0 ILLINOIS UNIVERSITY OF ILLINOIS AT URBANA-CHAMPA1GN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Brittle Books Project, 2015.COPYRIGHT NOTIFICATION In Public Domain. Published prior to 1923. This digital copy was made from the printed version held by the University of Illinois at Urbana-Champaign. It was made in compliance with copyright law. Prepared for the Brittle Books Project, Main Library, University of Illinois at Urbana-Champaign by Northern Micrographics Brookhaven Bindery La Crosse, Wisconsin 2015et UNCLASSIFIED ' • ,r v " . ' / 1 Vol. 9, No. 3 July. 1911 msftpoe^ue : ......... > • 7 ~: • „ 1 ftt^ 4 riir\r\xr r^rvr t /^i liSXO ~ " ' v.:- - ■■'-■■■. --"i- - : - - •» "■ : A ' ' ' 'v " '-"r-, 4 t' - "V ^ I ■' . ' , r; - ^ , .V • . ' " «v- " ■'■ft: • % / ~ - 1 ' ■■-__ ■ -T ' ■ V " 1 ' . ' - ' r ' • v ■■All Alumni-ae and ex-students are urged to keep the college informed of their address, so that publications can be sent them with certainty. This is the last issue of the Bulletin in its present form. Hereafter all publications will be printed under the title and by the authority of George Peabody College for Teachers.PEABODY COLLEGE FOR TEACHERS ALUMNI REUNION REGISTER OF STUDENTS nashville, tenn. Published by the University of Nashville 1911CONTENTS PAGE Trustees of the George Peabody College for Teachers ....................3 Faculty ...............................................................4 Instructors and Assistants ..................................................................6 Officers of Administration ...............................................................6 Standing Committees ......................................................7 January Meeting of the Trustees .............................................8 President Bruce R. Payne ....................................................................10 Election of Dr. C. E. Little..................................................................11 Program of Commencement Week .......:........................................12 Students' Play ...............................................13 Inter-society Oratorical Contest ....................................14 Open Meeting of Agatheridan Society ..........................................14 Baccalaureate Sermon .................................................................15 Class Day Exercises ..........................................................18 Concert by Treble Clef Glee Club ..........................................18 Spirit of Reunion and Commencement ........................................19 Alumni Conference ..................................................................................22 Addresses by: A. E. Booth .............................................22 Bruce R. Payne ........................................................................23 T. J. Woofter ..........................................................................24 G. W. Coley ..............................................................................38 J. R. Mosley .............................................................41 A. P. Bourland ...:.................................44 Miss Stella S. Center ..............................................................53 Wickliffe Rose .......................................................................57 Chas. E. Little ...........................................................59 Miss Eva T. Lee .........................................64 C. J. Heatwole .....................................................................65 Society Reunions ............................................................70 Business Meeting of the Alumni Association......................................71 Resolutions ........................................................................................71 Officers ..............................................................................................73 Alumni Endowment Fund........................................74 Alumni Banquet ................................................................75 Toasts by: J. W. Brister............................................................76 Miss Lizzie Lee Bloomstein..............................................78 J. C. Bradford ....................................................81 Commencement Day Exercises ..............................................................82 Baccalaureate Address ....................................................................83 Medals .................................................95 Alumni Song......................................................................................95 Diplomas and Degrees ..................................................96 Resolution of May 19......................................................................96 Messages and Telegrams ................................................................96 List of Graduates, 1910 and 1911 .........................98, 101 List of Students, 1910-1911 ..........................................................105 Corrections and Additions to Alumni List..........................................115 (2)TRUSTEES OF THE GEORGE PEABODY COLLEGE FOR TEACHERS Judge EDWARD T. SANFORD, Knoxville, Tenn., President. President J. B. ASWELL, Natchitoches, La., Vice-President. *E. A. LINDSEY, Esq., Nashville, Tenn., Secretary and Treasurer. *J. C. BRADFORD, Esq., Nashville, Tenn., Chairman of the Executive Committee. B. J. BALDWIN, Esq., Montgomery, Ala. Prof. HUGH S. BIRD, Fredericksburg, Va. W. A. BLAIR, Esq., Winston-Salem, N. C. STUART H> BOWMAN, Esq., Huntington, W. Va. *JAS. E. CALDWELL, Esq., Nashville, Tenn. ♦WHITEFOORD R. COLE, Esq., Nashville, Tenn. *Hon. J. M. DICKINSON, Nashville, Tenn. THOS. B. FRANKLIN, Esq., Columbus, Miss. JAS. K. ORR, Esq., Atlanta, Ga. *A. H. ROBINSON, Esq., Nashville, Tenn. BOLTON SMITH, Esq., Memphis, Tenn. Prof. W. K. TATE, Columbia, S. C. ♦CLAUDE WALLER, Esq., Nashville, Tenn. His Exceixency Governor BEN W. HOOPER, ex officio. Member of the Executive Committee. (3)THE FACULTY CHARLES EDGAR LITTLE, A.B., PH.D., (University of Nashville; Vanderbilt University.) Chairman of the Faculty, Professor of Latin. LIZZIE LEE BLOOMSTEIN, A.M., (University of Nashville.) Professor of History. EDWIN WEXLER KENNEDY, A.B., PH.D., (University of Tennessee; Johns Hopkins University.) Professor of History and Economics. JOHN IREDELL DILLARD HINDS, A.B., PH.D., LL.D., (Cumberland University; Lincoln University.) Professor of Chemistry. *HARRY P. WELD, A.B., (Ohio State University; Graduate in Music, Dennison University.) Professor of Music. MINNIE GATTINGER, (Student Academie Delecluse, Paris; Exhibitor at the Salon des Champs-Ely sees.) Professor of Art. MARY PHILIPPA JONES, (Graduate Teachers' College, Columbia University.) Primary Methods. CAROLINE CARPENTER, A.B., A.M., (University of Nashville; Vanderbilt University.) Professor of German. ALBERT TENNYSON BARRETT, A.B., Ph.D., LL.D., (University of Rochester.) Professor of Education. PRIESTLY HARTWELL MANNING, A.B., A.M., (University of Nashville.) Professor of Physics and Geology. JEANNETTE MOORE KING, B.S., (University of Nashville; Gratuate Harvard Summer School of Physical Education.) Director Physical Traiming for Women. * On leave of absence. * (4)PEABODY COLLEGE FOR TEACHERS 6 JOHN WILLARD BRISTER, A.B., A.M., (University of Nashville.) Professor of Mathematics. JOSEPH STUART CALDWELL, A.B., A.M., (Maryville College; University of Chicago.) Professor of Biology. EUGENE TAVENNER, A.B., A.M., (University of Nashville; Columbia University.) Assistant Professor of Latin. FRANK FLAVIUS FRANTZ, A.B., PH.D., (Central College, Fayette, Mo.; Vanderbilt University.) Professor of Romance Languages. ♦JAMES BLANTON WHAREY, A.B., PH.D., (Davidson College; Johns Hopkins University.) Professor of English. DAVID SPENOE HILL, A.B., PH.D., (Randolph-Macon College; Clark University.) Professor of Psychology and Education. EDWARD JOSEPH FILBEY, A.B., PH.D., (Lawrence College; University of Wisconsin.) Professor of Greek. ISAAC SAMUEL WAMPLER, B.A., M.A., (Washington and Lee University.) Assistant Professor of Mathematics and Physics. JOSIAH MORSE, A.B., Ph.D., (Richmond College; Clark University.) Professor of Philosophy and the History of Education. GEORGE HERBERT CLARKE, B.A., M.A., (McMaster University, Toronto.) Professor of English Literature and Acting Professor of English. ISAAC MILTON COOK, (Michigan State Normal College.) Actmg Professor of Music. MYRTIS JARRELL, A.B., (University of Nashville; University of Berlin.) Instructor m English. * On leave of absence.PEABODY COLLEGE FOR TEACHERS INSTRUCTORS AND ASSISTANTS MARY ATCHISON ARTHUR, B.L., A.M., (University of Nashville.) Assistant Critic Teacher. GROVER HUGHES HAYDEN, A.B., (University of Nashville.) Assistant in Chemistry. MARTHA DELANO GREENO, Assistant in Art. MAYCE CANNON SNEED, Assistant in Biology. WILLIAM OLIVER FLOYD, B.S., M.D., (University of Nashville.) Physical Training for Men. OFFICERS OF ADMINISTRATION CHARLES EDGAR LITTLE, PH.D., Chairman of the Faculty. EDWARD JOSEPH FILBEY, Ph.D., Secretary of the Faculty. ROBERT EWING, Secretary and Treasurer of the College. BELLE M. STORY, Clerk. JENNIE E. LAUDERDALE, A.B., A.M., (Mary Sharp College.) Librarian. GRACE GORDON, B.S., (University of Nashville.) Assistant Librarian.PEABODY COLLEGE FOR TEACHERS 7 STANDING COMMITTEES OF THE FACULTY Executive ............C. E. Little, Chairman; A. T. Barrett, D. S. Hill, J. S. Caldwell, E. J. Filbey. Course of Study.......D. S. Hill, Chairman; J. I. D. Hinds, E. W. Kennedy, G. H. Clarke, C. E. Little. Entrance.............J. W. Brister, Chairman; E. J. Filbey, J. S. Caldwell. Hours................I. S. Wampler, Chairman; P. H. Man- ning, F. F. Frantz. Diplomas.............Miss Bloomstein, Chairman; Miss Car- penter, Miss Jones. Library ..............E. W. Kennedy, Chairman; E. J. Fil- bey, G. H. Clarke. Commencement.......P. H. Manning, Chairman; E. Taven- ner,. Miss Carpenter. Publications .........E. J. Filbey, Chairman; I. S. Wampler, F. F. Frantz. Schedule.............E. Tavenner, Chairman; D. S. Hill, Miss Carpenter. Recommendations.....A. T. Barrett, Chairman; J. S. Cald- well, E. Tavenner. Student Oversight____G. H. Clarke, Chairman; E. J. Filbey, Josiah Morse, Miss Jones, Miss King. Secondary Education. .Josiah Morse, Chairman; J. S. Cald- well, P. H. Manning, J. W. Brister, Miss Bloomstein. Music Milton Cook, Chairman; E. Tavenner, Miss Bloomstein.8 PEABODY COLLEGE FOR TEACHERS THE JANUARY MEETING OF THE BOARD On January 17, 1911 the Board of Trustees of the George Peabody College for Teachers met and took definite steps toward the election of an executive head for the College. A resolution was also passed, closing the College as at present organized, but implying a re- opening in the new buildings when erected on the new site. This resolution reads as follows: "Resolved, That it is the sense of this Board.- that it is inadvisable to further use the funds donated for the foundation and maintenance of the George Peabody College for Teachers for the support of the Peabody Normal College, located in South Nashville; and that Dr. Charles E. Little, Chairman of the Faculty, be notified that after the end of the current scholastic year this Board will discontinue its appropriation for that purpose." This action met with severe criticism, not only from those then or formerly connected with Peabody Col- lege, but from hundreds of others competent to judge. No one, however, even remotely intimated that the Board were not sincerely desirous of fulfilling their trust in all good faith. The trustees, by word and act, are striving, it is believed, to carry out the purposes of the trust committed to them. The election of the executive head they have chosen, President Bruce R. Payne, whose attitude in favor of the con- tinuity and "the independent sacred personality" of Peabody has been expressed in very positive terms, and the resolution of the Executive Committee, passed May 19th (see page 96), amply justify Pea- body's thousands of friends in declaring that in the new board we have a governing body of intelligentPEABODY COLLEGE FOR TEACHERS 9 men, earnestly devoted to the best interests of the in- stitution. At the same meeting a second resolution was passed, as follows: "Resolved, That the thanks of this Board be tendered the Chairman and Faculty of the Peabody Normal College for the faithful and efficient services rendered by them since this Board has been making appropriations for its work." On the morning after this action the facts were re- ported to the faculty and students of the College. The following comments are quoted from the account as given at that time: DR. LITTLE ANNOUNCES CHANGE At Peabody College this morning Dr. Chas. E, Little, Chair- man of the Faculty, announced to the faculty and students assembled, the action of the trustees of the George Peabody College for Teachers taken yesterday. He explained to the students that all their opportunities for the remainder of the college year would be unchanged; that the same amount of money would be spent for their welfare, the same number of courses offered, the same advantages guaranteed as originally planned. The faculty, he said, would see that not only all students worthy of graduation should be given fair, generous treatment, but that all others would be helped to get proper standing next year in the several colleges they may choose to attend; that the College will undertake to arrange their stand- ing for them by correspondence this winter and spring. He closed his talk, in part, as follows: "The announcement I have made to you will give you pain. You will, as I have remarked, suffer no outward material loss; but you feel a hurt inside. Let us, however, make this readjust- ment, mental and spiritual, without resentment against anyone. What may seem a tragedy to you was doubtless meant only as a business detail. We know the Peabody spirit is unquepiched10 PEABODY COLLEGE FOR TEACHERS in you, the striving after a noble institution does not die with the closing of the doors of these buildings, with the vanishing of your footsteps from these grounds. Do not allow yourselves any collapse of faith; hold true your moral poise; perform diligently every duty. Let us rise to the height of this threat and surmount it. This occurrence seems much like a section of ordinary life. Something similar is constantly coming to individuals or to masses of people. Let us meet this disap- pointment by being our high selves, by displaying our fine courage."—Nashville Banner, January 18, 1911. PRESIDENT BRUCE R. PAYNE The election of Dr. Bruce Ryburn Payne as President of the George Peabody College for Teachers was announced by the trustees of the College on April 8, 1911. Dr. Payne m a North Carolinian by birth, and was educated at Trinity College, Durham, and Columbia University. He holds the Bachelor's and Master's de- grees from Trinity, and the Master's and Doctor's from Columbia. He has served as Principal of the Morganton Academy; County Superintendent of Schools of Burke County, N. C.; Instructor in the Dur- ham public high schools; Professor of Philosophy and Education in William and Mary College; Professor of Secondary Education and afterwards Professor of Psy- chology in the University of Virginia; and Director of the University of Virginia Summer School. For the last seven years Dr. Payne has been a mem- ber of the Executive Committee of the Cooperative Educational Association of Virginia, and has rendered signal service in the intelligent quickening of educa- tional movements in Virginia. He was one of the originators, and promoters of the famous May cam-PEABODY COLLEGE FOR TEACHERS 11 paign of 1905. A bill creating the high school system for Virginia was drafted by him and Superintendent Eggleston. He has been chairman of all the commit- tees during the last five years appointed to draft and revise the State high school course of study. His work in connection with the State high schools of Virginia, and in the reorganization of the University of Vir- ginia Summer School, has been as important as that rendered the university as a teacher of psychology. Dr. Payne will assume active charge of the affairs of the College about the first of September. ELECTION OF DR. C. E. LITTLE [Upon the nomination of President Payne, the Executive Committee of the College offered Dr. Little a position on May 4th, which he ac- cepted on May 19th, thus becoming the first professor chosen into the new Faculty.] DR. C. E. LITTLE IN THE FACULTY Elected by the Executive Committee of the George Peabody College The Executive Committee of the George Peabody College for Teachers has authorized the announcement of the election of Dr. Charles E. Little to the faculty. Until the opening of the college for the reception of students Dr. Little will assist Dr. Payne, the President, and the Executive Committee, in the work of establishing and organizing the college. The appointment of Dr. Little and his acceptance of the position tendered him is considered a happy augury for the future of the college. He is an alumnus of the old Peabody College, and his appointment will be learned of with pleasure by the whole body of the alumni of that institution. It will be recalled that the alumni of the old college have been made alumni of the new institution, which is a continuation of its predecessor.12 peab0dy college for teachers Dr. Little's best efforts will be given to the important and responsible work which his election devolves upon him, and the Executive Committee feels that they have brought to the aid of the President, and to their own assistance, a man admirably equipped for the work which they have in hand. This announcement will be very gratifying to Dr. Little's friends in Nashville and elsewhere. He is prominent in edu- cational work and widely recognized for his ability and suc- cess as an educator. He is also held in very high esteem personally and socially.—Nashville Banner, May 24, 1911. PROGRAM OF COMMENCEMENT WEEK The 1911 Commencement week was exceptionally re- plete with interesting conferences, exhibitions, and lit- erary, musical and dramatic entertainments. A sum- mary of the general program, together with an outline of the main features of each event, follows: June 1-3, Thursday-Saturday, Art Exhibition, 10 a.m. to 6 p.m., in Lindsley Hall. Thursday, Play by members of the Young Women's Literary Societies, 8 p.m., on the campus. Friday, Exhibition of the Department of Physical Training, 3 p.m., in the Ewing Gymnasium, Friday, Young Women's Inter-Society Oratorical Contest, 8 p.m., in the Chapel. Saturday, Open Meeting of the Agatheridan Literary Society, 8 p.m., in the Chapel. Sunday, Baccalaureate Sermon, 11 a.m., in the Chapel. Monday, Class Day Exercises, 10 a.m., in the Chapel. Monday, Concert by Treble Clef Glee Club, 3.30 p.m., in the Chapel. Monday, Alumni Conference, 8 p.m., in the Chapel. Tuesday, Alumni Conference, Class and Society Reunions, 10 a.m. to 1 p.m., in the Chapel and the Society Halls. Tuesday, Informal Luncheon, 1 p.m., in the Ewing Gymnasium. Tuesday, Business Meeting of the Alumni Association, 3 p.m., in the Chapel.PEABODY COLLEGE FOE TEACHERS 13 Tuesday, Marriage of John Middleton Hanking L.I. and B.S., *01, M.D., '07, and Grace Lewis Gordon, L.I., '03, B.S., '04, 7.30 p.m., in the Chapel. Tuesday, Alumni Banquet, 8.30 p.m., at the Tulane Hotel. Wednesday, Commencement Day Exercises, 10 a.m., on the Campus. Wednesday, Informal Luncheon, 1 p.m., in the Ewing Gymna- A play was presented by members of the three young women's literary societies Thursday evening, June 1, upon a stage erected on the college campus. The per- formance proved very enjoyable to the large audience, who filled every seat of the amphitheater which had been improvised. The cast of characters follows: REBECCA'S TRIUMPH ACT I.—The home of Mrs. Delane; morning. ACT II.—The grove; afternoon. slum. THE STUDENTS' PLAY CAST: Rebecca, a foundling........ Mrs. Delane, a widow____ Clarissa Codman, a spinster Katie, an Irish maid...... Gyp, a colored girl......... Meg, a vagrant ........... ----Miss Laura Mauzy Miss Martha Johnston .... Miss Ruth Finney Miss Emeline Lowden .Miss Willie McConico .Miss Pauline Dawson girls of the cooking club. Dora Sadie Jennie Mellie Grace Miss Gordon Logan .Miss Delia Osborne .:... .Miss Ruth Hope Miss Nell Bondurant Miss Sue Stovall14 PEABODY COLLEGE FOR TEACHERS THE INTER-SOCIETY ORATORICAL CONTEST The annual oratorical contest between representa- tives chosen by the young women's literary societies was held Friday evening, June 2. Miss Irene Dillard, of South Carolina, representing the Girls' Chapter, was declared winner. After the contest an informal reception was held in each of the society halls. The program follows: PROGRAM Dr. Josiah Morse, Presiding Music ..................................Miss Goldie Hirsch Oration ............................Clara Moore, Alpha Phi "Henry W. Grady, the Peacemaker of the South.19 Oration ......................Elizabeth B. Schardt, Peabody "The Lifting Shadow." Oration........................Irene Dillard, Girls' Chapter "America—the Cynosure of Universal Peace." Music ...............................Miss E. May Saunders, judges Dr. H. B. CarrS, Mr. A. W. Akers, Dr. J. S. French, Dr. Allen G. Hall, Rev. H. J. Mikell, Prof. J. A. Kern. OPEN MEETING OF AGATHERIDAN LITERARY SOCIETY A special commencement meeting of the Agatheridan Literary Society was held Saturday evening, June 3d. Hon. Jacob M. Dickinson, ex-Secretary of War, pre- sided. In a brief speech Judge Dickinson said that he was extremely glad to have been asked to preside over the meeting. He stated he was a member of the society shortly after the Civil War, and was its firstPEABODY COLLEGE FOR TEACHERS 15 president immediately after. He told of the many happy times he had had as a member, and stated that the society would always hold a warm place in his heart. The program follows: Hon. J. M. Dickinson, Presiding Invocation ................................Rev. H. J. Mikell Apple Blossoms ...................................Orchestra Address of Welcome......................Prof. J. W. Brister The Bandolero—Stuart.....................Prof. I. M. Cook Agatheridana in the Past.................Prof. J. R. Mosley La Morsario ....................................Orchestra Agatheridan Motto and Other Mottoes......Prof. G. H. Clarke Irish Love Song—Long................Miss E. May Saunders Agatheridana, Present and Future................M. S. Ross Cavalleria Rusticana..............................Orchestra Graduation Exercises Presentation of Diplomas, by Hon. J. M. Dickinson Ushers: C. M. Hardison, H. J. Capshaw, S. D. Maddux THE BACCALAUREATE SERMON The last commencement sermon to the graduates of Peabody College for Teachers was delivered in the chapel by Rev. James I. Vance, pastor of the First Presbyterian Church. The chapel was filled with members of the faculty, the alumni, the students, and their friends. As the young men and women filed into the historic old chapel, some in the conventional cap and gown, there was a general hush as those in the audience real- ized that this was the last class which would ever pass out of this hall as graduates of the Peabody College.16 PBABODY COLLEGE FOE TEACHERS The students made a pretty picture as, with serious faces, many of them sad, they faced the speaker or turned from time to time to look wistfully out of the vine-fringed windows at the beloved campus set here and there with other gray stone structures, around each of which clustered memories dear to the hearts of all. Dr. Charles E. Little, who for the past year has pre- sided as chairman of the College faculty, introduced Dr. Vance in words appropriate to the occasion. Dr. Vance entered at once on his morning's discourse, say- ing in part: "My friends, we are facing the crises in two great institu- tions. We come with a prayer in our hearts, not only for the University of Nashville and the Peabody College, but for the George Peabody College as well. After all, they are linked together forever. Language cannot express or figures show the work that has been done by this institution during the past years. Wherever I have gone, I have found students of this college who are bearing well their part in life. "The George Peabody College, which we all hope and pray is to be one of the greatest institutions in the South for the education of men and women, could never have been possible without the foundation that has been laid here so substantially during the past years. I predict, with an assurance that it will be so, that in the future when George Peabody College comes to its stature, there are no names it will cherish so much as those of the University of Nashville and Peabody College. "And now, young men and young women, as you, represent- ing the last class under the old regime, go out to begin your lives, you must make for yourselves honorable places in the world and bear your part faithfully. I want you to think this morning for a little while on the subject of your vocation in life—what shall it be? "One usually gets out of life exactly what he puts into it. If you put into it energy, enthusiasm, devotion and consecra- tion, just so will success crown your efforts and your life count as worth while. There is one highest vocation of all that youPEABODY COLLEGE FOR TEACHERS 17 will find worth more than all the rest, however, as you climb onward, and this is the vocation of a disciple of Jesus Christ. Such an ideal does not mean a 'purpose,' or even an 'avocation/ It means your life service to the Son of God and to your fellow man. "A good many chances will come to you in life, but the greatest chance of all is just the chance to be a Christian. Eternity is sounding out the call: 'Be a Christian.' This is the great vocation; this is the high calling. Listen back to Christ. Listen back toward Bethlehem—to the time of the crucifixion—the resurrection—the ascension ; what do ^ou hear? Just the voice of God speaking to the children of men. It is a call out of selfishness. It is a call to service. It is a call to you. If we refuse to listen when God calls us through Christ, is there likely to be another chance? God's Son is God's high summons to man. "The question of religion is not how we keep the Sabbath, nor the ratio of income we give the poor. We should stop trying to deal with small fractions. We should deal with the problem of our whole life given in the cause we love. It isn't worth while trying to be a Christian unless we are altogether religious, unless we give ourselves day by day to Christ. For Jesus Christ in his life has worked out the line of distinction between the secular and the spiritual. He has taught us there is no difference. All life is sacred. "To be a Christian means to have Christ as your daily com- panion ; to have the spirit of Christ with you; to have his character; to be like him. There is nothing beyond Christ but Christ. Whatever one does for Christ lasts forever. It is pure gold. It is worth its face value anywhere. Its own character and service are its eternal commendation. The Christian's kingdom is a kingdom that has no end. Heaven is but a continuation of our service on earth. God grant that wherever your life may be lived you will live it with the one high vocation forever before you—'to be a disciple of Jesus Christ.'" %18 PBABODY COLLEGE FOR TEACHERS CLASS DAY EXERCISES The Class Day program, presented jointly by mem bers of the A.B. and L.I. classes Monday morning, was as follows : PROGRAM David W. Moody, Presiding President of L. I. Class A. B. Class Song—Litoria ......................................Classes History..............................Miss Tommy Reynolds Poem .................................Miss Lillie Hasslock Will ...................................Miss Carolyn Kranz Prophecy ............................Miss Adelaide Bostick L. I. Class Vocal Solo .................................Miss Susie Ellis Oration—"The Negro and the South"......John W. Ragsdale History .................................Miss Susan Tinnon Poem...................................Miss Birdie Welker Prophecy ............................Miss Martha Swafford Will ......................................Miss Ada Smith Song—"Peabody" ............... ...................Classes CONCERT GIVEN BY TREBLE CLEF GLEE CLUB The concert of the young women's glee club was given Monday afternoon before an appreciative audi- ence in the College chapel. Professor Milton Cook, of the Department of Music, directed the singiag, and was assisted by Mrs. J. Rhea Sumpter, soprano; Miss E. May Saunders, soprano; Miss Goldie Hirsch, violin;peabody college for teachers 19 Miss Minnie Talley, violin, and Miss Daisy Sartain, accompanist. The program follows: PROGRAM 1. Where the Hills Run High ....................Fitzhugh 2. (a) Among the Sheaves of Golden Corn..........Peusohel (&) Les Sylphs ......................... .Bachman-Wolf 3. Vocal Solo— (a) The Dawn .............................D'Hardelot (&) Dearest ....................................Homer (c) Five Little White Heads ...................Beschojf Mrs. Sumpter 4. Cantata for Women's Voices—The Lady of Shalott ............................Wilfred Bendall Solos by Miss Saunders THE SPIRIT OF THE REUNION AND COMMENCEMENT By I. S. Wampler, '91, Alumni Secretary The Commencement of June 2-7 rounded out thirty- seven years of history of a unique institution, and brought to a close a most remarkable year in the life of Peabody College. Though circumstances developed during the year brought many disappointments and discouragements, neither students nor faculty succumbed beneath this weight. There was no marked lagging in interest nor slackness in the performance of duty. Indeed, every one heroically determined to make each college enter- prise, whether large or small, the best in the history of Peabbdy. The Commencement itself was unique, not only in that it was bringing to an end the old regime in the20 PEABODY COLLEGE FOR TEACHERS history of the school, but also in that it was the most largely attended commencement since the school began. The climax was reached on the morning of June 7th, when visiting alumni, students, and their friends to the number of more than one thousand, as- sembled under the wide-spreading, stately elm, between Ewing Gymnasium and Lindsley Hall, to witness the last graduating exercises on the old campus. Early in April the executive committee of the Alumni Association resolved to have a home-coming during Commencement week. The invitation went out and they came; the "clans" gathered. From the great State of Texas, about fifteen in number, they came. From the Virginias, from Washington, D. C., from far-away New Mexico, and from Oklahoma and Missouri they came. Louisiana, Mississippi, Ala- bama, Georgia, the Carolinas, Kentucky, and Ten- nesse—all sent splendid delegations. More than two hundred outside of Davidson County were in attend- ance. All in all, it was the greatest gathering of alumni that ever assembled on a Southern campus. The programs were well attended and much enjoyed, the College chapel being filled on every occasion. At other times, early and late, larger or smaller groupsi— the smaller the better in some cases one might believe —could be seen gathering at different spots and under various trees, sacred to them by memories most holy. Still other congenial bands could be seen strolling up and down the College hallways and visiting old lec- ture rooms in the hope of refreshing hallowed recol- lections, stopping here and there to catch, as it were, sounds and voices of yore, or the echoes of some stale joke that once punctuated a more stale lecture.PEABODY COLLEGE FOR TEACHERS 21 The noonday luncheons, society reunions, and informal conferences furnished additional opportunity to renew old friendships and live over again happy but bygone days of college life. The keen interest in the future was shown in the close attention that was given to every reference and statement in the programs relative to the reorganized College—the Greater Peabody. The net result was the conviction impressed upon all, that in the new Presi- dent, Dr. Bruce R. Payne, whom they had the pleasure of meeting personally and the privilege of hearing pledge by public utterance his determined purpose to maintain and perpetuate the sacred traditions of the College, and in Dr. Charles E. Little, his colaborer and our friend, the friends of Peabody have loyal and de- voted leaders that will not only preserve and honor the past, but build toward a larger and grander future. The reunion brought the alumni together in a way that was needed just at this time. It was a means of binding them together for a new work; it unified their hopes; it rekindled their loyalty; it revived a pledge for the educational uplift of the whole South. "It was the most fitting thing that could have been thought of." "I would not have missed it for ten times what the trip cost me. It gave me new hope." "The meeting with the alumni was one of the most enjoy- able occasions of my life." "We don't know how to thank the school enough for giving us this privilege to meet once more on the old campus." These and similar expressions indicate the attitude and spirit of those in attendance. The past, honorable and glorious, is unalterable. We owe a debt to this past as well as to the future to22 peabody college for teachers make the future more honorable and glorious still. Through the instrumentality of the George Peabody College for Teachers, let us hope that the growing edu- cational needs of a greater country may be the better and more completely served: "Education—a Debt Due from Present to Future Generations." THE ALUMNI CONFERENCE The first formal meeting of the alumni occurred Tuesday evening. Addresses were made by visiting and resident alumni and were followed by an earnest conference, in which the relation of the alumni to the reorganized Peabody College was fully discussed. A very interesting feature of the program was a brief address by President Bruce R. Payne. The various addresses follow in the order of their delivery. ADDRESS OF WELCOME By Dr. A. E. Booth, '89 President of the Alumni Association, 1910-'ll Ladies and Gentlemen: This is an occasion towards which we have looked for several months. We are glad to welcome you, the sons and daughters of this great college, to this old campus and chapel once more. Although the hand of time has made its mark upon many of us, still your presence tonight shows the same loyal Peabody spirit so characteristic of those who have gone from this institution. The history of public education in the South has in it the stories of the sacrifice, labor and hope of the men andi women who got their inspiration for the possibilities of our Southern people in this institution. Her sons and daughters stand in the forefront as leaders in public education in the South today.PEABODY COLLEGE FOR TEACHERS 23 As men and women direct from the field of action, we welcome you. We welcome you because you have come home. We welcome you because Nashville has the same open-hearted spirit now as in days gone by. We welcome you to our hearts and our homes. Please be at home and enjoy this occasion, which brings back so many reminiscences of a joyous long ago. On account of the lack of time, it is not practicable for me to extend my remarks further, but it is now my pleasant priv- ilege to introduce to you and to our friends who have gathered with us this evening, the man who is to take up the work made glorious by his noble predecessors—the man who is to take charge of the new institution with its new vocation and larger field and possibilities—the man who is the peer of any man in the South in point of scholarship, natural ability and executive power. And I now introduce to you the new President of George Peabody College for Teachers—Dr. Bruce R. Payne. ADDRESS OF PRESIDENT BRUCE R. PAYNE President Payne, after being introduced by Dr. A. E. Booth to the alumni, spoke as follows: Let me pay tribute to those loyal children of Peabody College who refused to see her lay aside her arms in the fight for educational progress and who fir^t inaugurated plans lead- ing to the enlargement of service upon which we hope she is about to enter. This college has a noble record for service which we must all respect. After going over carefully the edu- cational contributions of institutions of higher learning, I am prepared to say that no college in the South has rendered such distinguished service to the race in the past generation. For the administration, I wish to assure you that we shall respect, honor and continue the present traditions and the high ideals of this institution. These are the greatest assets possible for any college, and they shall not be lost to you. We shall look to you old alumni for sympathy and suggestions. We shall in every honorable way do what lies within our power to promote your interest.24 peabody college for teachers I wish to guarantee so far as I can the independent sacred personality of this institution. Its individuality shall never suffer. It shall live and flourish in its new home. Its pros- perity shall increase and honor its sons and daughters as they honor it. Last of all, let me tell you that you have come to no funeral. We need no Mark Antony to pronounce a funeral oration. Peabody College is not dead, and by the help of God, it is not going to die. You cannot by the higher laws and1 by the laws of nature bury a live being like this. So if you have tears to weep, go elsewhere. We beg your sympathy and hearty cooperation, and we will try to maintain the integrity of the institution as it has come down to us. In so far as God. gives us strength, we shall serve this institution, and, through it, the schools and teachers of the South, so help us God. EAELY DAYS OF PEABODY An Address by T. J. Woofter, '93 Department of Education, University of Georgia History is not merely a record of past events, for it is no closed book, no fixed or dead thing. History is living, ever- growing life; it is evolution at work. The George Peabody College for Teachers appears in this process of growth. Its origin we can only approximate, and its life we can but par- tially interpret. Its birth was a gradual evolution in tho thought of several men. It has lived its childhood days, changed to its period of early youth, and is just reaching its stage of adolescence when its final character is shaping for its period of greatest service. Nor do I intend this to depreciate its early service, for, like the inspired Teacher of old, it has shown its grasp of the same ever-present mystic query in all life, "Wist ye not that I must be about my Father's business?" When I attempted to get at its origin, I found myself in the presence of great souls, some of God's rarest of human jewels. Great minds seemed to harmonize in a single thought, great hearts beat as one in devotion to a cause. First among these must be named George Peabody, Robert C,PEABODY COLLEGE FOE TEACHERS 25 Winthrop, and Barnas Sears, in order of their appearance in the evolution. Adaptation brought in others who were essen- tials. Who founded Peabody College? The answer is not on the surface. Of course, without the benefactions of George Peabody, Peabody College would never have existed, and yet, at first, such an institution was probably not in his mind. The definite notion of such a college seems to have arisen first in the mind of Sears, but in the working of his mind to this end, the thoughts1 and ideals of Winthrop and Peabody appear as antecedent What was the inspiration of the whole movement in which the Peabody College appears? We are told that George Peabody was born in old Danvers, Mass., 1795, and that he attended for a few years the common village school. He was apprenticed, later passed into business for himself, finally formed a partnership in business in George- town, D. C., then transferred the business to Baltimore, Md., and in 1837 established himself in London, where he achieved a fortune of about $15,000,000. In his early days he lived with and in the New England common school. His later life wast spent where the common school ideal was wanting, and he saw its need, divined its mis- sion. In 1852 he was invited back to Danvers to her bi-centen- nial celebration. Regretting his inability to be present, he wrote, among other things, his strong hope for the growth of the country "if we plant the New England institution of the common school liberally among the immigrants who are filling up the valley of the great Mississippi." He sent also, on this occasion, in a sealed envelope to be opened on the day of the celebration, that famous toast now inscribed upon the seal of the Peabody Education Fund, "Education—a debt due from present to future generations." Peabody College will never cut away from that memorable motto, hence, back here we must go for the earliest beginnings of Peabody College, not the college in definite outline as yet, but the germ with the elements of growth therein. When the long and bloody Civil War devastated the South, destroyed the existing social order, robbed so many children of fathers, and left us all but poverty-stricken, his loyal American heart was touched, and his broad spirit of patriotism inspired him to direct his philanthropy to the South. In 1867 he26 PEABODY COLLEGE FOR TEACHERS selected Robert C. Winthrop as his chief adviser, created his board of trust with Winthrop as its head, wrote his celebrated letter of gift, February 7, 1867, and then began his great bene- factions for "the educational needs of those portions of our beloved and common country which have suffered from the destructive ravages, and not less disastrous consequences, of civil war." Winthrop was electrified by the plan and ideals of Peabody. He accepted the work, saying that it was the greatest honor of his life. He became a most eloquent champion of Peabody's notion of the function of the public school, claiming that the common school is New England's priceless heritage to the Republic. Let me quote from one of his many eloquent ad- dresses the following passage: "Other nations' may have their magnificent gems and monster diamonds. Our Kohinoor is our common school system. This is our mountain of light, not snatched, indeed, as a prize from a barbarous foe; not destined to deck a royal brow or to irradiate a crystal palace, but whose pure and pene- trating ray illumines every brow and enlightens every mind and cheers every heart and hearthstone in the land, and which supplies from its exhaustless mines ornaments of grace unto the head and chains upon the neck of every son and daughter of Massachusetts." And now the third remarkable man appears. It was de- cided to have a General Agent of the Fund, and Dr. Barnas Sears, then President of Brown University, was unanimously tendered the position. In about a year thereafter he accepted, and he gave the rest of his life to the work. In a speech be- fore the Virginia Constitutional Convention, soon after his acceptance, Dr. Sears said: "The object of the Peabody Educa- tion Fund is free schools for the whole people, neither more nor less. We have nothing in view which is not comprehended therein." In this terse declaration we have the function of the Peabody Fund crystallized. And Mr. Winthrop said of the original plan drawn by Dr. Sears, "It was' a perfect chart of our course, as its writer has proved to be a perfect pilot." Thus we see how fully in accord were these three great men. To know how to do, was the next step; and the formulation and execution of plans devolved largely upon the GeneralPEABODY COLLEGE FOR TEACHERS 27 Agent. "Free schools for the whole people" was the aim, yet there was not a public school system in any state of the South, and no good ones in any Southern city. There were no state normal schools nor other agencies for the training of teachers. The South had been given over to a wholly different and more aristocratic educational ideal. Governess and tutor taught the children in the family, and when old enough, the young people were sent abroad for the finishing education. The English ideal of John Locke was the prevalent one. Education was a private affair, and public schools were looked upon, as in England to very recent times, more as charitable institutions. Probably the first text-book made for American use was for the purpose, as stated, "Of teaching English to those of inferior station and in all rude countries." There was, then, a double set of prejudices to be overcome and a new educational ideal inculcated before the public free school could come to its mission. There were no trained teachers, and the country was so impoverished that increasing taxes was not a welcome suggestion. The old social order had been destroyed, and new adjustments had to be made. Espe- cially was this perplexing when the negro, with his own sepa- rate schools, had to be reckoned with. Truly this was a turbulent and unexplored sea before the Peabody craft. No similar voyage had ever been undertaken. Yet with remark- able farsightedness, Dr. Sears presented his perfect chart and himself became the perfect pilot. The free school ideal must be preached and popularized; local endeavor must be stimu- lated until free school systems in cities, towns, and States come to be established and supported; and teachers must be provided or it would all come to naught. The plan embraced educational campaigning, contributing partial support to school systems to stimulate local endeavor, and encouraging and assisting schools for teachers. Stress was placed on the first part of this program, and gradually shifted to the education and preparation of teachers. At the beginning there was not a State Normal School in the South. Exception may probably be taken in favor of West Virginia, which ^tate early committed herself to free schools and to normal schools. In 1880 I became a student in one of these normal schools, at Fairmount, and was graduated therefrom in28 PEABODY COLLEGE FOR TEACHERS 1881. At that time there were about five hundred students enrolled annually in State-supported normal schools in West Virginia. But West Virginia was a border State influenced by Pennsylvania, and West Virginia had largely escaped the curse of slavery. Also she avoided all liabilities of Virginia's State debt, and only this year has a decision been obtained fixing any such liability upon her. In Curry's History of the Peabody Education Fund the fol- lowing statement is found: "Mr. Winthrop, in 1879, said that the Board having accom- plished its primary purpose in awakening the attention of the Southern States to the subject of common school education, should now make provisions for raising the standard by the professional training of teachers, and by planting normal schools and colleges wherever they are wanted. In 1880, Dr. Sears, in his last report, said: 'Our new policy of concentrating our efforts on normal schools is received with great favor.'" This new policy led to the creation of state normal schools in the different states, the Peabody Fund contributing to their maintenance. We are told that while intent on this new policy, Dr. Sears visited Nashville, in 1875, addressed the legis- lature, and sent a note to the Governor making a proposition for the establishment of a normal school. James D. Porter was then Governor, and he vigorously championed the propo- sition. The legislature approved in part, and a State Board was created to carry it out. But the legislature refused to appropriate anything. Thus embarrassed, the proposition would have entirely failed had not the University of Nashville come to its aid, offering its grounds, buildings, and income. The State Board agreed to cooperate, and together they called on Dr. Sears to name a head for the school. He selected Dr. Eben S. Stearns, who had achieved a reputation as a normal school president in Massachusetts. Dr. Stearns accepted, and the school was opened in December of that year, 1875, with thirteen students. It grew in favor and usefulness, but the legislature still declined to aid in its support. Disappointed, the Peabody Board instructed Dr. Sears to report at an ad- journed meeting of the Board whether their appropriation had not best be transferred. This was in 1880, and Dr. Sears was on the point of recommending the transfer to Georgia, whichPEABODY COLLEGE FOR TEACHERS £9 state offered a large sum annually to the support of the school, when the University of Nashville and citizens of Nashville came to the rescue again. The trustees of the University pro- posed to remove the Montgomery Bell Academy to a new build- ing, to build a commodious residence for the President of the normal college, and to appropriate about $10,000 for buildings and repairs. Citizens of Nashville offered to subscribe to the maintenance of the college until the legislature could come to its support. Governor Porter again, and citizens Watson, Linds- ley, and Jones are mentioned as in the front of this movement which resulted, as Dr. Sears then thought, "in settling the college permanently in Nashville on a firm foundation." Here the hand of Death led Dr. Sears from the scene of action, and his mantle fell to the shoulders of Dr. J. L. M. Curry. The legislature, in 1881, passed conditional appropriations, and in 1883 appropriated unconditionally, and thus was the Peabody College established in Nashville. Before passing to the next phase of development, let u» pause here to make a few observations. From the meager records before me, there was nothing to indicate that, at first, the intention was more than to establish a state normal school, such as were establishing in other states. But in the crisis the idea of moving it to some other state appears, and there are those who think it should have then gone to Georgia. The Peabody authorities named its president, appropriated more liberally for it, and retained substantial supervision over it, as was not the case with other state normals. Furthermore, a system of scholarships was finally inaugurated, reaching out to the whole South. And somehow, the term "college" crept in. In 1885, Mr. Winthrop refers to it as "our great normal college." And again in 1887, just after the death of Dr. Stearns, when they must look for another president, he refers to it as the "Peabody College for all the Southern States." My own L. I. diploma of 1885 has the heading, "University of Nashville, State Normal College of Tennessee." In 1887, the title was officially fixed as "Peabody Normal College." From uncertain beginnings, gradually this ideal for it had been worked out.SO PEABODY COLLEGE) FOR TEACHERS A second observation is this: It is a clear case that the venture would never have succeeded had not the University of Nashville aided in the beginning, and come to the rescue in 1880. Who then founded Peabody College? It rightfully bears and perpetuates the name of Peabody, but you cannot disasso- ciate the names of Sears and Winthrop and the University of Nashville. Deduct any one of these factors, and the college would have been foundered instead of founded. All hail, then, to the immortal founders of Peabody College! And may fitting immortality never be denied them in the future of the College. Through this historical introduction, something of the early days of the Peabody College has been presented. I could probably entertain you at length with reminiscences of early days, but serious matters call me. Let us present something more of the early days through a partial consideration of the question, Has Peabody been a college or an ordinary normal school? I first came in touch with Peabody College in 1884. A number of scholarships had then been established by the Pea- body Board and distributed to the Southern States. These were awarded by the respective State Superintendents, after com- petitive examination and subject to the approval of the college. West Virginia, then my residence, was not included until 1883, when three scholarships were assigned to her. Two additional ones were offered the next year, and the advertisement of these in the School Journal of the state attracted my attention. I decided to win one of these scholarships, and was successful, entering the Middle Class in the fall of 1884, and receiving my L. I. diploma in May, 1885. The other scholarship at this time was won by E. C. Ravenscroft, who had been a fellow class- mate and roommate with me at Fairmont State Normal School. One of the scholarships coming to West Virginia in 1883 had been won by M. M. Ross, also a graduate of Fairmont, and who later became principal of that school, serving with signal ability until his death. I, myself, returned from Nashville to become principal of the State Normal at Shepherds town. I mention these things to show something of the relations be- tween Peabody and state normal schools.PEABODY COLLEGE FOR TEACHERS 31 For our scholarships, the preliminary examinations included the following subjects: English Grammar, Rhetoric, English Literature, Arithmetic, Algebra through Quadratics, United States History, General History, Physiology, Geography, Phys- ical Geography, Geology, and Elements of Bookkeeping. This would be something like six and one-half to seven units, and a fairly good high school course for that day. In addition, about two-thirds of the students offered two units of Latin, and the class was divided into sections according to advancement in Latin. When reporting to the College, we were reexamined over practically the same field, and many were conditioned in sub- jects. I considered myself well prepared, but I felt lucky to escape condition, for only about five in my class of about eighty- five were not conditioned in History, which subject must have been poorly taught at that time in the South. We then proceeded with courses in the following subjects: Advanced Algebra, Plane and Solid Geometry, Plane and Spher- ical Trigonometry, Oonic Sections, English Grammar, Rhetoric, English Literature, Latin, General History, American History, Physics, Chemistry, Geology, Botany, Zoology, Astronomy, Civil Government, Moral Science, Psychology, Music, Perspective and Freehand Drawing. Some of these were new subjects and some extensions of entrance subjects. In nearly every field there were some advances made, and the reviews were so thorough, and from a new view, that these were very helpful. In addition, there were courses and general lectures in the theory and practice of teaching, some teachers' courses in spe- cial subjects, and a lecture course in public law. We had to make lesson plans and practice on the class, and just any day we might be called out in any class to teach the lesson of the day. Tests were very thorough, and out of the original eighty- five, only fifty-four remained to graduate. The others had received the note which was as dreaded as the plague. The additional year leading to the Ba$*calaureate degree was not offered these years, 1884 and 1885, but was restored in 1887. All college curricula must be viewed in the light of the times. By way of comparison, the curriculum of Bowdoin College, 1880, is given. Bowdoin is one of the reputable small32 PEABODY COLLEGE FOE TEACHERS colleges, and this curriculum of 1880 happens to be the onlj one of the kind at hand for this early date, and this is found in a recent book called "Administration of the College Curricu- lum," by President Wm. T. Foster. He used it as a sample of "The Classical Course Invaded by the Scientific Course." FRESHMAN YEAR 1st Term Latin Greek Algebra Plane Geometry 2d Term Latin Greek Algebra Solid Geometry Conic Sections 3d Term Latin Greek Plane Trigonometry Ancient History SOPHOMORE YEAR 1st Term 2d Term Rhetoric Rhetoric French History Spher. Trigonometry French Latin Latin Greek Greek (Analytical Geometry may be taken in the place of Greek or Latin.) 3d Term English Literature History French Latin Greek JUNIOR YEAR Required (3 Studies) 1st Term 2d Term 3d Term German German German Astronomy Physiology History Physics Physics Physiology Anal. Chemistry Elective (1 Study) Latin Greek Calculus Zoology Science of Language Physics BotanyPBABODY COLLEGE FOR TEACHERS 33 SENIOR YEAR Required (3 Studies) 1st Term 2d Term 3d Term Political Economy Logic Geology General Chemistry Public Law Ethics Hist. Philosophy Political Science Evid. of Christianity Public Law Geology Elective (1 Study) Mineralogy Analytical Chemistry German English Literature Ranking comparisons should in fairness be made for the * particular period at any stage, and not then with a 14-Carnegie- unit now. Such a timely comparison is not so bad for Peabody College. The main shortage is in the foreign languages. Bowdoin's curriculum shows requirements of one year each of French and German, at least one year of Greek, and two years of Latin, when Peabody has only two years of Latin. Nearly everything else in Bowdoin's curriculum up through the Junior year was in the Peabody curriculum, and the time given each course about the same. Peabody included more of pedagogics, its necessary distinguishing feature. With the coming of President Payne in 1887, the old order changed and a, second era in the evolution of the college began. Courses wer^ extended and multiplied. The three customary Baccalauratr* degrees were established, elective courses intro- duced, and other adaptations made giving individuality greater recognition, all in line with progressive educational doctrine of the day which an over-conservative South has been slow in applying. I quote again from Curry's "History of the Peabody Education Fund:" "Courses of study in the theory, history and art of education were organized, and - the preparation of teachers fo~ the higher positions in the school service became the characteristic aim. Steadily the end has been pursued of giving to teachers a professional education of the collegiate type, the education of teachers of teachers having a manifest supe- riority over the education of merely teachers of children." "In 334 PEABODY COLLEGE FOR TEACHERS accordance with these views, as fast as* sound management would permit, the school has been raised to a college grade, resulting in a marked growth in professional spirit and in breadth of culture." On this subject, probably no one has a better rijrht than Dr. Curry to speak. Returning for my Mas- ter's degree in 1893, I saw clearly the changed order, perceived more of *he college spirit, and realized that a new period had come in *he growth of Peabody. The impression made on me gave great satisfaction and joy. I have now probably covered enough of the period of growth to embrace my topic, "The Early Days of Peabody," though J feel that Peabody is still in her early days. This history has necessarily been "sketchy," since the paper must be short to come within the time limits of the program. I hasten, then, to some closing observations. How shall we answer our query, "Has Peabody been a college or an ordinary normal school?" Measured by its en- trance requirements, the subjects required through the exami- nations for scholarships in 1884, what state normal school in the South requires as much? These are almost on a par with, if in some cases not superior to, the entrance requirements of our colleges of Agriculture and Mechanic Arts, our nearest approach to professional colleges in the South, medical col- leges not considered, for these are lower in their requirements. Measured by the extent of its curriculum, it compared favorably as far as it went, but it stopped! short of the Bac- calaureate degree, and admitted this by not conferring the degree for a period. In quality of work done in subjects treated, the college standards were more nearly reached, the normal school standards far surpassed. And after many years of college experience as a student, and as an instructor, I can say with emphasis that in training in habits of study, few colleges today can equal Peabody in her early days. During the 90's the scholarship entrance requirements were simplified and narrowed, and this would seem to lower her mechanical standard as a college, but from 1903 to the present date, measured by then prevalent college standards in the South, Peabody must be ranked by all unbiased critics as a college. She has been at any and all stages of development superior to any ordinary normal school, and the mind thatPEABODY COLLEGE FOR TEACHERS 35 insists on dubbing her today an "ordinary normal school," either disparagingly or otherwise, raises the question of its own sanity or literacy in all matters collegiate or normal. But there is still another standard of measurement not me- chanical. By her fruits shall you know her. She has given scholarly spirit to her graduates. Many of these press onward and upward. They with little difficulty have qualified for grad- uate work in Chicago, Columbia, Johns Hopkins, and Harvard, and a number have won their Doctor of Philosophy degrees from these institutions which now solicit Peabody students for graduate courses. Personally I know one who has a Doctor of Philosophy from Johns Hopkins, one from Clark University, three from Columbia, one from Chicago, and one from Van- derbilt, all coming within a narrow range of time. Many others have qualified, and have quite a number of graduate credits. Two Peabody graduates are Professors of Education in Southern state universities, two others hold similar positions in Western colleges, seven are, or have been, heads of state normals, one is President of a state university, and many are city superintendents, or members of state normal school or college faculties. In Georgia alone we have the head of the State Normal School, the head of the State University School of Education, two city superintendents, five members of faculties of state normals, one principal of a State District Agricultural School, two principals of prominent high schools, two grammar school principals and many others all holding superior positions. Probably the first chair of Pedagogy in a Southern college was established in Mercer University and a Peabody man, J. R. Mosley, was called to its work. When he resigned that position he had become the most popular and most highly re- spected member of that faculty. Not many Peabody men descend to the mire of politics. One in Georgia went to Congress and became a leader in the national Democratic councils, for several years Chairman of their Congressional Campaign Committee for the United States, up to the time of his death. But the political mind is an ab- normal offshoot of the Peabody culture and scholarly spirit. Closing our partial review of the fruits of Peabody, we36 PEABODY COLLEGE FOR TEACHERS challenge comparison. What other college can show such & record for so short an existence? What normal school is so extraordinary ? Our final observation is that the college has been a gradual evolution. The whole Peabody movement was unexampled. Educational conditions in the South were chaotic. With in- stinctive insight the leaders felt their way along. Out of the notion of establishing normal schools for the states respec- tively came the later notion of the one for Tennessee as a shining example to the others; and out of this came the later notion of the George Peabody College for Teachers for the whole South, 'which, Mr. Winthrop said, should be endowed with one million dollars when the Peabody Fund came to the division, and one million dollars then meant more than one million dollars today. The division has come, the million-dollar endowment, with probably more, has also been realized; but it comes as an endowment of what? There can be no mistak- ing the answer of history. It comes for the perpetuation of all that is noblest and best in the old college and the develop- ment of this into something higher and still higher. Such is the unchangeable and irreversible law of fitness in evolution. It is the mystical truth again, everything must be about its Father's business. The goal of all development lies far into the future. There are many paths which seem right in men's eyes, but the end thereof is death. Let us take a story from life. In the beginning of the paleozoic time our ancestors were in the primeval ocean, the cradle of life. Holding sway over the rich feeding grounds were the clams in the mud, crustacea well-armored, cuttle-fish with shells and free-swimming. The primitive vertebrate was then a little worm-like animal which had to desert the rich feeding grounds and take to the surface for its life. What chance had it to survive as the fittest of this age of clams? The scene changes. Now the food is most abundant within the jungles, and the vertebrates have produced huge reptiles, two-legged, four-legged, winged, large, powerful, and agile, well clad in coats of mail. Also we find the primitive mammal about as large and as dangerous as a rabbit. Which is worthy to survive and to dominate? Another era gives us splendid mammals, tigers with lithe,PEABODY COLLEGE FOR TEACHERS 3? powerful bodies, huge claws, and dangerous teeth, deer-like animals also with long, slim legs for flight. The reptiles are disappearing. In the trees, for safety, we find small monkey- like animals, apparently outdistanced in the race. Can they ever come down from the trees and give battle to the tiger? Yet their descendants became the ancestors of man. A strange and wonderful story this, and yet it is the story of all evolu- tion. The early Peabody planted a new institution amid peculiar surroundings. The dominant, aristocratic social order had placed free schools low in the scale. Can they ever rule sucb proud aristocracy? The dominant educational ideal called for a college for Latin, Greek, French, German, Mathematics, and Ancient Phi- losophy, of a certain quantity and a certain type, all else being more of a delusion and a snare. Listen to some of their argu- ments. Yale reports try to dismiss the whole question as long ago settled by the learned world. "The one aim of a college is education by mental discipline which is impossible without the foreign languages. The single consideration that divine truth was communicated to man in the ancient languages ought to put the question at rest, and give them the perpetuity." "The decision of mankind has never been more absolute." "Give up these as the main things, and you substitute a di- ploma for education." "You degenerate into comparative bar- barism," etc. Strongholds for orthodox learning pointed the finger of scorn at the weak and new order in the Old Peabody. Could she survive these powerful adversaries? Should she adopt the traditional curriculum and become an orthodox college? The suggestion is reptilian. It is the philosophy of Callicles, not of Socrates. The way that seemed right in orthodox eyes would have led to death for Peabody College. Step by step Peabody adapted itself to the needs of the free schools of the South. Gathering through competitive examination the best she could get from conditions then prevaling, she, year by year, adapted herself to them as she found them, making the best of the unpromising situation. Her glory is that she never lost sight of the far-away goal. Every age has its ideal curriculum. Clam and reptile and tiger have had their day,38 PEABODY COLLEGE FOR TEACHERS and we can now survey the vestiges of their curricula strewn from ocean to ocean. The educational heresy of the past be- comes the orthodoxy of the present Education as adaptation to environment looking to fitting progress rather than to the arrested development of a fixed order, was the ideal of Pea- body in her early days, and it has become the ideal of the world. Time forces me now to an abrupt close. To the founders, Peabody, Winthrop, Sears, and the University of Nashville should be added the alumni of the Old Peabody, with others, who rallied to the final rescue of their beloved alma mater when she seemed about to pass away, and who brought her back to new life and fresh hope. But this is the story of an- other tonight, and I must not trespass. Peabody, Winthrop, and Sears are all dead. Shall the Uni- versity of Nashville, too, be added to the list of departed? She has offered her life as a sacrifice. Must it be so, or shall she rise to more glorious life? And the Old Peabody brings this message to the new, ex- pressed in these words of the great Barnas Sears, from whom we quote our final words: "I shall be happy indeed if after I shall have done some of the rougher work, in sailing near the rocks and quicksands of the coast, my successor shall be sail- ing in an open sea. I am sure a great work is before him. I do not regret being a pioneer. I only hope the pioneer work will be well done. I want no higher honor; I could have had no greater joy. I think our outlook was never so bright, and I wished to tell you so." ADDRESS OF GEORGE W. COLEY Geo. W. Coley, '90, Principal of Cedar Lawn School, Dallas, Texas, was called upon and responded substan- tially as follows: Mr, President, Ladies, and Gentlemen—I am moved by con- flicting emotions. I am glad to stand once again in this chapel and look into your happy faces, and sorry that so few familiar ones are before me. It has been twenty-one years since I satPEABODY COLLEGE FOR TEACHERS 39 on that rostrum as the representative of my society in final debate, and I could not resist the desire to return at this' time and take advantage of the last opportunity any of us will ever have to assemble in this building. The Faculty has almost completely changed since my day. I shall call the roll as it then was: Purinton, Lampson, James, Vance, Huntington, Payne, Penfield, Miss Sears, Miss Dean, Miss Doak, Miss Bloom- stein. (Applause when Miss Bloomstein answered.) All are gone but one, and members of a younger generation have taken their places. But you want to hear something about the Peabody Alumni in Texas. In the first place I want to tell you about a talk I had with one of the most loyal and enthusiastic alumni ever sent out by this institution. So far as Texas is concerned, he is ubiquitous. I venture to say that he is personally acquainted with more Peabody folks than any other alumnus. Probably many of you have never heard of him, but he was very much here from about '89 to '93. He) carried away with him the Peabody spirit and a zeal whose ardor has not been cooled by all these years. On account of a recent protracted illness he could not attend this reunion, but he told me what to say to you. Among his last words before I left Dallas for Nashville were: "Coley, go over there and make a speech that will bring tears to their eyes. Tell them that when they erect new buildings on a new campus we want something to remind us of the old. When the recent alumni shall, in the future, visit the new George Peabody College they will meet a faculty with whom they are acquainted; when we older men and women shall go there everything will be unfamiliar, and it will not be like home to us. Therefore, Coley, tell them, if they must move, to take down that old stone building and reerect it on the new campus, that when we go back we may be reminded of the spirit of Lampson and Purinton and Payne and Penfield and Miss Sears." Of course, the alumnus whom I have quoted is none other than Charles Joseph Maxwell. You ask me what Peabody has done and is doing in matters educational in Texas. Her influence would be difficult to esti- mate, but if the three hundred men and women who have gone from this college to Texas should be removed from the state, her educational calendar would be moved backward to such an40 PEABODY COLLEGE FOE TEACHERS extent that years would be required for recovery. There are in Texas a dozen men from this college, the removal of any one of whom would be little short of a calamity. Peabody Alumni have carried from these halls an enthusiasm for legitimate edu- cational progress, a loyalty to the Alma Mater, a hatred of sham, and a code of practical ethics, that in many instances have become pace-makers. Peabody Alumni are filling all positions from kindergarten to university professorships; they are in the cities and the rural districts ; in the elementary and the high schools; in state normals and denominational colleges. Medicine, law, and business have called some and very few have failed to honor their callings. Some of the women have abandoned regular formal school work, but the work they are now doing is to be reckoned with in the future citizenship of our country. Private kindergartens are taking the place of regular classes. To my mind one of the potent factors accountable for the high mental and moral standard of Peabody men and women is the system of competitive scholarships established early in the history of the college. I hope that those whose duty it shall be to direct the policies of the new institution may see fit to consider seriously their reestablishment. Our value as an asset to the new college will depend upon our attitude toward it. Our attitude will depend upon its attitude toward us. If we accept without question the mater- nal utterances already spoken (and in my opinion we ought to do so), we will be untrue to ourselves if we do not exert our influence to fill the institution with desirable material. Not only to ourselves, but we would be untrue to the educational interests of the whole Southland. We can have a larger share than some of us are aware in the selection of the future student body. Shall we ignore our opportunity?PEABODY COLLEGE FOR TEACHERS 41 WHAT THE ALUMNI DID, AND WHAT THEY DESIRE [The following is a digest, necessarily brief, of a clear, straight- forward, humanly eloquent speech made by Professor J. R. Mosley, of Macon, Georgia, by way of introduction to and comment upon Pro- fessor Bourland's paper, which, in the absence of its writer, was read by Professor Mosley. The speaker used brief notes only, and we regret that it is therefore impossible to give the speech in its en- tirety.] It is a great regret to all of us that Professor Bourland is not here in person to-night; but he is here in the paper I hare the honor and the pleasure to read to you, and the generous invitation to supplement by such remarks as may suggest themselves. That notable Alumni campaign, of which Professor Bourland writes with such understanding, vigor and sincerity, is not yet ended. Its first purpose was to preserve and enrich the college —this college—rather than allow the Peabody conception to be narrowed to that of a state normal school, which was the genius of the movements that were then asserting themselves and seeking to secure the aid theretofore given our college. Its second purpose was to build largely and generously upon the Peabody foundation, rather than in a little and local spirit. Its third purpose was, and is, to assure beyond question the actual distinct continuity of Peabody College for Teachers in all that concerns its individual soul and spiritual activities. We are exchanging our body for a larger and more nearly adequate one. What is indispensable to us—what we insist upon—is the preservation and enrichment of our soul. We are willing and glad to extend the borders of our spiritual mansion, but it must be an extension, not an annulment or a transfer. The new must be different from the old only in so far as it can cause the old to function more freely and influentially, only in so far as it can give to the old life more abundantly. The new shall be the stirring, inspiring sequel to the halted but uncon- eluded old, each necessary to the understanding of the other and to the unity of both. We know that men and institutions are "made to grow, not stop," and we have no fear of auy growth intelligently directed.42 PEABODY COLLEGE FOR TEACHERS What We desire is that the outcome shall be completely worthy of its cause and impetus. Our message to those who are indebted to us far more as yet than we are to them (I mean the authorities of the new college) is to recognize your assets, and use them worthily; and our strong hope is that you may so use them that the future shall be your debtor far more than is the present ours. In the first great battle for the preservation and expansion of the college, where the odds seemed so greatly against us, Bourland was the leading spirit; while in the second, where the direction, completion and interpretation of victory needed its prophet, Rose was the leader. Bourland put the most admir- able zeal, enthusiasm, and self-sacrificing loyalty into his work that I am conscious of ever having witnessed in anyone work- ing in a human way for a human result; while in point of intelligent and enduring patience that is modest in victory and courageous in seeming defeat, and that seizes every opportunity to advance, Rose was the man who held the ship steady amid all the storms of doubt and misunderstanding. He also showed the same willingness to lose himself in his cause and to ask nothing for himself as did Bourland; and it was this spirit that animated our alumni movement as a whole and made It irresistible. The alumni of this college, indeed, constitute such an asset that the Board, with them behind it and beside it, can accom- plish more with a single million of dollars than it would be able, without them, to accomplish with several millions. It is peculiarly true of educational enterprises that they flourish upon sympathy and loyalty, and die without them. Should a college—which ought to be a storehouse, a dynamo of generous idealism, above anything else—veer away from that distinguish- ing purpose, for whatever reason, it must do so at its peril. I am inclined, in all friendliness, to deprecate the language of the Board—unintentional as I think the implication was— used in its resolution "adopting" the alumni. The question is not whether the Board shall adopt us, but rather whether the Board shall so work out the great problems confronting it as to make it possible for us to adopt it as in verity our friends and our representatives and our trustees. I firmly believe that the loose talk we hear on the street con-PEABODY COLLEGE FOR TEACHERS 43 cerning the overshadowing of Peabody by Vanderbilt is as vain as it is unintelligent. What we have worked for and what the Peabody Board of Trust undertook to establish was coor- dinate cooperation. We have no desire to rob Vanderbilt of her soul, and we do not want Vanderbilt even to dream of robbing us of ours; but I may say that if there is to be any soul-losing, it is the belief of Peabody men that the losing of ours to Van- derbilt would be one thing, while Vanderbilt's losing hers to us would be quite another thing. We feel this not because we respect Vanderbilt less, but because we love Peabody more. Actually, what we want in this respect is that both Peabody and Vanderbilt shall feed upon all the duties and opportunities of the "advancing hours," and that if there is to be any losing on the part of either, it may be that kind of losing that is the only true finding and keeping. We want both institutions to function in terms of the present and future needs of the South- ern people. It can hardly be intelligently denied that Peabody is infin- itely richer and better in spirit and tradition than is Vander- bilt. If the new Board had had time to see things as they are, it would have found no necessity for even a seeming breach in the historical continuity of Peabody. The fight for the endowment was made by Peabody men animated by the single idea of everything for their college and nothing for themselves. Woofter, who might, if he had tried, have taken the money to the institution with which he is con- nected, yet worked as hard and unselfishly for Peabody as you and I, who had nothing to lose. Similarly, the Faculty of the college passed a resolution agreeing that its members should offer their resignations at any time if by such action the Board should find it easier and less embarrassing to reorganize the college. Such a spirit, how- ever, as well as their long and faithful service, unquestionably entitles them to first consideration. We want enough of the best from the old to assure its perpetuation in the new. The same principle should apply to alumni representation in the Faculty and on the Board, but we want it remembered that a real alumnus is not so much an outward fact as a spiritual reality. We want no one who is not baptized or who is not ready to be baptized with the Peabody spirit, and we want enough44 peabody college for teachers of those who are genuinely baptized to assure the conversion of those who are not. May I also add that we desire and expect the Board to be baptized with the Peabody spirit, and to show unmistakable evidences of repentance and conversion prior to baptism? While we deplore the action of the Board in closing the college and allowing the Faculty and student body to become dispersed (that such a blow did not prove utterly fatal is a wonderful tribute to the vitality of the college), we hope that the reaction from this blow which is so finely evidenced here to-night may serve the desirable end of awakening and educat- ing the Board, and of inspiring the Alumni to still greater zeal and stm worthier endeavor. The future of this college will depend upon the factors and forces that may be added to its rich inheritance. Since we desire and long to see it grow in conformity with the Peabody spirit and ideal of intelligent and sympathetic educational democracy, let us resolve to deserve the name of the greatest single factor in its growth. Not to do our best would be as fatal to our ideal as it would be unworthy of our spirit. LETTER OF A. P. BOURLAND The Call of 1903: Its Purpose and the Final Out- come, With Some Personal Words to the Alumni of the Peabody College for Teachers1 Many among you heard Dr. Curry, the General Agent, state in his chapel addresses that it was the purpose of the Peabody Board to endow the college, and thus make it a training school for educational leadership in the South. In a letter to the trustees, December 13, 1899, Mr. Win- throp, the president and personal friend of George Peabody, said: "In every view the Peabody College has the first and highest claim to our consideration, and should receive the largest share of the distributed fund." 1Read at the Alumni Reunion, June 5, 1911, by J. R. Mosley.PEABODY COLLEGE FOR TEACHERS 45 In 1901 Dr. Curry wrote to the trustees: "While no positive action looking thereto has been taken, there has been an ex- pressed understanding, probably amounting to unanimity, that a large and approximately adequate proportion of the fund would be set apart for the endowment of the college." From your recollection of the addresses of the president of the college, and of visiting members of the Board, as well as from the Board's proceedings, you can multiply assurances similiar to these. Every one meant that this endowment was for the college then growing, the college planted by the Board in 1875. Stu- dents and teachers lived and worked year after year with this understanding. So far as I know no one among us dreamed of a new institution. It was evident to some of our leaders that the college could not work out its destiny on the small campus in South Nash- ville.1 Late in the summer of 1901, while recreating in Ontario, I had directions from the secretary of the college to go to Mont- pelier, Vermont, and if possible get the stockholders of the Maplewood Land Company to donate 105 acres of land to the college for a new site. Maplewood is a beautiful tract on the Gallatin pike, east of Nashville. During the negotiations in Montpelier, Mr. Bass, the la- mented secretary of the college, forwarded to me a long tele- gram from Dr. Curry, which stated, as I recollect, that he had conferred with members of the Board, and felt warranted in saying that if the college moved to Maplewood, a million dol- lars would be set aside for its endowment.2 This telegram had decisive weight. The Montpelier stock- holders voted to donate the 105 acres; this vote was ratified by the stockholders living in Middlebury the night of President McKinley's death. Early in the winter a committee from the Board, to whom the proposed removal had been referred, came to Nashville. They drove from the Maxwell House to Maplewood on an un- usually cold day. The way seemed long. 1 To do its work for the Rural Schools the College needed more land than could be had in South Nashville. 21 wish this telegram could be found.46 PEABODY COLLEGE FOE TEACHERS Then an irreparable misfortune befell the college: Dr. Curry died. It was not long until there was an effort to divert the fund from the college wholly. Realizing the need of action, our president put the situation before the faculty sometime in the fall of 1903. As the result, a committee composed of Profes- sors C. E. Little, J. M. King, and myself as chairman, was instructed to formulate a request that the Board consider a proposition to endow the college as soon as practicable. This was the beginning of "the campaign of 1903." We realized that George Peabody gave his benefaction to the entire South. Our first duty was to ask the Southern peo- ple whether they wished a part of the fund concentrated as an endowment for the training of teachers for the entire South, or not. Would concentration yield the greatest good to the greatest number at the minimum cost? The best means of putting this question to the Southern people we had was through our Alumni. Answering our call an alumnus came to Nashville from each Peabody State: A. C. Reynolds, from North Carolina; W. K. Tate, from South Caro- lina; J. R. Mosley, from Georgia; A. A. Murphree, from Florida; P. M. McNeil, E. M. Wright, from Alabama; W. L. Clifton, from Mississippi; J. B. Aswell, from Louisiana; C. J. Maxwell, from Texas; M. A. Leiper, from Arkansas; W. B. Romine, from Tennessee; S. H. Bowman, from West Virginia. R. N. Gardner, from Virginia, and T. J. Woofter, from Georgia, were kept from coming, but they afterward did yeoman's serv- ice as leaders in their States. Earnest was the conference with the faculty committee on that momentous day, November 21, 1903, in the Tulane Hotel. December 18, 1903, our conference issued an address to the Alumni and to the Southern people, submitting at the same time the following petition: To the Trustees of the Peabody Education Fund: "As the great need of the South is a large number of men and women trained to be leaders and directors in the schools of the future, we petition that you carry forward the work of training teachers along the lines and according to the plans vou have followed so successfully.PEABODY COLLEGE FOR TEACHERS 47 "Looking to the continuous development of our schools, we further petition that you make permanent provision for a Pea- body College for Teachers, which shall train educational lead- ers for the entire South, and which shall be an enduring memorial to the South's greatest benefactor. "To attract able men and women to the teacher's profes- sion, we further request that in the Peabody College you pro- vide for scholarships distributed among the Southern States according to congressional representation, with such money assistance, large or small, as may be practicable. "In carrying out your larger policy of training teachers, we believe that any further means can be used in no better way than in fostering State Normal Colleges. "We beg to express our appreciation of the wise manner in which you have administered the gift of George Peabody to the Southern people." The response was immediate. Throughout the South repre- sentative people by thousands—Governors, United States Sen- ators, Congressmen, leaders in industry, commerce, and educa- tion, farmers, lawyers, ministers, teachers—were quick to sign the petition submitted to them by the Alumni. In Texas alone, as I recollect, more than 1,000 teachers put their names upon the roll. What was the impelling influence? The Southern people judged the tree by its fruit. They knew you. They had felt your spirit; they had seen your work. The Mother that had nurtured you was worth saving; yea, she ought to be nurtured for the sake of all the South through the generations to come. Thus it was that through you thousands of the wise came to the support of the college. I recall the venerable United States Senators from Alabama who responded with eagerness to the call of a Peabody woman, but space forbids names. At the same time the petition along with its proposal and plan appealed to the common sense of our people. The outcome is set forth in the following letter sent the Alumni, April 20, 1904, by J. R. Mosley, whom the conference had chosen as its representative: "At the meeting of the Peabody Board of Trust in Washing-48 PEABODY COLLEGE FOR TEACHERS ton, January 28, 1904, our Alumni representatives1 presented a vast body of petitions, letters, and other data with reference to the South's appreciation of the work and worth of our college and of the South's conscious need and desire of a central col- lege for teachers. The majority of these petitions asked that this college be built at Nashville upon the foundation already laid in the Peabody Normal College. [In the original draft of the petition the ultimate location of the college had been pur- posely left undetermined.]2 Our Alumni representatives also had the opportunity of presenting to a committee of the Board, at which all the members of the Board in attendance at the January meeting were present, a statement as to the present status, urgent needs and far-reaching possibilities of our Alma Mater. "The question of making permanent provision for a 'George Peabody College for Teachers'3 was introduced and ably sup- ported, but action was deferred until the meeting of the Board, October next. At which meeting it is hoped that, if the friends and Alumni of our college do their whole duty between now and that time, the Peabody Board will set aside a million dollars as its permanent endowment. "This does not contemplate that a single dollar be taken from any other educational activity now aided by the Pea- body Board; we are simply asking that what the Board has heretofore voted to the college from time to time shall now be made permanent, so that the college may secure larger and more permanent state and local support." This petition thus became a covenant between the college, the Alumni, and its signers, who were so representative that we can possibly say the Southern people. 1 J. R. Mosley and S. H. Bowman. 2 Inserted by Bourland. 3 The change in the name sprang from the desire for as complete and as distinctive a perpetuation of George Peabody's name as pos- sible. As the college was for the entire South, it was thought best to leave the location open. Several sites had been suggested: Ashe- ville, Lookout Mountain near the corner of three States, Atlanta, and Athens, Ga. But such a large number spoke for Nashville that the question was soon settled. Moreover, the proffer of large sums by city, county, and State, proved that the college was among people who appreciated its worth. These contributions had been promised before April 20, 1904.PEABODY COLLEGE FOR TEACHERS 49 The action taken at the meeting of the Board in the fall of 1905 seemed to settle finally the whole question of endowment and perpetuity. March, 1906, upon leave of absence affectionately granted - by our president, I went to Germany to finish some long- delayed studies, and to prepare definitely to aid in the up- building of the college. Three lines of investigation were worked: I. The German educational systems from the elementary school to the university, with special attention to industrial schools and to teachers' training school. II. Psychology with special study of the physiology and psy- chology of speech. III. Philology, with a deal of Kulturgeschichte, looking to an effective method of language teaching. The one task, however, through all these years was a teachers' college to work out the educational problems of the South. Nearly four years passed. But meager news about the college struggle reached me. I thought everything was moving along with the hitches incidental to such undertakings. The morning after I reached Nashville, January, 1910, came the final, fierce struggle in the County Court. A few days later I left for Washington. The address of the Alumni to the Southern people in 1903 set forth our conception of the function of the college in the immediate future. It was to continue and supplement the work of the State Normal and other colleges, training for special ends, fitting for supervision, and for constructive edu- cational statesmanship. It was to have field activities also, cooperating with the Alumni and with State Agencies in work- ing out specific educational problems. It was our plan to create an institution with all the effi- ciency the Peabody million and the local resources could give it. We realized these sums did not suffice for a university. It was my belief, however, that money would come to a college successfully solving our educational problems. I wanted to begin with the rural schools, believing that with our resources we could start and direct activities that would make them what they must be. Doing this task well, the college would i50 PEABODY COLLEGE FOR TEACHERS not have lacked means to do others. Such, at least, was my faith. To us the precious thing was the old nucleus. In a recent letter, May 20, 1911, Mosley says: "There is no doubt that the main reason why we won before the Peabody Board was that we convinced them that our college situation was so rich in possibilities that the foundation already laid should be built upon rather than abandoned. And the individual soul—the Peabody spirit—was conceded by all to be the one thing most worthy of fostering and utilizing.,, The one aim of all our struggles was to strengthen this old nucleus together with its nerve-fibers for more telling activity. Logical and inevitable therefore was the resolution introduced by W. K. Tate at the last meeting of the new college Board: "Resolved, That the present Peabody College for Teachers, in operation on the campus of the old University of Nashville, with its organization, its course of study and professorial staff, be committed to the newly elected executive head of the George Peabody College for Teachers, with the request that he suggest such modifications in its curriculum and such changes in its teaching staff as shall be necessary to bring it to the standard contemplated by the trustees of the George Peabody College for Teachers; that we assure the student body of its continuity and of its progressive development." This resolution was voted down by ten to three. Immediately afterward the following resolution repudiating and discontinuing the college was passed by a vote of ten to three: "Resolved, That it is the sense of this Board that it Is in- advisable to use further the funds donated for the foundation and maintenance of the George Peabody College for Teachers for the support of the Peabody Normal School located in South Nashville, and that Chas. E. Little, chairman of the faculty, be notified that after the end of the present scholastic year this Board will discontinue its appropriation for that purpose." Thus the break between the old and the new was made complete. Tate's resolution was the natural culmination of the plans and purposes of the founders. Bear in mind who these were;PEABODY COLLEGE FOR TEACHERS 51 Robert C. Winthrop, Barnas Sears, and others to whom George Peabody committed his trust. This resolution was further- more the natural issue of the thirty-five years of epoch-making educational effort, the effects of which are felt throughout the nation and in foreign lands. It was the only issue from the covenant which we entered into with the Southern people in 1903. I want it clearly understood now and for all time that so far as I know no one among us dreamed of a new institution when the call went to you in 1903. Had the outcome been even dimly foreseen, my opinion is that the call would not have gone to you. It want it furthermore understood now, and for all time, that we strove for the endowment of the college founded by the Peabody Board in 1875, and none other. I want it known that since March, 1906, I have had no share in the counsels of those directing the course of events, hence I cannot be charged with one iota of the policy of the present Board. Some time, just when I cannot say, a suggestion got into circulation that Vanderbilt be made a college, that the Pea- body College be moved to grounds adjacent, and that upon this dual foundation a University of Nashville be built. My recollection is that this suggestion arose some time after 1903.1 (I didn't start it.) Such a move, however, would not have destroyed the inde- pendence of our college; it would have been a mere change of location to make a far-reaching development possible. No violence would have been done to the covenant of 1903. Note carefully, however, the form and nature of the suggestion. We could have counted on a natural transformation of the old into the new. Coming with an individuality wrought out through the love and toil of thousands, with a vitality rising from roots down in the nooks and corners of the South, the college would have been a dominating influence in any uni- versity development. It would have held its own at least. 1 Several passible locations were talked about at the time of the 1903 campaign: Glendale, Maplewood, a tract in East Nashville, and another on the Franklin pike.52 PEABODY COLLEGE FOR TEACHERS In any event the college had a need for its Alumni, which other colleges do not have. Its aim was an educational up- building of the South. Its sons and daughters were already at the task, thousands of them. It would have been a gain beyond estimate to have enlisted them in the large construc- tive plan going out from the college. Therefore I wanted to see an Alumnus elected president. Toiling in the field our men are saturated with the needs of the area for which George Peabody intended his benefaction. Their struggles have given them the experience a president must have if he create a college to train teachers to meet the needs of that vast cotton land that stretches from the Carolinas to Mexico. We needed a man from the Southern soil, one whose struggle with the problems of this larger South had given him the vision and the power to work the vision into reality, one who could have enlisted the Alumni wholly, and all other needful agencies. There are at least five such men among us. You can possibly name others. It seemed to me that the expansion of the old college with one of these sons as head would have been a fulfillment of our covenant with the Southern people. I have thus tried to put before you plainly the purpose that was behind the call of 1903, along with the outcome we had in mind. The actual outcome, however, is different. The college has been discontinued; a new institution is to be built adjacent to Yanderbilt University. Any attempt to hide this fact under verbiage—talk about closing here and reopening yonder—is sophistry and demagoguery and worse. If the college is not blotted out, why is it necessary "to adopt" the Alumni? The overshadowing and overpowering fact is that thou- sands of the influential among the Southern people joined us in asking the Peabody Board to endow the college founded in 1875. We joined these thousands in the suggestion, which amounted to a request, that the remainder of the fund be dis- tributed among the states.1 Then it seemed best for this to 1 As I recollect, it was generally understood that only a million dollars would be asked as the endowment for the college.peabody college for teachers 53 go to the state normal schools. But conditions now may make a different use advisable; this is for the states to decide. The compact thus made must needs ever remain sacred and binding to me. The right is eternally right, and the wrong is eternally wrong.1 The long stay in Germany, coupled with illness a year ago, brought me into debt, to which now every possible penny must go. Therefore, I cannot have the satisfaction of joining you in this, the last gathering in the old college, forever a hallowed spot to us. Yours in the covenant, A. P. Bourland. 725 Southern Building, Washington, D. C., June 1, 1911. PEABODY WOMEN By Miss Stella S. Center, '01 Department of English, Women's Industrial College, Columbus, Miss. It is well to "greet the unseen with a cheer," and "march breast forward;" but do there not come times in the life of every individual when he should pause for a backward glance, "To discern, compare, pronounce at last, This rage was right i' the main, That acquiescence vain," in order that he may "face the Future having proved the Past?" This evening the women who have been identified with the Peabody College for the past thirty-five years are trying to "prove the past;" they are subjecting their relation to this college to the test that every theory, principle, policy, and institution must today stand or else apologize for its existence: 1 "I am not bound to win, but I am bound to be true. I am not bound to succeed, but I am bound to live up to what light I have. I must stand with anybody that stands right, stand with him while he is right, and part with him when he goes wrong."—Abraham Lin- coln,54 PEABODY COLLEGE FOR TEACHERS Does it promote human progress ? Does it bring the race nearer that "Far-off divine event, To which the whole creation moves"? The arithmetic of today is estimating everything in terms of human life, and is specially concerned with the left-hand side of the equation! This is no time for apology or explanation on our part, but a courageous facing of your relentless questions: Can Peabody women point to a service commensurate with the investment in them of time, money and energy? Have they fulfilled the purpose that prompted that great-souled philan- thropist to the establishment of this institution? Are they afraid of the scrutiny of those noble spirits who have been through these years the life of the faculty and who trusted them to become in turn radiating centers of spiritual forces? In brief, have the women justified their relation to the Peabody College for Teachers? It gives me great pleasure to speak for that body of women who rejoice in the name, Peabody Women, and it gives me addi- tional pleasure when I feel that the question propounded in this crisis of the history of Peabody College can be so ably answered by simply pointing to the records already made. Not in a spirit of vainglory would I boast of the achievements of my fellow-students; for then I should do them an injustice. But in this hour of reckoning regarding the past and prophecy respecting the future, is it not appropriate to present to you the distinctive part the women students of Peabody College have played in making and directing the life of this, our Southland? From the rugged slopes of West Virginia, from the Keys of Florida, from the liberal plains of the Rio Grande, from every section of the South, women have come to Peabody College, tar- ried a while and gone their destined way. And what of it? I know how unsafe and inaccurate it is to trust standards of measurements in matters intellectual and spiritual, for fre- quently ". . . all the world's coarse thumb And finger fail to plumb, This we are worth to God."PEABODY•COLLEGE FOR TEACHERS 55 I cannot claim for the daughters of our Alma Mater the dis- tinguished and conspicuous services rendered by her sons, who in many instances have proved their efficiency in affairs of state and ability to mold large policies. Ours has been a quiet and unheralded service. In the first place, Peabody women have been identified with the whole educational scheme of the South from the obscure country school to a college professor- ship ; they have been leaders in the social uplift of their com- munities; many have brought the trained mind and refined intuitions to bear upon that fundamental institution of our national life—the home. You have only to read the recent edition of the Peabody directory to be impressed with the varied and extensive activities of the women graduates of Peabody; some have "throbbed with neighbor-loves" for the ignorant in the Orient; another has preserved the literary treasures of the South in an exquisite anthology of Southern verse; one has made a contribution of undoubted merit to dramatic composi- tion ; still others have felt the irresistible charm of the life of the scholar and have distinguished themselves in graduate work at our leading universities. The vast majority, however, have cheerfully and efficiently performed the simple, homely duties of life that presented themselves, waiting for the next to reveal itself. Conditions in the South have changed with marvelous rapid- ity in the past fifty years, and the student of the times is convinced that we "are spinning down the ringing grooves of change." Sane men and women have been needed to keep us from "bounding dizzily." This college was established when the South was yet paralyzed industrially, when we were trying to "beat our swords into ploughshares, and our spears into pruning-hooks;" when the brilliant yet unsubstantial feudalism of the old South was wrecked, and the new order had not yet been established. This institution enabled the women to help in the bridging process from the old to the new regime, to sub- stitute a socialized democracy for a land aristocracy. Ours was a situation other than that faced by our mothers and grand- mothers in the fifties, a situation fraught with different social and industrial problems. And as they so graciously and ade- quately played their role in the ante-bellum times, so was it incumbent on their daughters to adjust themselves' to the new56 PEABODY COLLEGE FOR TEACHERS economic order and help make the new South as splendid in its way as was the old South; to establish a civilization worthy of the gray-coated courage and faith that charged the heights of Gettysburg. Looking back over half a century, we feel partic- ularly grateful for the kind, sane forces that helped us in the upbuilding process, and none was kinder and saner than the Peabody College. Here were equipped the women who were to teach new ideals of citizenship, new conceptions of social relations, who were to inspire the future knights to "fight their fights in the patient modern way," who were to encourage a frank yet hopeful facing of the real issues. "The common problem, yours, mine, everyone's, Was—not to fancy what were fair in life, Provided it could be—but finding first What was, then find how to make it fair Up to our means." These were services our Southland needed; and who will say that mothers and teachers, Peabody women, have not responded to the urgent call of our country? Again, a special service which this institution has rendered its women students, and thereby has rendered the whole South, has been to create the right conception of what a woman's edu- cation should be—not an adornment when there was little short of a vacuum to adorn, not the right of the classes as opposed to the masses, but an education that meant sound scholarship, plus the application to problems. It has helped to develop women who could take intelligent part in the educational upbuilding of the South, and they in turn have urged a more adequate con- ception of education and consequent deeper and finer appreciation of life. Generations of experience fitted our mothers to perform instinctively their part in the old regime. But social conditions have been so complex in recent years that deliberate and con- scious training has been needed to enable the women to assume their part in the new order. A little French, a few rules of etiquette, a little music, to "sit on a cushion and sew a fine seam," do not constitute a curriculum that fits us for modern social demands. I repeat, this college was a pioneer in the South in urging for women sound scholarship and its adaptationPEABODY COLLEGE FOR TEACHERS 57 to social needs. Who can measure the far-reaching influence that women in turn have had on the educational progress of the South, encouraging it to standardize its institutions and create educational facilities commensurate with the possibilities of this section? There are thousands of women in these Southern States who treasure gracious memories of this gray-stone, ivy-clad college home—memories of kindly interest shown by teachers; of com- panionable relationships with students; of a course of study that opened up a new heaven and a new earth; no changes can efface these memories; they will "last ever, past recall!" For the future Peabody women we wish experiences as sweet and memories as gracious. A great work lies before the women of the South. May Peabody women do their part! There are histories to write, traditions to foster, literature to treasure, problems to solve. . But confident by reason of the past, we hope for a greater and yet greater Peabody College. We bid you who are entrusted with its destinies to "Go with the spiritual life, the higher volition and action, With the great girdle of God, go and encompass the earth! Go with the sun and the stars and yet evermore in thy spirit Say to thyself: It is good; yet is there better than it. This that I see is not all, and this that I do is but little; Nevertheless it is good, though there is better than it." Go, and every Peabody woman will cry to you, "Speed! Fight on!" "The sunrise warrants our faith in your full noon!" REMARKS BY PROFESSOR ROSE At this point numerous calls were heard for Pro- fessor Wickliffe Rose, '89, General Agent of the Pea- body Education Fund and Executive Secretary of the Rockefeller Sanitary Commission. Professor Rose responded in a most happy and emphatic way. He that Peabody College couldl not die, because it weis58 peabody college for teachers founded upon the sanest principles of education. It had suffered shocks enough to annihilate a less sturdy frame, but Peabody still survives by virtue of its sound- ness at the core. He said that Peabody had always based its faith upon the doctrine of public education and had shaped its practice to promote this conception. All the future lies in the grasp of this ideal—universal education. He expressed great gratification that Pea- body is now for the first time under definite control, with a charter of its own and a Board of Trustees. He believed the trustees to be a strong, earnest body of men, devoted to the interests of Peabody. He closed with convincing words of hope about the present out- look for the upbuilding of Peabody to the greatness which its friends have ardently desired. This closed the evening session. The remainder of the program was continued at 10 a.m. Tuesday.PEABODY COLLEGE FOR TEACHERS 59 THIRTY-FIVE YEAES OF GEOWTH By Dr. Charles E. Little, '91 Chairman of the Faculty of Peabody College Coming so late in the program, after such thorough dis- cussions of our whole college situation, I find that not much of my speech is left unsaid. Not only have the speakers stolen my thunder, but my lightning as well. When my friends, Woofter and Mosley, are on the program for ad- dresses, they are in the habit of using a considerable supply of both these articles. But I still have a message. Though no new items are left to be added, there are at least some aspects of our question to be stressed. Peabody has grown. This would be taken for granted, but it needs emphatic statement at this time. It has grown ma- terially^ it has grown in influence, it has grown in general recognition, it has grown in consciousness of its individuality and mission. Peabody began with small equipment and resources, a small faculty and student body, with meager revenue, and even a limited vision of its mission. Interesting in this connection is the fact that the first announcement of the college, issued by Dr. Eben S. Stearns, the president, is printed on one sheet of paper, dated Nashville, October 27, 1875. I quote three para- graphs from this document: "State Normal University of Tennessee "It is intended to open this institution for the reception of students of both sexes, and organization, on Wednesday, De- cember 1, 1875, at 10 o'clock a.m., at the Nashville University. "Design "The design of this institution is to 'afford an adequate supply of professionally educated teachers, of both sexes/ which 'is a necessity to the maintainance* of an efficient system of public schools/ by preparing them to manage and instruct, according to the most approved modern methods, the various * Thus spelled in the original.60 PEABODY COLLEGE FOR TEACHERS grades of schools and institutions of learning, both public and private. "The instruction and training will be conducted by an able corps of experienced teachers, gentlemen and ladies. "Diploma "The diploma of the institution, entitling the holder to teach in any public school in this state without examination, will be conferred upon such as have completed satisfactorily the required course of instruction. To such students as are unable to continue at the university long enough to complete the full course, a written certificate will be given, stating the length of time they have attended, etc." The above quotations form about one-third of the whole catalogue and announcement of our college for its first year. The beginnings of Peabody were small, and its outlook was at first uncertain and vague. I shall now try to trace a few lines of growth and point out their significance. 1. We have seen our institution grow from this small be- ginning to the position of proud strength we have come here to celebrate. It was opened in 1875 with thirteen students and three instructors. By 1885 it had grown to 165 students and fifteen instructors. Under the administration of Dr. W. H. Payne the college reached a vigor it had not known before. The student body rose to over 600, guided by a strong faculty of fully thirty men and women. The revenue and equipment show a corresponding growth. The college opened with an income not above $10,000, which, by 1885, had increased to $40,000, and under Dr. Payne's ad- ministration rose as high as $75,000. 2. But in these matters of internal growth there was being discovered a power soon to find outlet in a most significant form. Beginning with 1876 the institution definitely assumed its outlook over the whole South, choosing as one means to draw from the South, the establishment of scholarships. By 1885 the college was drawing students steadily from every Southern state, and was sending back graduates in the same copious stream. A mission to the whole South had been dis- covered, and was being followed. The results upon SouthernPEABODY COLLEGE FOR TEACHERS 6i education have been spoken of at length by others. I wish merely to stress two particulars in which these results were significant. (а) When Peabody was established, she was almost the pioneer normal school and entirely the leading normal school of the South. Her influence steadily worked at the problem of professionally trained teachers of both sexes for the whole South, and steadily urged upon the states the necessity of more trained teachers for every grade of school. As a result we find normal schools established in each of the Southern states. Peabody has been the mother of normal schools. Be- tween 1875-1880 there was established one normal school in Peabody territory, at Huntsville, Texas; between 1880-1890 six such schools were established; between 1890-1900 twelve normal schools were established; from 1900 to the present fully fifteen more have been established. These normal schools in Peabody territory, numbering about thirty, with property worth $5,000,000, and annual appropriations of $1,000,000, have an enrollment of from twelve to fifteen thousand students. It is not going beyond sober fact to claim all this growth as an expansion of the Peabody empire.—a greater Peabody, like a greater Britain. (б) One other claim that has not been stressed in our con- ferences should, I think, be stressed here. Not only has Pea- body stood for the training of teachers, but for state-supported normal schools, as part of state-supported systems of general education. When one thinks of the numerous and pernicious wildcat normal schools which existed twenty years ago, one feels a great satisfaction at their disappearance. Almost everywhere in the South it is now recognized as the business of the state to train its teachers, while private institutions have almost abandoned this field. The reason for this change lies in the fact that such private institutions existed solely to make money, and preyed upon the teacher's need for economy both in time and money. These institutions existed only so long as they were not discovered to be frauds, and that discovery came slowly but surely. In no small measure the influence of Peabody has brought about this change. 3. Our institution has made progress in its standard. Pro-62 PEABODY COLLEGE FOR TEACHERS fessor Woofter gave last night an interesting study of the curriculum as it existed in the 80's. It is not possible to go into details here, but I wish to show in broad outline the growth of the college from the standpoint of entrance require- ments and courses offered for graduation. From 1875 to 1887 the institution was fairly like the modern normal school. Whatever collegiate work was offered had its tone set by the normal school outlook. From 1887 to 1903 the normal school set the standard, but much real college work, and better still, much real college spirit, came into existence. Since 1903 the normal school has continued to- exist, but emphasis has been laid more and more on the college. Up to 1903 the difference between these two factors in the institution was a difference of quantity. Two years more were required for graduation after the L. I. diploma, the entrance requirements being the same. In 1903 for the first time the college requirements for entrance were more than for those of the normal school, the college requiring eleven Carnegie admission units, which was the standard then in general use among Southern colleges. The normal school admission requirements were left at seven units. Since 1908 Peabody has maintained the national stand- ard of the best colleges, which call for fourteen Carnegie ad- mission units followed by a four-year course. Grubbing in units is not a very inspiring task, but even those who have least patience with such work and such rat- ings will grant there is much significance in the figures I have given. It is evident that the center of gravity of the institu- tion was gradually shifting in all these years, and that the new outlook for the institution was the College, with all the normal school work relegated to the normal schools of the states. This vision was clearly realized as early as 1902. The idea of a greater Peabody had been formed, and as we know has now borne fruit. President James D. Porter was an impor- tant factor in this development, and under his guidance numer- ous elements were brought together, finally making possible the greater and reorganized institution of our aspirations. 4. There has emerged from all this turmoil and these changes something fine and great, which we call the Peabody spirit. It is something that cannot be defined, but I feel called upon to give some description of it. First of all, it recognizes the beauty of service. It has freely received, and would asPBABODY COLLEGE FOR TEACHERS 63 freely give. And then there is the feeling of aspiration for something constantly better. Through all the thirty-five years the young men and women of Peabody have aimed so high that the institution could not fail to expand. These ideals, so generated, have kept the college from base pursuits, from low aims. They have kept it constantly ranging forward, always plastic and ready for shaping to a new and nobler form. It has been its own severe and merciless critic. It has pointed out its failures and its faults, and then it has set to work to remedy these faults and to recreate itself to meet the needs of the life it would minister to. This has been the great glory of the College and the very essence of the Peabody spirit. 5. Another great gain has been unity of control. We have seen miscellaneous standard and purpose centered in the one aim of a college for teachers—not a normal school, nor both at the same time. In similar fashion there has been wrought out of various controlling agencies a single corporation under our own charter with a board of trustees made up of Southern men, who know our home conditions and live in our own terri- tory. Trace this development and be convinced. The College was founded in 1875 by the Trustees of the Peabody Education Fund, in cooperation with the University of Nashville. Later, the State of Tennessee gave aid by means of annual appropriations, which were continued from 1881 until 1905. The Peabody Board, from 1875 to 1909, contrib- uted over $1,250,000.00 for its maintenance. The State of Ten- nessee contributed about $450,000.00; while the University of Nashville contributed in cash over $}00?000.00, and in rent value of grounds and buildings, $425,000.00. Counting fees from students, the total revenue of the College, from December, 1875, to June, 1909, was over $2,225,000.00. All of these agencies worked harmoniously for the welfare of the institu- tion, and began in conjunction a movement to unify the con- trolling interests of the College. This was started in 1902, and has resulted in securing donations from several sources, and in the establishment of the College with a board of trustees having the corporate title "George Peabody College for Teach- ers." The University of Nashville donated the grounds and buildings in which the College has been domiciled since 1875, valued at $250,000.00, the city of Nashville gave $200,000.00, the county of Davidson gave $100,000,00, the State of Tennes-64 PEABODY COLLEGE FOR TEACHERS see gave $250,000.00, the Peabody Board gave $1,000,000.00. This total of $1,550,000.00 in cash and bonds, together with the deed to the property of the University of Nashville, was turned over to the Trustees of the Peabody Education Fund, in February, 1910, and was transferred by them to the Trustees of the George Peabody College for Teachers immedi- ately. The trustees of the College had, in the meantime, been incorporated on October 5, 1909. Thus all the contributors and all the agencies which had supported the College through- out its history of thirty-five years were brought together and relinquished their authority in favor of the new corporation. 6. The work of expansion has caused much readjustment, has brought about some dislocations even. But the Alumni all over the South have as a result of this movement become a united, strongly-knit fraternity. Their loyalty is now known, for it has been tested; their devotion is true beyond perad- venture. There have been many disappointments. It is a striking fact that progress calls for suffering. Our expansion has caused growing pains; but we pray that all this shall not be in vain, that our motives shall be purer, our aspirations be chastened, our ideals enlarged. And now we are taking this last long, loving look back- ward, not to forget, but to remember; not to apologize, but to glory in the achievement of the past. When we look back- ward it is not to sit down in the ashes of what might have been; but we look backward to see that our whole army is ready to march straight ahead, with no stragglers left. Re- membering the victories already won, we are ready to go for- ward with courage in our eyes and Tightness in our hearts. REMAKKS BY MISS EVA T. LEE Miss Eva T. Lee, of Washington, D. C., here spoke briefly of her great pleasure at being back again and reviving the inspiration of her student days. She said we should have more of these reunions; that they would not only help us renew our friendships, but would mean much for education and our country.peab0dy college for teachers 65 THE RELATION OF THE OLD TO THE NEW By Cornelius J. Heatwole, '95 Dean of Education, State Normal School, Harrisonburg, Va. In "The Ship That Found Herself," Kipling tells a beautiful story of a cargo-boat that is launched upon the high and nar- row seas to begin a life of service in the great world of waters. When she starts out on her first voyage there is heard from the deckbeams, from the great iron girders, in fact, from the smallest screw to the largest piece of material, a great noise of complaining, fretting and jarring discontent. After the long and dangerous journey she comes into port with all parts of her great mechanism working together, and every separate piece uniting in making one great voice of harmony. This is the soul of the ship. She had found herself. It seems to me that we have a striking analogy to the ship that finally found itself, in the problem before us, in helping a great institution to find its true functioning in the life of this great Southern country. The men who have stood at the head of this institution are its engines; the faculty its iron girders; and the body of its alumni, the beams, the braces, the nails, the screws. Peabody College thus far has just come into port on the return voyage of her initial trip. We have heard wherein she has found a place in the realms of educational service. Her component parts have at times complained to each other. We have heard the noise of fretting and jarring discontent among itss parts. Let us now hope that all this has been the means of each part finding its specific function and henceforth we shall hear the voice of harmony among all its mechanism. The progress of every institution among men is marked by rhythmic periods of functioning in which each period stands out with its own characteristics, ideals, aims and peculiar means for attaining those aims. The United States Govern- ment is a great institution, and by means of the flexibility of its fundamental law, it has had distinctive periods of growth in which characteristic policies have marked its progress. There were transition periods more or less critical when we heard the noise of discontent and at times the clash of arms, 566 PEABODY COLLEGE FOE TEACHERS but all this seemed necessary to determine certain policies and start them off as aims and ends of the period of progress and development. This is true of other institutions as well. The ever increasing complexity of human life will ever demand new adjustment and consequent ideals. Now and then critical transition periods come and are attended with more or less anxiety by those who are directly or personally interested. All this is true of educational institutions and corporations, and even of individuals. All this should be said to remind us that this is somewhat the course of natural events in the progress of any institution, and Peabody College for Teachers is not an exception to this rule. By a brief glance at the history of Peabody College we can see how it has passed through these stages of development. First, a propaganda had to be conducted for popular education, and this at a time of a general readjustment of every phase of life among the people of the South. As Dr. Alderman says : "It was the emergent South striving to maintain its essential social and political traditions with a completely altered eco- nomic point of view; transferring its energies from combatting and enduring to building and growing. This propaganda brought such a renaissance among the people of the Southern states that they came to use their chiefest energies in the most fundamental of all social progress—education. In such an atmosphere Peabody College had its birth. Its business was to send out active workers in the field and to set the institution of popular education upon its feet. All this brought about a demand among the states for trained teachers. Definite educa- tional standards were set up. The public schools were growing in efficiency and therefore in popular favor. There was a de- mand for trained teachers for these higher standards. Pea- body College, always with an eye to these educational changes, adjusted its course of study to meet these demands and inspire higher ones. She has always represented and inspired the highest and best in education. The several states inspired by this spirit have established public normal schools, and at pres- ent each of the Southern states has provided more or less amply for the training of teachers. How well Peabody College has served the people of the South in going into the business of training teachers, for public education, these state normals canPEABODY COLLEGE) FOR TEACHERS 61 attest. The mother school has every reason to be proud of her offspring, who, in some instances, have become her peers in the work of training teachers. This fact has brought Peabody Col- lege to a crisis and a critical transition period. For the last eight or ten years she has been struggling through this period. True to her past ideals, she has lifted her standards of scholar- ship and adjusted her point of view; she has probably been misunderstood by even some of her friends, and she has been saved for this hour by this body of loyal Alumni. She has been cast about in the storm of personal ambition and divergent opinion. A transitional period is always marked by gropings and misunderstanding, and we may expect a certain amount of false judgment and unwise procedure. Out of all this she has come to this happy and momentous hour in her history. The dawning of a new day for the institution has arrived. Arrangements have been made whereby Peabody College is to start off, let us hope, into a service not necessarily different, but enlarged m scope and equipment and point of view. We are here this morning as friends of the college, who are proud of its past history and ambitious for its future career. There are certain factors that effect the success of every institution of learning, two of which I wish to mention—first, the institution must be something itself—sincere in purpose with an able and earnest faculty; second, an institution lives in the lives of its loyal alumni. A student in college leans upon the institution while he is a resident, but the institution leans upon the stu- dent when he goes out into the world. The graduate carries with him the ideals and a certain tone of intellectual spirit which the institution has given him. We as graduates are not loyal simply to a place, to such lifeless things as bricks and mortar, but to the character of the institution, to the spirit of its policies and aims. These things can have no place. It is this spirit of Peabody College that most concerns us and to this we can give our loyalty. It is this that will ever live in us, it cannot be bought or sold or transferred to others in material form, it is ours for all time. Truly the Peabody spirit is eternal. By the action of the Board of Trustees, in whose hands the future policies have been entrusted, the Peabody College which we love, and for whose future we are now so solicitous, is to find no more these walls here on the banks of the Cumberland88 PEABODY COLLEGE FOR TEJACHEfcg as the vestments of the Peabody soul. It is to go elsewhere. Let us hope it will build for itself a more stately mansion. Wherever it goes, our loyalty and kindly support will follow. The future ideals and policies can be no other than those she has had in the past, that of representing the highest and best in the educational thought of this country. It has always been the beacon light in educational service, and now, true to its ideals of the past, it must adjust itself to higher levels of en- deavor. In the very nature of the case, the service the institu- tion must render from now on will be a little different from its highest possible service in the past. We believe in the wisdom and ability of the new head to whom we now look for a wise and sane adjustment of the details leading to the institution's further service. He will acquaint himself with the old suf- ficiently to find all that is fine and good, and this will be em- bodied and conserved in the new—policies, aims and those who best represent those policies and aims. To the new head and to all the efforts that shall go to make the new Peabody College what our ambitions have always been for it: namely, the source from which shall emanate the best in education, in scholarship, in professional spirit and in inspiration—to all of this, we shall pledge our sineerest loyalty and await the call for any service we can render in leading to the further advancement of the new institution. The new institution has already recognized us as sustaining the same relation to it as we have sustained to the old. We shall find in the new a home, a place where we can localize our affection and see the larger and greater Pea- body grow into proportions our ambitions have had for her. The best service we Alumni can render to the new is loyalty and support for all that the new institution shall undertake, which must and will preserve its independence and identity. It has its own work to perform and no other institution can do it for her. The new should recognize the fine asset in the body of 3,000 Alumni representing every part of the South and every line of human activity. The universities and colleges every- where are recognizing more and more the value of keeping in close touch with those who1 have gone out from their halls. The fine human spirit, call it sentiment if you will, that binds men and women to the institution in which they were educated is worth while fostering, for it often leads to a form of supportPEABODY COLLEGE FOR TEACHERS 69 that results in the institution's being able to do its work more efficiently. Columbia University depends very largely upon this source for funds to conduct that great institution. The greater Peabody cannot and will not make the mistake of ignoring this valuable asset. The new should recognize the work of the old as the rock upon which it is to build the superstructure. Har- vard, Yale, Princeton and the University of Virginia could not afford to ignore the graduates of these several institutions of seventy-five years ago when standards of scholarship, in scope and intensity at least, were different. The past is a part of the future. Greater Peabody will stand, as she has in the past, for the best in Southern educational thought. She will set the ideals and standards for education in accordance with modern de- mands. She shall be the power house of educational force, send- ing currents through personalities and administrative organiza- tion, and electrifying and vitalizing all the educational ma- chinery of this Southland. This is not visionary for those of us who believe in the future of the new institution. We have seen an institution of this kind grow in almost a decade from a small beginning in an atmosphere of more or less prejudice to one in which there are now a thousand or more students and the influence of whose graduates practically dominates the edu- cational thought and policies of this country from ocean to ocean. We stand this moment at the end of a pathway marked by splendid achievement. Peabody College has seen herself re- flected in the spiritual work of her sons and daughters. At the same time we stand at the gateway of her future, resplen- dent with the prospect of a more glorious achievement. It mat- ters hut little what shall be our individual part in the daily life of her future existence, but it matters mightily what is our attitude toward the policies that are to lead to that more glori- ous future. Peabody College has found herself in Southern life and civilization. She is now to find a more abiding place to call her own, and wise hands shall guide her to her destiny.70 PBABODY COLLEGE FOR TEACHER* SOCIETY REUNIONS On Tuesday morning, June 6th, all the literary so- cieties of the College held reunions and elected officers to look after their belongings and secure proper reor- ganization when the College reopens. These reunions were veritable love feasts, and many reminiscences were told of the old days—some mirthful, some that brought tears. The Agatheridan Literary Society elected O. H. Looney, '92, president; M. S. Ross, '03, secretary. The Erosophian Literary Society elected A. E. Booth, '89, president; J. J. Keyes, '92, vice president; J. M. King, '92, executive committeeman; D. L. Merritt, sec- retary-treasurer. The Girls' Chapter Literary Society elected Miss Lillie L. Hasslock, '11, president; Miss Rebecca Dale, '10, first vice president; Miss Hartley Embry, '07, sec- ond vice president; Miss Zelma Biggs, '11, third vice president; Miss Ruth Paris, secretary; Miss Mary Gant, "11, treasurer. The Peabody Literary Society elected Mrs. Chas. E. Little, '91, president; Miss Annie Grewar, '10, vice president; Miss Fannie Lerman, '93, secretary; Miss Jeannette M. King, '92, treasurer; Miss Marie Ready, '10, and Miss Iona Gilliam, '11, members of executive committee. The society also elected as committee on reorganization Miss Stella Center, '01, Miss Mary P. Thompson, '01, and Miss Carrie R. Rich, '11. Tie Alpha Phi Literary Society elected Miss Elma Burns, '11, president. The Young Men's Christian Association and the Young Women's Christian Association have taken simi- lar action for renewing their fine work.peabody college for teachers 71 The three sororities—Sigma Sigma Sigma, Delta Theta Beta, Zeta Omega—all held reunions and ap- pointed officers to perpetuate their organizations. BUSINESS MEETING OF ALUMNI ASSOCIATION The business meeting of the Alumni Association of Peabody College was held in the college chapel Tues- day, June 6, at 4 p.m., and was called to order by the President, A. E. Booth. The minutes of the last meeting were read and ap- proved. The report of the treasurer was read and was sub- mitted to an auditing committee, consisting of Messrs. Bradley Walker and M. S. Boss, of Tennessee, and J. W. Cqx, of Virginia. The committee reported the treasurer's books in good order, after which his report was received and filed. On motion the treasurer was directed to make formal requisition on Judge Robert Ewing, Secre- tary and Treasurer of Peabody College, for the funds in his possession, which some years ago had been col- lected on account of the loan fund and dormitory fund projected by the Alumni Association. It was stated by the treasurer that these funds had been on interest for several years, and that the total amount was now in excess of fifty-two hundred dollars. The following resolutions were then offered by Prof. C. J. Heatwole of Virginia, and after considerable dis- cussion were adopted, section by section: Whereas, We have come to a period of transition and expan- sion in the organization and life of the George Peabody College for teachers, and this necessarily presents to us the problem of72 PEABODY COLLEGE FOR TEACHERS reorganization for a similar expansion of the alumni association of this college; therefore, be it Resolved, That the constitution be amended so as to provide for the election here and now of the following officers of this association, to serve for two years, and to constitute the execu- tive committee of this association: A president, a secretary, a treasurer, and a vice-president from each of the following states: West Virginia, Virginia, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Texas, Arkansas and Tennessee. That these officers constituting the executive committee of this association be delegated to work out and report back to this association at its next regular meeting some plan for a more systematic and effective organization of the association. That the treasurer of the association is hereby instructed and empowered to secure possession of certain funds of this association now in the keeping of the secretary-treasurer of the college, and to deposit the same to the credit of the association. And, further, that the executive committee of this association be instructed to define the functions of these funds in the light of present conditions and empowered to apply these in accord- ance with the functions defined. That the executive committee be instructed to take up with the Board of Trustees of George Peabody College for Teachers the consideration of some plans by which the association may secure representation on the said Board of Trustees. That the executive committee be further instructed to formu- late plans whereby the alumni may cooperate in the work of raising the $1,000,000 needed to secure the additional $500,000 from the Peabody Fund and to proceed as soon as expedient to carry their plans into execution. Considerable discussion was indulged in with refer- ence to the attitude of the Alumni towards assisting in the raising of a further endowment for the George Peabody College for Teachers. The discussion took a wide range, but it was apparently the general opinion that the Alumni Association ought to take part in this moyement/ but that the funds raised should remainPEABODY COLLEGE FOR TEACHERS 73 under the control of the Association. The resolution placing the formulation of plans in the hands of the Executive Committee was adopted along with the others. It was then moved that the election of officers be proceeded with, and the following were nominated from the floor, and were, with one exception, elected by acclamation: Prof. T. J. Woofter of the faculty of the University of Georgia, was elected President; Prof. J. W. Brister, State Superintendent of Tennessee, Treasurer, and Prof. I. S. Wampler, of the Peabody faculty, Secretary. The following were elected Vice- Presidents for the various States: Messrs. E. E. Mercer of West Virginia, C. J. Heatwole of Virginia, A. C. Reynolds of North Carolina, J. M. Geer of South Caro- lina, A. A. Murphree of Florida", K. T. Alfriend of Geor- gia, Tipton Mullins of Alabama, Miss Stella S. Center of Mississippi, E. B. Donnell of Louisiana, George W. Coley of Texas, Ury McKenzie of Arkansas, and J. J. Keyes of Tennessee. On motion the thanks of the Association were ten- dered the retiring officers. It was moved that, when the Association adjourn it adjourn for two years, unless sooner called together by order of the Executive Committee. It was moved by Miss Johns of Tennessee that the Executive Committee be authorized to ask the Board to reconsider its action with reference to closing Pea- body College. Only a small vote was cast on the motion. It was carried. The Association voted unanimously to direct the Executive Committee to communicate with the Carne- gie Board in the endeavor to secure a pension for Miss74 peabody college for teachers Bloomstein. Superintendent Keyes, Chairman of the Executive Committee, made an announcement of the Alumni banquet to be given in the evening at the Tulane Hotel. On motion the Association adjourned. ALUMNI ENDOWMENT FUND One of the most far-reaching results of the Alumni gathering during the recent Commencement was the action of the Association at its business meeting 011 the afternoon of June 6th in pledging its willingness and desire to aid our Board in raising another million dollars of endowment, reference to which is made else- where in this issue of the Bulletin. On the afternoon of June 7th the members of the executive committee remaining over held a meeting and took action looking toward the working out of plans. It was decided that the work begin immediately. I. S. Wampler, the Alumni Secretary and for the p&st four years Assistant Professor of Mathematics in Peabody College, was unanimously chosen as the fiscal agent of the Association, with power to proceed, under the direction of the executive committee, to organize an endowment campaign. Mr. Wampler has already done some preliminary work and in a short time will be ready to announce important and definite plans of action. The Secretary will give his entire time and thought to this great work, and will at any time welcome suggestions from any and all Alumni. Mr. Wampler desires only to serve us and has a right to expect the full and hearty cooperation of all loyal friends of Pea body. This, we are confident, he will have. Fraternally yours, _ ... T. J. Woofter, President.PEARODY COLLEGE FOR TEACHERS 75 ALUMNI BANQUET The principal social event of the reunion of the Pea- body Alumni was the banquet at the Tulane Hotel, Tuesday night, beginning at nine o'clock and continu- ing until shortly after midnight. More than 200 were seated at the table, filling the large dining room to its capacity. Dr. Charles E. Little presided as toast- master. Those who responded to toasts were State Superintendent J. W. Brister, Professor of Mathemat- ics at Peabody College until his appointment of a few weeks ago, and an alumnus; Miss Lizzie Lee Bloom stein, a member of the first class graduated from Pea- body, who has occupied the chair of history since that time, and Mr. J. C. Bradford, Chairman of the Execu- tive Committee of the Board of Trustees of the George Peabody College for Teachers. The occasion was a thoroughly happy one. Prof. Brister, speaking for the alumni, declared that the clouds that seemed to hang over Peabody have dis- persed, that the doubts are gone, and that all alumni are ready to give their very best service to the enlarged institution. Judge Bradford, speaking for the Board of Trustees, said that board knows more of the Peabody spirit and Peabody men than it has ever known before; they have caught the inspiration of the institution's glorious past; the board does not consider and will not consider anything other than the historical continuity and perpetuity of that institution in the George Pea- body College for Teachers. From the standpoint of the alumni it allowed men and women who were friends during their student76 peabody college for teachers days, members of the same class or of the same society, to sit together for an evening and renew old memories. Prior to the banquet a reception was held for Mr. and Mrs. John Hankins, who were married in the col- lege chapel in the early evening. This was an event of particular interest to the alumni of the period of 1898 to 1902, who were students with Mr. Hankins and his bride, nee Miss Grace Gordon. The latter had since her graduation been assistant librarian at Pea- body College. The toasts follow: PEABODY: ITS PLACE IN THE SOUTH By John Willard Brister, ?92 After paying a beautiful tribute to Peabody College and the South Professor Brister proceeded to discuss their educational relationship, saying in part: I have time to say only a few words as to the educational relationship of the Feabody College to the South. If one were to write a history of the education of the South, a large chapter in it would be devoted to the history of Peabody College. There is not a state in the South that has not felt the influence of this college. Her graduates have gone into every city and county and into almost every town. There is scarcely a high school or normal school or college that has not, at some time, had a - graduate of this institution in its faculty, and the direct influ- ence of our college on education in the South—I say it advis- edly—is far greater than that of any other institution. I believe that this work is to go on and that the George Peabody College for Teachers is to function for the whole South, and will help in various ways in furthering the great educational movement which is going on about us today. I believe that the two supreme needs of the public school system of the South are competent supervision and better trainedPEABODY COLLEGE FOE TEACHERS 77 high school teachers. There are some who will take issue with me on this particular point, and claim that the great need is better teachers for the elementary school. I yield to no one in my desire to further the interests of the rural elementary schools of the South, and believe that their development is the greatest task which lies before our educators. At the same time, I do not believe that this problem can be satisfactorily solved, nor do I believe that the needs of the rural elementary schools can be reasonably met, until we have more competent and thorough supervision. I believe also that the best way of getting prop- erly trained teachers for these elementary schools is by estab- lishing the county high school in every section of the South. When we have these high schools in sufficient numbers, their graduates will go forth and take places in the elementary schools; and these teachers, directed by skilled superintendents and supervisors, will bring the schools to the highest possible standard and will do much toward improving the life of our rural communities. As I see it today, the only source from which these professionally trained superintendents and high school teachers can come are the departments of education, established in connection with the state universities, and the George Peabody College for Teachers. This latter institution will function for the whole South. It will study the educational needs of the entire section, and will be in close, vital contact with every part of it. It will have the most extensive depart- ment of supervision and general professional work, along with its academic course, of any educational institution in the South; and the men and women who graduate therefrom will be pre- pared to take a leading part in the educational system of the Southern states, and the influence of Peabody College will con- tinue to be felt in every village and town. I am glad, Mr. Toastmaster, that my educational mother is not dead. I am glad that her soul has been reincarnated, and that the George Peabody College for Teachers is no new institution, but it is Peabody College, our Peabody College, reorganized, with larger endowment, faculty and equipment.78 peabody college for teacher* PEABODY IDEALS By Lizzie Lee Bloomstein, '77 In response to the toastmaster's reference to Miss Bloomstein's "eyer young interests" the speaker said: To grow is to be young and joyous. Spring is the glad time of the year; even nature then seems to renew her youth and take on her brightest hues. We grow at Peabody; therefore we are always young. Were I to drink you a toast tonight it would be to the vintage of memories. Such a toast would, no doubt, produce hilarity and make us gay and festive; but as this is the last time we will banquet together under the old regime, it seems fitting to attune our notes to a more serious key. Ideals have a vast influence upon our lives, even greater than our friends or the company we keep, for we are associated with them more intimately and more constantly. The Psalmist understood this when he said, "As he thinketh in his heart so he is." There is a story told of Guido Reni when about to paint the most beautiful conception of manly youth and beauty in the world, the picture of St. Michael and the Dragon in the Capuchin Church at Rome. He said that he "wished he had the wings of an angel that he might ascend into heaven and behold the forms of those beautiful spirits from which to copy his archangel. But not being able to mount so high, he was forced to look into his own heart and mind and find his ideal there." Ideals furnish motive force as well as pattern, and thus become oar and sail as well as chart and rudder. Thus ideals mold our character and shape our destiny. Some one has written the following exquisite creed: "To live with a beauti- ful ideal is to look out upon life with hope, to answer with glad spontaneity to duty's call, to expand to the utmost the elasticity of our finer nature and to go forward with the zeal of real life and a living purpose." Dr. Francis Peabody, in one of his inspiring talks to Har- vard students, draws a picture of a becalmed vessel onj a glassy sea. There is not a breath of air to fill a aail. WhilePEABODY COLLEGE FOR TEACHERS 79 the men wait and watch, however, they notice that all at once the little pennant far up on the masthead begins to stir and lift. There is not a ripple on the water, nor the faintest moving of the air on deck, but when they see the pennant stirring they know that there is a wind rising in the higher air and they quickly set their upper sails. Instantly the vessel begins to move under the power of the higher currents, while on the sur- face of the water there is only a dead calm. In life there are higher and lower currents. There are winds which come down from the mountains of God. From the very beginning Peabody set her sails to the higher currents and our benefaction was accepted on the high plane of our benefactor's motto, "Education—a debt due from present to future generations." Thus Peabody based her work on the high ethical principle of service, and was, from the very commence- ment, altruistic. The fifteeenth century was scholastic, the sixteenth dog- matic, the seventeenth schismatic, the eighteenth philosophic, the nineteenth scientific and the twentieth altruistic. The first ideal of education brought into the life of this country through our colleges was that of culture, the develop- ment of the whole man mentally, morally and physically. This was found in such colleges as Harvard and Yale. The second ideal was that of the savant, the man of research, the man of science, as best exemplified in such institutions as Johns Hop- kins and Clark Universities. The third ideal was a union of these two, the combination of culture and research for service, and this has been Peabody's dominant ideal. The cultivation of our higher nature is the law of life, and duty—stern daughter of the voice of God—duty, which of all the motives that sway the heart best stands the test of reason, becomes our guide and support. "Service and the duty of service look to the Infinite for their ideal and are based on morality and religion." Equipment and endowment alone do not make an institution like ours. In the words of one of Peabody's noblest, who has passed into the great beyond: "Such an institution is something more than a mere plant; even more than an aggregation of students and instructors, It has character, atmosphere and80 PEABODY COLLEGE FOR TEACHERS ideals. And this character, this atmosphere, these ideals money cannot buy. Such an inspiriting, life-giving atmosphere is made of flesh and blood, and the ideals are but the reflex of the truth that men have held warm in their hearts and tried to realize in their lives." From this college a spirit has gone out that has fired the hearts of the instructed, has given a power to their work and has been taken up into the life of the entire South for the past thirty-five years. "To serve truly is not merely to labor for a wage, nor yet to toil with hand and brain alone. True service consists of coining one's self into honest effort, in forgetfulness of self, wealth, poverty or reward." Great teachers, and there are thousands of great teachers who are obscure, who are unknown to fame, communicate their enthusiasm and faith to their students, and the rebound of this impulse is a loyalty that pervades every fibre of such a college. Evidence this loyalty in the loving response of our Alumni from all parts of our Southland to the call of this conference. This combination is irresistible and far outweighs the too visible potency of material prestige and smiling lucre. "The stirrings of heart, the promptings of the wholeness of life, the spur of our far-flung hopes, these are the best." Thus Peabody ideals have crystalized into the splendid activities of Peabody men and women, and given them the magnificent power, position and influence which they possess in e\ery walk of life. These ideals of the "dear old mother" we will carry for- ward into the greater Peabody. We will take our traditions and memories of past glories, our household gods, our Lares and Penates, with us into the new home; for, my friends, "we may build more splendid mansions, and enrich them with more magnificent furnishings, but we cannot buy with gold the old associations." Let us then go forward in the new college home with an elastic determination that comes like an inspiration in a good cause, singing the heaven-born music of contentment with the hour that now is, believing that with purity of aim and with unchanging faith and zeal, the greatest good to the many may be secured through increased power and success. Peabody will then no more be struggling with poverty and other limitations,PBABODY COLLEGE FOR TEACHERS 81 but will rise jubilant, dominant and triumphant, like a Gothic cathedral, with its majestic towers and pinnacles aspiring, soar- ing aloft into the blue of the heavens, into infinity itself. Inspired by the purpose to educate and redeem the masses, to awaken and stimulate an appreciation of nature as an out- ward expression of God's thought, controlled by the Christian idea to leaven the whole lump, Peabody's aim shall be not the development of the intellect for intellect's sake, nor science for science's sake, nor art for art's sake, but everything for hu- manity's sake, to make humanity God-like. THE GEORGE PEABODY COLLEGE FOR TEACHERS By James C. Bradford Chairman Executive Committee, Board of Trustees Mr. Bradford, in the beginning of his address, de- clared that one of the things that George Peabody College for Teachers is going to try to do is to educate teachers who are practical, who are worldly wise, and to make an institution of such breadth, extent and influence that the South will feel its impress for all future time. It is connected, he said, with a glorious past. Peabody College, he thinks, has done more than any other institution for the upbuilding of the South. The great sentiment throughout the South in favor of popular education is directly traceable to Peabody College. The institution in its new home, Mr. Bradford said, will be an autonomous institution. If the trustees wanted to do it—and they do not—they could not sus- tain any other relation to Vanderbilt University. Any attempt at any other relation could be enjoined by any citizen, I82 PEABODY COLLEGE FOR TEACHERS The trustees have been baptized with the spirit of the old college, and I trust you will take us into full fellowship. What relation will the college sustain to the old institution and to Vanderbilt University? This is one of the subjects of great interest since I have had anything to do with the board. The trustees of the Peabody Fund believed the time was ripe for a great college for teachers in the South. One of the needs of the college is proximity to a university, each mutually to supply the deficiencies of the other. This does not mean that Peabody is going to swallow Vanderbilt, as I heard one of the bishops state, or vice versa, as some of you have believed. The relation is not an affiliation, but merely a cooperation. There is not one of the board who would see one dollar of that fund spent in the support of a church institution, even if we could do so. I have been surprised that any one could believe such a story. We are not going to build on Vanderbilt campus. There will be a broad road between us and Vanderbilt. We are going to build a fence on our side of the road. When the students and professors of Vanderbilt come to see us, it will be as friends and neighbors, not as owners and proprietors. If any- body ever thought that possible, he is doomed to disappoint- ment. Do you suppose that we would see a dollar of the fund given to George Peabody College for Teachers diverted to a school that is controlled by a church? I say not. Do you suppose that we would breach the trust imposed in us to allow a church-controlled institution to control us? I tell you not. Give the board your good wishes and your aid. Give us a chance and do not misjudge us. If you allow us two years we will show you a George Peabody College for Teachers that has risen out of the ashes of the old college—a more glorious Peabody in a more beautiful place and with resources that will carry it on to a most successful future. COMMENCEMENT DAY EXERCISES The final exercises of the Thirty-fifth Annual Com- mencement of Peabody College were held on the col- lege campus, Wednesday morning, in the shade of thepeabody college for teachers 83 wide-spreading elm near Lindsley Hall, the most beau- tiful tree on the grounds. The program follows: PROGRAM Hymn No. 28..................."Come, Thou Almighty King" Prayer........................Rev. George H. Detwiler, D.D. Pastor of West End Methodist Episcopal Church Song—"Moonlight and Music".........................Pinsuti Semi-Chorus Commencement Address................H. L. Hargrove, Ph.D. Professor- of English, Baylor University, Texas Music—"Where the Hills Run High"................Fitzhugh Treble Clef Glee Club Conferring of Degrees and Presenting of Diplomas by the Chairman of the Faculty, Charles Edgar Little, Ph.D. Song—"See, the Harvest Moon is Shining".......Rhys-Herbert Semi-Chorus Presentation of the Lindsley Medal by Mrs. Percy Warner Presentation of the Stief and Cooley Medals by Mrs. James C. Bradford Benediction THE BACCALAUREATE ADDRESS THE TRAINING OF THE IMAGINATION By H. L. Hargrove, Ph.D. Professor of English, Baylor University Perhaps the weakest link in our educational chain is the period of adolescence. It is my purpose to offer a recipe for a purer metal which, if substituted for the alloy now used, would, in my opinion, equalize the strength, distribute the strain, and insure a higher degree of success. To be explicit, we fail to train the imagination. The child craves the fairy story, proving a rudimentary love for imaginative exercises, but between the eighth grade and the college there is fixed a great gulf. Observation based on twenty years of experience84 peabody college for teachers in teaching composition and literature to college students forces me to say that few freshmen have sufficient imagination to compose a simple allegory or to enjoy the pastoral qualities of a poem such as Milton's Lyddas. This is the dread hiatus in our system. Freshmen themes compose the most arid, flat, stale and un- profitable waste conceivable. In this Sahara an occasional volunteer growth is found which by its very rarity attracts the teacher's attention all the more. Can we not by some irriguous process stimulate the imagination and emotions of our stu- dents to the end that we may have a more abundant crop of well filled heads with ripeness to the core? This, it seems to me, is the herculean task we should set our heads to, and, hav- ing done so, never turn back. If it is the glory of agriculture to make two blades of grass grow instead of one, is it not a transcendently greater glory of our schools to multiply the num- ber of minds enriched with the power of appreciating the art products of the world and to better the condition for making a generation of art creators? James Lane Allen says our country is sick for great art. I say train the imagination properly and we shall not only have great art, but be rid of a sea of troubles besides. While descending from classic Fiesole in a tram-car to Florence, the Mother of Arts, I noted a little ten-year-old Italian girl on her way to school. She carried only a few books. (Parenthesis: I wondered how soon the Humane So- ciety would undertake to lighten the American child's burden of many books.) On inquiry I found she had a drawing book, a French reader and a geometry. Was not this a strange group of studies for a child? But do they not hark back to the time when Michelangelo was painting his Last Judgment, when Dante wrote his Divine Comedy and when Giotto built his graceful tower? And the artistic models left by these great men serve, no doubt, as constant reminders of the proper edu- cation for the modern Italian. They are mighty teachers. Look for a moment at Germany, where the fine arts have become to a high degree a social and national possession. The Germans have a saying like this: "What we want in our na- tion let us first put into our schools." This they have literally done with the result that music, for instance, is not lookedPEABODY COLLEGE FOB TEACHERS 85 upon as an effeminate pursuit, but is thoroughly virilized. Says Wm. S. Learned in a recent report of conditions in Germany: "The instruction in music and drawing hold a place in the German system which unfortunately has not yet been conceded them in equal measure in the average American schools. The Germans long a^go outgrew the conception of these branches as 'fads,' if they ever possessed it, and they have never en- trusted their direction to superficially educated teachers or eccentrics. The instruction is serious and intensive to the last degree. In drawing, the acute observation and free reproduc- tion of form, the developed sense of beauty and proportion to- gether with no slight initiation into the technique; in music an extraordinary refinement of ear, a knowledge of the funda- mentals of harmony, and, best of all, an effective discipline in musical taste and good judgment, are some of the results achieved. It is not too much to say that these interests bear fruit in an essential modification of the 'Weltanschauung' of the German people!" The common school course that does not include drawing, music and other subjects that train the art and emotional sense is thwarting the very purpose for which it exists. The fine arts are more practical than the useful arts. They are a fountain which if sweet will sweeten all the waters that flow therefrom. As the stream which Moses drew miraculously from the rock is fabled to have followed the children of Israel throughout their desert wanderings, giving life and joy, so will art convert a work-a-day world into a land flowing with milk and honey. The practical man who wants his boy to get a business educa- tion—wants him to learn to count and add—will come to learn too late that one and one, in God's arithmetic, make not two, but ten, for does He not say that one can chase a thousand and two can put ten thousand to flight? Browning expresses this same thought when writing about the divine element inherent in the musician he says in At>t Volger: "But here is the finger of God, a flash of the will that can, Existent behind all laws, that made them and lo, they are ! And I know not if, save in this, such gifts be allowed in man, That out of three sounds he frame, not a fourth sound, but a star."86 PEABODY COLLEGE FOR TEACHERS So in the divine economy life is more than meat and rai- ment, and man liveth by every word that proceedeth from the mouth of God, and is it not God's word and will that we have life and have it more abundantly ? And may we not add that we are perishing for the want of a vision—for the lack of truth —truth as to what contributes most to essential life, truth as to best methods of teaching? Imagination is the most divine power of the mind. It makes us like God. The imagination knows no bounds—is infinite. Like Puck, it can put a girdle around the globe in forty min- utes. Like Milton's Uriel, it can glide through space on a slant beam of light passing from the earth to the suu in a second. It can forecast the future. It can reconstruct the past. On the viewless wings of Poesie we can fly to the verdurous glooms and winding mossy ways of some Arcady and hear with Keats the nightingale, that "Light-winged Dryad of the trees, In some melodious plot Of beechen green, and shadows numberless Sing of summer in full-throated ease." The imagination is the path-finder of thought. It leads and aids the reason. Listen to Fichte's theory: "All objects are given us through and by the action of the productive imagina- tion. By every repetition of its double action, of production and reflection, a special class of representations arises. The development begins with the very lowest stage of unconscious- ness, in which there is no distinction as yet between external and internal feeling. This is the stage of mere sensation. In the next, that of perception, the ego distinguishes between itself and its feeling. Here sensations are converted into observed points in space and time. Next, just as sensation becomes per- ception through limitation, so is the undetermined, indefinite, fluctuating perception fixed into a concept of the understanding. The transition from perception to understanding is made by the reproductive imagination. The intelligence, when it passes beyond the limits fixed for it by the understanding, becomes reflection. Here judgment appears as the power of giving to consciousness a definite content, which points to the last andPEABODY COLLEGE FOR TEACHERS 87 highest stage of intelligence, that of reason, by means of which we are able to abstract from all objects and attain to complete self-consciousness." It is then a truism that the imagination feeds on the prod- ucts of sense perception. Like the silkworm, it must spin its rich fabrics from the material within itself. No new thing can be added. But old things can be combined in new ways. Food is first necessary and after that exercise. The proper exercise of the imagination is the means of giving it strength and skill. As I see it, our common schools, and colleges as well, fall short in two ways—we fail to furnish proper nourishment and we neglect to give suitable exercise. That is a beautiful ideal suggested by Wordsworth when "the mind Shall be a mansion for all lovely forms, The memory be as a dwelling-place For all sweet sounds and harmonies!" The new psychology asserts that there are correlatives be- tween the bodily organs and the mental functions; that just as physical organs by disuse or disease may become atrophied and useless, or positively harmful, as in the case of the appendix, so the capacities of the mind and soul may in a similar man- ner suffer. What dormant powers with consequent train of joys are to be awakened by the right teaching! My thought is that the imagination has almost become atrophied—not only negatively denying to us the keenest joy of living, but also positively endangering the health of the whole mind by its diseased condition. Perhaps we shall find that we ought to train the child's senses in a more elemental and thorough and consecutive way, a fact borne out by the almost miraculous results attained in Rome recently by Maria Montessori, who, it is said, by the cultivation of the sense of touch, teaches children of four to write and read in a few weeks. I quote from an article in the May number of McClure's Magazine: "At the very root of her method lies what may be called the rediscovery of the ten fingers. Put on the track by Seguin, she realized that the sense of toueb, the basis of all the otber88 PEABODY COLLEGE FOR TEACHERS senses, was the great interpreter of vision and guide to ac- curacy of perception. It was at the same time the earliest de- velopment of the faculties and the first to be dulled if left un- cultivated. She found that the finger-tips of young children are almost unbelievably sensitive, but that, in the absence of careful training, they begin to lose this sensitiveness after the age of six. The first step in her method is, then, to teach children to 'see with their fingers,' and thus to cultivate a delicately retentive muscular memory. Not only is this a de- sirable end in itself, but it has the further advantage of minimizing the strain placed by ordinary methods of education upon the eyes, and consequently upon the brain. By the culti- vation of the sense of touch, reflex actions are set up in inferior nerve-centers with which the brain has little or no concern. One of Maria Montessori's chief objections to some of the most popular kindergarten employments is that they involve a harm- ful effort of the organs most closely associated with the brain —the eyes." In some such way we may rediscover the eyes, the ears or other sense, as Maria Montessori has the ten fingers. By the adequate training of all these we shall make sense-perception more vivid and lay the foundation for exacter and bolder im- ages, which, in turn, will have a direct bearing on the emotions and the artistic taste. Surely here is a broad and inviting field for the experimental psychologist! Until we in America can have better facilities for teaching painting, the simplest and best means for training the artisitic sense is the study of poetry. Every true poem is a vest-pocket picture gallery. Words do the office of colors. It is even more than a series of charming pictures, for it blends various subtle verse-effects in such way that it is truly a combination of paint- ing and music—a kind of glorified moving picture show and player-piano synchronized. Let us consider for a moment the form or verse side of poetry—a quality which most students fail to appreciate even fairly well. While form is not of itself poetry, yet there is a close relation. A beautiful thought tends to express itself in rhythmic language, and there is a certain pleasure in even meaningless verses. A Greek vase is beautiful whether it be filled with the wine of life or the ashes of death, or whether itPEABODY COLLEGE FOR TEACHERS 89 be totally empty. Says Brander Matthews: "Every lover of poetry could cite numberless lyrics which delight him by their art alone, by their melody, by their merely external fascination, without regard to their content, to their ultimate meaning. Indeed, there are not a few lovely lyrics in our language the meaning of which is doubtful or even vague and intangible. They charm our ears by their music, even if they fail to appeal to our intellect. They live by melody, and almost by melody alone. And if this is a fact, surely it is worth our while to seek for an understanding of the principles of an art which can work these marvels," Leigh Hunt goes so far as to say that "versification itself becomes part of the sentiment of a poem. ... I know of no very fine versification unaccompanied with fine poetry; no poetry of a mean order accompanied with verse of the highest." The true appreciation of a poem is gotten by reading it aloud and by being able to enjoy the melodic and harmonic effects—it is an appeal to the mind through the ear and not the eye. Every poem has a tune. It sings' itself—that is, if we let it, or, in other words, if our dull ears are able to catch its divine harmonies. These statements being true, what should be done for the youth of our land to fit them for this higher enjoyment? The answer is: Teach them to write verse. From the lowest grades encourage them to express themselves in poetic form. A careful and continuous drill in this kind of exercises will de- velop a surprising facility in versifying itself, but there is a far more important end, namely: it will give the power of appreci- ating good poetry especially on the form side. The difficulties found by a student in trying to write a sonnet will forever exalt this poetic form in the mind of such student and will im- press the laws of the sonnet more than any mere definition. Note that we say write verse, not poetry. The latter should not be forbidden, but it will rarely be produced. The young versifier is merely fingering his scales. It is not expected that he play a Beethoven sonata for years perhaps, but he is laying the foundation for playing or even composing works with con- tent as well as form. He is attending to the technical details, or, as Stedman said of Tennyson, "He is wreaking his thought on expression for expression's sakelooking to the time when90 PEABODY COLLEGE FOE TEACHERS he may become the artist. In England the boys of the lower forms are taught to compose Latin verses and two important results have followed as eloquent lessons to us: 1. This early drill in verse has made the Miltons and Grays and Brownings—form. 2. The teaching of a language at the proper age has de- veloped the mind—thought. True poets are born, not made—but they may be made bet- ter. This drill in the technique of verse will prove a boon in many ways, if not in helping to make poets, then in helping to make us the better appreciate poetry. The more we know about the art of versifying the better we should appreciate what others have written. Says Sir Joshua Reynolds in one of his Discourses on Paintings: "It is very natural for those who are unacquainted with the cause of anything extraordinary to be astonished at the effect, and to consider it as a kind of magic. They who have never observed the gradation by which art is acquired, who see only what is the full result of long labor and application of an infinite number and infinite variety of acts, are apt to conclude, from their entire inability to do the same at once, that it is not only inaccessible to themselves, but can be done by those only who have some gift of the nature of in- spiration bestowed upon them." Is it too much to expect that we may by due attention to the training of the imagination and the art of versifying be able to bring on, in process of time, a new era of art—a new world renaissance that shall be purer and better than anything the old world has produced? This is a high ambition, but it is also noble. Cannot teachers perform an office similar to that of the vestal virgins of old? We have let the sacred fires burn low— the fires of the emotions, the love of the beautiful. Shall we not hasten to fan these embers till they become a living flame, to the end that a genial warmth may be imparted to all the soul and fructify in sympathetic lives, good deeds and beauti- ful forms? This, it seems to me, would tend to make for a condition favorable to the rebirth of another artistic era. By his superior vision Michaelangelo saw his David in the rejected block of marble. Is it not the same sympathetic vision that will make it possible for us to see the abiding image ofpealbody college for teachers 91 God in the moral outcast? Is this not a needful power of vision in these days of labor troubles and oppression by capital? Would not this power make it possible to see the man more easily through the disguise of purple and fine linen as well as through the beggarly rags and thus enter into a sympathy with the real motives of the man? Is this not the very spirit which lies at the base of Christianity itself—to become living sacrifices in imitation of our great Exemplar, who counted it not loss to leave a heavenly abode and enter into the life of man through holy sympathy? We make the world happy to the extent that we live the same vicarious life He lived. Thus our reform, if carried out, should avoid the mistake stressed by Tennyson in his Palace of Art, for art without soul and sympathy is death. There must be that development of the sympathy with fellow-man based on true religion, such as I be- lieve we have in a greater degree than any other people. Bliss Perry, in a conversation, was recently heard to say that the blight that has struck our nation and our schools is com- mercialism. This is not new, but is it not true? Our univer- sities have succumbed to the popular demand and are giving the Bachelor of Arts degree with little Latin and no Greek. Perhaps the study of Greek would prove the best counter- irritant. President Thwing has recently said that nothing has been found equal to Greek as a culture-giving study. One lead- ing university has already taken the stand that we have made a serious mistake in omitting Greek from high schools, giving as a reason that Greek counteracts the commercialism of the age. This is simply another way of saying we are not training the love of the beautiful. Was it not our own Commissioner of Agriculture who said the boy who had dug Greek roots ought to plow a straighter furrow? Suppose we supplant some of the ultra-practical subjects of the modern high school cur- riculum, such as book-binding and basketry, carpentry and cook- ing, and offer instead a serious drill in the training of the art- impulse such as would be found in Homer, or Shakespeare, or Browning, or painting, or music. What then? If later the graduate should make books or buildings, baskets or bread, per- haps the product would be the result of thought and not servile imitation. The maker would Jiave a sense of artistic form and would be independent of the teacher. Would not this be a92 PEABODY COLLEGE FOR TEACHERS happier state of affairs? This would lead to a realization of some of Ruskin's ideals. The characteristic query about a city would then be not whether it builds skyscrapers twenty stories high, but whether it can write poems two stories high. During this year we have been celebrating the three hun- dredth anniversary of the King James version of the Bible, and it is a good time to emphasize the literary qualities of the Book of books. Where can a better source of style and inspira- tion be found? We may be quite sure God smiles approval on the cultivation of the sense of the beautiful, for in his Word all of the fine arts are embodied. What music is to be compared to the antiphonal choirs of cherubs as seen in Isaiah's vision, chanting "Holy, Holy, Holy"? What architectural work of more man can ever attain to the glory and perfection of that divinely planned temple the loss of which the Jews lamented so bitterly? What lyric poems can approach the Psalms of David? What epic the wandering of the Jews in the wilderness? What more effective use of the pictorial presentation of high and holy truth than can be seen in the parables of our Lord? What ora- tory can be found as entrancing as the Sermon on the Mount or Paul's "Ye Men of Athens"? A Yale professor has recently put out a book on How to Write, which draws all its models and laws from the Bible. A more conscientious, assiduous and appreciative study of the Bible will perfect the imagination, train the taste and prove a master key for the unlocking of all other literary treasure-houses. And how easy it is to see how this is true when we consider that God is the author both of his Book and of us. He knoweth our needs. He is the Potter ; we are the clay. The Divine Artist will mould our lives as he sees fit. Let me quote from my beloved teacher, Professor Albert S. Cook, of Yale. He, too, is speaking to a student audience gathered in the halls of his alma mater, Rutgers College, and his theme is a kindred one, being the "Artistic Ordering of Life." Here are his words: "It has seemed to me that college halls, and an anniversary occasion like the present, were fitting place and time for the consideration of this topic of art, since it is concerned with individual achievement, with the deepest personal satisfaction, with the highest exercise of our faculties and with the fulfil-PfiABODY COLLEGE FOR TEACHERS 98 ment of the divine plan in us and respecting us. Moreover, it is in college halls that the artistic impulse should be fostered and educated. Here, perhaps, and in such places as this, some- thing more might be done to enable young men to find their peculiar vocation, through addresses and familiar talks by emi- nent representatives of the several arts and artistic occupa- tions, pointing out how the ideal and the practical are or may be combined in each, and thus assisting every student to bring into play his own peculiar abilities, at the same time that he satisfied his deeper spiritual needs. Thus we should be help- ing to bring nearer the day when, within the commonwealth, all ordered toil shall be cooper ant to an end, and when the prin- ciple of variety in unity, e pluribus unum, shall find its most perfect exemplification in the nation's life. "I know what may be said by and for those who enter this race as an unequal struggle. There are those whom poverty threatens to debar from entering it at all. There are those who have been straitened, physically and intellectually, in earliest life. There are those whom, midway in their career, sickness lays low, or sudden reverse of fortune overtakes. There are those whom death will cut off untimely. "For all who seem to be the victims of circumstance there are words of cheer. To those who are hindered in beginning I would say, the Supreme Artist sympathizes with the cry of your soul to work out a fair and noble life, full of achievement, perfect within its limits. He also was born into his world poor, humble, in the family of an unconsidered mechanic. He also was cut off untimely, in the flower of his age, yet not without being able to say, with a fulness of meaning which the words can never bear on any other tongue, 'It is finished.' Not only does he sympathize, but through his sway in the hearts of men, he raises up friends and helpers for those who, being wrought in a peculiar sense in the divine image, have something of the poetic, the shaping, the organizing, the creative impulse within their souls. The message to such is, heaven helps them that help themselves. "To the others who, attempting, are prevented by adverse circumstance from bringing anything notable to pass in accord- ance with their strenuous endeavor, whom duty directs into other channels from those they would have chosen, who are94 PEABODY COLLEGE FOR TEACHERS thwarted by disease or overthrown by sudden disaster, the word of our time has come by the mouth of Robert Browning in such poems as Rabbi Ben Ezra: "But all the world's coarse thumb And finger failed to plumb, So passed in making up the main account; All instincts immature, All purposes unsure, That weighed not as his work, yet swelled the man's account. Thoughts hardly to be packed Into a narrow act, Fancies that broke through language and escaped; All I could never be, All men ignored in me, This I was worth to God, whose wheel the pitcher shaped. "And so there is cheer and consolation for all artists, actual, prospective or only potential. If actual, then are they laborers together with God, bringing order, and beauty, and delight into His world. If prospective, they are called with a high calling to an employment divine in its satisfactions. If potential, with a potentiality destined to fail of any marked realization in this our mortal sphere, yet God will reckon even this unto them for righteousness, since out of the heart are the issues of life." Would that I today had the magic horn of Roland that would sound across plain and mountain. My message would be what I now give to you, Class of 1911: This task and joy is to be yours. In a special way you are to have a hand in work- ing out this problem. May you with the thousands of other loyal Peabody Alumni, scattered through every state in our Union, feeling the cords of sympathy which bind all into one, do your full part toward ushering in the new era when the love of gold shall be superseded by the love of goodness, when the truth shall prevail, and we shall hold with Keats that "A thing of beauty is a joy forever."PEABODY COLLEGE FOR TEACHERS 95 THE MEDALS The Lindsley medal was this year awarded to Miss Lillie Lenore Hasslock, of Nashville. The medal is given annually "to that member of the senior class who, in the opinion of the faculty, has exhibited throughout her college course conspicuous evidence of worth (1) in scholarship, and (2) in womanliness." The Cooley Medal, given for the best piece of work drawn by a member of the life classes in art, was awarded to Miss Louise Gordon. Miss Samuella Cor- nelius received Honorable Mention. The Stief Medal for general excellence in art was awarded to Miss Mattie Goodpasture. Honorable Mention was accorded Miss Mary Johnson. THE ALUMNI SONG A pleasing feature of the program of Commencement Day was the singing of the Alumni Song, written by Professor George Herbert Clarke, and set to music by Professor Milton Cook. The words of the song are here given: PEABODY ALUMNI SONG Proudly have we borne our benefactor's name- Name that we cherish! Alma Mater's lived it, with deserved acclaim, Through five-and-thirty years of ever-growing fame; If at her need we fail her, upon us be the shame! Shall Peabody perish? Perish? Nay, she cannot! Old and new are one— One service invites them; The sun that shines at noonday is still the risen sun, And onward shall she move till the day of things be done: The new life shall nurture what the old one has begun ; gis spirit unites them J96 PEABODY COLLEGE FOR TEACHERS If there be a pang in parting from the spot so old and dear, There's pride in the growing; We're changing our abiding-place, a larger home to rear, And it's our home, the new home; we'll hail it with a cheer, And we'll help it spread its blessing through every coming year— Right reaping for sowing! DIPLOMAS AND DEGREES Dr. O. E. Little, as Chairman of the Faculty, awarded the degree of Bachelor of Arts to thirteen candidates, and the diploma of Licentiate of Instruction to one hundred. After presenting their diplomas to the mem- bers of the senior class Dr. Little read the following important resolution adopted by the Executive Com- mittee of the Peabody Trustees at a meeting held May, 19, 1911: Resolved, That Dr. C. E. Little, Chairman of the Faculty of the Peabody College for Teachers, be authorized to state pub- licly, when conferring the A.B. degrees upon the Senior Class on June 7, 1911, that the Executive Committee of the George Peabody College for Teachers has in mind a plan by which in the future said college will confer upon all holders of such degrees a like degree from the said George Peabody College for Teachers. MESSAGES AND TELEGRAMS The numerous messages and telegrams received from friends and former students of the institution con- tributed in no small measure to the conviction, which all present at the reunion felt, of the abiding loyalty and love which her graduates have for Peabody. The two "night letters" here given, from Texas and fromIPeabody Alumnf, Song «»ILTONCOO»C f'- MWU % ■ A J ' i"..... j . J -4- ' • -4- 4—I— ^ if-i" J j V- J «»ILTONCOO»C P rt tit fdf rt Proud * Jy fiave -we Per - iah?„ Nay,. she If * there be, a borne our - ben - e «•» caniotf, . Old .and j pang' in„' parting from ahe fac - r tor's are{ < spot to _olcUan till* . the' new •' bdme;.we'll fame; II done: i f> T*e And well at her need we new. . ^ - life Wiall Jiel^- ' itjspaead .its ±=h..... fail ./ her, up* nur • >• turewhat the bless • ing; through Pea j Shall \ His bod ish? theml ing I per - • • • • ites . *S# y ___- 5: ^ v : Ing forPEABODY COLLEGE FOR TEACHERS 97 California, are fairly representative of the spirit which breathed through all such messages: Cotulla, Texas, June 4, 1911. Dr. Chas. Edgar Little, care Peabody College for Teachers, Nashville, Term.: As this is written each train entering Nashville carries students and graduates to the home-coming. In hundreds of other cities and towns the thoughts of hundreds of loyal Pea- body men and women are directed there, and they regret they cannot be with you. On account of the unusually kind con- sideration given me by my employers during my recent four months' illness I feel that reciprocal duties prevent me from taking a week at the present time to attend. Please extend to my classmates and fellow-students my regrets, and be as- sured that only such conditions as exist could prevent my being with them. I suggest steps be taken to unite more closely the alumni of each state, and am willing to do my full share. My congratulations to the new and greater Pea- body on your election. C. J. Maxwell. Los Angeles, California, June 6, 1911. The Alumni of George Peabody College, Nashville, Term.: Fellow Alumni and Classmates op '82—Heartiest greet- ings and congratulations. Am barred from being with you, but in spirit am loyally and affectionately with you now and forever. With tears we close the old college doors, but true to Peabody spirit join hands with the new to lead her into fields of progress, ever uplifting mankind. Sincerely, Mas. James H. Sims, n4e Annie H. Puryear. 798 PEABODY COLLEGE FOR TEACHERS GRADUATES, 1910 BACHELOR OF ARTS 1. June Brooks, Thomas Osbourne ....................Tennessee Cobb, Berta .....................................Texas Dale, Rebecca.................................Tennessee Dickson, John Leslie .........................Tennessee Farris, Lester Collins ........................Tennessee Folwell, Ethel Anna ..........................Tennessee Gibson, Isaac Howard ........................ Tennessee Grewar, Annie Belle .........................Tennessee Lee, Augustus Scott ......................West Virginia Logan, Sydney Strother .......................Tennessee Mitchum, Countess Ann .......................Tennessee Moore, John Lovell .............................Florida Ready, Marie Margaret .......................Tennessee Scarbrough, Nancy Lucy .......................Alabama Shaw, Connor Bliss ..........................Tennessee Sims, Edna Irvine ..............................Georgia Smith, Ethel Wheeler .........................Tennessee Thomas, Roscoe Lanier .......................Tennessee Trigg, Julia Ann, Jr...........................Kentucky Wilkinson, Tell H..............................Georgia Wood, Ethel Davidson ...................North Carolina Woodside, Alice Estelle ...........................Texas Men, 9 Women, 13 2. August Allen, Katharine Ethington....................Tennessee Brooks, Coleman Armstrong...................Tennessee Covert, Alvin.................................Tennessee Ragsdale, Samuel Lothaire ....................Tennessee Men, 3 Women, 1peabody college foe teachers 93 LICENTIATE OF INSTRUCTION 1. June Andrews, Bessie .............................Tennessee Barnes, Joel McMillan ........................Tennessee Bates, James Edward ........................Tennessee Bishop, Mary Thomas ........................Tennessee Byerley, Frances .............................Louisiana Caldwell, Sallie ...............................Alabama Cooper, Minnie ...............................Tennessee Coppedge, Fannie Grace ......................Tennessee Deathridge, Martha Jeannette .................Tennessee De Vaney, Mary Armstead ....................Tennessee Donnell, Herbert .............................Tennessee Duncan, Bessie Catherine ...................Mississippi Dye, Corinne .................................Tennessee Ezell, Martha ................................Tennessee Ford, Mary Carr .............................Tennessee Fuqua, Foster Y..............................Tennessee Gillham, Annetta Winona .....................Tennessee Gilliam, Una .................................Tennessee Grant, Lottie Eva.............................Louisiana Hackworth, Lector Lee .......................Tennessee Hale, Johnnie Kathleen .......................Tennessee Harris, Marietta .............................Tennessee Harwood, Pearl ..............................Tennessee Hatton, Willie Virginia .........................Alabama Heath, Lucile ...................................Texas Henry, Sara Torbit ............................Alabama Johnson, Fairy ..............................Tennessee Johnson, Hettye Margaret ....................Tennessee Kenney, Eunice ..............................Tennessee Kimbrough, Katherine ...........................Texas King, Harmon Calhoun ..................South Carolina » King, Ruby ......................................Texas Lewis, Fannie Nelson ..........................Alabama Mann, Elizabeth .............................Tennessee Mathes, Maude Euphrasia ....................Tennessee Murray, James Henry ............ ............Tennessee100 PEABODY COLLEGE FOR TEACHERS Murrell, Ida Mae ..............................Alabama Nonnenmacher, Ruby ..........................Alabama Ragland, Allen T.............................Tennessee Ramey, Mary ................................Tennessee Russell, Pearle ..................................Texas Suell, Ruth ..................................Tennessee Watkins, Bessie ..................................Texas Webb, Agnes Pittman....................North Carolina White, Lila .....................................Texas Yeaman, Mary Emma ........................Tennessee Zernow, Lelia Rives ..........................Tennessee Men, 6 Women, 41 — 47 2. August Bogan, Lelia Gurley ..........................Louisiana Brogden, Nettie Y.............................Tennessee Patton, Erma May............................Tennessee Stewart, Elizabeth............................California Yantis, Edith Mary ...........................Louisiana Women, 5 DOCTOR OF DIVINITY. Boiling, Rev. Warner Thomas Paris, TennesseePBABODY COLLEGE FOR TEACHERS 101 GRADUATES, JUNE, 1911 BACHELOR OF ARTS Allen, Katherine ......................Waverly, Ala. Bostick, Adelaide Price................Nashville, Tenn. Davidson, Mary Belle .................Nashville, Tenn. Gilliam, Iona .........................Nashville, Tenn. Goad, James William .................Adamsville, Tenn. Hasslock, Lillie Lenore ...............Nashville, Tenn. Kranz, Carolyn Matilda ...............Hendersonville, Tenn. McClellan, Cora ......................Carthage, Tenn. McClellan, Ethie Maye ................Carthage, Tenn. fPenick, Lilias E......................Stamford, Texas. Reynolds, Tommie ....................Rucker, Tenn. Sneed, Mayce Cannon .................Brentwood, Tenn. Weir, William Carrigan ...............Eddy, Texas. Men, 3 Women, 10. 13 LICENTIATE OF INSTRUCTION Alford, Frances Arabella ..............Culleoka, Tenn. ♦Andrews, Herbert Turner .............Watertown, Tenn. ♦Aucoin, Meda Theresa ................New Iberia, La. ♦Beck, Mabel Kathryn .................Oak Hill, Fla. Becker, Gena .........................Kaufman, Texas. ♦Biggs, Lola Zelma ....................Martin, Tenn. ♦Blackman, Susie Julia ................Brentwood, Tenn. ♦Blair, Robert Virgil ..................Nashville, Tenn. ♦Boswell, Bebe ........................ Wildersville, Tenn. ♦Bowie, Anna Mary ...................Nashville, Tenn. ♦Boyd, Vallie ..........................Cookeville, Tenn. f Degree granted according to standard of 1903. ♦ Irregular.102 PEABODY COLLEGE FOR TEACHERS Boyers, Anna Porter ....... Bradley, Ethel ............ * Burns, Elma............... Butler, Rubye ............. Calvert, Zillah Margaret .. ♦Capshaw, Coran P........ ♦Capshaw, Hulon J........ Clarke, Lola Pocahontas .. Cowan, Leah ............. Cowan, Mayme ........... ♦Crofford, Lucy Minor ...... *Cummings, Hazel .......... ♦Davidson, Mary Belle ...... ♦Davidson, Reva Leah ..... Davis, Nannie Elizabeth .. Dawson, Earle ........... Dawson, Pauline ......... Drane, Mallie ............ Everett, Mrs. Luane Watson ♦Faires, Mary McFerrin ____ Ferrell, Cornelia ......... Fontaine, Martha Courteney Fontaine, Mary Ellen ..... ♦Friedman, Tessie ......... Gaines, Christine ......... Gant, Mary Louise......... Gilliam, Iona ............. Green, Bessie E........... Guinn, Mallie ............ Hancock, Fannie Lester ... ♦Harrington, Marie Aimee .. Hasslock, Lillie Lenore ... ♦Hatcher, Hallie Lorena ... Henderson, Sarah Martin .. Hessey, Ella Catherine---- ♦Hirsch, Goldie ........... Holman, Mary Gilliland ... Hughes, Bessie Jane ...... Nashville, Tenn. Dyer, Tenn, Pulaski, Tenn. Pulaski, Tenn. Nashville, Tenn. Cookeville, Tenn. Cookeville, Tenn. Abbeville, Ala. Franklin, Tenn. Fayetteville, Tenn. Covington, Tenn. Shreveport, La. Nashville, Tenn. Marlin, Texas. War trace, Tenn. Haynesville, La. Haynesville, La. Dyer, Tenn. Nashville, Tenn. Cornersville, Tenn. Clinton, N. C. Nashville, Tenn. Nashville, Tenn. Nashville, Tenn. Elberton, Ga. Nashville, Tenn. Nashville, Tenn. Nashville, Tenn. Chattanooga, Tenn. Woodbury, Tenn. Chattanooga, Tenn. Nashville, Tenn. Junction City, Ark. Franklin, Tenn. Decherd, Tenn. Nashville, Tenn. Fayetteville, Tenn. Nashville, Tenn. * Irregular.PEABODY COLLEGE FOR TEACHERS 103 ♦Jackson, Nellie May ..................Nashville, Tenn. *LaRoe, Winnie Davis .................Terrell, Texas. ♦Lee, Mayola ..........................Jackson, La. Liggett, Sara Katharine...............Lewisburg, Tenn. Lillie, Mary Emma....................Franklin, Tenn. Locke, Linnie Mai...................... Shelby ville, Tenn. Lowden, Emeline Graham .............Fort Worth, Texas. McConico, Willie .....................Ashland City, Tenn. ♦McEachern, Mabel ....................Haynesville, La. McElwain, Jane Barclay...............Trenton, Ky. $McKinney, Emily .....................Milford, Texas. ♦Maddux, Snowden D..................Buffalo Valley, Tenn. Martindale, Nathalie Agnes .. ........Nashville, Tenn. Moody, David Whittaker..............Bells, Tenn. ♦Moore, Clara White ...................Shelbyville, Tenn. Oldham, Eva Jane ....................Nashville, Tenn. Osbourne, Delia Gertrude .............Nashville, Tenn. Parsons, Eva Myrtle ..................Bell Buckle, Tenn. ♦Patterson, Walter Clifford.............Britts Landing, Tenn, ffPetty, Alice ..........................Many, La. ♦Porter, Flora .........................Nashville, Tenn. Prichard, Mary S.....................Halls, Tenn. ♦Ragsdale, John Wilson ................Milan, Tenn. ♦Rauch, Ernestine .....................Nashville, Tenn. flReavis, Rosa Ida .....................Lewisburg, Tenn. ♦Reynolds, Tommie ....................Rucker, Tenn. ♦Rich, Carrie R........................Nashville, Tenn. Rittenberry, Lavonia ..................Nashville, Tenn. Roberts, Lueile .......................Columbia, Tenn. Robertson, Edna Baxter ...............Hartsville, Tenn. ♦Rothrock, Saidee Lee .................Waxahacbie, Texas. ♦Sands, Claude C......................Chatfield, Texas. ♦Sanford, Robert Garner ...............Bells, Tenn. ♦Schardt, Elizabeth ....................Nashville, Tenn. Shook, Lou Kirkpatrick ...............Tracy City, Tenn. Smith, Ada ..........................Murfreesboro, Tenn. Sprouse, Gertrude Matilda ............Green Brier, Tenn. ♦ Irregular. t Diploma given in 1910. If Diploma given in March, 1911.104 PEABODY COLLEGE FOR TEACHERS ♦Stovall, Susie Bell ....................Huntland, Tenn. Swafford, Martha Jane ...............Merkel, Texas. ♦Thomas, Ruby ........................Dallas, Texas. Thompson, Joseph Williams ...........Unionville, Tenn. Thompson, Sara Ellen ................Unionville, Tenn. Tinnon, Susan Gertrude...............Brentwood, Tenn. ♦Webb, Susanna .......................Nashville, Tenn. Welker, Birdie ....................... Winchester, Tenn. ♦Wells, Ruth Hunter ...................Union City, Tenn. Welsh, Mary Clare.................... Nashville, Tenn. ♦Wetzel, Marguerite Lee ...............Monroe, La. ♦Wilson, Kate White ..................Fayetteville, Tenn. ♦Word, May D.........................Okolona, Miss. ♦Workman, Ruby Jane .................Southside, Tenn. Men, 12 Women, 88 — 100 • IrregularPEABODY COLLEGE FOR TEACHERS 105 STUDENTS, 1910-1911 Note.—After each student's name the notation indicates the quarters spent in residence (1, 2, 3 = respectively first quarter, second quarter, third quarter). I. THE COLLEGE SENIORS Allen, Katherine, 1, 2, 3................Waverly, Ala. Bostick, Adelaide Price, 1, 2, 3..........Nashville, Tenn. Chambers, James Lewis.................Cleveland, Tenn. Davidson, Mary Belle, 1, 2, 3............Nashville, Tenn. Gilliam, Iona, 1, 2, 3...................Nashville, Tenn. Goad, James William, 1, 2, 3............Adamsville, Tenn. Hasslock, Lillie Lenore, 1, 2, 3..........Nashville, Tenn. Kranz, Carolyn Matilda, 1, 2, 3..........Hendersonville, Tenn. McClellan, Cora, 1, 2, 3.................Carthage, Tenn. McClellan, Ethie Maye, 1, 2, 3...........Carthage, Tenn. Penick, Lilias E., 1, 2...................Stamford, Texas. Reynolds, Tommie, 1, 2, 3...............Rucker, Tenn. Sneed, Mayce Cannon, 1, 2, 3............Brentwood, Tenn. Thomason, Charles Franklin, 1, 3........Brush Creek, Tenn. Webb, Susanna, 1, 2, 3.................Nashville, Tenn. Weir, William Carrigan, 1..............Eddy, Texas. Men, 5 Women, 11 — 16 JUNIORS Andrew®, Henry Wilson, 1, 2, 3...........Watertown, Tenn. Andrews, Herbert Turner, 2, 3...........Watertown, Tenn. Blair, R. Virgil, 1, 2.................... Nashville, Tenn. Boswell, Bebe, 1, 2, 3....................Wildersville, Tenn.106 PEABODY COLLEGE FOE TEACHERS Ellis, Susie, 1, 2, 3.....................New Decatur, Ala. Faires, Mary McFerrin, 1, 2, 3...........Cornersville, Tfenn. Hackl, Marie Antoinette, 1, 2, 3.........Nashville, Tenn. McEachern, Mabel, 1, 2, 3..............Haynesville, La. Moore, Nannie £abell, 1, 2..............Warrenton, N. C. Mtirphree, John Cecil, 1, 2, 3............Chillicothe, Texas. Murray, James Henry, 1, 2, 3...........Goodlettsville, Tenn. Ragsdale, John Wilson, 1, 2> 3...........Milan, Tenn. Schardt, Elizabeth B., 1, 2, 3............Nashville, Tenn. Wilson, Russell Edwin, 1, 2, 3...........Gallatin, Tenn. Workman, Ruby Jane, 1, 2, 3.......____Southside, Tenn. Men, 8 Wom en , 7 — 15 SOPHOMORES Beach, Alice, 1, 2, 3..................... Springfield, Tenn. Blanton, Robert Salter, 1, 2.............Knights, Fla. Bowie, Anna Mary, 1, 2, 3..............Nashville, Tenn.' Burns, Elma, 1, 2, 3....................Pulaski, Tenn. Dillard, Irene, 1, 2, 3...................Clinton, S. C. Capshaw, Coran P., 1, 2, 3..............Cookeville, Tenn. Capshaw, Hulon J., 1, 2, 3..............Cookeville, Tenn. Friedman, Tessie, 1, 2, 3................Nashville, Tenn. Jackson, Nellie May, 1, 2, 3.............Nashville, Tenn. Jones, Orlean C,, 1, 2, 3.................Franklin, Tenn. McElwain, Jane Barclay, 1, 2, 3.........Trenton, Ky. Mauzy, Grace Sherman, 1, 2, 3..........Memphis, Tenn. Mauzy, Laura Alice, 1, 2, 3..............Memphis, Tenn. Porter, Flora, 1, 2, 3...................Nashville, Tenn. Rauch, Ernestine Adele, 1, 2, 3..........Nashville, Tenn. Rich, Carrie R., 1, 2, 3..................Nashville, Tenn. Rothrock, Saidee Lee, 1, 2, 3............Waxabachie, Texas. Sanford, Robert Garner, 1, 2, 3...........Bells, Tenn. Thompson, Joseph Williams, 1, 2, 8......Unionville, Tenn. Welker, Birdie, 1, 2, 3..................Winchester, Tenn. Men, 5 Women, 15 — 20PEABODY COLLEGE FOR TEACHERS 107 FRESHMEN Adams, Lois, 1, 2.................... Allen, Louise, 1, 2, 3................ Allen, Mary Leota, 1, 2, 3........... Andrews, Kate D., 1................ Aucoin, Meda Theresa, 1, 2, 3....... Bare, Jasper Marion, 1, 2, 3......... Beck, Mabel Kathryn, 1, 2, 3........ Becker, Gena, 1? 2, 3................ Beesley, Ada Core, 1, 2, 3........... Belser, Carolyn, 1, 2, 3.............. Bersie, Myrtle Louise, 1, 2, 3........ Bishop, David A., 1, 2, 3............ Bivins, Katherine Susan, 1, 2, 3..... Blackman, Susie Julia, 1, 2, 3....... Blair, Julian M., 1, 2, 3............. Blum, Frances Ruth, 1.............. Bondurant, Nellie Louise, 1, 2, 3..... Bondurant, Victoria, 1, 2, 3......... Booth, Alice, 1..................... Boyers, Anna Porter, 1, 2, 3......... Brown, Virta, 1, 2.................. Brownlee, Virginia, 1............... Campbell, Hettie Pate, 1............ Cauvin, Margaret, 1, 2.............. Cook, Julia Annetta, 1, 2, 3.......... Cooper, Wm. A., 1, 2, 3.............. CummingSj Hazel, 1, 2, 3............ Davidson, Reva Leah, 1, 2, 3........ Duncan, Henry Russell, 1........... Elliot, Lillian May, 1, 2, 3........... Falconer, Roberta, 1, 2, 3........... Feeney, Ruth, 2, 3................. Fishel, Pauline, 1, 2................ Foster, Carrie Adeline, 1, 2.......... Givens, Jamie McDearmon, 1, 2, 3... Gleaves, George, 2.................. Gordon, James Camp, 1, 2........... Gregory, Christine, 1, 2, 3........... Yatesville, Ga. Nashville, Tenn. Xenia, Ohio. Nashville, Tenn. New Iberia, La. Birchwood, Tenn. Ocala, Fla. Kaufman, Texas. Murfreesboro, Tenn. Sheffield, Ala. Green Bay, Wis. Dickson, Tenn. Beech Grove, Tenn. Brentwood, Tenn. Nashville, Tenn. Nashville, Tenn. Hickman, Ky. Hickman, Ky. Prattville, Ala. Nashville, Tenn. Hamilton, Texas. Albany, Ga. Waycross, Ga. Nashville, Tenn. Donelson, Tenn. Unionville, Tenn. Shreveport, La. Marlin, Texas. Anchorage, Ky. Booneville, Miss. Marlin, Texas. Franklin, Tenn. Nashville, Tenn. Nashville, Tenn. Nashville, Tenn. Nashville, Tfenn. Nashville, Tenn. Cookeville, Tenn.108 PEABODY COLLEGE FOR TEACHERS Griffith, Janie Belle, 1, 2, 3....... Harding, Lallah Mai, 1, 2, 3....... Harding, C. Max, 2, 3............ Hardy, Billet, 1, 2, 3............ Harrington, Marie Aimee, 1, 2, 3.. Harwell, Eva Kathryn, 1......... Hessey, Ella Catherine, 1, 2, 3..... Hirsch, Goldie, 1, 2, 3.......... Hollandsworth, Wm. George, 2---- Holt, Geordia Irene, 1, 2, 3........ Hope, Ruth, 1, 2, 3............... Houser, Percy, 2................. Hunter, Mary Theresa, 1, 2, 3...... Ingrum, Rosalie, 1, 2, 3........... Jajrell, Mary, 1, 2, 3.............. Johnston, Martha Bennett, 1, 2, 3.. Kinney, John Hubbard, 1, 2, 3..... Lee, Mayola, 1, 2. 3.............. Lester, Eunice Everett, 1, 2....... Liggett, Sara Kathrine, 1, 2, 3..... Lindsley, Male, 1, 2 .............. McCormaek, Katherine Marie, 1, 2, 3 McElroy, Glen, 1, 2, 3............. Maddux, Snowden Davis, 1, 2, 3.. Moore, Veola Theresa, 1, 2, 3...... Neal, Ariel Elizabeth, 1, 2........ Oakley, J. Etta, 1, 2.............. O'Connor, Carobel Driver, 1....... Overbey," Eldora, 2, 3............. Owen, Ernest C., 3............... Page, Mary Field, 1, 2, 3.......... Paris, Ruth Courtenay, 1, 2, 3..... Peay, Evelyn, 1, 2, 3.............. Peek, Meda O., 1, 2............... Pope, James Drake, 1, 2, 3........ Poplin, Blanche D., 2, 3........... Ray, Dennie Allie, 1, 2, 3......... Reavis, Mabel, 1................. Senter, Rebekah Dodson, 1, 2, 3.... Sibley, Salenah Lee, 1, 2, 3......... Terrell, Texas. Murfreesboro, Tenn. Glendale, Tenn. Johnston, S. C. Chattanooga, Tenn. Eatonton, Ga. Decherd, Tenn. Nashville, Tenn. Woodbury, Tenn. Milan, Tenn. Montgomery, Ala. Nashville, Tenn. Do than, Ala. Pulaski, Tenn. Chapel Hill, Tenn. Benton, La. Nashville, Tenn. Jackson, La. Statesboro, Ga. Memphis, Tenn. Greenwood, Tenn. Memphis, Tenn. Nashville, Ttenn. Buffalo Valley, Tenn. Ripley, Tenn, Watertown, Tenn. Columbia, Tenn. Nashville, Tenn. Tullahoma, Tenn. Peryear, Tenn. Tampa, Fla. Nashville, Tenn. Gallatin, Tenn. Mars Hill, N. C. Nashville, Tenn. Fosterville, Tenn. Weatherford, Texas. Stuttgart, Ark. W. Nashville, Tenn. Plain Dealing, La.PEABODY COLLEGE FOB TEACHERS 109 Sloan, Geo. Edmund, 1, 2, 3..............Columbia, Teaon. Sperry, Mary Dorothy, 1................Nashville, Tenn. Strickland, Ophelia, 1, 2, 3..............Statesboro, Ga. Syler, Annie Myrtice, 2, 3...............Estill Springs, Tenn. Tate, Minnow Brownie, 1, 2, 3.......... Arrington, Tenn. Taylor, Etta May, 1, 2, 3................Roanoke, Ala. Theobald, Catherine, 1..................Nashville, Tenn. Thomas, T. Lee, 1, 2....................Plant City, Fla. Thrailkill, Grace, 1, 2, 3.................Ridge Springs, S. C. Trussell, Carrie, 1, 2, 3.................Dlo, Miss. Upton, Elizabeth, 1, 2...................Slaughter, La. Vinson, Nannie Davis, 1, 2, 3........>...W. Nashville, Tenn. Walker, Bettie Martin, 1, 2, 3............War trace, Tenn. Walsh, Mary Elizabeth, 1, 2, 3...........Nashville, Tenn. Wetzel, Marguerite Lee, 1, 2, 3..........Monroe, La. White, Minnie Marie, 1, 2, 3............Cookeville, Tenn. White, Nellie Pearl, 1, 2, 3..............Nashville, Tenn. Word, May D., 1, 2, 3...................Okolona, Miss. Men, 17 Women, 79 96 II. THE NORMAL SCHOOL SECOND YEAR Alford, Frances A., 1, 2, 3................Culleoka, Tenn. Aucoin, Meda Theresa, 1, 2, 3...........New Iberia, La. Bandy, Laura Ethel, 1, 2, 3..............Lobelville, Tenn. Becker, Gena, 1, 2, 3....................Kaufman, Texas. Biggs, Lola Zelma, 1, 2, 3..............Martin, Tenn. Bishop, David A., 1, 2, 3................Dickson, Tenn. Boyd, Vallie, 1, 2, 3....................Cookeville, Tenn. Boyers, Anna Porter, 1, 2, 3.............Nashville, Tenn. Bradley, Ethel, 3.......................Dyer, Tenni Butler, Rubye, 3........................Pulaski, Tenn. Calvert, Zillah Margaret, 1, 2, 3......^..Nashville, Tenn, Clarke, Lola Pocahontas, 1, 2, 3_________Abbeville, Ala, Cowan, Leah,. 1, 2, 8...................Franklin, Tenn. Cowan, Mayme, 1, 2, 3.................Fayetteville, Tenn.110 PEABODY COLLEGE FOR TEACHERS Crofford, Lucy Minor, 1, 2, 3..... Davis, Nannie Elizabeth, 2, 3____ Dawson, Earle, 1, 2, 3.......... Dawson, Pauline, 1, 2, 3........ Drane, Mallie, 3............... Ferrell, Cornelia, 1, 2, 3........ Fontaine, Martha Courteney, 2.. Fontaine, Mary Ellen, 1, 2...... Gaines, Christine, 1, 2, 3........ Gant, Mary Louise, 1, 2, 3...... Gleghorn, Chalmers A., 1....... Green, Bessie E., 1, 2, 3......... Guinn, Mallie, 1, 2, 3........... Hancock, Fannie Lester, 3....... Hatcher, Hallie Lorena, 1, 2, 3.. Henderson, Sarah Martin, 1, 2, 3. Hessey, Ella Catherine, 1, 2, 3____ Holman, Mary Gilliland, 1, 2, 3... Hughes, Bessie Jane, 1, 2, 3..... LaRoe, Winnie Davis, 1, 2, 3_____ Liggett, Sara Katharine, 1, 2, 3.., Lillie, Mary Emma, 1, 2, 3....... Locke, Linnie Mai, 1, 2, 3....... Lowden, Emeline Graham, 1, 2, 3, McConico, Willie, 3.............. McElwain, Jane Barclay, 1, 2, 3. McKinney, Emily, 1............. Martindale, Nathalie Agnes, 2, 3 Moody, David Whittaker, 1, 2, 3. Moore, Clara White, 1, 2, 3...... Oldham, Eva Jane, 1, 2, 3....... Osbourne, Delia Gertrude, 1, 2, 3, Parsons, Eva Myrtle, 1, 2, 3...... Patterson, Walter Clifford, 1, 2, 3. Petty, Alice, 1, 2................ Prichard, Mary S., 3............. Reavis, Rosa Ida, 2............. Rittenberry, Lavonia, 1, 2, 3...... Roberts, Lucile, 1, 2, 3........... Robertson, Edna Baxter, 2, 3..... Covington, Tenn. Wartrace, Tenn. Haynesville, La, Haynesville, La. Dyer, Tenn. Clinton, N. C. Nashville, Tenn. Nashville, Tenn. Elberton, Ga. Nashville, Tenn. Petersburg, Tenn. Nashville, Tenn. Chattanooga, Tenn. Woodbury, Tenn. Junction City, Ark. Franklin, Tenn. Decherd, Tenn. Fayetteville, Tenn. Nashville, Tenn. Terrell, Texas. Lewisburg, Tenn. Franklin, Tenn. Shelbyville, Tenn. Fort Worth, Texas. Ashland City, Tenn. Trenton, Ky. Milford, Texas. Nashville, Tenn. Bells, Tena. Shelbyville, Tenn. Nashville, Tenn. Nashville, Tenn. Bell Buckle, Tenn. Britts Landing, Tenn. Many, La. Halls, Tenn. Lewisburg, Tenn. Nashville, Tenn. Columbia, Tenn. Hartsville, Tenn.PEABODY COLLEGE FOR TEACHERS 111 Rothrock, Saidee Lee, 1, 2, 3............Waxahachie, Texas. Sands, Claude C., 1, 2, 3................Chatfield, Texas. Seay, Lillian Brown, 1, 2, 3.............Franklin, Tenn. Shook, Lou Kirkpatrick, 1, 2............Tracy City, Tenn. Smith, Ada, 1, 2, 3.....................Murfreesboro, Tenn. Sprouse, Gertrude Matilda, 1, 2, 3........Green Brier, Tenn. Stovall, Susie Bell, 1, 2, 3...............Huntland, Tenn, Swafford, Martha Jane, 1, 2, 3...........Merkel, Texas. Thomas, Ruby, 1, 2, 3...................Dallas, Texas. Thompson, Sara Ellen, 1, 2, 3...........Unionville, Tenn. Thomson, Lelia, 1, 2, 3.................Hendersonville, Tenn. Tinnon, Susan Gertrude, 1, 2, 3..........Brentwood, Tenn. Welker, Birdie, 1, 2, 3...................Winchester, Tenn. Wells, Ruth Hunter, 1, 2, 3..............Union City, Tenn. Welsh, Mary Clare, 1, 3.................Nashville, Tenn. Wetzel, Marguerite Lee, 1, 2, 3..........Monroe, La. Wilson, Kate White, 1, 2, 3.............Fayetteville, Tenn. Men, 5 Women, 66 — 71 ffl. UNCLASSIFIED STUDENTS Avila, J. M., 1, 2, 3.....................Zacatuas, Mexico. Barr, Bessie, 2, 3.......................Nashville, Tenn. Brownstein, Sabina, 1..................Nashville, Tenn. Bunche, Mamie, 1......................Nashville, Tenn. Caldwell, C. H., 1. .....................Mt. Juliet, Tenn. Clarke, Sallie, 1........................ Wartrace, Tenn. Cornelius, Samuella, 1, 2, 3.............Nashville, Tenn. Dillon, Beulah, 1, 2..........v..........Hendersonville, Tenn. Gobelet, Gussfe M., 3...................Linden, Tenn. Goodpasture, Mattie Madge, 1, 2, 3.......Nashville, Tenn. Gordon, Louise, 1, 2, 3..................Nashville, Tenn. Gwyn, Bettie, 3........................Whitehaven, Tenn. Hasslock, Clara Wborley, 1, 3, L.I., A.B.. Nashville, Tenn. Hoodenpyle, Marshall, 1................McMinnville, Tenn. Johnson, Mary, 2.......................Nashville, Tenn. Jones, Helen E., 3......................Nashville, Tenn.112 PEABODY COLLEGE FOB TEACHERS King, Victoria Ophelia, 1...............Nashville, Tenn. Karns, Bertie H., 2.....................Erin, Tenn. Knowles, James Thurman, 1, 2..........Walling, Tenn. Landers, Maud L., 1, 2, 3...............West Plains, Mo. Lawrence, Rowena Ewing, 1, 2..........W. Nashville, Tenn. Lellyett, Catherine, 1, 2.................W. Nashville, Tenn. Lellyett, Mary Frances, 1, 2.............W. Nashville, Tenn. Logan, Gordon, 1, 2....................Nashville, Tenn. Logan, Josephine, 2.....................Nashville, Tenn. Merrett, Mrs. May 0., 1.................Nashville, Tenn. Morrow, Hattie Inez, 1, 2, 3............. .Nashville, Tenn. Neal, Anne D., 2.......................Nashville, Tewk Neville, Joanna Price, 1, 2, 3............Nashville, Tenn. Nix, Wm. Claude, 2....................Pope, Tenn. Noel, Frances Lee, 1, 2, 3...;...........Nashville, Tenn. Porter, Nellie Frances, 1................Nashville, Tenn. Rich, Lenora, 1........................ Nashville, Ttenn. Sanders, E. May, 1, 2, 3.................Columbia, Tenn. Smith, Julia, 2.........................Nashville, Tenn. Story, Belle M., 1, 2, 3..................Madisonville, Ky. Tarpley, Roberta Deery, 2..............Nashville, Tenn. Thompson, John Walker, 2, 3............Springfield, Tenn. Warren, Ruth C., 3.....................Nashville, Tenn. Waterfield, Virginia, 1..................Nashville, Tenn. Wood, Lillian Maud, 1..................Blockton, Ala. Men, 6 Women, 35PEABODY COLLEGE FOE TEACHERS 113 TOTAL NUMBER OF STUDENTS BY STATES, 1910-11 Alabama ..........................................................10 Arkansas ......................................................2 Florida .....................................................4 Georgia ......................................................7 Kentucky...................................................6 Louisiana..................................................11 Mexico ...............................................1 Mississippi ....................................................................................3 Missouri........................................................1 North Carolina..............................................................................3 Ohio ......................................................................1 South Carolina..............................................................................3 Tennessee ................................................................................181 Texas .................................................16 Wisconsin ....................................................1 Total....................................... .. 250 TOTAL NUMBER OF STUDENTS BY STATES, 1875-1911 Alabama ...........................................620 Arkansas ........................................................................................508 California ......................................................................................4 Colorado...................................................................2 District of Columbia......................................................2 Florida............................................................................................225 France ...........................................................................1 Georgia ....................................................................860 Illinois ...................................................................................7 Indiana .................................................................1) Indian Territory .........................................10 Iowa ...................................................4 Japan ....................................................6 Kansas ........................................................1 Kentucky .....................................................99 Louisiana ............................................435 Maryland...............................................................1 Massachusetts ............................................1 8114 PEABODY COLLEGE FOR TEACHERS Mexico .............................................. 7 Michigan ...................................................5 Minnesota ...............................................................................2 Mississippi ...........................................................478 Missouri............................................. 8 Nebraska ..........................................................3 New Jersey ......................................................3 New York ........................................... 5 North Carolina ...........................................525 Ohio ....................................................................................9 Oklahoma ..............................................3 Ontario........................................................................1 Pennsylvania ...............................................................2 South Carolina ............................................................................401 Tennessee ......................................................................................6,616 Texas ..................................................................692 Virginia ...................................................596 West Virginia................................................................................267 Wisconsin ..............................................5 Total......................................... 12,423 Summer Sessions ............................. 2,278 Grand Total ............................14,701 ENROLMENT BY QUARTERS Ju^e 1910 to June 1911 First Quarter Second Quarter Third Quarter Men Women Total Men Women Total Men Women Total .34 179 213 37 174 211 28 159 187 ENROLMENT BY QUARTERS Ju^e 1910 to June 1911 TO^TAL (different) STUDENTS June 1910 to June 1911 Men Women Total 46 204 250 TO^TAL (different) STUDENTS June 1910 to June 1911PEABODY COLLEGE FOE TEACHERS 115 CORRECTIONS AND ADDITIONS TO THE ALUMNI LIST m 1 Corrections in the names and addresses wrongly listed in the November Bulletin, 1910. 2. Additional names, omitted from that list. 3. The Class of 1889, omitted from that list. 4. List of those receiving the A.M. degree (exclusive of honorary A.M. granted persons who had never attended Peabody). (a) For Work in Residence. (&) Honorary. CORRECTIONS IN THE NAMES AND ADDRESSES WRONGLY LISTED IN THE NOVEMBER BULLETIN, 1910 A.B. Class, 1897: Lula Martha Caraher should be Loula Martha Caraher. Paulina Estelle Dennis should be Pauline Estelle Dennis. Theta Buford Phillips should be Theda Buford Phillips. B.L. Class, 1897: Mathilda Ambrose should be Matilda Ambrose. A.B. Class, 1898: Laura Conrad Spalding should be Laura Conard Spalding. A.B. Class, 1904: Edwin Laurence McMullen should be Edwin Wallace McMullen. A.B. Class, 1910: Mrs. Charles Trigg should be Mrs. George Trigg. NAMES OMITTED FROM THE LIST (Addresses in italics are doubtful.) A.B. Class, 1880 Mrs. J. Y. Crawford (nee Louise Douglas Haggard), L.I., 1880 .............................Nashville, Tenn.116 PEABODY COLLEGE FOR TEACHERS A.B. Class, 1889 * Adams, Thos. Grant, L.I. 1888................Decatur, Term. Bennett, Chas. J. C., L.I. 1888, A.M. 1892......Eugene, Oregon. Cooper, Noah Webster, L.I. 1888.............Nashville, Tenn. Da vies, Sara Elizabeth..........................Atlanta, Ga. Deahl, Jasper Newton, L.I. 1888.........Morgantown, W. Va. ♦Laster, Seldon Lee, L.I. 1888................Clarksville, Ark. Malone, Ferdinand Madden, A.M. 1891.......Capleville, Tenn. Milam, Caleb Wesley, L.I. 1888............ Charleston, W. Va. Moncreiff, Wm. Franklin, L.I 1887, A.M. 1892. .Nashville, Tenn. Bourland, Mrs. F. M. (nee Nettie Moss)......Houston, Texas. *Culbertson, Mrs. Russell (nee Jessie Overton). .Hackberry, Tex. Ravenscraft, Edward Chauncy, L.I. 1885.........Chicago, 111. Rose, Wickliffe, L.I. 1888, A.M. 1890....... .Washington, D. O. Honorary A.B., 1891 Bird, Hugh S., L.I. 1888-..................Fredericksburg, Va. A.B. Class, 1895 * Mitchell, William Thomas, L.I. 1894, A.M. 1896. .Thornhill, Ala. A.B. Class, 1901 Church, James Duncan, L.I. 1900, A.M. 1902... .Columbia, Tenn. Honorary B.L., 1901 Calvert, Jasper Newton ......................Pittsburgh, Pa. Fitzpatrick, Kirby..........................Oklahoma, Okla, B.S. Class, 1902 Col son, Jane Wells, L.I. 1902 .................Columbia, S. C. Hander, Antonius Emile ....................... .Stamps, Ark. Hasslock, Augusta Thekla, L.I. 1901 .........Okmulgee, Okla. Lockey, Joseph Byrne...........................Lima, Peru. Looney, William Lowrey, L.I, 1901. ...........Nashville, Tenn. McDanell, Louise, L.I. 1901................. .Alhambra, Calif. ♦ Deceased.PEABODY COLLEGE FOR TEACHERS 117 DEGREE OF MASTER OF ARTS Granted for Work Done in Residence at the College 1889 Samuel Brown Todd ............................... .Kansas 1890 Frank A. Glenn ................ ^.....................Texas Wiekliffe Rose ...................................Tennessee Susie Capers Stone............:.....................Georgia Quincy Lamar Williford............................ .Georgia 1891 James Walter Fertig ..............................Kentucky Ferdinand Maddin Malone .........................Tennessee Leonora Malone ..................................Tennessee Priestly Hartwell Manning ........................Tennessee Arthur Clarke Minter.............................Tennessee 1892 Robert Harbison Hough........................... Tennessee William Franklin Moncreiff .......................Tennessee Florence Williamson ..............................Tennessee Henry Lee Hargrove................................. .Texas Charles J. C. Bennett..........................West Virginia 1893 .......—..............Alabama .......................Tennessee ...................North Carolina ...........................Texas .......................Tennessee ..................North Carolina ............................Texas ...................... .Tennessee ......................Mississippi Robert Venabje Algood John Willard Brister . Eugene Willis Gudger , Sidney Johnson Lewis Katie Agnes Monohan . Joel Rufus Mosley .... Mary Stella SBepard .. Amelia Terrett ....... Thomas J. L. Woofter118 PEABODY COLLEGE FOR TEACHERS 1894 William Oliver Cromwell Hamm ....................Arkansas Daniel Edward Phillips.................. .....West Virginia John Combs Shaw................... ........West Virginia 1895 Mary Atchison Arthur.............................Tennessee James Wilson Bond...............................Louisiana Albert Richmond Bond............................Tennessee Sadie DeHart Kinney.............................Tennessee Millard Filmore Cloys............................. Tennessee 1896 Reed Lansdon McDonnald.........................Tennessee William Thomas Mitchell............................Alabama Ida May Wilson..................................Tennessee 1897 Emily Walton Charlton .............................Georgia 1898 Carrie Ambrose...................................Tennessee Loula Martha Caraher ............................Tennessee 1899 Brantley Mercer Callaway, Jr........................Georgia 1900 Herschel Hopkins Elders............................Georgia Homer Kingsley Strader.......................West Virginia 1901 Annette Henrietta Hill ........................*.....Tennessee Cornelia Childress Martin .........................Tennessee Edwin Lee Roberts ...............................TennesseePEABODY COLLEGE FOR TEACHERS 119 1902 James Duncan Church ............................Tennessee William Garland Reeves......................North Carolina Myrtis Louise Cullum .................................Texas 1903 Sarah Elizabeth McCreery.........................Tennessee 1906 Joseph E. Johnston King..........................Tennessee DEGREE OF MASTER OF ARTS Honorary 1879 Robert D'S. Robertson James E. Scobey Richard Watson Weakley 1880 Samuel Y. Caldwell 1886 Ibzan R. Dean 1888 Miss Clara Conway 1889 Thos. H. Paine 1890 Miss Alice Foxworthy Miss Julia A. Sears Carlton Mitchell 1892 Charles C. Bennett Edward D. Hicks 1898 Benjamin B. Penfleld120 PEABODY COLLEGE FOR TEACHERS 1894 J. N. Deahl ......................................Tennessee Nettie Coles Sergeant................................Georgia J. L. Long ............................................Texas Mrs. Mary Stamps................................Louisiana 1897 Miss Lizzie L. Bloomstein...................„.....Tennessee Mrs. Mary 0. Cheney..............................Tennessee E. C. Branson..................................Atlanta, Ga. E. McKay Goodwin .........................Morgantown, S. G. 1898 Albert H. Brundidge......................... Brooklyn, N. Y. Jennie Thornley Clarke .................... Milledgeville, Ga. James O. Looney..............................Jacinto, Miss. 1899 George A. Grimsley ........................Greensboro, N. O. John Gibson ...................................Monroe, Ga. Morgan Fitzpatrick.........................Hartsville, Tenn. Miss Meta Chestnut............................. Mineo, I. T. 1900 William K. Tate............................Charleston, S. C. Gertrude Alexander .................................Georgia James B. Aswell ................................Ruston, La. Frederick J. Page.............................Triune, Tenn. Levi F. London................................Bristol, Tenn. 1901 Miss Emma Elizabeth McClure...........Weatherford, Texas. David Lewis Earnest............................Athens, Ga. Edgar M. Wright................................. Troy, Ala. Perry Milton McNeil........................ .Pratt City, Ala. Theodore Cooley ........................... .Nashville, Tenn. 1902 Cleburne Lee Hayes..................DeFuniak Springs, Fla. John Hartwell Hineman.....................Pine Bluff, Ark. A. A. Murphree 1903 FloridaThis book is a preservation facsimile produced for the University of Illinois, Urbana-Champaign. It is made in compliance with copyright law and produced on acid-free archival 60# book weight paper which meets the requirements of ANSI/NISO Z39.48-1992 (permanence of paper). Preservation facsimile printing and binding by Northern Micrographics Brookhaven Bindery La Crosse, Wisconsin 2015