schools shall carefully grade all papers, keep a record of said 
 grades, certify them to the county superintendent of the county in 
 which said papers were written, and also return said papers to said 
 county superintendent of public schools, who shall preserve them 
 among the records of his ofifice for at least one year after the date 
 of the examination at which they were written. 
 
 Section 10941. Qualifications necessary for certificates. — No 
 person shall be granted a license to teach in the public schools of 
 this state who is not of good moral character. From and after 
 September i, 1912, all applicants for first or second grade certifi- 
 cates to teach must present evidence of having completed the first 
 year's work of a classified or accredited high school as defined in 
 section 10923, R. S. Mo. 1909, or its equivalent. From and after 
 September i, 1914, all applicants for first or second grade certifi- 
 cates must present evidence of having completed two years of 
 such work, or its equivalent. From and after September i, 1916, 
 all applicants for first or second grade certificates must present 
 evidence of having completed three years of such work, or its 
 equivalent. From and after September i, 1918, all applicants for 
 first or second grade certificates must present evidence of having 
 completed four years of such work, or its equivalent. "The high 
 school work herein required may be done in any public, private, or 
 parochial school, or private study, and satisfactory evidence there- 
 of presented by the written statements of parties who have per- 
 sonal knowledge that such work has been done, or by passing a 
 satisfactory examination on the subjects for which credit is 
 claimed and which are not required in the examination prescribed 
 by section 10939 of this article." Provided, that provisions of this 
 section shall not apply to any person who holds a certificate en- 
 titling him to teach in the schools of Missouri at the time of the 
 taking effect of this act. 
 
 Section 10942. Renewal of certificates. — A third grade cer- 
 tificate may be granted to any one person in but four consecutive 
 years. A second grade certificate shall be renewed without exami- 
 nation once. A first grade certificate an unlimited number of 
 times: Provided, that the holder shall give satisfactory evidence 
 to county superintendent of public schools that certain pro- 
 fessional work prescribed by state superintendent at the time of
 
 304 HISTORY OF EDUCATION. 
 
 the issuing of former renewal of the certificate has been complied 
 with: "Provided, that any teacher who has had five years' experi- 
 ence in teaching and is employed as a teacher at the time of the tak- 
 ing eflfect of this act shall have his or her county certificate renewed 
 an unlimited number of times, on condition that said teacher con- 
 tinues in the same position and is faithful in the performance of 
 his or her professional duties." 
 
 Section 19043. County superintendent to pass on morality of 
 applicants — to keep grades and record of certificates — may en- 
 dorse certificate from adjoining county. — The county superintend- 
 ent of public schools shall pass upon the moral character and re- 
 quirements, other than scholastic as shown by the papers written, 
 of all applicants for certificates to teach in the schools under his 
 jurisdiction, and he shall grade each applicant who has had four 
 months' experience in teaching on teaching ability and manage- 
 ment. The grades on these two professional requirements shall be 
 averaged with the grades on the scholastic branches required in 
 section 10939. The county superintendent shall keep a true record 
 of all grades made by all applicants in examinations conducted by 
 him as certified to him by the state superintendent, and also as 
 graded by himself, and also a record of all certificates granted, 
 renewed or revoked, said record exhibiting the number granted, 
 date, grade and length of time for which each certificate was is- 
 sued, and the name, age, sex, and nativity of the person receiving 
 the same, and deliver the same to his successor in ofBce. Any 
 applicant may raise the grade of his certificate by meeting the 
 additional requirements prescribed for such higher grade of cer- 
 tificate, and any or all grades on a valid third grade certificate 
 may be used on a second grade certificate: Provided, that the 
 county superintendent may endorse without examination second 
 grade certificates from adjoining counties, on the payment of a 
 fee of one dollar and fifty cents. 
 
 Section 10944. Applicants to pay fee — fees received to be used 
 to pay expenses — superintendent to make annual statement of fees 
 collected and expended. — Every applicant for a certificate shall pay 
 to the county superintendent of public schools a fee of three dol- 
 lars, which shall entitle him to take any and all examinations given 
 in any calendar year. Every applicant for a renewal of his cer- 
 tificate shall pay a fee of one dollar and fifty cents. The fees so
 
 APPENDIX. 305 
 
 collected shall be used for the payment of the expenses of teach- 
 ers' associations and teachers' meetings authorized by this chapter 
 — at least thirty per cent being set apart and used for this purpose — 
 and for the expenses incident to the grading of papers and issuing 
 certificates of applicants for license to teach. The county super- 
 intendent of public schools shall remit to the state superintendent 
 five cents for each subject written by each applicant, whose 
 papers are sent to the state superintendent of schools. The fees, 
 received in this manner by the state superintendent of public 
 schools, shall be used to pay the compensation of such assistants 
 as may be necessary to examine and grade all such papers, and to 
 pay other expenses incident to the grading of the papers submitted 
 and recording and certifying said grades. The state superintend- 
 ent of public schools is hereby empowered to appoint and pay 
 such assistants as he may need for the examining and grading of 
 all such papers submitted, and he shall also keep an accurate 
 account of all moneys received and disbursed by him in carrying 
 out the provisions of this act. Any balance remaining in said 
 fund shall be turned into the general revenue fund of the state by 
 said state superintendent of public schools on the first day of 
 December of each calendar year. The county superintendent of 
 public schools shall make report of all fees collected, all amounts 
 expended for teachers' associations and meetings and for all 
 amounts remitted to the state superintendent, to the county court 
 at its regular meeting in February of each year. 
 
 E-20
 
 306 HISTORY OF EDUCATION. 
 
 APPENDIX B. 
 
 THE APPORTIONMENT OF THE SCHOOL MONEYS. 
 
 Section 10822. Apportionment of public school fund. — The 
 state superintendent of public schools shall, annually, before 
 August 15th, apportion the public school fund applied for the 
 benefit of the public schools among the different counties. This 
 apportionment shall be made as follows: The state superintendent 
 shall apportion, among the various counties, fifty dollars for each 
 teacher, each principal, and each supervisor actually employed for 
 the entire term: Provided, that any teacher employed for less 
 than one-half of the day shall not be counted; any teacher em- 
 ployed for less than one-half of the term for which school is 
 maintained in the district shall not be counted; for each teacher 
 employed for more than one-half of the school term of the dis- 
 trict and less than nine-tenths of the school term, he shall appor- 
 tion only twenty-five dollars: Provided, also, that he shall appor- 
 tion only twenty-five dollars for the teacher of any district in 
 which the average attendance during the year preceding the ap- 
 portionment has been less than fifteen pupils per day: Provided 
 further, that he shall apportion one hundred dollars for each 
 teacher whose salary is one thousand dollars or more per year: 
 Provided, that he shall apportion fifty dollars for each teacher of 
 any district that employs only two teachers, one of whom is col- 
 ored and one white: Provided, that no teacher, principal, or su- 
 pervisor, who is not paid by the school board from the public 
 funds of the district shall be counted. After these teacher appor- 
 tionments have been deducted the remainder of the state school 
 fund to be apportioned shall be divided by the total number of 
 days' attendance of all the pupils of the public schools of the 
 state and the quotient thus obtained shall be called a pupil daily 
 apportionment. The amount apportioned to each district shall be 
 determined by multiplying this pupil daily apportionment by the 
 total number of days' attendance of all pupils of each district: 
 Provided, that the days' attendance on legal holidays and on days 
 when the school is dismissed by order of the board to permit
 
 APPENDIX. 307 
 
 teachers to attend teachers' meetings shall be determined by- 
 counting as present each pupil who was present on the last day 
 the school was in session before such intermission. The clerk of 
 each school district shall make a report to the county clerk be- 
 tween June 15th and June 30th of each year, showing the number 
 of teachers employed, the total number of days' attendance of all 
 pupils, the length of the school term, the average attendance, the 
 number of days taught by each teacher, the salary of each teacher, 
 and any other information that the state superintendent may re- 
 quire. The aforesaid report shall be sworn to before a notary 
 public or the county clerk. The county clerk shall make a sum- 
 mary of all these reports and forward to the state superintendent 
 of public schools, on or before July 15th, a report showing the 
 total number of teachers employed in the county and the total 
 number of days' attendance of all pupils in the county, the number 
 of teachers employed for the full term, and the number for half 
 terms, and the number whose salary is one thousand dollars or 
 more per year, and such other information as the state superin- 
 tendent may require. Any district clerk, county clerk, or teacher, 
 who shall knowingly furnish any false information in such reports, 
 or neglect or refuse to make aforesaid report shall be deemed 
 guilty of a misdemeanor and punishable by a line not exceeding 
 five hundred dollars or imprisonment in the county jail for a term 
 not exceeding six months or by both such fine and imprisonment. 
 The state superintendent of public schools shall certify the amount 
 so apportioned to the state auditor, also to the county clerk of 
 each county, stating from what source the same is derived, which 
 said sum the several county treasurers shall retain in their re- 
 spective county treasuries from the state fund; the county clerks 
 shall annually before September first, according to the same pro- 
 visions hereinbefore stated, for determining the apportionment of 
 the state school fund by the state superintendent of public schools 
 proceed to apportion the state school fund for their respective 
 counties; and no district, city, or town which shall have failed to 
 make this report to the county clerk hereinbefore required, shall 
 be entitled to receive any portion of the public school funds; and 
 in making such distribution, each county clerk shall apportion all 
 moneys colleced on tax duplicate of any district, for the use of 
 schools to such district, all moneys received from the state treas- 
 urer, and all moneys on account of interest of the funds accruing
 
 308 HISTORY OF EDUCATION. 
 
 from the sale of section sixteen, or other lands in lieu thereof to 
 the district schools in the congressional townships, and parts of 
 congressional townships to which said land belonged, and all 
 other moneys for the use of schools in the county, and not other- 
 wise apportioned by law, to the proper district: Provided, that all 
 school moneys for the use of schools in any townships or parts of 
 townships and all moneys for the use of schools in any county 
 shall be apportioned upon the last enumeration on file in the office 
 of the county clerk, except the state school funds, which shall be ap- 
 portioned as hereinbefore provided; and he shall immediately after 
 making such apportionment enter the same in a book to be kept 
 for that purpose, and shall furnish the district clerks, and those of 
 cities and villages, as the case may be, each a copy of said appor- 
 tionment, and order the county treasurer to place such amount to 
 the credit of the district, city, or town entitled to receive the same: 
 Provided, that no school district which fails to levy a tax of forty 
 cents on the one hundred dollars' assessed valuation, unless the as- 
 sessment of a less amount, together with the moneys received from 
 the public funds, shall amount to three hundred and fifty dollars for 
 school purposes, shall receive any part of the public school moneys 
 for the ensuing school year, and the county clerk shall omit such 
 districts in the apportionment of the public moneys: Provided 
 further, that no district, city or town that shall have failed to afTord 
 the children thereof the privileges of a free school for at least 
 eight months during the year ending the 30th day of June previ- 
 ous to the said distribution, provided a tax of forty cents on the 
 one hundred dollars' assessed valuation, together with the public 
 funds, will maintain the same, shall be entitled to any portion of 
 the public school fund for that year. This act shall take effect 
 and be in force on and after the first day of September, 1911. 
 (Session Acts 1911.)
 
 APPENDIX. 309 
 
 APPENDIX C. 
 
 REQUIREMENTS FOR STATE CERTIFICATES IN 1912. 
 
 All examinations begin at 8 a. m., and subjects shall be taken 
 in the order given below. Examinations in group and special 
 subjects will be given on the second day. 
 
 In all cases where the holder of certificate from another state 
 makes application for State certificate, the State Superintendent 
 of such state will be requested to furnish a full copy of the record 
 of the examination upon which said certificate was issued. No cer- 
 tificate from another state which stands for less than the require- 
 ments given below will be considered. 
 
 The demands upon the time of the State Superintendent are 
 such that it is impossible for him to conduct private examinations. 
 Do not ask them. 
 
 No teacher will be permitted to give more than two hours to 
 any one subject. At least four subjects must be written in one 
 day, unless fewer subjects will complete the examination. 
 
 Under no circumstances will persons not connected with the 
 Department conduct State examinations. Do not ask it. 
 
 Applicants failing in any subject will not be given another 
 trial, except at some regular examination. No grades below 8o 
 will be recorded, but all grades of So or more will be held to the 
 credit of the applicant for one year. Grades in the twelve ele- 
 mentary branches must average 90. All grades must average 85. 
 All grades must be 80 or more. 
 
 A person holding a five-year certificate may have it reissued 
 by passing on all subjects now required not included in the origi- 
 nal, on all subjects included in the original on which the grade is 
 below 80, and on an additional subject selected by the applicant. 
 Summer school grades will be accepted in lieu of examinations in 
 these subjects required for renewals. 
 
 No examination for life certificate can be taken until all re- 
 quirements for five-year certificate herein set forth are met. 
 
 Requirements. — Each applicant must have had twelve months' 
 experience as a regular teacher, and be examined in Orthography,
 
 310 HISTORY OF EDUCATION. 
 
 Reading, Grammar, Geography, Arithmetic, U. S. History, Civil 
 Government, Physiology, Agriculture, Elementary Algebra, Liter- 
 ature and Pedagogy. 
 
 Applicants holding first grade certificates in force and issued 
 prior to January i, 1912, will be excused from eight of the above- 
 named elementary subjects. The four subjects in w^hich examina- 
 tion is required will be selected by the examiner at the time of the 
 examination. 
 
 Applicants holding first grade certificates issued on grades 
 made on papers read by the State Superintendent of Public 
 Schools will be excused from all of the above elementary subjects. 
 
 For Five-year State Certificate the additional requirements 
 are six subjects, to be selected by the applicant from the following 
 groups of subjects, one from each of the first four groups and two 
 from group V. 
 
 Group I. — Ancient History, Mediaeval and Modern History, 
 English History and Government, American History and Govern- 
 ment, Economics, and Sociology. 
 
 Group II.— Rhetoric, History of English and American Liter- 
 ature, History of English Language or principles of the English 
 Language, Latin, (Caesar and Cicero), German (two years). 
 
 Group III. — Botany, Zoology, Physical Geography, Advanced 
 Agriculture. 
 
 Group IV. — Physics, Chemistry, College Algebra, Plane Ge- 
 ometry, Solid Geometry and Trigonometry. 
 
 Group V. — Primary Teaching and Kindergarten, Elementary 
 Course of Study (including organization of subject-matter and 
 methods of teaching), Missouri School System and Laws (in- 
 cluding the History of Education in Missouri), Supervision and 
 Administration, the two current Reading Circle Books, and Ele- 
 mentary Psychology. 
 
 For High School Graduates. — Applicants who are holders of 
 a first grade certificate and who are also graduates of a first class 
 high school or of a preparatory school, whose graduates are ad- 
 mitted without condition to the Colleges having membership in 
 the "Missouri College Union," will be excused from two of the 
 first four groups. The applicant chooses the groups from which 
 he wishes to be excused.
 
 APPENDIX. 311 
 
 For Life Certificate. — Forty months successful experience as a 
 teacher or superintendent, all the requirements named for a five- 
 year State certificate, and an examination in one subject in English 
 not taken for a five-year certificate, in Educational Psychology, in 
 History of Education and one of the following requirements: 
 
 (i) Special in History: All of Group I, History of English 
 Language, and History of English and American Literature. 
 
 (2) Special in Language: English History, Rhetoric, His- 
 tory of English Language, History of English and American Lit- 
 erature, and either four years of Latin, or four years of German. 
 
 (3) Special in Science: All of Group III, Advanced Physics, 
 Chemistry and Advanced Biology. 
 
 (4) Special in Mathematics: Physics, College Algebra, Plane 
 Geometry, Trigonometry and Solid Geometry, Analytical Geome- 
 try, and Calculus. 
 
 (5) Special Professional: Five of the following not taken 
 for five-year certificate — Primary Teaching and Kindergarten, 
 Elementary Course of Study (including organization of subject- 
 matter and methods of teaching), Missouri School System and 
 Laws (including the History of Education in Missouri), School 
 Supervision and Administration, the two current Reading Circle 
 Books, Elementary Psychology, High School Teaching (including 
 course of sudy, methods and problems). Philosophy of Education, 
 Manual Training, Music, Drawing, Domestic Economy, and Physi- 
 cal Culture and Expression. 
 
 Grades in the last five will be based one-half on the written 
 test and one-half on other evidences of proficiency in the study 
 and the teaching of the subjects. These evidences of proficiency 
 may be filed with the examiner at the time of the examination or sent 
 to the State Superintendent within ten days after the date of ex- 
 amination. 
 
 For College Graduates: A person holding a diploma of grad- 
 uation from an institution having membership in the "Missouri 
 College Union," or from an institution of equal rank in another 
 state, or from a special professional school of high rank that pre- 
 pares teachers of music, drawing, manual training, domestic econo- 
 my or physical culture and expression, may receive a five-year cer- 
 tificate after an experience of twelve months by passing in peda- 
 gogy, psychology, and four of the elementary subjects to be se-
 
 312 HISTORY OF EDUCATION. 
 
 lected by the examiner. After forty months' experience this may 
 become a life certificate by passing in Missouri School System, and 
 History of Education. 
 
 There are no examination fees. 
 
 All applicants having previous credits should bring evidence 
 of those credits with them. 
 
 WM. P. EVANS, 
 State Superintendent of Public Schools.
 
 INDEX. 
 
 A 
 
 Page. 
 
 Academy 3, 6, 49-55 
 
 Accrediting, H. S 55-59 
 
 Agitation for Normals 91-99 
 
 Aid to Weak Districts 35 
 
 Annual School Meeting 22-24 
 
 Approved Rural Schools 36-38 
 
 Appropriations 45 
 
 Arbor Day 29 
 
 Area, Administrative 289 
 
 Architect, State 291 
 
 Articulation Agreement 150 
 
 Associations: 
 
 Aid 229 
 
 Annuity 229 
 
 County Teachers' 287 
 
 District 284-285 
 
 State Teachers' 243-288 
 
 B 
 
 Bank of Missouri 39 
 
 Baldwin 97, 107, 246, 260, 261, 267 
 
 Black 159, 217, 274, 277, 280 
 
 Blewett 230, 282 
 
 Blind, School for 140-143 
 
 Bibliography 292 
 
 Board of Directors 20-22 
 
 Bridgeton Academy 61-52 
 
 Buchanan, G. V 275, 281 
 
 Buchanan, J. T 269 
 
 Butler 276 
 
 C 
 
 Cape Girardeau Normal 112-115 
 
 Carrlngton 31-34. 115, 117, 159, 268, 269, 281 
 
 Certification of Teachers 18-19, 32, 133, 161-163 
 
 Certificates of Indebtedness 41 
 
 Central College 183-188 
 
 Central High School 88
 
 II INDEX. 
 
 Page. 
 
 Chaplin 159, 202 
 
 City Systems 219-243 
 
 Constitutions 6, 17, 26, 46, 174, 175-176 
 
 County Superintendent 18, 23, 128-134, 287-288 
 
 County School Commissioner 24, 29 
 
 Coleman 28-30, 265, 267. 269 
 
 Committee of Nine 31, 153-159, 274 
 
 County Board of Education 32 
 
 Compulsory Attendance 33 
 
 County Text-Book Commission 34, 127-128 
 
 Consolidation of Funds 42 
 
 County Funds 44-45 
 
 Committee of Ten 59 
 
 College Union 59, 149-218 
 
 Commission, Educational 272 
 
 Consolidation of Schools 32, 34, 62-63 
 
 Davis 77-79 
 
 Deaf, School for 135-139 
 
 Dearmont 115, 281 
 
 Divoll 19, 230, 247. 250, 255, 257. 259 
 
 Distribution of Funds 39-40 
 
 Dobson 268, 270 
 
 Drury College 203-207 
 
 Dutcher 264, 270 
 
 E 
 
 Eads 40 
 
 Elementary Schools 1-49 
 
 Elliff . 242, 282 
 
 Evening Schools 228, 229 
 
 Ewing 75-76 
 
 Feeble-Minded, Colony for 147-148 
 
 First School 2 
 
 Finances, of Elementary Schools 38-48 
 
 Free Text-Books 226 
 
 G 
 
 Gass 34-38 
 
 Geyer Act 2, 171-172 
 
 Governess 4 
 
 Greenwood 98, 103. 233. 234, 236, 261, 262, 263, 266, 268,277 
 
 Greenwood Club 23$
 
 INDEX. Ill 
 
 H 
 
 Page. 
 
 Harris 230, 250, 255, 257, 258, 261 
 
 Hawkins 112, 271, 279, 281, 282 
 
 Henry 77 
 
 Hendrix 186 
 
 Hill 183 
 
 High Schools 55-73, 223, 227, 233, 240 
 
 High Schools: 
 
 Classified 71-73 
 
 Inspection of 33, 59, 68-73 
 
 Growth of 67,68 
 
 Course of Study 58, 64-66, 72-73 
 
 Support of 73 
 
 I 
 
 Institutes, Teachers 30, 31, 32, 244, 251-252, 285-287 
 
 Industrial Home for Girls 145-147 
 
 Industrial Home for Colored Girls 148 
 
 Inspection of Schools 36-38, 68-75, 134, 160 
 
 Inspection, Medical 291 
 
 Industrial Education 290 
 
 J 
 
 Jefferson 2 
 
 Jesse 151, 159, 183, 277, 279 
 
 Journal, School 244, 247, 248 
 
 Jordan, D. S 283 
 
 II 
 
 Kansas City 65, 66, 231-237 
 
 Kirk 30-31, 159, 271, 273, 276, 281 
 
 Kirksville Normal 102-107 
 
 L. 
 
 Laws 60, 86, 183, 195, 255, 267, 269, 270 
 
 Libraries 31 
 
 Lincoln Institute 119-122 
 
 Longan 239, 268 
 
 Luckey 275, i,';6, 277. 279, 2S0 
 
 jM 
 
 Mann 275 
 
 Martin 75 
 
 Martin, W. H 275
 
 IV INDEX. 
 
 Page. 
 
 Manual Training 31 
 
 Maryville Normal 118-119 
 
 Memorial for Normals 79-86 
 
 Minor 74-75 
 
 Military Academies 63-54 
 
 Missouri Valley College 215-218 
 
 Monteith 25 
 
 N 
 
 Nature Study 31 
 
 New England Influence 1 
 
 Neely 99, 239, 242, 258 
 
 Normal Diploma 29 
 
 Normals Established 260 
 
 Normals, Private 97-99 
 
 Normal Schools 25, 74-122, 244, 246-247 
 
 O 
 
 Osborne Ill, 159, 260, 262, 263, 266 
 
 O'Fallon Institute 196 
 
 P 
 
 Parker 91, 97, 258, 259 
 
 Parker Laws 17, 285 
 
 Parochial Schools 4 
 
 Park College 207-212 
 
 Pennell 246, 250, 256 
 
 R 
 
 Reading Circle 29 
 
 Revision of 1874 19 
 
 S 
 
 Saline Act 9 
 
 School Board Conventions 24, 29 
 
 Schools for Colored Children 26 
 
 School Houses 47-48 
 
 School Funds 38 
 
 School of Science and Pedagogy 266-267 
 
 School Board Association 277 
 
 Secondary Schools 49-73, 154-159, 2S9-290 
 
 Seminaries, Female 52-53 
 
 Shannon 27-28, 262, 264, 266 
 
 Shaw School of Botany 199 
 
 Sixteenth Section 7, 44 
 
 Society of Pedagogy 229
 
 INDEX. V 
 
 Page. 
 
 Soldan 224. 230, 264 
 
 Southern Influence 1 
 
 Special Schools 135-148 
 
 Spring-field Normal 115-118 
 
 St. Joseph 65, 237-242 
 
 St. Louis 6, 63-64, 219-231 
 
 St. Louis University 164-170 
 
 Starke 14, 79-90, 250, 253 
 
 State University 170-183 
 
 State Board of Education 123-124 
 
 State Training School 30, 272 
 
 State Uniformity of Text-Books 30 
 
 State Superintendent of Schools 10, 17, 60, 124-127 
 
 Subscriber Schools 3 
 
 Supervision of Schools 27, 123-134 
 
 Swallow 246, 252 
 
 T 
 
 Tarkio College 212-215 
 
 Taxation, Local 45-46 
 
 Teachers' Associations 243-288 
 
 Teachers' College 224 
 
 Teachers' Salaries 226-228 
 
 Term of Schools 26,34 
 
 Territorial Acts 5-6 
 
 Text-Books 11-16, 30 
 
 Tharpe 237, 273, 274, 276 
 
 Tobacco Warehouse 40 
 
 Township Funds 43-44 
 
 Township Organization 7, 10, 18 
 
 Tracy 246, 247, 250, 253 
 
 Training School for Boys 143-145 
 
 V 
 Virginia University 173, 190, 193 
 
 W 
 
 Warrensburg Normal 10 7-112 
 
 Washington University 195-203 
 
 Westminster College 192-195 
 
 White, J. M 273, 274 
 
 White, J. U 281 
 
 Whiteford 242, 275, 282 
 
 William Jewell College 188-192 
 
 Wolfe 30, 269, 270, 284 
 
 Woodward 259, 262, 264
 
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