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 -NEW SERIES 
 
 SEPTEMBER, 1912 
 
 Vol.I. No.1 
 
 PEABODY COLLEGE BULLETIN 
 
 EEEEE ^& E 
 
 George Peabody College 
 for Teachers 
 
 ITS EVOLUTION AND PRESENT STATUS 
 
 PUBLISHED BY GEORGE PEABODY COLLEGE FOR TEACHERS 
 JANUARY, APRIL., JUNE, SEPTEMBER 
 
 NASHVILLE, TENNESSEE 
 
 Application for Entry a» Second-Class Matter at the PostoflKce at Nashville, Tenn., Pending 
 
 
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 HIKDSI.YK VIIAV Ol I'KOI'OSl.l) \K( I II 1 1 (. TUKAt. AND LANDSCAPE DESIGN OF GEORGE PEABODY COLLEGE FOR TEACHERS, NASHVILLE, TENN. 
 The Bpectator Is here looking outh along the rllllsboro Pike (Twenty-first avenue), in i he center of the picture. On the extreme left of the campus is Nineteenth 
 avenue; on the extreme rlghl is Twentj fourth avenue. The central court il the campus is in the foreground on the left and lies along Edgehill avenue. This large court 
 
 will be developed with parklike fe ri Prom the rlghl a transverse quadrangle runs eastward Into this central court, from the south another transverse quadrangle con- 
 
 <'i ' H hi mii ii i in buildings will be In the Classic Btyle, with many details from the Southern Colonial. They will be grouped in units as shown on the ac- 
 
 oompanylng plol plan. The whole campus lies beautifully tor this kind of architectural composition. From a high point within the grounds on the right there Is a gentle 
 Blope to the Eilllsporo Pike, With a considerable elevation from this tor the central court, out of which there is a long ascent up to the Social-Religious Building, crowning 
 
 the hern hill, Connecting the different groups ol units and the Individual buildings, there will be a continuous succession of pillared colonnades and pergolas. The entire 
 
 soheme culls lor ahOUl twenty academic buildings and fifteen residence halls, besides professors' houses. Four of these buildings will be ready by September, 1913, and It is 
 hoped thai three or tour Will go up each year, until the whole conception shall be symmetrically carried out. The ultimate cost will be about $2,500,000. 
 
 PLOT PLAN FOR LOCATION OF BUILDINGS 
 
 This plnl plan is seen limn lie- Maine puiiil a:; Hie hinlseye view, bellir. a lley to 
 
 locations. The four buildings first to be erected are numbers 12, 14, 26, and 2:s. Four 
 other brick buildings already on the campus will lie remodeled for temporary UHe. One 
 is near 2G and will be remodeled for a dormitory; another Is near 21 and Is now used 
 as the College Office; a third is near 23 and will be remodeled for class room purposes; 
 the fourth Is near 29 and is housing the Library. Those buildings, new and old, will 
 enable Peabody College to begin work in all Its departments In September, 1918, 
 
George Peabody College 
 for Teachers 
 
 ITS EVOLUTION AND PRESENT STATUS 
 
 September, 1912 
 
 NASHVILLE, TENN. 
 
 Published by George Peabody College for Teachers 
 
 1912 
 
V, 
 
 
 TABLE OF CONTENTS 
 
 Page 
 Introductory Statement 3 
 
 I. Organization of the Peabody Education Fund 4 
 
 II. The Founding of Peabody College 18 
 
 III. Middle Period of the Board and the College 23 
 
 IV. Movement for Endowment of the College 28 
 
 V. Cooperation in a General Policy 31 
 
 VI. Formulating a Proposition 35 
 
 VII. The Part of the Alumni 44 
 
 VIII. Cooperation of Tennessee Donors 65 
 
 IX. A Definite Proposition 75 
 
 X. Working Out Plans for George Peabody College 83 
 
 XL Report of Committee of Three, 1906 90 
 
 XII. Agreement and Terms of Endowment 106 
 
 XIII. Readjustment to Southern Conditions 140 
 
 XIV. Personnel of the Peabody Board 148 
 
 XV. New Career for Peabody College 152 
 
 Index 161 
 
GEORGE PEABODY COLLEGE FOR 
 
 TEACHERS: ITS EVOLUTION 
 
 AND PRESENT STATUS 
 
 INTRODUCTORY STATEMENT. > v j 
 
 The work of Peabody College and that of the Peabody Educa- 
 tion Fund are so closely woven together that the spirit and effort 
 of the one can be considered the spirit and effort of the other. 
 It is possible, therefore, to treat the two as one educational force. 
 This unity comes from the fact that the two are almost contem- 
 porary in period of operation and quite coextensive in the territory 
 reached. The Trustees of the Peabody Education Fund began 
 their service in 1867, eight years before the College was founded. 
 Their policy has made a marked impression on every type of 
 school in the South, and the educational statesmanship of the 
 Trustees and their General Agents has been a most potent in- 
 fluence in developing a public education for this section, universal 
 and genuinely democratic. And Peabody College has been the 
 chief instrument with which they have chosen to accomplish this 
 work. Some history of the successive phases through which the 
 College has passed will show how constantly it has grown and how 
 efficiently it has fulfilled the mission for which it was launched. The 
 policy of the Trustees of the Peabody Education Fund towards 
 Peabody College, and their policy towards the whole of Southern 
 education, are but two sides of the same educational endeavor, 
 and should, therefore, be treated in connection with each other. 
 The intimate relation of the two must be constantly borne in mind, 
 as otherwise it will not be possible to make clear the history and 
 purpose of the College. 
 
 The documents and facts adduced in this history are easily veri- 
 fiable. For interpretations and opinions the compiler must as- 
 sume responsibility, but it will be found, it is hoped, that no con- 
 clusions are drawn except the almost inevitable ones from the 
 immediate facts presented. Charles E. Little. 
 
 July, 1912. 
 
4 George Peabody College for Teachers. 
 
 I. ORGANIZATION OF THE PEABODY 
 EDUCATION FUND. 
 
 George Peabody's first gift for Southern education was made 
 known to Hon. Robert C. Winthrop and fourteen other gentle- 
 men, in a letter bearing date Washington, D. C., February 7, 1867. 
 Mr. Winthrop had already issued a call for a meeting, and ten of 
 the fifteen gentlemen addressed by Mr. Peabody gathered for 
 their first deliberations in Willard's Hotel at Washington, Feb- 
 ruary 8, 1867. Mr. Winthrop communicated to them Mr. Pea- 
 body's letter, upon the basis of which an organization was ef- 
 fected, the name of Admiral D. G. Farragut being added to the 
 Trustees as was originally intended. This letter of Mr. Pea- 
 body's is so fundamental as to count as the charter document for 
 all the enterprises fostered by the Board. It is, therefore, given 
 here in full (Proceedings of the Peabody Education Fund, Vol. 
 I, p. 1): 
 
 To Hon. Robert C. Winthrop, of Massachusetts ; Hon. Hamil- 
 ton Fish, of New York; Right Rev. Charles P. McIlvaine, 
 of Ohio; General U. S. Grant, of the United States Army; 
 Hon. William C. Rives, of Virginia ; Hon. Jno. H. Clifford, 
 of Massachusetts ; Hon. William Aiken, of South Carolina ; 
 William M. Evarts, Esq., of New York; Hon. William A. 
 Graham, of North Carolina; Charles Macalester, Esq., of 
 Pennsylvania ; George W. Riggs, Esq., of Washington ; Sam- 
 uel Wetmore, Esq., of New York; Edward A. Bradford, 
 Esq., of Louisiana ; George N. Eaton, Esq., of Maryland ; and 
 George Peabody Russell, Esq., of Massachusetts. 
 
 Gentlemen : I beg to address you on a subject which occu- 
 pied my mind long before I left England, and in regard to which 
 one at least of you (the Hon. Mr. Winthrop, the distinguished 
 and valued friend to whom I am so much indebted for cordial 
 sympathy, careful consideration, and wise counsel in this matter) 
 will remember that I consulted him immediately upon my arrival 
 in May last. 
 
 I refer to the educational needs of those portions of our be- 
 loved and common country which have suffered from the destruc- 
 tive ravages, and the not less disastrous consequences, of civil war. 
 
 With my advancing years, my attachment to my native land 
 has but become more devoted. My hope and faith in its success- 
 ful and glorious future have grown brighter and stronger ; and 
 
Organization of Peabody Education Fund. 5 
 
 now, looking forward beyond my stay on earth, as may be per- 
 mitted to one who has passed the limit of three-score and ten 
 years, I see our country, united and prosperous, emerging from 
 the clouds which still surround her, taking a higher rank among 
 the nations, and becoming richer and more powerful than ever 
 before. 
 
 But to make her prosperity more than superficial, her moral 
 and intellectual development should keep pace with her material 
 growth, and, in those portions of our nation to which I have re- 
 ferred, the urgent and pressing physical needs of an almost im- 
 poverished people must for some years preclude them from mak- 
 ing, by unaided effort, such advances in education, and such oro- 
 gress in the diffusion of knowledge, among all classes, as every 
 lover of his country must earnestly desire. 
 
 I feel most deeply, therefore, that it is the duty and privilege 
 of the more favored and wealthy portions of our nation to assist 
 those who are less fortunate ; and, with the wish to discharge so 
 far as I may be able my own responsibility in this matter, as well 
 as to gratify my desire to aid those to whom I am bound by so 
 many ties of attachment and regard, I give to you, gentlemen, 
 most of whom have been my personal and especial friends, the 
 sum of one million of dollars, to be by you and your successors 
 held in trust, and the income thereof used and applied in your dis- 
 cretion for the promotion and encouragement of intellectual, 
 moral, or industrial education among the young of the more des- 
 titute portions of the Southern and Southwestern States of our 
 Union; my purpose being that the benefits intended shall be dis- 
 tributed among the entire population, without other distinction 
 than their needs and the opportunities of usefulness to them. 
 
 Besides the income thus derived, I give to you permission to 
 use from the principal sum, within the next two years, an amount 
 not exceeding forty per cent. 
 
 In addition to this gift, I place in your hands bonds of the 
 State of Mississippi, issued to the Planters' Bank, and commonly 
 known as Planters' Bank bonds, amounting, with interest, to 
 about eleven hundred thousand dollars, the amount realized by 
 you from which is to be added to and used for the purposes of 
 this Trust. 
 
 These bonds were originally issued in payment for stock in 
 that Bank held by the State, and amounted in all to only two mil- 
 lions of dollars. For many years, the State received large divi- 
 dends from that Bank over and above the interest on these bonds. 
 
6 George Peabody College for Teachers. 
 
 The State paid the interest without interruption till 1840, since 
 which no interest has been paid, except a payment of about one 
 hundred thousand dollars, which was found in the treasury appli- 
 cable to the payment of the coupons, and paid by a mandamus of 
 the Supreme Court. The validity of these bonds has never been 
 questioned, and they must not be confounded with another issue 
 of bonds made by the State to the Union Bank, the recognition 
 of which has been a subject of controversy with a portion of the 
 population of Mississippi. 
 
 Various acts of the Legislature — viz., of February 28, 1842; 
 February 23, 1844 ; February 16, 1846 ; February 28, 1846 ; March 
 4, 1848 — and the highest judicial tribunal of the State have con- 
 firmed their validity; and I have no doubt that at an early day 
 such legislation will be had as to make these bonds available in 
 increasing the usefulness of the present Trust. 
 
 Mississippi, though now depressed, is rich in agricultural re- 
 sources, and can not long disregard the moral obligation resting 
 upon her to make provision for their payment. In confirmation 
 of what I have said, in regard to the legislative and judicial ac- 
 tion concerning the State bonds issued to the Planters' Bank, I 
 herewith place in your hands the documents marked A. 
 
 The details and organization of the Trust I leave with you, 
 only requesting that Mr. Winthrop may be Chairman, and Gov- 
 ernor Fish and Bishop Mcllvaine Vice-Chairmen, of your body: 
 and I give to you power to make all necessary by-laws and regu- 
 lations ; to obtain an Act of Incorporation, if any shall be found 
 expedient; to provide for the expenses of the Trustees and of 
 any agents appointed by them, and, generally, to do all such acts 
 as may be necessary for carrying out the provisions of this Trust. 
 
 All vacancies occurring in your number by death, resignation, 
 or otherwise, shall be filled by your election as soon as conven- 
 iently may be, and having in view an equality of representation 
 so far as regards the Northern and Southern States. 
 
 I furthermore give to you the power, in case two-thirds the 
 Trustees shall at any time, after the lapse of thirty years, deem it 
 expedient, to close this Trust, and, of the funds which at that time 
 shall be in the hands of yourselves and your successors, to dis- 
 tribute not less than two-thirds among such educational or lit- 
 erary institutions, or for such educational purposes, as they may 
 determine, in the States for whose benefit the income is now ap- 
 pointed to be used. The remainder may be distributed by the 
 
Organization of Peabody Education Fund. 7 
 
 Trustees for educational or literary purposes, wherever they may 
 deem it expedient. 
 
 In making this gift, I am aware that the fund derived from it 
 can but aid the States which I wish to benefit in their own exer- 
 tions to diffuse the blessings of education and morality. But if 
 this endowment shall encourage those now anxious for the light 
 of knowledge, and stimulate to new efforts the many good and 
 noble men who cherish the high purpose of placing our great 
 country foremost, not only in power, but in the intelligence and 
 virtue of her citizens, it will have accomplished all that I can hope. 
 
 With reverent recognition of the need of the blessing of Al- 
 mighty Gold upon this gift, and with the fervent prayer that un- 
 der His guidance your counsels may be directed for the highest 
 good of present and future generations in our beloved country, 
 I am, gentlemen, with great respect, 
 
 Your humble servant, 
 
 Washington, February 7, 1867. George Peabody. 
 
 Mr. Peabody lived over two years after the date of this letter, 
 and was in constant consultation with Mr. Winthrop in 1867, 
 1868, and 1869. The organization was, therefore, launched un- 
 der his supervision, and the policy of the Trustees developed un- 
 der his guidance and sanction. 
 
 Mr. Winthrop called a second meeting of the Trustees at the 
 Fifth Avenue Hotel, New York, March 19, 1867. Mr. George 
 N. Eaton, of Maryland, reported for the Committee of Inquiry 
 an account of his recent tour of investigation through the South- 
 ern States for the purpose of learning the educational conditions 
 and needs. And most important of all, a letter was read by Mr. 
 Winthrop from Dr. Barnas Sears, then President of Brown Uni- 
 versity. The future policy of the Board was practically settled 
 by this letter from Dr. Sears. A previous interview between Mr. 
 Winthrop and Dr. Sears had resulted in determining Dr. Sears 
 to accept the office of General Agent of the Trustees. The nego- 
 tiations are significant enough to be given in Mr. Winthrop's own 
 words (Proceedings, Vol. II, pp. 304, 305, 306, 307,, and 308) : 
 
 After our organization at Washington on the 8th of 
 February, 1867, we adjourned to meet in New York 
 about the middle of March. The time of that meeting 
 had nearly arrived, when I casually met Dr. Sears at the 
 old Wednesday Evening Club in Boston. Strangely 
 
8 George Peabody College for Teachers. 
 
 enough, I had not even thought of him in this connection 
 previously. Entering immediately into private confer- 
 ence with him, giving my own views and listening to his, 
 I begged him to furnish me in writing at the earliest mo- 
 ment, with the results of his best reflections and judg- 
 ment on the whole matter. He returned to Providence 
 the next day, promising that I should hear from him. The 
 next mail from Providence brought me his letter dated 
 March 14, 1867. (Here Mr. Winthrop quotes letter en- 
 tire. . . . ) 
 
 These first thoughts, as I am sure you will agree with 
 me, are not a little interesting and remarkable. They 
 show that Dr. Sears grasped at once the full measure of 
 the work in which we were about to engage, and marked 
 out, almost by improvization, the course which it would 
 be wise for us to adopt, — and which we actually did 
 adopt. There was not a dream on his part or on my own, 
 at this moment, of his withdrawing from the distin- 
 guished University over which he presided. But this let- 
 ter, thus hastily written, has indeed proved to be a per- 
 fect chart of our course, as the writer of it has proved 
 to have been a perfect pilot. 
 
 Five days after this letter was written, the Board met 
 at New York. Dr. Sears came; united freely in our de- 
 liberations; volunteered to take charge of the volumi- 
 nous mass of letters and papers ; and returned to Provi- 
 dence, but without giving us any assurance, or much en- 
 couragement, that he could accept the General Agency, 
 to which in the meantime we had unanimously elected 
 him. 
 
 These words of Mr. Winthrop are taken from his address to 
 the Board at its meeting in Washington, February 2, 1881, about 
 six months after the death of Dr. Sears. 
 
 Mr. Peabody was present at the meeting in New York, March 
 19, 1867, as was also Dr. Sears, both being consulted fully by the 
 individual members and the committees. On the next day the 
 session was renewed and resolutions were passed favoring the 
 promotion of primary public school education, normal school edu- 
 cation for teachers, and declaring for the election of a General 
 Agent as executive officer to act with and under the Executive 
 Committee. On March 21 resolutions looking to the incorpora- 
 
Organization of Peabody Education Fund. 9 
 
 tion of the Trustees were passed, and on March 22 a second let- 
 ter from Mr. Peabody was read, which had grown out of the un- 
 certainties as to course to be pursued by the Trustees. It is as 
 follows (Proceedings, Vol. I, p. 21) : 
 
 To Hon. Robert C. Winthrop ; Hon. Hamilton Fish ; Rt. Rev. 
 Charles P. McIlvaine; Gen. U. S. Grant; Admiral D. G. 
 Farragut ; Hon. Wm. C. Rives ; Hon. Jno. H. Clifford ; Hon. 
 Wm. Aiken; Hon. W. M. Evarts; Hon. Wm. A. Graham; 
 Charles Macalester, Esq. ; Geo. W. Riggs, Esq. ; Samuel 
 Wetmore, Esq. ; Edward A. Bradford, Esq. ; George N. 
 Eaton, Esq. ; and George Peabody Russell, Esq. 
 
 Gentlemen : Understanding that a doubt has been expressed 
 in regard to my intentions and instructions on the subject of the 
 distribution of the fund entrusted to your care for the purpose 
 of education in the Southern and Southwestern States, I desire 
 distinctly to say to you, that my design was to leave an absolute 
 discretion to the Board of Trustees, as to the localities in which 
 the funds should from time to time be expended. 
 
 I hope that all the States included in that part of our country 
 which is suffering from the results of the recerit war may, sooner 
 or later, according to their needs, receive more or less of the bene- 
 fit of the fund. 
 
 But it was not my design to bind my Trustees to distribute the 
 benefits of the fund upon any measure or proportion among the 
 States, or to create any claim on the part of any State to any dis- 
 tributive share. 
 
 Still less did I design to submit the Trustees, collectively or in- 
 dividually, to any responsibility to those intended to be benefited, 
 or to any individual responsibility of any sort, for the manage- 
 ment of the fund committed to them. 
 
 I have entire confidence that they will discharge the Trust with 
 wisdom, equity, and fidelity ; and I leave all the details of manage- 
 ment to their own discretion. 
 
 With great respect, your humble servant, 
 
 George Peabody. 
 New York, March 20, 1867. 
 
 The main doubt, it will be seen, was as to the right of any State 
 to a share in the benefits of the Fund and as to the obligations of 
 
10 George Peabody College for Teachers. 
 
 the Trustees for a uniform distribution. This notable second meet- 
 ing of four days settled the policy of the Board, based upon per- 
 sonal consultation with Mr. Peabody and upon the advice of Dr. 
 Sears. It was featured at the close by a banquet tendered by Mr. 
 Peabody to General Grant and the other Trustees, together with 
 a distinguished company of ladies and gentlemen. 
 
 The third meeting of the Trustees was held at the Fifth Ave- 
 nue Hotel, New York, May 28, 1867, where its committee re- 
 ported the act of incorporation just granted by the State of New 
 York, the title of the corporation being "The Trustees of the 
 Peabody Education Fund." 
 
 Dr. Sears's letter of acceptance was received at this meeting, 
 bearing date Providence, R. I., March 30, 1867, though Mr. Win- 
 throp tells us it was not started through the mails until nearly a 
 week later, reaching him at Boston on the 9th of April. 
 
 Dr. Sears, in 1867, removed to Staunton, Va., where he made 
 his home during the remainder of his life. He made a tour of the 
 South, giving a full report of his work to the fourth meeting of 
 the Trustees, held at Richmond, Va., in the Spottswood House, 
 January 21, 1868. We find him during July and August, 1867, 
 at various places in Virginia — White Sulphur Springs, Lynch- 
 burg, Charlottesville. In November he was in Tennessee — Nash- 
 ville, Knoxville, Chattanooga; in Georgia — Rome, Atlanta, Ma- 
 con, La Grange, Columbus, Augusta, Savannah; in South Caro- 
 lina — Charleston; in North Carolina — Charlotte, Salisbury, 
 Greensboro, Hillsboro. 
 
 As a result of his first tour, let us take the recommendations of 
 Dr. Sears, which were the ripened wisdom developed from the 
 advice given the Trustees at their organization. This summary 
 of his is found in his report. (Proceedings, Vol. I, p. 56.) 
 
 To sum up my suggestions, and present them all un- 
 der one view, I would recommend : 
 
 1. That in promoting "Primary or Common School 
 Education" we confine ourselves, as far as possible, to 
 Public Schools. 
 
 2. Instead of supporting small schools in the country, 
 or helping to support them by paying the tuition of poor 
 children, we limit ourselves to rendering aid to schools 
 where large numbers can be gathered, and where a model 
 system of schools can be organized. 
 
 3. That, other things being equal, we give the 
 
Organization of Peabody Education Fund. 11 
 
 preference to places which will, by their example, exert 
 the widest influence upon the surrounding country. 
 
 4. That we aim at the power and efficacy of a limit- 
 ed number of such schools in a given locality rather than 
 at the multiplication of schools languishing for want of 
 sufficient support. 
 
 5. That we make efforts in all suitable ways to im- 
 prove State systems of education, to act through their 
 organs, and to make use of their machinery wherever 
 they are proffered us. 
 
 6. That we use our influence in favor of State Normal 
 Schools, on account of their superior excellence over 
 Normal Departments in Colleges and Academies, which 
 will be overshadowed by the literary and scientific de- 
 partments, and fail to win the regards and excite the en- 
 thusiasm of students or the interest of the general public. 
 
 7. That we give special attention to the training of 
 female teachers for Primary Schools, rather than to the 
 general culture of young men in Colleges, who will be 
 likely to teach in the higher schools for the benefit of 
 the few. 
 
 8. That, in the preparation of colored teachers, we en- 
 courage their atendance at regular Normal Schools, and, 
 only in exceptional cases, at other schools which attempt 
 to give normal instruction. 
 
 9. That we favor the appointment and support of 
 State Superintendents, the formation of State Associa- 
 tions of Teachers, and the publication of periodicals for 
 the improvement of teachers, and, where it shall be nec- 
 essary, contribute moderate amounts in aid of these ob- 
 jects. 
 
 Thus the Trustees and their first General Agent began a noble 
 enterprise in a notable manner. That first memorable year of the 
 Board found them meeting three times for a total of six days, 
 and giving their most earnest thought to an educational enter- 
 prise of the most far-reaching description. It is worth while to 
 dwell upon these beginnings, because they were momentous and 
 because they had at the outset the constant encouragement and 
 direction of Mr. Peabody himself. 
 
 Mr. Winthrop was absent in Europe, January 21-22, 1868, when 
 the Board met at Richmond, and also on July 16-17, 1868, when 
 
12 George Peabody College for Teachers. 
 
 the fifth meeting was held in New York, but he met Mr. Peabody 
 in Rome, — where the latter had gone to give a sitting to the por- 
 trait painter Story. Both Mr. Peabody and Mr. Winthrop were 
 in this country in 1869, and the two had constant intercourse with 
 Dr. Sears. Notable discussions of the policies to be pursued 
 were had between Dr. Sears and Mr. Peabody during the sum- 
 mer of 1869, which they spent together at Virginia Springs. Im- 
 portant results grew out of these conferences. 
 
 The Sixth meeting of the Trustees was held in the Peabody 
 Institute, Baltimore, January 21-22, 1869, Mr. Winthrop presid- 
 ing. The seventh meeting at Newport, R. I., July 1, 1869, was 
 made notable by the reading of a third letter from Mr. Peabody, 
 adding a second million of dollars to his first gift. This letter is 
 here given in full (Proceedings, Vol. I, p. 142) : 
 
 To Hon. Robert C. Winthrop ; Hon. Hamilton Fish ; Rt. Rev. 
 Charles P. McIlvaine; His Excellency U. S. Grant, Presi- 
 dent of the United States; Admiral D. G. Farragut; Hon. 
 John H. Clifford; Hon. Wm. Aiken; Hon. W. M. Evarts; 
 Hon. Wm. A. Graham ; Charles Macalester, Esq. ; Geo. W. 
 Riggs, Esq. ; Samuel Wetmore, Esq. ; Hon. E. A. Bradford ; 
 George N. Eaton, Esq. ; George Peabody Russell, Esq. ; and 
 Hon. Samuel Watson, Trustees of the Peabody Education 
 Fund. 
 
 Gentlemen : When I established the Trust of which you 
 have charge, it was my intention, if its results and progress should 
 prove satisfactory, to return in three years to my native land, and 
 to make further provision for carrying out the plans which ex- 
 perience should have shown to be productive of encouragement 
 and benefit to the people of the South. 
 
 My precarious state of health has rendered it imprudent for 
 me to wait for the full period of my intended absence ; and I have 
 now come among you in order to proceed at once to the fulfill- 
 ment of my purpose. 
 
 I have constantly watched with great interest and careful at- 
 tention the proceedings of your Board, and it is most gratifying 
 to me now to be able to express my warmest thanks for the in- 
 terest and zeal you have manifested in maturing and carrying 
 out the designs of my letter of Trust, and to assure you of my 
 cordial concurrence in all the steps you have taken. 
 
 At the same time I must not omit to congratulate you, and all 
 
Organization of Peabody Education Fund. 13 
 
 who have at heart the best interests of this educational enterprise, 
 upon your obtaining- the highly valuable services of Dr. Sears as 
 your General Agent, — services valuable not merely in the or- 
 ganization of schools and of a system of public education, but in 
 the good effect which his conciliatory and sympathizing course 
 has had wherever he has met or become associated with the com- 
 munities of the South, in social or business relations. 
 
 And I beg to take this opportunity of thanking, with all my 
 heart, the people of the South themselves for the cordial spirit 
 with which they have received the Trust, and for the energetic 
 efforts which they have made, in cooperation with yourselves and 
 Dr. Sears, for carrying out the plans which have been proposed 
 and matured for the diffusion of the blessings of education in 
 their respective States. 
 
 Hitherto, under the system adopted by your General Agent 
 and sanctioned by you, four of the Southern States have not been 
 assisted from the Fund placed in your charge, and I concur with 
 you in the policy thus pursued; as I am sure will the citizens of 
 those four States, and all who have at heart the highest perma- 
 nent good of our beloved country. For it was most necessary 
 that, at the outset, those States and portions of States which had 
 suffered most from the ravages of war, and were most destitute 
 of educational means and privileges, should be first and specially 
 aided. 
 
 I believe the good sense and kind feeling of the people of these 
 States will continue to acquiesce, for the present, in your course 
 of devoting, under the care of Dr. Sears, the greater part of the 
 Fund to the same States which have received its benefits for the 
 past two years, with perhaps the addition of Texas, which State 
 I am advised the General Agent will visit during the coming 
 autumn or winter, to ascertain its educational requirements, and 
 to give such aid as shall be requisite and can be afforded, where 
 it shall be most needed. 
 
 I have the same sympathy with every one of the States; and, 
 were all alike needing assistance, I should wish each alike to share 
 in the benefits of the Trust. 
 
 As the portions aided shall respectively grow in prosperity and 
 become self-sustaining in their systems of education, their re- 
 spective allotments of the Fund will be applied to other destitute 
 communities ; and thus its benefits will, I earnestly hope and trust, 
 ultimately reach every section of the vast field committed to your 
 care. 
 
14 George Peabody College for Teachers. 
 
 It is my hope and belief, and this opinion is fully confirmed 
 by my interviews with Dr. Sears, that, with the additional amount 
 which I now place in your hands, the annual income of the Fund 
 alone may be found sufficient to sustain and extend the work you 
 have so well begun; and it is my desire that when the Trust is 
 closed, and the final distribution made by yourselves or your suc- 
 cessors, all the fourteen Southern States, including Maryland, 
 Kentucky, Missouri, and Texas, shall share in that distribution 
 according to their needs. 
 
 In accordance with what I have already said of my intention, 
 at the time I established this Trust, to add thereto, if its success 
 were such as I am now well assured has attended it, I now give 
 to you and your successors the following securities ; viz. — 
 
 $190,000 Belvidere and Delaware Railroad Company's 6 per 
 cent bonds, first mortgage; dividends 15th June and 15th De- 
 cember, due 1877 ; principal and interest guaranteed by the Cam- 
 den and Amboy Railroad Company and New Jersey Transporta- 
 tion Company. 
 
 $301,025 Syracuse and Binghampton Railroad Company 7 per 
 cent bonds ($198,500 due in 1876, dividends October 1 and April 
 1; $4,525 payable October 1, 1870; $98,000 dividends from 1st 
 June, due in 1887). This is an excellent road, and the stock at 
 par, but the security is rendered perfect by the guarantee of both 
 principal and interest by the Lackawana Coal Company of Penn- 
 sylvania. 
 
 $79,200 Alajbama State 5 per cent bonds ($16,200 due 1886 ; 
 $21,000 due 1872; $42,000 due in 1883; dividends from Novem- 
 ber 1). 
 
 $35,300 Mobile city 5 per cent bonds ; dividends from July 1 ; 
 principal to be gradually paid off. 
 
 $79,000 city of Louisville 6 per cent bonds; dividends April 
 and October; due 1883. 
 
 $69,600 Louisiana Consolidated Bank 5's, fully guaranteed by 
 State of Louisiana, and payable in 1870, 1872, 1874, and 1876. 
 
 $88,000 Ohio and Mississippi Railroad first mortgage 7 per 
 cent bonds; dividends 1st July and 1st January, all payable July 
 1, 1872. 
 
 $90,000 Columbus, Chicago, and Indiana Central Railroad first 
 mortgage bonds, 7 per cent; dividends 1st April and 1st October. 
 Due in 1908. Guaranteed by Pennsylvania Central Railroad 
 Company. 
 
Organization of Peabody Education Fund. 15 
 
 $30,000 Pittsburg city 4 per cent bonds ; dividends January and 
 July. Due in 1913. 
 
 $8,000 Pittsburg city 5 per cent bonds ; dividends January and 
 July. Due in 1913. 
 
 $19,000 Louisiana State 6's ; dividends January and July. 
 
 $10,000 New Orleans city 6's ; dividends January and July. 
 
 $875 cash. 
 
 Amounting in all to one million of dollars. These stocks are all 
 of the very highest character for security, and the dividends are 
 certain to be promptly paid. 
 
 The principal sum of one million dollars, given by my first let- 
 ter of trust, is still intact; the interest on which, being added to 
 that of my present gift, makes the annual revenue of the Trust 
 upwards of one hundred and thirty thousand dollars; a sum 
 which, in the opinion of your honorable Chairman and your Gen- 
 eral Agent, is amply sufficient to meet all requirements of the 
 Trust, without infringing upon the capital, until the time arrives 
 for the final distribution, as before stated. 
 
 In addition to the foregoing, I give to you Florida 6 per cent 
 bonds, which, with overdue coupons, amount to about $384,000. 
 
 These bonds, like the Mississippi bonds in my first gift, must 
 before many years be paid. 
 
 The territory of Florida obtained the money on these bonds in 
 Europe at about par, and loaned it to the Union Bank as capital. 
 
 The territory received for some time a high rate of interest, 
 but, after the bank suspended, paid the bondholders nothing, but 
 referred them to the Union Bank, saying, "Obtain what you can 
 from the Union Bank, and it will then be time enough to come to 
 us." Large amounts of these bonds were purchased by planters 
 at about fifty per cent, and used to pay mortgages held by the 
 Union Bank, until there was nothing more left to be paid; and 
 the small amount of these bonds now outstanding (not exceeding, 
 I believe, two millions of the original bonds) must, I think, be- 
 fore long induce Florida, as an act of justice long delayed, to 
 make provision for their payment. 
 
 All the stocks I have given as above are to be held in trust by 
 yourselves and your successors, for the same purposes and under 
 the same conditions as the funds given you by my original 
 letter creating your Trust. 
 
 I do this with the earnest hope and in the sincere trust, that 
 with God's blessing upon the gift and upon the deliberations and 
 future action of yourselves and your General Agent, it may en- 
 
16 George Peabody College for Teachers. 
 
 large the sphere of usefulness already entered upon and prove a 
 permanent and lasting boon, not only to the Southern States, but 
 to the whole of our dear country, which I have ever loved so well, 
 but never so much as now in my declining years, and at this time 
 (probably the last occasion I shall ever have to address you) as 
 I look back over the changes and the progress of nearly three- 
 quarters of a century. And I pray that Almighty God will grant 
 to it a future as happy and noble in the intelligence and virtues 
 of its citizens, as it will be glorious in unexampled power and 
 prosperity. I am, with great respect, 
 
 Your humble servant, 
 Salem, June 29, 1869. George Peabody. 
 
 The immediate reason for this action of Mr. Peabody was that 
 the two years had elapsed in which more than the interest from 
 the first fund could be used. 
 
 This seventh meeting was held at the home of Mr. George 
 Peabody Wetmore, whom Mr. Peabody was visiting at that time. 
 Upon invitation of the Board, Mr. Peabody, — then in very poor 
 health, — came down from his room for the closing prayer of 
 Bishop Mcllvaine. This was his last official connection with the 
 great educational philanthropy he had founded. He returned to 
 London, where he died November 4, 1869. Mr. Peabody's sym- 
 pathetic interest in the broad purposes of his trust deserves all the 
 emotional and admiring content found in the final words of Mr. 
 Winthrop's eulogy at his tomb : "So we bid thee farewell, brave, 
 honest, noble-hearted friend of mankind." 
 
 From this time on Winthrop and Sears are left as the particu- 
 lar interpreters of the great benefactor's wishes. At the opening 
 of the eighth meeting in Washington, February 15, 1870, Mr. 
 Winthrop addressed the Trustees on the History and Policy of 
 the Board. This custom he continued until his death, and in these 
 addresses, delivered year after year, the breadth of his patriotism 
 and his faithfulness to the trust he received from his noble friend 
 are amply illustrated. He and Dr. Sears had received from Mr. 
 Peabody almost his dying mandate. His reports thenceforth 
 rest upon the double foundation of his own practical wisdom and 
 the sacredness of Mr. Peabody's noble purposes. 
 
 It is admirable to follow Dr. Sears through his field and to 
 watch his clear-headedness, his sympathetic and conciliatory 
 methods, his tact and manliness. His masterful administration 
 soon established for the Board the reputation it has enjoyed ever 
 
Organization of Peabody Education Fund. 17 
 
 since. The Southern people reverenced the name and gift of 
 Peabody, and relied with implicit faith upon the high intention 
 of the Trustees. No other agency for education in this country 
 has ever had so enviable a place in the regard of the whole peo- 
 ple. Dr. Sears, backed by the support of Mr. Winthrop, con- 
 tinued his policy of helping, not the most needy, but those likely 
 to help best in forwarding the whole movement of universal edu- 
 cation. He announced this attitude from the start and kept it to 
 the finish. By his consistent advice and example the Board sought 
 permanent results and resolutely turned its back on temporary ex- 
 pedients. 
 
 Four divisions of effort are discernible in the work of the 
 Board : 
 
 1. To give aid and encouragement to public schools in centers 
 of population. This was the special object of Dr. Sears in the 
 administration of the funds for the first three or four years as 
 General Agent. 
 
 2. To cooperate in the establishment of State systems of pub- 
 lic education. Coordinate with this work, Dr. Sears carried on 
 campaigns in the early seventies for the purpose of encouraging 
 the whole people to feel the obligation of the State to educate all 
 its citizens. He cooperated with the State authorities in the in- 
 auguration and maintenance of State systems of public schools 
 through the Southern States. 
 
 3. To encourage the establishment of State Normal Schools. 
 Almost from the start, Dr. Sears had given help to individual 
 schools for training teachers and had reported that the urgent 
 educational need next to be filled was for trained teachers to 
 equip the schools as they were created. He also felt the need 
 of developing higher professional schools in one or more centers 
 under the Board's control. 
 
 4. To concentrate this higher professional training in one 
 institution with adequate endowment to become a great Teachers 
 College for all the South. 
 
 Dr. Sears distinctly recognized these aims and moved steadily 
 forward through the first three. He at first put weak schools on 
 their feet in centers of population, and encouraged normal schools 
 and Saturday classes everywhere. His emphasis on the items 
 gradually but steadily shifted. As the country recovered from 
 the most depressing conditions left by the war, systems of public 
 schools began to take form in numerous towns and cities, and 
 soon State systems were built and supported. By 1879 Dr. Sears 
 
18 George Peabody College for Teachers. 
 
 could write as follows (Proceedings, Vol II, p. 209) : "Of the 
 two grand objects which this Board has from the beginning had 
 in view, namely, the promotion of Common School Education, and 
 the professional training of Teachers, the former, or primary one, 
 has been so far attained that it may, in great part, be safely left 
 in the hands of the people, and our chief attention henceforth be 
 given to the latter." 
 
 The circumstances, the motives, and the munificence of Mr. 
 Peabody's gift are almost without parallel. A remarkable group 
 of distinguished men assumed the duties of Trustees. They and 
 their successors have administered the Fund in a manner which 
 sets a high example of trusteeship. Dr. Sears exhibited the 
 broadest statesmanship in marking out a policy which has been 
 wisely adhered to and vigorously prosecuted. The rich results of 
 the labors of these men are still operative in Southern education, 
 and will last and be handed down as one of our best educational 
 traditions. 
 
 II. THE FOUNDING OF PEABODY 
 COLLEGE. 
 
 The establishment of Peabody College at Nashville came, there- 
 fore, in a significant era — 1875. There had been much talk of 
 normal schools and of the training of teachers in all the States 
 during Dr. Sears's tours, beginning with his first in 1867. In Ten- 
 nessee one such school was spoken of, sometimes three, and Nash- 
 ville never asked for any Peabody money except for this purpose. 
 Dr. Sears had visited Tennessee in November, 1867, and had 
 conferred with members of the Legislature, leading educators, 
 and State officials, discussing with them plans for the establish- 
 ment of normal schools. He persisted in this idea and finally 
 succeeded in completing arrangements for the establishment of a 
 normal school at Nashville. He was especially anxious to secure 
 legislative appropriations, but the revenue of the State at that 
 time did not warrant it. At the suggestion of Hon. James D. 
 Porter, then Governor of Tennessee and a member of the Board 
 of Trustees of the University of Nashville, the campus and build- 
 ings of the University and about $3,000 per annum from its funds 
 were generously offered Dr. Sears for his Normal School enter- 
 prise. The offer of $6,000 by Dr. Sears, added to the other sums 
 secured, gave Peabody College an income of about $12,000. It 
 was established by law March 3, 1875, and opened with appro- 
 
The Founding of Peabody College. 19 
 
 priate ceremonies December 1 of the same year, with Dr. E. S. 
 Stearns as President. Relative to this, Dr. Sears reported to the 
 Trustees at their thirteenth meeting in New York, October 6, 
 1876, as follows (Proceedings, Vol. II, p. 12) : 
 
 "No system of public instruction is complete which 
 does not embrace professional schools, where the 
 science of education and the art of teaching are regu- 
 larly and thoroughly taught. The Southern States are 
 now so far under way in their systems of education as to 
 
 be prepared for a new step in this direction 
 
 A splendid example will be found in the recent establish- 
 ment of a great Normal School at Nashville for the 
 State of Tennessee." 
 
 It is evident that Dr. Sears in the development of his policy 
 had passed through the first and second phases previously men- 
 tioned and was now engaged on the third. It is evident also that 
 in his view the School at Nashville was for the State of Tennes- 
 see and was rather to meet local conditions than general ones. 
 But he undoubtedly had in mind that the Tennessee School would 
 serve as a model for other Southern States in the development 
 of Normal Schools within their own borders. 
 
 The truth of this early conception is still further emphasized 
 by the first published announcement of the College itself. The 
 growth of the conception of its mission is so important that this 
 announcement is here published in full, in its original form : 
 
 STATE NORMAL UNIVERSITY 
 OF TENNESSEE. 
 
 It is intended to open this institution for the reception 
 of students of both sexes, and organization, on Wednes- 
 day, December 1, 1875, at 10 o'clock A.M., at the Nash- 
 ville University. 
 
 DESIGN. 
 
 The design of this institution is to "afford an adequate 
 supply of professionally educated teachers, of both sex- 
 es," which "is a necessity to the maintainance of an effi- 
 cient system of public schools," by preparing them to 
 manage and instruct, according to the most approved 
 modern methods, the various grades of schools and in- 
 stitutions of learning, both public and private. 
 
 The instruction and training will be conducted by an 
 
20 George Peabody College for Teachers. 
 
 able corps of experienced teachers, gentlemen and la- 
 dies. The 
 
 MONTGOMERY BELL ACADEMY, 
 
 which will continue to fit boys for college and business 
 pursuits, will also be connected with the University, as its 
 "Model Department," in which students will not only 
 have opportunity to observe the best methods of instruc- 
 tion in actual application, but also to teach from time to 
 time, under the eye of the regular instructors. 
 
 DIPLOMA. 
 
 The Diploma of the institution, entitling the holder to 
 teach in any Public School in this State without exami- 
 nation, 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 at- 
 tended, etc. 
 
 In converting their time-honored University into a 
 State institution for the professional education of teach- 
 ers, the Trustees feel that they are supplying a want 
 which more than all else impairs the efficiency of our 
 schools, and the usefulness and honor of the teachers 
 office, and they cordially invite the young gentlemen and 
 ladies of Tennessee, and the South generally, who wish 
 to qualify themselves for this responsible and honorable 
 profession, to avail themselves of the privileges they 
 now offer. 
 
 The first term will open on December 1, 1875, at 10 
 o'clock A.M., at the Nashville University, and continue 
 ten weeks. 
 
 ADMISSION. 
 
 Applicants for admission must be at least sixteen years 
 of age, must be able to pass a satisfactory examination 
 in the ordinary studies of the common schools, and must 
 present certificates of good moral character, from some 
 responsible person. 
 
 TUITION. 
 
 One student from each county in this State will be in- 
 structed gratuitously, on the recommendation of the 
 County Superintendent and School Directors. All oth- 
 
The Founding of Peabody College. 21 
 
 ers, whether belonging to this State or not, will be re- 
 quired to pay for preparation to teach ; in Common 
 Schools, $10 per term of ten weeks ; in High Schools or 
 more advanced institutions, $15, but where parties are 
 unable to pay tuition at present, special arrangements 
 will be made to give them time to do so. 
 
 Board may be had in respectable families at from $18 
 to $25 per month. 
 
 It is hoped that the railroads will charge half fare only 
 to students attending the University, arrangements to 
 effect which are being made, and the result will be duly 
 announced. 
 
 Persons intending to apply for admission, should give 
 notice as soon as possible. 
 
 Eben S. Stearns, 
 
 Nashville, October 27, 1875. President. 
 
 The early years of Peabody College were full of uncertainty 
 and struggle. Dr. Sears had expected State aid from Tennessee, 
 but failure to receive a public appropriation led him to consider 
 seriously removing the College from Nashville. In his report 
 of October, 1879, he called attention to the cramped accommoda- 
 tions of the College and deeply deplored the inaction of the Leg- 
 islature. The Trustees of the Peabody Education Fund requested 
 him to report at a later meeting on the advisability of severing 
 relations with the Nashville School and making arrangements 
 with some other Southern institution. To this end Dr. Sears and 
 Dr. Stearns visited Georgia in the spring of 1880 to consider 
 several offers from different institutions. This concern for the 
 welfare of the College as a part of the wide policy of the Peabody 
 Board exhibits the earnestness so characteristic of Dr. Sears. 
 During these negotiations, overwork and exposure brought upon 
 him a severe attack of laryngitis. He sought the help of Sara- 
 toga Springs in June, but died there July 6, 1880. And thus his 
 last piece of work was in the interest of Peabody College. 
 
 Although Dr. Sears was unable to report the result of nego- 
 tiations in Georgia, this was done later in an elaborate report sub- 
 mitted by Dr. Stearns to the Trustees in December, 1880. Two 
 propositions were made, one from Atlanta and one from Athens. 
 The one from Atlanta seemed a very generous offer, but there 
 were very great difficulties in the way of its acceptance. Dr. 
 Stearns says that both he and Dr. Sears left Atlanta with the hope 
 
22 George Peabody College for Teachers. 
 
 that terms could be made with the authorities at Nashville, so as 
 to insure the permanent location of the school in Nashville. The 
 terms and conditions which Dr. Sears set before the Trustees of 
 the University of Nashville were such as they were unwilling to 
 accept, and the friends of the College, regarded its removal to 
 Atlanta as inevitable. Dr. Stearns actually wired Dr. Sears that 
 he agreed to the removal if Dr. Sears thought best. But a day or 
 two later, at a mass meeting of prominent citizens of Nashville, 
 the necessary funds were guaranteed. These facts were com- 
 municated to Dr. Sears in a letter dated May 11, 1880, and he 
 wrote that he regarded the matter of removal as settled. And 
 so Dr. Sears died knowing the College was saved for Nashville 
 and kept true to its mission for all the South. There was assur- 
 ance of financial support for it, and every prospect of the legisla- 
 tive grant, which was vouchsafed at the session of 1881. 
 
 Two of the great triumvirate were now gone to their long 
 home and would no longer think or work for the welfare of Pea- 
 body College. But Mr. Winthrop was spared fourteen years 
 longer as the champion of the Peabody Board's policy and the 
 conscious promoter of the next logical step, the fourth phase in 
 the Board's program. He had seen public schools promoted and 
 permanent systems established ; he had seen normal schools of 
 all grades helped and encouraged in numerous places ; he had 
 seen two or three of the larger normal schools for the higher 
 training of teachers take shape and develop ; he had seen the 
 school at Nashville established with more resources and a higher 
 ambition than all the rest. And now he saw that school growing 
 and prosperous and giving promise of becoming a great central 
 Teachers College for all the South. 
 
 The outlook over the whole Southern field was consciously and 
 definitely begun by the Peabody Board and by Peabody College 
 in 1877, when a system of scholarships was instituted. Each 
 holder of a scholarship received $200, and there were the 
 first year ten beneficiaries from Georgia, seven from Virginia, 
 and two from Florida. This system was gradually extended to 
 all the Southern States. At first no scholarships were allotted 
 to Tennessee, and when the Legislature in 1881 made its first 
 appropriation of $10,000 to the College, $2,500 was set aside for 
 the maintenance of Tennessee scholarships. In 1883 scholarships 
 were granted to Tennessee students on the same terms as those 
 from other States. The total money value of these scholarships 
 during their continuance from 1877 to October 1, 1904, was about 
 
Middle Period of Board and College. 23 
 
 $600,000. By means of this system Peabody College spread its 
 influence into every State, and rendered a service to the whole 
 South at a most opportune time in the formative period of a new 
 era in educational progress. 
 
 The second factor in giving Peabody College an educa- 
 tional primacy throughout the South was the enlarged cur- 
 riculum put into force in 1887 by the second President, 
 Dr. W. H. Payne. Not only was Peabody College the 
 pioneer Normal School in the South, but it was recognized with 
 increasing enthusiasm to be the leading Normal School and the 
 one to which all the other normal schools looked for guidance, 
 from which they were glad to get their inspiration. Mr. Win- 
 throp appreciated these facts, and for many years before his 
 death, he constantly spoke of it admiringly as "Our Great Nor- 
 mal College at Nashville." At the time of his death, in 1894, 
 the leadership of Peabody College was unquestioned in its field 
 and in its specific work. Mr. Winthrop cherished enthusiastically 
 the hope that the College might be adequately endowed, so as to 
 insure its permanency and its prospects for development. It was 
 he who made the memorable suggestion that when the Fund 
 should be distributed, Peabody College should receive at least 
 $1,000,000 and be made the lasting monument of George Peabody. 
 This distribution could not be legally made before 1897, and Mr. 
 Winthrop, therefore, did not live to attempt to carry out his 
 cherished project. But he unceasingly planned for the event, and 
 his unselfish devotion was a large factor in giving origin to the 
 later movement for Greater Peabody College. 
 
 III. MIDDLE PERIOD OF THE PEABODY 
 BOARD AND OF PEABODY COLLEGE. 
 
 By increasing its appropriations to the College, the Peabody 
 Education Fund enabled the College to make its appeal to the en- 
 tire South and to influence every department of education. As 
 has already been said, Peabody College had become the recog- 
 nized leader of Southern Normal Schools by 1894, when Mr. 
 Winthrop was removed by" death from participation in its further 
 growth. Peabody College was sending out a number of teachers 
 to all the Southern States, was becoming more and more respon- 
 sible, directly and indirectly, for the establishment of excellent 
 normal schools, adequately supported by the several States. In 
 this way Peabody College became not only the sponsor for the 
 
24 George Peabody College for Teachers. 
 
 doctrine of the professional training of teachers, but the mother 
 of normal schools. 
 
 These are facts well known to all students of Southern educa- 
 tional history, and this movement stands at the forefront of the 
 remarkable development of the last fifteen years in the educa- 
 tional progress of the South. 
 
 The Peabody Board was striving to meet this need and satisfy 
 this response by constantly enlarging the scope of Peabody Col- 
 lege and by forming larger conceptions of its mission. The mouth- 
 piece of the Board was Mr. Winthrop, and some quotations from 
 him will make clear the policy of the Board in this period. 
 
 From Mr. Winthrop's address to the Board on October 7 , 1891 
 (Proceedings, Vol. IV, p. 272) : 
 
 We certainly did not establish our Normal College at 
 Nashville with any view to favor Tennessee above other 
 Southern States. Its location was entirely accidental — 
 arising, indeed, out of circumstances which left us no al- 
 ternative. We were willing to have gone to Atlanta, and 
 came very near going there in 1881. But the vexatious 
 controversies which so disturbed the last years of good 
 Dr. Sears's life, and his subsequent death, led us inevita- 
 bly to Nashville, and we have had no cause to regret it. 
 No other city or State has reason to be jealous, or to com- 
 plain of any seeming favoritism. Our whole object was 
 the training of teachers for all the Southern States ; and 
 for this object we adopted the only locality which at the 
 moment offered itself favorably to our consideration. We 
 should gladly at any time have helped Normal Colleges 
 or Schools in other States, but there were then none to 
 be helped. As fast as Normal Schools or Colleges have 
 been instituted in other States, we have gladly recog- 
 nized and aided them. But it was essential to begin our 
 Normal policy with a model institution — a Normal for 
 the Normals, — which we could keep under our own su- 
 pervision and control, and from which we could send 
 forth thoroughly trained teachers to the other States. 
 In doing this we were compelled to enter into arrange- 
 ments with the Tennessee University and with the State 
 of Tennessee. As the result of these arrangements, lands 
 and buildings have been given to us by the University, 
 and large appropriations, supplementary to such as we 
 
Middle Period of Board and College. 25 
 
 could make from our own Fund, have been made by the 
 State. A great institution has thus been evolved and es- 
 tablished, in the support of which we are now morally 
 bound to cooperate. We could not honorably withdraw 
 from that cooperation, even if we desired to do so. But 
 our desire, on the contrary, is to render our Nashville 
 Normal College more and more useful to Southern edu- 
 cation and more and more worthy of bearing the name 
 of George Peabody. 
 
 From address to the Board on October 6, 1893 (Pro- 
 ceedings, Vol. V, p. 12) : 
 
 Normal Schools, and the Institutes which take their 
 place in the summer season, have been largely multiplied 
 in the Southern States ; and you will learn from Dr. Cur- 
 ry's report that their work has been 'unusually vigor- 
 ous.' There was no such thing known there when our 
 Trust was founded. Indeed, it might almost be said that 
 when Mr. Peabody committed his millions to our dis- 
 posal, there was not within those States a single scholar 
 in anything which could be called a Free Common 
 School. There are two millions and a half now. Of our 
 great Normal College at Nashville, the accomplished 
 President, Dr. Payne, very recently writes me : "The 
 last year was the best in its history, and the future seems 
 very assuring." 
 
 From address to the Board on October 4, 1894 (Pro- 
 ceedings, Vol. V, p. 71) : 
 
 The time has not quite yet arrived, Gentlemen, for re- 
 viewing the full work of the Peabody Trust. Its earlier 
 years, under the General Agency of Dr. Barnas Sears, 
 were employed in the establishment and development of 
 this free common-school system in all the States over 
 which our Trust extended. In these latter years, under 
 our present General Agent, our attention and our ef- 
 forts have been mainly directed to the higher education, 
 and especially to the training of teachers. The Slimmer 
 Institutes have been, and still are, among our most ef- 
 fective agents in this line, and they have been rendered 
 more and more effective from year to year by Dr. Cur- 
 ry's careful supervision. Meantime, important and per- 
 manent institutions have been established in more than 
 one State by means supplied annually from our own Pea- 
 
26 George Peabody College for Teachers. 
 
 body Fund, or under our immediate instigation and in- 
 fluence. Of these, our grand Normal College at Nash- 
 ville, Tennessee, stands foremost. 
 
 These views of Mr. Winthrop were ably seconded by the ac- 
 tivity of Dr. J. L. M. Curry, who, as General Agent of the Trus- 
 tees from 1881 to 1903, was a worthy successor to Dr. Sears. He 
 popularized the policy of the Board by numerous addresses be- 
 fore legislatures, conventions, associations and assemblies of edu- 
 cators and teachers. His efficient and progressive campaigns en- 
 title him to be ranked as a real minister of education for the en- 
 tire South during almost a quarter of a century. 
 
 The authorities of the College on their part were living up to 
 their obligations. President Payne wrought a great transforma- 
 tion in the spirit of the institution, as well as in its material of- 
 ferings. He improved the course of study, he administered the 
 system of scholarships with wiser distribution, and arranged its 
 curriculum and selected its faculty so as to make the College at- 
 tractive to all grades and conditions of students, among whom 
 were numbered those of all creeds and faiths, united by the one 
 common purpose of learning to teach and to promote education 
 in the proper sense. The College offered a short professional 
 course, comparable to that of the State Normal Schools, but in 
 addition it gave also a more extended College course. This com- 
 bination of the Licentiate of Instruction course and the Bach- 
 elor's course, made it easily the leading school for teachers in the 
 South. 
 
 Beginning with 1899, emphasis was gradually shifted from the 
 L. I. course to the College course. Greater numbers continued 
 to take the short professional course of two years, but the tone 
 of the institution was set more and more by the smaller, but in- 
 creasing, number of students in the College course. This paved 
 the way for the movement, which was begun about 1897, rapidly 
 to develop the college work and to turn the normal school work 
 over to the State Normal Schools. In pursuance of this policy 
 the College standard was raised in 1903 to that of the best South- 
 ern institutions, and in 1908 to the National standard for col- 
 leges, with the fourteen Carnegie unit basis of admission. 
 
 The Peabody Education Fund, which had been used to en- 
 courage the establishment of public schools in centers of popula- 
 tion and to stimulate the organization of State systems of public 
 schools, was, after 1875, devoted largely to cooperating with the 
 States in establishing Normal Schools for the training of teach- 
 
Middle Period of Board and College. 27 
 
 ers. With the Normal School at Nashville as a model, the 
 work was carried to the completion at which the Peabody 
 Board had aimed. The service rendered by it met every expecta- 
 tion and Peabody College maintained its position of leadership 
 with distinction until this part of its task was accomplished. 
 
 By the close of the century it was evident that the work of es- 
 tablishing State Normal Schools, as well as the earlier tasks un- 
 dertaken by the Peabody Board, was so far finished that each 
 State could and would in future take care of its own public 
 school system and its own school or system of schools for the 
 training of the majority of its teachers. Some of these Normal 
 Schools, as the one at Greensboro, North Carolina, or that at 
 Rock Hill, South Carolina, had secured plants that cost their 
 States $500,000, and were receiving yearly from $70,000 to $75,- 
 000 for maintenance. 
 
 It had become apparent to the Trustees that the time had come 
 to direct the Fund toward new ends. A number of possible lines 
 of service were presented to the Trustees for consideration: it 
 was thought by some educational leaders that the Fund could 
 render its best service by aiding educational campaigns for better 
 rural public schools ; by others that it should be administered in 
 aid of better supervision of schools; and by others still that the 
 most effective service could be rendered to the South as a whole 
 by maintaining a central teachers college for the higher educa- 
 tion of teachers. Thus Peabody College, by its own internal 
 growth and by the new factors introduced into the educational 
 problems of the South, forced upon the Trustees of the Peabody 
 Education Fund the conviction that Peabody College and the ac- 
 tivity of the Board needed readjustment to the conditions exist- 
 ing in the Peabody territory at the beginning of the new century. 
 
 The wisdom of founding Peabody College had been amply 
 justified to the Peabody Board. They had centered upon it nearly 
 one-half of their entire income, and had spent upon this one in- 
 stitution almost as much as upon a dozen other beneficiaries. Their 
 attitude never changed, but steadily advanced to a definite goal, 
 though with necessary and wise modifications of their consistent 
 policy. 
 
28 George Peabody College for Teachers. 
 
 IV. THE MOVEMENT FOR THE PERMA- 
 NENT AND ADEQUATE ENDOW- 
 MENT OF PEABODY COLLEGE. 
 
 By the terms of Mr. Peabody's gift stated in his first letter, 
 no part of the Fund could be disposed of for any of the enter- 
 prises fostered by the Trustees until the lapse of thirty years — 
 1867 to 1897. No definite proposition could, therefore, be con- 
 sidered by the Trustees until this latter date. 
 
 In anticipation of this period, however, Mr. Winthrop, who, as 
 is well known, was the first Chairman of the Board of Trustees, 
 and continued to hold that office from 1867 until his death in 1894, 
 had frequently mentioned the final settlement of the Fund and 
 constantly looked forward to the day when it would be possible 
 to bestow some large sum upon the College at Nashville, to which 
 he so often referred with admiration and pride. His death re- 
 moved him from any active part in making any settlement upon 
 the College at Nashville, but to him must be given the credit for 
 the suggestion which gathered force and led to the movement for 
 proper endowment of the College. 
 
 In a letter to Hon. Samuel A. Green, Secretary of the Peabody 
 Education Fund, Mr. Winthrop, under date of December 13, 
 1889, unbosoms himself on the final distribution of the Fund. 
 This letter was printed originally as a private document for the 
 sole use of the Trustees at their annual meeting on October 7, 
 1896. Here are some quotations from the letter to Dr. Green : 
 
 I have often been requested to prepare a paper on the 
 future of the Peabody Education Trust, giving my views 
 as to what should be done in case I should be taken away, 
 as is so probable, before the Trust is closed. You have 
 yourself more than once suggested it to me. Good Bish- 
 op Whipple has been very earnest in begging me to do 
 so; and within a few weeks past I have had an urgent 
 letter from Dr. Curry to the same effect 
 
 The three letters which I have cited are the only let- 
 ters addressed to the Board by Mr. Peabody, and they 
 are all printed in our first volume of Proceedings. They 
 deal in the expression of desires, rather than of positive 
 directions ; but nothing could be more binding upon us 
 than the desires and expectations of Mr. Peabody. How 
 shall they be fulfilled? 
 
Movement for Endowment. 29 
 
 In the great Normal College at Nashville, Term., we 
 have already established an institution for the immediate 
 and ultimate benefit of all the Southern States. . . . 
 
 At all events, and in every view, this Institution has 
 the first and highest claim to our consideration, and 
 should receive the largest share of the distributed Fund. 
 It will be the most enduring monument of Mr. Pea- 
 body's munificence. It might well have a round million 
 of dollars, — perhaps more than a million 
 
 I have written this letter with the full impression 
 that the Trust will be closed in 1897. That, however, 
 will be an entirely open question for the Trustees of that 
 period to decide. Circumstances, not now to be foreseen, 
 may then exist which may render it desirable to post- 
 pone the distribution of the Fund to a later day. But 
 whenever the Trust shall be closed, I most earnestly 
 recommend that great care should be taken, by well- 
 considered instruments of donation or endowment, to 
 secure the continued and permanent employment of the 
 distributed Fund for the purposes for which it was in- 
 tended by Mr. Peabody and his Trustees 
 
 To our General Agents, Dr. Sears and Dr. Curry, I 
 have been deeply indebted. Their names should be given 
 to some of the Professorships in our great Normal Col- 
 lege whenever our Trust is closed. 
 
 In an address to the Trustees of the Peabody Education Fund 
 at their meeting in New York on October 1, 1890, Mr. Winthrop 
 gave even more emphatic expression to this idea. As Chair- 
 man, he was accustomed to make extended remarks at the open- 
 ing of each meeting, giving his views on the policy of the Board 
 and the permanency of its work. This notable address is found 
 in the Proceedings of the Peabody Education Fund, Vol. IV, 
 p. 189. 
 
 "In looking forward, as I thus do, to a period when 
 this Trust shall have been closed, I am glad to feel assur- 
 ed that at least one substantial and enduring memorial 
 of our noble Founder, and of the work which has been 
 done by his Trustees, may, with the blessing of God, out- 
 last us all, and may, as we trust, worthily commend the 
 name of George Peabody, in company with those of Har- 
 vard, and Yale, and Bowdoin, and Brown, to the rever- 
 
30 George Peabody College for Teachers. 
 
 ence of future generations. I need hardly say that I re- 
 fer to our great Normal College at Nashville. 
 
 "Meantime, the College at Nashville may justly be 
 foremost in our regard, and the leading object of our ap- 
 propriations." 
 
 When it is remembered that Mr. Peabody, Mr. Winthrop, and 
 Dr. Sears were so closely associated in the beginnings of all the 
 ideas upon which the Board based its policy, it becomes clear that 
 they must be regarded not only as the founders of the Peabody 
 Education Fund, but as the founders of Peabody College, which 
 increasingly came to mean to them the best embodiment of the 
 work of the Fund and the channel through which the influence 
 of their work should perpetually flow. It was nearly ten years 
 after Mr. Winthrop's death before his vision was caught up anew, 
 and it was almost ten years after that before a complete realiza- 
 tion was brought about. 
 
 The question of closing the trust was definitely considered by 
 the Peabody Board at the meeting of September 25, 1895. On 
 motion of Mr. Morgan it was 
 
 Resolved, That in view of the authority given by the 
 founder to liquidate the Peabody Trust and to distribute 
 the principal at the discretion of the Trustees, on or after 
 the expiration of thirty years ; 
 
 Resolved, That a Committee of Three, together with 
 the Chairman, the First Vice-Chairman, and the General 
 Agent, be appointed to consider the whole question and 
 to report its conclusion at the next meeting of the Trus- 
 tees. 
 The Committee appointed were Gov. Porter, Mr. Henry, and 
 Mr. Choate. The other members of the Committee were Mr. 
 Evarts, Chief-Justice Fuller, and Dr. Curry. (Proceedings, Vol. 
 V, p. 174.) 
 
 The report for this Committee was made at the meeting of 
 October 7, 1896, by Mr. Evarts, Chairman of the Board, who 
 submitted the following: 
 
 The Committee appointed at the last annual meeting to 
 consider the question of distributing the principal of the 
 Fund, on or after February 7, 1897, as authorized by Mr. 
 Peabody, respectfully report that they have considered 
 the whole matter, as directed, and recommend that the 
 said distribution be deferred for the present. 
 
A General Policy. , 31 
 
 The reasons for this postponement are stated by Dr. Curry in 
 his History of the Peabody Education Fund, Chapter III. Dr. 
 Curry says (page 113) : 
 
 There were two rather singular results, which were 
 most complimentary to the Trustees : from every super- 
 intendent of education in the South, from many educa- 
 tors familiar with the administration of the Trust and 
 deeply interested in the work of Southern education, 
 and from every Southern Normal School and College, 
 with one exception, came earnest and emphatic protests 
 against the liquidation, or cordial expression of gratifi- 
 cation at the action of the Trustees in postponing the 
 consideration of the subject. Another very decided ex- 
 pression was, that while the disbursement of the income, 
 in cooperation with the public authorities of the States, 
 so broad and judicious and salutary, had been of incal- 
 culable value to the South, yet that the beneficial influ- 
 ence of the Fund had been greater, although indirectly 
 and not made prominent, as a constant educator in pub- 
 lic policy, always adapting itself to the conditions of the 
 South and the environments of the schools. 
 
 Dr. Curry also points out significantly that at the origin of the 
 Trust not a single Southern State had a system of free public 
 schools and only in a few cities were any such schools to be 
 found, while after thirty years of service the Board had assisted 
 the South so that every one of the Southern States had a public 
 school system, with normal schools in nearly every one, the whole 
 sustained by general and local taxation, amounting to more than 
 $150,000,000 devoted in the thirty years to the education of both 
 the white and the black children of the South. Dr. Curry notes 
 that every year there was secured a sounder and more generous 
 public opinion in favor of these school systems. 
 
 The following sections will attempt to make clear the several 
 forces and the different groups of workers who contributed to 
 the final action of the Peabody Board and to the endowment of 
 Peabody College. 
 
 V. COOPERATION IN A GENERAL POLICY. 
 
 When President William H. Payne handed in his resigna- 
 tion to the Peabody Board in 1901 and Gov. Porter was 
 appointed to serve during the interregnum as President of the 
 
32 George Peabody College for Teachers. 
 
 Peabody Normal College, the Trustees recognized that a crisis 
 had come in their affairs and that the central object of their con- 
 cern in making a new departure was Peabody College. The fol- 
 lowing resolution, adopted on motion of Mr. Courtenay, is proof 
 of their anxiety to start at the beginning: 
 
 Voted, That a Committee of Three be appointed to 
 visit Nashville and collect all available facts as to the 
 present and prospective status of the Normal College 
 and report fully at the next annual meeting, with such 
 recommendations as may seem to them wise. (Proceed- 
 ings, November 7, 1901, p. 41.) 
 
 Governor Porter, Mr. Courtenay, and the General Agent were 
 appointed as such a Committee. 
 
 At the same meeting there was also appointed a Committee of 
 Three, consisting of Mr. Hoar, Mr. Choate, and Mr. Olney, to 
 consider the legal aspects of the Nashville property in connection 
 with the Peabody Education Fund. 
 
 As indicative of a desire to make some change and to add some 
 improvement, on motion of Mr. Hoar, at this same meeting, it was 
 Voted, That it is desirable that a Local Council or Ad- 
 visory Committee be appointed, to whom shall be com- 
 mitted such portions of the powers of this Board, as may 
 seem expedient, over the administration and expendi- 
 tures of the Peabody Normal College. 
 
 The Committee of Three met at Peabody College in Nashville, 
 November 26, 1901, and reported among other things to the Pea- 
 body Board, October 1, 1902, that the offer without conditions 
 of the grounds and buildings be accepted from the University 
 of Nashville ; that a Local Council had been appointed ; and that 
 the ground offered by the Maplewood Land Improvement Com- 
 pany for the location of the College was too far from the city 
 and the supply of water insufficient. 
 
 As further evidence that the Board was in earnest in regard to 
 readjusting its policy the following resolution was passed at the 
 meeting of October 1, 1902: 
 
 Whereas, From time to time, the Presidents of the 
 Peabody Normal College — Dr. Payne and Gov. Porter, 
 — and the General Agent of this Board have made va- 
 rious suggestions and recommendations looking to im- 
 provements in the College; therefore 
 
A General Policy. 33 
 
 Resolved, That the Chairman appoint a Committee to 
 consider the needs and opportunities of the College and 
 to report what, in their judgment, should be done to in- 
 crease the efficiency thereof, and to make and continue it 
 as a fit memorial to Mr. Peabody and as a great Teach- 
 ers' Training College for the Southern States. 
 
 Secondly, That the Committee prepare a report to be 
 submitted at a meeting of the Board to be called by the 
 Chairman next January in Washington to act upon the 
 recommendations. This report to be printed in advance 
 and furnished to each Trustee. (Proceedings, p. 46.) 
 
 This Committee consisted of Chairman of the Board, Chief- 
 Justice Fuller, and Messrs. Gilman, Hoar, Porter, Smith, Fenner, 
 and Curry. 
 
 Looking to complete study of the situation, not only from the 
 standpoint of its own history, but for the whole of Southern edu- 
 cational activity, the following resolutions were passed (Pro- 
 ceedings, October 1, 1902, page 46) : 
 
 Whereas, The General Education Board, in its com- 
 prehensive "Statement of Policy", embraces in its ob- 
 jects generous aid to the people of the Southern States 
 in their efforts for "the promotion of public education", 
 and declares its purpose to "cooperate with other organi- 
 zations engaged in Educational work," thus 1 avoiding un- 
 necessary duplication and simplifying and making more 
 effective the general work; and to this end will further 
 the establishment of Training Schools for teachers; 
 therefore 
 
 Resolved, That Chief-Justice Fuller, and Messrs. 
 Morgan, Olney. Somerville, Wetmore, and Courtenay, 
 be appointed a Committee to seek a conference with the 
 General Education Board with the view of ascertaining 
 and, if possible, agreeing upon feasible and adequate 
 methods of cooperation, including especially the building 
 up of the Peabody Normal College. 
 
 Secondly, That this Committee is requested to be pre- 
 pared to make its report at a special meeting to be called 
 in January next. 
 
 And thus the Peabody Board originater! and put in motion the 
 ideas which were to be worked out step by step to final success 
 
34 George Peabody College for Teachers. 
 
 for the establishment of George Peabody College for Teachers. 
 Deeply interested in this and constantly agitating the subject 
 were Gov. Porter and Dr. Curry. The letters of Dr. Curry 
 (quoted in Section VI, below) at this time and until his death 
 are full of enthusiastic allusions to the project and abound in 
 hope for the early and successful outcome of their wishes. 
 
 He was ill and not able to be present at the meeting of 
 January, 1903, but his last days were cheered by the action taken 
 by the Trustees on that date. 
 
 Dr. Gilman reported for the Committee to consider the needs 
 and opportunities of the Peabody Normal College, and after a 
 full discussion the following resolution, embodying the recom- 
 mendations of the Committee, was passed (Proceedings, January 
 29, 1903, p. 8) : 
 
 Resolved, That in the opinion of this Board the Trust 
 Fund in its hands, or a portion thereof, or a portion of 
 the income thereof, should be applied, so far as legal or 
 practicable, to the establishment or maintenance of a 
 Teachers' College, to be called the "George Peabody Col- 
 lege for Teachers," at such point in the Southern States 
 as may be found advisable; and that a Committee of 
 Five, to be appointed by the Chair, is hereby directed 
 to confer with any other Boards or persons interested in 
 the subject-matter, and to report at the next meeting of 
 the Board a plan for carrying into effect the purpose and 
 object above stated. 
 
 And that the Committee be authorized to call to their 
 aid such specialists as may be by them deemed necessary. 
 
 The Committee appointed consisted of Messrs Gilman, Olney, 
 Hoar, Morgan, and Smith. 
 
 Dr. Curry was spared to see this definite action taken by the 
 Board, but died very soon afterward at Asheville, N. C, on Feb- 
 ruary 12, 1903. 
 
 It is evident that the Board would sift thoroughly every part- 
 icle of evidence before committing itself as to its new policy. It 
 is equally evident that in formulating this new policy they were 
 going to consider three elements : first in importance came Pea- 
 body Normal College at Nashville; and then the expert advice 
 of educational leaders everywhere and public sentiment through- 
 out the South ; and also the cooperation of other Boards, particu- 
 larly the assistance to be looked for from the General Education 
 Board. 
 
Formulating a Proposition. 35 
 
 VI. FORMULATING A PROPOSITION. 
 
 (a) Trustees of the Peabody Education Fund. 
 
 The lead was properly taken in this matter by the Peabody 
 Board, both because they were the natural medium through which 
 any plan for Peabody College would have to be worked out, and 
 it was also their purpose to safeguard the interest of the entire 
 South in making any departure from their former program. The 
 steps taken by the Peabody Board, giving expression to their de- 
 sire to increase the facilities of the Peabody Normal College and 
 to adjust it to its proper function in relation to all other teacher- 
 training agencies of the South, have been related in the preceding 
 section. Every one interested in Peabody College was fully aware 
 that the highest and most unselfish alms would be the only argu- 
 ments to which the Peabody Board would listen, and that any ap- 
 peal from Nashville or elsewhere would have to be based upon 
 full consideration of the total interests of the entire South. 
 
 (b) Dr. J. L. M. Curry. 
 
 Dr. Curry as General Agent of the Peabody Board showed a 
 very active interest in this movement. The expression of his 
 opinion and the advice he gave were more or less authoritative, 
 because he voiced the ideas of many individuals of the Board, 
 probably a majority. 
 
 Dr. Curry insisted with great force that the Peabody Normal 
 College was the proper basis for building an All-Southern Teach- 
 ers College, and he insisted even more emphatically that it was 
 necessary to begin at Nashville and in Tennessee by the offer of 
 pecuniary gifts to the Peabody Board, conditioned upon a coop- 
 erative gift from the Board. The money side of the proposition 
 was very clearly stated by him as will be seen in the quotations 
 below, which are taken from letters addressed to the College au- 
 thorities during 1901 and 1902. These letters also show a wide 
 conception of the improvements that must be embodied in the 
 Peabody Normal College and pointed out the completeness of 
 the reorganization necessary for the College. The quotations 
 from the Curry Letters follow : 
 
 June 20, 1901. 
 
 "Removal must be decided upon finally, before new buildings 
 are undertaken " 
 
36 George Peabody College for Teachers. 
 
 September 7, 1901. 
 
 "The election of a new President will be used as a propitious 
 
 time for putting the College on a sound and progressive basis 
 
 and make it equal in endowment, buildings, and equipment and 
 
 teaching faculty to any Teachers College in the United States. 
 
 "I think the Trustees can be persuaded to set apart irrevocably 
 one million of dollars for the sole and exclusive use of the Col- 
 lege, if Tennessee and Nashville will cooperate in a liberal and 
 permanent manner 
 
 "The Trustees will meet on November 7 and Governor Porter 
 and myself should be empowered to submit legal and definite 
 propositions. Mere promises, vague, indefinite, not obligatory, 
 will not secure action by the Trustees." 
 
 December 5, 1901. 
 
 "I was rather inclined to consider favorably the acceptance of 
 the gift of land and to provide for the erection of buildings and 
 the removal of the College 
 
 "The sale of the present lot would help, of course, towards the 
 putting of the new site into a usable state. I am not sanguine as 
 to the action of the next or any future Legislature of Tennessee. 
 
 "We must put the College on a higher plane. Good as it is, it 
 is not what it ought to be and what it can be. I do not see any 
 reason why we ought not to have the best Teachers College in the 
 land. More money, improved faculty, better buildings, etc., will 
 place us on a vantage ground never yet occupied. I fear that you 
 and others will think that I am half crazy in my enthusiasm about 
 the possibilities and in my purpose to devote the few remaining 
 years of my life to the establishment and maintenance of such 
 an institution as is needed." 
 
 (c) Governor Porter and the University of Nashville. 
 
 Peabody College was founded in 1875, when Governor Porter 
 was the Chief Executive of Tennessee. He had much to do with 
 arranging terms between Dr. Sears and the Trustees of the Uni- 
 versity of Nashville, by which the grounds and buildings of the 
 University of Nashville were put at the disposal of Peabody Col- 
 lege. It was he who induced the Trustees of the University of 
 Nashville, and leading citizens of Nashville, to guarantee the 
 sum of money required to meet the offer of $6,000 from Dr. 
 
Formulating a Proposition. 37 
 
 Sears. And in 1880, when the removal of the College to Atlanta 
 was threatened, it was Governor Porter who again induced Nash- 
 ville to come to the rescue and make the location of the School in 
 Nashville permanent. 
 
 Governor Porter and President Payne both urged upon the 
 Peabody Board the advisability of closing the Trust in 1897 and 
 bestowing a portion of the Fund upon the College as endowment. 
 But the Trustees thought it inadvisable to attempt any change of 
 policy because of unsettled business conditions and the general 
 depression in all money matters, which caused great fluctuation 
 in securities of every sort. Furthermore, there was no formula- 
 tion of plans for the College sufficiently matured, either on the 
 side of the Trustees or that of the College authorities, which 
 would warrant early action by the Trustees. The Peabody Board, 
 therefore, declared the time inopportune for closing the Trust. 
 In 1901, Dr. William H. Payne resigned the Presidency of the 
 College, and the Board asked Governor Porter to act as tempo- 
 rary President, until some definte policy for the College should 
 be developed. His services to the College are thus referred to 
 by Dr. J. L. M. Curry in his report of November 7, 1901 (Pro- 
 ceedings, November 7, 1901, p. 14) : 
 
 The whole subject of the election of a President and 
 of the present status and needs of the College is submit- 
 ted to the early and earnest consideration of the Board. 
 During the interregnum between the late close of the 
 session and the choice of a President at this meeting 
 of the Trustees, our colleague, Hon. James D. Porter, 
 at my request and with the approval of the State Board 
 and the Trustees of the University, advisory bodies, has 
 been acting as President. He has a full acquaintance 
 with the College in its minutest details. To no one apart 
 from Dr. Sears are Tennessee, Nashville, and the South- 
 ern States as much indebted for the Peabody Normal 
 College, in its original foundation, as to Governor Por- 
 ter. Being the Executive at the time it had its birth, 
 and amid the troubles and uncertainties of its infancy, 
 he was as untiring as he was intelligent and useful in 
 his friendship. From that time to this, in his varied po- 
 sitions as Governor, Trustee of the University, member 
 of this Board, he has been faithful and watchful, and 
 there seemed much fitness in intrusting him with oppor- 
 tunity and power during this transition period. 
 
38 George Peabody College for Teachers. 
 
 The faithful devotion of Governor Porter and the Trustees of 
 the University of Nashville to the interests of Peabody College, 
 called forth at this time the following expression from President 
 Payne in his final report, dated September 26, 1901, some months 
 after his resignation as President of the College (Proceedings, 
 November 7, 1901, p. 47) : 
 
 I can not speak in too high terms of the magnanimity 
 and liberalty of the Trustees of the University of Nash- 
 ville and their treatment of the Peabody Normal College. 
 In the free use of buildings and grounds they have prac- 
 tically given their all to the College, and would gladly 
 give more if they had it to give. Among other things, 
 they have surrounded the entire campus of sixteen acres 
 with a beautiful wall of solid masonry, so that this prop- 
 erty has become one of the chief ornaments of the city 
 of Nashville. 
 
 As acting President of the College, Governor Porter at once 
 began to gather information from all sources and to arouse in- 
 terest in expanding the usefulness of the College. He and Dr. 
 Curry became thoroughly convinced of the need for a central 
 Teachers College in the South, and as thoroughly convinced that 
 the foundation for it was already laid in Peabody College 
 
 At the instance of Governor Porter, the Trustees of the Uni- 
 versity of Nashville took the initiative in presenting a proposi- 
 tion to the Trustees of the Peabody Education Fund looking to- 
 ward the permanent endowment of Peabody College. It was per- 
 haps thought by these friends of the institution that the Peabody 
 Board might use the title of the University of Nashville and de- 
 velop the institution from their point of view. Peabody College 
 had never secured a charter of its own, but had done its work by 
 friendly cooperation and free use of the charter privileges of the 
 University. The generosity of the Trustees of the University of 
 Nashville had given them some reason to hope that the Peabody 
 Board would become responsible for the entire educational plant 
 at Nashville, and take legal steps to unify all the parts and de- 
 velop a consistently organized institution. That this hope was 
 constantly cherished is shown by various resolutions in the Min- 
 utes of the University of Nashville. In 1880, when the question 
 of moving the institution to Atlanta was agitated, the Trustees 
 urged a final answer from the Peabody Board in recognition for 
 support from Nashville. And again in 1892 similar overtures 
 
Formulating a Proposition. 39 
 
 were made, with offers of money and grounds, provided the Pea- 
 body Board would pledge itself to assume responsibility for the 
 institution already in existence, by friendly cooperation with the 
 University of Nashville. The Peabody Board did not think it 
 wise to accept any of these suggestions. 
 
 The action of the Trustees of the University of Nashville in 
 1902, to which allusion has just been made, was taken at a meet- 
 ing of January 9 and put into a formal motion as follows : 
 
 Resolved, That the President and Secretary of this 
 Board be and are hereby authorized to convey to the 
 Trustees of the Peabody Education Fund by Deed, the 
 sixteen acres of ground in Nashville, bounded by South 
 Market, Lindsley, University, and Middleton Streets, 
 and now occupied by the Peabody Normal College, with 
 power in them to sell the same and reinvest proceeds 
 thereof in Davidson County, if it should at any time be- 
 come inexpedient to conduct said College or similar in- 
 stitution on the premises herein described. 
 
 On the basis of this authority a form of Deed was drawn up 
 and submitted to the Peabody Board at their meeting of October 
 1, 1902. The Legal Committee doubted the authority of the Trus- 
 tees of the University of Nashville to abdicate their own func- 
 tions without further legislative action, which they were advised 
 to procure. 
 
 Governor Porter, therefore, asked the next session of the Leg- 
 islature for this authority, and after it was granted the Trustees 
 of the University of Nashville drew up the following Deed, which 
 was submitted to the Peabodv Board (Proceedings, October 4, 
 1905, p. 15) : 
 
 University of Nashville. 
 Whereas, By an Act passed on the 7th day of April, 
 1903, and approved by the Governor of Tennessee on the 
 10th day of April, 1903, the General Assembly of the 
 State of Tennessee did, by said Act, authorize and em- 
 power all educational institutions chartered under the 
 laws of Tennessee, to sell such portions of their real es- 
 tate as they might find unnecessary for the purposes of 
 their incorporation or which they might have ceased to 
 use in their corporate capacity for educational purposes ; 
 and 
 
40 George Peabody College for Teachers. 
 
 Whereas, Said Act further authorized said education- 
 al institutions to donate such property to any other edu- 
 cational institution which would use the same or the pro- 
 ceeds thereof for educational purposes ; and 
 
 Whereas, By an Act of the General Assembly of the 
 State of Tennessee passed January 23, 1903, and approv- 
 January 30, 1903, the Charter of the University of Nash- 
 ville was so amended as to authorize and permit the 
 Trustees of the University of Nashville to transfer and 
 convey by deed to the Trustees of the Peabody Educa- 
 tion Fund that property of the University of Nashville 
 included within the present limits of the University 
 Campus ; and 
 
 Whereas, Said Act further provided that such con- 
 veyance should be made pursuant to a majority vote of 
 the Trustees of the University of Nashville who might 
 attend any regular or called meetings of such Trustees, 
 with the proviso that not less than a majority of the en- 
 tire number of Trustees should constitute a quorum for 
 the transaction of the business by said Act authorized ; 
 and 
 
 Whereas, It was further provided by said Act that 
 said conveyance, if authorized by such majority vote, 
 should thereupon be executed by the President of the 
 Board of Trustees of the said University of Nashville, 
 under the corporate seal of said University, and should 
 be further attested by the Secretary of said Board of 
 Trustees ; and 
 
 Whereas, On the 30th day of May, 1904, at a meeting 
 of the Trustees of the University of Nashville, there be- 
 ing then and there present twelve (12) of said Trustees, 
 the said number constituting a majority of the Trustees 
 of said University of Nashville, the following resolution 
 was offered and passed by the unanimous vote of the 
 said Trustees then and there present, to-wit : 
 
 "Resolved, That the President and the Secretary of 
 the Board of Trustees of the University of Nashville 
 be, and they are hereby, authorized and directed to con- 
 vey to the Trustees of the Peabody Education Fund, by 
 deed signed by the President and Secretary of the Board 
 of Trustees, and attested by the corporate seal of the 
 University of Nashville, the sixteen (16) acres of 
 
Formulating a Proposition. 41 
 
 ground in Nashville, lying within the present limits of 
 the University Campus, which property is more particu- 
 larly bounded as follows : On the North by Middleton 
 Avenue, on which it fronts about 837 feet; on the West 
 by South Market Street, on which it fronts about 799 
 feet; on the South by Lindsley Avenue, on which it 
 fronts about 837 feet ; on the East by University Street, 
 on which it fronts about 806 feet. 
 
 Resolved, further, That said conveyance shall be made 
 upon the consideration hereinafter expressed, to-wit: 
 For and in consideration of the sum of One Dollar, and 
 for the further consideration that the Trustees of the 
 Peabody Education Fund, for themselves and their suc- 
 cessors in trust, shall, by the acceptance of such deed, 
 promise, undertake, and agree to maintain upon the prem- 
 ises hereby conveyed a college for teachers, or such other 
 institution of learning as may be within the scope of the 
 powers possessed by said Trustees of the Peabody Edu- 
 cation Fund, or in case it should be found necessary and 
 expedient in the judgment of the Trustees of the Pea- 
 body Education Fund, in the performance of their trust, 
 to dispose of said premises, then the proceeds of said 
 premises are by the Trustees of the Peabody Education 
 Fund to be devoted to the establishment and maintenance 
 in Nashville, Davidson County, Tennessee, of a college 
 for teachers or such other institution of learning as may 
 be within the scope of the powers possessed by said 
 Trustees of the Peabody Education Fund. 
 
 Resolved, further, That said deed so executed shall 
 contain full warranties of title for and on behalf of the 
 University of Nashville." 
 
 Now, therefore, by virtue of the power and authority 
 vested in the Trustees of the University of Nashville by 
 the Charter of said University and by the Acts of the 
 General Assembly of the State of Tennessee hereinbe- 
 fore recited, and pursuant to the resolution hereinbe- 
 fore recited, and for and in consideration of the sum of 
 One Dollar in hand paid, and for the further considera- 
 tion that the Trustees of the Peabody Education Fund, 
 for themselves and their successors in trust, do, by the 
 acceptance of this deed, promise, undertake, and agree 
 to maintain upon the premises hereinafter conveyed a 
 
42 George Peabody College for Teachers. 
 
 college for teachers or such other institution of learning 
 as may be within the scope of the powers possessed by 
 said Trustees of the Peabody Education Fund, or in case 
 it should be found necessary or expedient by the Trus- 
 tees of the Peabody Education Fund, in the performance 
 of their trust, to dispose of said premises, then to devote 
 the proceeds of said premises to the establishment and 
 maintenance in Nashville, Davidson County, Tennessee, 
 of a college for teachers or such other institution of 
 learning as may be within the scope of the powers pos- 
 sessed by said Trustees of the Peabody Education Fund. 
 
 We, the Trustees of the University of Nashville, by 
 and through James D. Porter, President, and John M. 
 Bass, Secretary of the Board of Trustees of the Univer- 
 sity of Nashville, do hereby transfer, alien, and convey to 
 the Trustees of the Peabody Education Fund and their 
 successors in trust forever, all the right, title, claim, and 
 interest which the University of Nashville has in and to 
 the sixteen (16) acres of ground in Nashville, lying 
 within the University Campus, which property is more 
 particularly bounded as follows : On the North by Mid- 
 dleton Avenue, on which it fronts about eight hundred 
 and thirty-seven (837) feet; on the West by South 
 Market Street, on which it fronts about seven hundred 
 and ninety-nine (799) feet; on the South by Lindsley 
 Avenue, on which it fronts about eight hundred and thir- 
 ty-seven (837) feet; on the East by University Street, 
 on which it fronts about eight hundred and six (806) 
 feet ; 
 
 To Have and to Hold the before described premises, 
 together with all the lands, tenements, and heredita- 
 ments thereunto appertaining and belonging, to the said 
 Trustees of the Peabody Education Fund and their suc- 
 cessors in trust forever, for the purpose of maintaining 
 upon the said premises a college for teachers or such 
 other institution of learning as may be within the scope 
 of the powers possessed by said Trustees of the Peabody 
 Education Fund, or in case it should be found necessary 
 or expedient by the Trustees of the Peabody Education 
 Fund, in the performance of their trust, to dispose of 
 said premises, then to devote the proceeds of said prem- 
 ises to the establishment and maintenance in Nashville. 
 
Formulating a Proposition. 43 
 
 Davidson County, Tennessee, of a college for teachers 
 or such other institution of learning as may be within 
 the scope of the powers possessed by said Trustees of the 
 Peabody Education Fund. 
 
 And the Trustees of the University of Nashville do 
 hereby, for and on behalf of said University of Nash- 
 ville, covenant with the Trustees of the Peabody Edu- 
 cation Fund that said University of Nashville is law- 
 fully seized and possessed of the before described prem- 
 ises ; that said University of Nashville has a good right 
 to sell and convey the same, and that said property is un- 
 encumbered, and that said University of Nashville will 
 forever warrant and defend the title to the said prop- 
 erty against the lawful claims and demands of all per- 
 sons whomsoever. 
 
 In Testimony Whereof, We, James D. Porter, Presi- 
 dent of the Board of Trustees of the University of 
 Nashville, and John M. Bass, Secretary of said Board of 
 Trustees of the University of Nashville, have hereunto 
 set our hands as such President and Secretary, respec- 
 tively, and have also hereunto affixed the corporate seal 
 of the University of Nashville, on this the 30th day of 
 May, 1904. 
 
 The University of Nashville, 
 
 (Seal) By James D. Porter, President. 
 
 Attest: Jno. M. Bass, Secretary. 
 
 State of Tennessee — County of Davidson. 
 
 Before me, Boyte C. Howell, a Notary Public, in and 
 for the State and County aforesaid, personally appeared 
 James D. Porter and John M. Bass, with whom I am 
 personally acquainted, and who, upon oath, acknowl- 
 edged themselves to be the President and Secretary, 
 respectively, of the Board of Trustees of the University 
 of Nashville, the within named bargainor, a corporation, 
 and that they as such President and Secretary, being au- 
 thorized so to do, executed the foregoing instrument for 
 the purpose therein contained, by signing the name of 
 
44 George Peabody College for Teachers, 
 
 the corporation by themselves as President and Secre- 
 tary, respectively. 
 
 Witness my hand and seal at office this 31st day of 
 May, 1904. Boyte C. Howell, 
 
 Notary Public. 
 
 My commission expires October 8, 1907. 
 (Seal) Boyte C. Howell, N. P. 
 
 VII. THE PART OF THE ALUMNI IN 
 THIS MOVEMENT. 
 
 While the Trustees of the Peabody Education Fund were 
 thoughtfully investigating the conditions which called for the 
 change in their policy and were, among other objects, considering 
 the advisability of applying their funds towards a central teachers 
 college ; and while Gov. Porter and his group of friends at Nash- 
 ville were making definite offers to the Peabody Board, looking 
 to the procuring of a permanent fund for the College ; the Alumni 
 and Faculty of the College began activity for pressing all the 
 propositions upon a well reasoned educational program. Gov. 
 Porter, President of the College, had his part in these counsels; 
 but the leading spirit in the Faculty was Prof. A. P. Bourland. 
 A full and frank discussion with the Alumni was had by corre- 
 spondence and by conference, which resulted in a complete or- 
 ganization in all the Southern States. Through this organization 
 a bureau of research established at the College disseminated 
 suggestions and gathered data. The result of this investigation 
 brought overwhelming testimony: (1) as to the inadequacy of a 
 supply of trained teachers in the ranks; (2) as to the dearth of 
 trained administrators and leaders for the proper guiding of edu- 
 cational progress; (3) as to the need for a central teachers col- 
 lege for the training of these leaders and for the stimulation of 
 the vast army of teachers in the ranks; (4) as to the value of 
 the work already accomplished by Peabody College and the de- 
 sirability and possibility of using it as the foundation for the 
 Teachers College, of expanding it into Greater Peabody College. 
 
 The utmost unanimity prevailed among the Alumni, and a state- 
 ment of their views was accordingly an easy matter. They all 
 felt the greatest enthusiasm regarding the value of Peabody Col- 
 lege to Southern education, and were ready always to argue the 
 importance of preserving, continuing, enlarging, and indefinitely 
 
The Part of the Alumni. 45 
 
 expanding the usefulness of the institution. These supporters of 
 this enterprise were naturally the most enthusiastic and were, 
 fortunately, those whose views were still plastic. The Alumni 
 were always to be counted upon as ready for change and progress, 
 not inclined to waste regrets upon having outgrown previous 
 conditions. 
 
 In the prosecution of their efforts, the Alumni finally called a 
 representative gathering to meet at Nashville. Accordingly on 
 November 21, 1903, the Alumni Conference, consisting of fifteen 
 delegates, met and formulated a statement which was issued as 
 an address to the Southern people. That document is quoted 
 here in full: 
 
 " THE GREAT NEED OF THE SOUTH.' 
 
 "George Peabody made his first gift to Southern education on 
 the 7th day of February, 1867. In the beginning the Board he 
 had named determined to expend the income from the Fund for 
 the 'general and permanent improvement of education in the 
 South.' They believed that this could be done by the 'creation 
 and development of an educated teaching class.' 
 
 "However, beginning amid the ruins of war it was necessary to 
 aid the States in building systems of public schools, which Dr. 
 Sears reported as accomplished in 1874. The next necessity was 
 'an army of trained teachers.' Dr. Sears says that the chief 
 danger was the cheap teacher. Where he is, change and confu- 
 sion will be perpetual. Schools will sink as the teachers sink. 
 People will not vote money where little good is accomplished. 
 The only way to prevent disastrous results and to make the schools 
 effective is to provide for teacher-training. Therefore, the Board 
 began to turn to the 'second feature of its original plan — the en- 
 dowment and encouragement of Normal Schools, the establish- 
 ment of scholarships, and the promotion of teachers' institutes.' 
 
 " 'It was essential,' says Mr. Winthrop, the first President, 'to 
 begin our normal policy with a model institution — a Normal for 
 the Normals — which we could keep under our own supervision 
 and control, and from which we could send forth thoroughly 
 trained teachers to the other States.' Hence in 1875 the Board 
 established the Peabody College, which it has since conducted 
 for the purpose of training teachers for all the South. That Mr. 
 Peabony's beneficence might reach every section, scholarships 
 have been maintained from every Southern State. 
 
46 George Peabody College for Teachers. 
 
 "Dr. Curry, the second General Agent, found that the teachers 
 trained in the College were 'the leaven of the public schools and 
 academies. Many of the reforms in organization and teaching, 
 as well as a healthier educational opinion, could be traced to them. 
 The level of professional training had been considerably raised. 
 Thus the development of public education and the elevation of 
 teachers went along with equal pace.' 
 
 "As rapidly as possible the States were encouraged to establish 
 colleges especially to train teachers for the public schools. To 
 these the Peabody College was an example ; to them it sent prin- 
 cipals and teachers, making them largely the outcome of Peabody 
 influence and benefactions. As the State Normal Colleges sup- 
 plied the training needed for work in the public schools more and 
 more fully, it was expected that the Peabody College should carry 
 forward their work so as -to fit for leadership. 'In accordance 
 with the views of the Trustees of the Peabody Education Fund, 
 our aim is a professional College for all the Southern States ; not 
 designed, however, to be a substitute for local or State or other 
 normal schools, but a supplement to them all, in which special 
 instruction and training shall be carried to as high a degree as 
 circumstances permit.' * 
 
 "In a letter to the Trustees, October, 1901, Dr. Curry sets forth 
 what the relations between the Peabody College and the State 
 Normal Colleges were expected to be. He urges that they should 
 be correlated and mutually helpful in purpose and work. 'Our 
 College, while sustaining toward them somewhat of a parental 
 relation, should exert by virtue of age and preeminence a mold- 
 ing, directing, and elevating influence. The State Normal Schools, 
 being in sympathetic accord, will naturally look to the head of 
 the Peabody College for effective cooperation and helpfulness. 
 He should visit these schools, and others, and teachers' associa- 
 tions, advise as to principles of supervision, and keep himself in 
 close and friendly touch with school superintendents.' 
 
 "Dr. Curry says further : 'The purpose of the College is the 
 training of teachers of a high grade, to develop moral, intellectual 
 and patriotic forces which shall permeate every neighborhood 
 of the growing Southland. Such a College would be a trans- 
 forming, uplifting, educational agency whose value and influence 
 would be felt in every public school and college, and be of in- 
 estimable benefit.' 
 
 *Dr. Eben S. Steams, the first President of the College, Anniversary 
 address; 1884. 
 
The Part of the Alumni. 47 
 
 "A further purpose is revealed in Mr. Winthrop's address to 
 the Board, October, 1890 : 'I am glad to feel that at least one sub- 
 stantial and enduring memorial of our noble Founder and of 
 the work which he has done may, with the blessing of God, out- 
 last us all, and may, as we trust, worthily commend the name of 
 George Peabody in company with those of Harvard, and Yale, 
 and Bowdoin, and Brown.' In a letter to the Trustees, October, 
 1901, Dr. Curry wrote: 'It may not be amiss to emphasize 
 afresh that the Peabody College is to be an enduring monument 
 of the Founder, and also of great and permanent value to the 
 Trust.' 
 
 "As the Peabody College was to be devoted to the training of 
 teachers for all the South, it could not expect maintenance from 
 any one State. Hence the founders planned permanent and in- 
 dependent provision for it. In a letter to the Trustees, December 
 13, 1889, Mr. Winthrop, the President and the personal friend 
 of George Peabody wrote: 'In every view the Peabody Col- 
 lege has the first and highest claim to our consideration, and 
 should receive the largest share of the distributed Fund. It 
 would be a most enduring monument of Mr. Peabody's munifi- 
 cence.' In 1901, Dr. Curry wrote to the Trustees: 'While no 
 positive action looking thereto has been taken, there has been 
 an expressed understanding, probably amounting to unanimity, 
 that a large and approximately adequate proportion of the Fund 
 would be ultimately set apart for the endowment of the College.' 
 In the same letter Dr. Curry urged that the remainder of the 
 Fund be devoted to teachers' institutes and to the State Normal 
 Colleges. 
 
 "Why should this be the ultimate goal of the Fund ? With rare 
 wisdom the Board adhered to the early resolve to aim at per- 
 manence in all its work. An institution incarnating the spirit 
 of George Peabody and endowed for the education of the teach- 
 ers would develop the intelligence and skill necessary to create 
 wealth. Dr. Sears worked according to this belief: 'With ad- 
 vancing prosperity come corresponding ability and inclination to 
 foster general education. With increased taxable property, school 
 revenues increase.' * In this way the College would aid in solv- 
 ing one side of the educational problem. 
 
 "As Prof. Claxton truly observes : 'If the people solve the ques- 
 tion of the teacher, all other questions will be solved.' Then, 
 
 *" History of Peabody Education Fund," Dr. J. L. M. Curry. 
 
48 George Peabody College for Teachers. 
 
 in creating an agency to work for this solution, the Board would 
 do its utmost for the Southern people. 
 
 "It was an unusual foresight that planned such a College. But, 
 even if its efficiency were increased as much as resources per- 
 mitted, would it be able to supply the needs of the schools ? 
 
 "In his Richmond address, Chancellor Kirkland asserted that a 
 large proportion of the teachers in the public schools are unfit 
 for their positions. He cites the fact that of 20,662 teachers in 
 ten of the wealthiest Northern States, two years ago, 2,450 were 
 teaching without experience, 4,880 had only a common school 
 education, and 8,600 had not studied beyond the high school. 
 'If this state of affairs exists in the States whose systems of 
 public schools are held up to us as models, what would the record 
 of the Southern States show?' 'In my own State,' continues 
 the speaker, 'out of 9,396 certificates issued in 1900, 7,086 were 
 third grade, and few if any of these teachers had any instruction 
 in school methods. This is a typical instance of Southern condi- 
 tions. What can be done to remedy this state of affairs. One 
 view often expressed is that this matter will settle itself as soon 
 as longer school terms and better pay are provided. But the 
 President of the Conference for Education in the South, in his 
 annual address one year ago, asked this question : 'If millions 
 of money were ready, where are the teachers? Is not this a ques- 
 tion for pedagogy to solve?' Our great educational revival will 
 bring us longer terms ; about this there can be no doubt. The 
 writing on the wall is plain, and can not be misinterpreted. This 
 change will come more rapidly than some of us have dared to 
 hope, but will we have an improved order of teachers ready to 
 meet the new conditions? This inquiry we can certainly answer 
 in the negative unless we begin now to make preparation. This 
 problem calls for more active efforts than hitherto have been put 
 forth.' 
 
 "Then is it not plain what the effort of the hour should be? The 
 States are building their own Normal Colleges. What would be 
 the special service of the College projected by the benefactors to 
 whom George Peabody committed his Trust? 
 
 "Educational development in the South within the immediate- 
 future is going to be in the direction of more perfectly organized 
 and more adequately equipped State systems of schools. This 
 will affect all grades from the kindergarten to the University. 
 Organized effort is now being made to create public sentiment for 
 construction and reconstruction all along the line. At many points 
 
The Part of the Alumni. 49 
 
 sentiment is already passing over into activity. In every Southern 
 State there is prospect for marked advance. 
 
 "This work of development within the States would be greatly 
 facilitated by a Teachers' College, planned, located, and equipped 
 with reference to the service of the South as a whole. 
 
 "This institution should undertake to fit men for the higher po- 
 sitions. The State Normal Colleges may be expected to train 
 teachers for elementary and grammar schools, but it will be dif- 
 ficult for them to prepare teachers for high schools, normal 
 schools, and colleges. If the ordinary colleges are depended upon 
 to supply teachers for these places, these teachers will come to 
 their work with no professional training. The Teachers' College 
 should not duplicate the work of the State Normal Schools, but 
 should cooperate with them, supplementing them by giving a 
 type of proficient higher training. 
 
 "Such an institution can do a work which the department of 
 education in the State Universities can not do so well. All State 
 institutions work within State limits and with special reference 
 to conditions peculiar to the State. The Teachers' College would 
 be a clearing house for educational conditions throughout the 
 South. Its students would be drawn from all the Southern States, 
 giving it a larger and more representative life than can be made 
 possible in any State institution. In it attention would be habit- 
 ually directed toward educational problems affecting large areas. 
 This atmosphere and habit of mind is essential to the develop- 
 ment of educational statesmanship. This central College would 
 thus render effective service by sending back into all the States 
 men trained for this leadership. Shaping educational thought and 
 practice through men of large directive capacity, it would touch 
 every grade of education, lifting the whole to a higher plane. 
 
 "The greatest educational need of the South at present is lead- 
 ership, which it is the peculiar function of this institution to sup- 
 ply, by training principals for high schools, superintendents for 
 cities and counties. At no time in our history have we needed 
 intellectual power as we will need it during the next century. 
 Hence, our schools must be made more vital and more productive 
 than ever before. 
 
 "The central Teachers' College would again supplement the 
 State systems by supplying trained specialists in manual training, 
 domestic art, nature study, geography, botany, in the arts and 
 studies that minister to the activities of daily life. If the South 
 is successful in the world's markets the people must acquire a 
 
50 George Peabody College for Teachers. 
 
 mastery of the crafts and sciences. Through a practice school 
 the College should train kindergartners and elementary teachers 
 so that they can train others. The demand for such specialists 
 within the limits of a single State would not justify it in making 
 the expenditure necessary for their training. If this work is to 
 be done in the South, it must be done by special endowment at 
 some institution which can supply a large area. 
 
 "Another function of the College would be to work out educa- 
 tional problems. The make-up of the vital school is not deter- 
 mined. We have barely started to find out the school best suited 
 to the country districts. The College ought to render real service 
 in the solution of the rural school problem. It is useless to talk 
 of taxation when there is little to tax. If the College were to 
 make continuous effort to inspire its best students to go to the 
 uncultivated regions, plant and develop vital schools, it would 
 make at least a step in the right direction. 
 
 "The Peabody College, in cooperation with the State Normal 
 Colleges, would be a powerful agency to aid in the campaigns for 
 school reform or local taxation. Through their students ideas 
 could be planted and movements directed in every section of the 
 South. The training of leaders and the campaign for educational 
 progress go hand in hand. 
 
 "Such a College is necessary to sustain the educational revival 
 now in progress. To attempt to better the Public Schools with- 
 out increasing the supply of professional teachers, superintend- 
 ents and educational leaders, must lead to failure. Trained in a 
 strong institution, these would become teachers of teachers, and 
 thus new life would constantly be infused into the Southern work. 
 Somehow, educational reform begins at the top and filters down- 
 ward. 
 
 "With its Faculty of teachers, lecturers and investigators ; with 
 its student-body made up of specialists in philosophy, letters and 
 science, of teachers struggling for a mastery of their art, of edu- 
 cators engaged in research work, the College would become a 
 head for the entire Southern educational system, and consequently 
 a source of progress that is sure to bring mastery. 
 
 "An inevitable result would be a wide and deeply-reaching dif- 
 fusion of the beneficence of George Peabody. Transform a 
 country boy into a skilled teacher, and you may change his range 
 of activities from a neighborhood to a county or State, wherein 
 every child draws benefit from his increased power. When a 
 
The Part of the Alumni. 51 
 
 youth passes through the College to become a Normal College 
 President he may uplift a State. 
 
 "Economy is likewise a ground of justification for a central 
 College for the higher training of teachers. Instead of establish- 
 ing a military school in every State of the Union, the National 
 Government supports but one for the training of soldiers. By 
 concentration the greatest good to the greatest number is thus 
 secured at the minimum cost. If the Peabody Fund were divided 
 among twelve States it would give to each one such a small sum 
 as to dissipate the whole in trifling efforts. It would be like ad- 
 ministering homeopathic doses for allopathic needs. 
 
 "From the beginning the Peabody Board has pursued the policy 
 of reaching wide areas through the development of 'power and 
 efficacy' in a few centers. A strong College would attract and 
 develop strong men. As Chancellor Kirkland says : 'Big men 
 must go into big school-houses, else the educational revival of the 
 South will amount to little.' 
 
 "An equable distribution of the Fund would be insured by main- 
 taining scholarships for each of the Southern States appor- 
 tioned on a basis like that of Congressional representation. 
 If the graduates of the State Normal Colleges were preferred 
 for these scholarships many of the stronger among these would 
 be induced to struggle for higher efficiency. Moreover, the schol- 
 arships would tend to unify the South for the promotion of the 
 best means and ends of education, attracting at the same time 
 able recruits to the teaching profession. 
 
 "After seeing how the work of the Peabody Board progressed 
 toward a Southern Teachers' College, and after a view of the 
 service this College would render education, we are led to ask : 
 Is the time ripe for it? In 1901, Dr. Curry declared: 'The great 
 problem of the day is the creation of a teaching class endowed 
 with the pov/ers of command.' At the Richmond Conference in 
 1903, in his report on the 'Educational Conditions of the South 
 at Large,' in summarizing what is needed, Dr. Charles W. Dab- 
 ney says : 'The great need of the South after all is a great Teach- 
 ers' College which shall educate and train the men and women 
 who are to be the leaders and directors in the Southern schools of 
 the future.' 
 
 "Add to our knowledge of the conditions around us the state- 
 ment of Chancellor Kirkland: 'All the problems of the school 
 are in the end the problem of the teacher,' and it becomes evident 
 that the time calls for the Teachers' College. 
 
52 George Peabody College for Teachers. 
 
 "No single agency has been of more service in forwarding 
 Southern progress than the plan which the Peabody Board has 
 been working out through the past thirty-six years. 
 
 "Therefore, we ask the friends of education to join us in peti- 
 tioning the Board to carry forward the work of training teachers 
 along the lines it has hitherto followed. Looking to the contin- 
 uous development of Southern schools, we ask you to join us in 
 further petitioning the Board to make permanent provision for a 
 Peabody College for Teachers, which shall train educational lead- 
 ers for the entire South, and be an enduring memorial of our 
 greatest Benefactor. To attract a high order of talent to the 
 teachers' profession, we further request that the Board maintain 
 scholarships to be distributed among the Southern States accord- 
 ing to Congressional representation. We believe that further 
 resources expended in fostering the State Normal Colleges will 
 bring needed results that can be had in no other way. 
 
 "To the Peabody Board we owe a debt of gratitude for refusing 
 to lend its aid to 'temporary expedients,' and a greater debt of 
 gratitude for using its Fund to promote 'general and permanent 
 improvement of education in the South.' 
 
 "Hon. Robert C. Winthrop, referred to in this paper, was 
 Mr. Peabody's adviser regarding the Southern benefaction, 
 and the first President of the Board of Trustees. 
 
 "Dr. Barnas Sears, the first General Agent, outlined the 
 plan which the Board afterwards carried out. The last nota- 
 ble act of his administration was the founding of the Peabody 
 Normal College. 
 
 "Dr. J. L. M. Curry was the successor of Dr. Sears, and car- 
 ried forward the plan adopted at the outset. He died in the 
 early part of 1903. His final plea was for the College for 
 Teachers. 
 
 "This Address is issued by a 
 Conference of the Alumni of the 
 Peabody College for Teachers. 
 December 18, 1903." 
 
 In January of the next year these same representatives ad- 
 dressed a petition to the Trustees of the Peabody Education Fund, 
 in which it was argued that the wisest possible use of the Pea- 
 body Fund would be its concentration in the Peabody College at 
 Nashville. That document is here quoted in full : 
 
The Part of the Alumni. 53 
 
 "To the Peabody Board of Trust : 
 
 "We, the undersigned, representing the alumni of the Peabody 
 College for Teachers, having heard that you contemplate a change 
 of policy with reference to our institution, feel that our love for 
 our alma mater, our interest in Southern education, and our re- 
 lationship to you are sufficient excuse for this, our first approach 
 to your honorable body. 
 
 "We wish, first of all, to express our grateful appreciation of 
 what you have done in the management of Mr. Peabody's bene- 
 faction to promote Southern education, especially in creating and 
 fostering our alma mater ; for without this institution many of us 
 would have had no collegiate training at all, and most of us would 
 have had a training inferior to that which we have received. We 
 wish next to say that as much as we love our college and as 
 strongly as we desire the realization of its possibilities, we wish 
 it developed only in such a way as shall most effectively meet the 
 South's educational needs. 
 
 "The problem confronting you with reference to our college we 
 understand to be : ( 1 ) Shall the Peabody College for Teachers be 
 reduced to the plane of a normal school for the State of Ten- 
 nessee, or (2) shall it be developed and maintained as a teachers' 
 college for the whole South?. 
 
 "To reduce our alma mater to the plane of a State normal 
 school seems to us most inadvisable, not to mention the pain which 
 the very thought of it has brought to us from the moment of its 
 suggestion. 
 
 "1. In the first place, the foundation already laid in your devel- 
 opment of this college is too valuable to be thus sacrificed : 
 
 "(a) A Collegiate Department approximately the equal of the 
 better colleges of the South and three years in advance of the av- 
 erage State normal school. 
 
 "(b) A faculty containing young men of 'good academic train- 
 ing,' of 'scholarly tastes,' capable of doing 'a high grade of col- 
 legiate work' — the 'stuff of which a fine faculty for a teachers' 
 college can be made.' (Dean Russell.) Some of these have 
 remained at the college at great personal sacrifice, held by the fine 
 student body and the possibilities of far-reaching usefulness. 
 
 "(c) A student body containing more able young men than can 
 be found anywhere else in this country avowedly in trailing for 
 teaching (Dean Russell), more representative of the whole South 
 than is the student body of any other institution. 
 
54 George Peabody College for Teachers. 
 
 "(d) Ten thousand graduates and former students, 'admitted 
 to the fellowship of scholarly men,' remaining for the greatest 
 part in educational work, holding the most important educational 
 positions in the South, conducting always and everywhere the 
 most effective type of educational campaigns — in fact, 'the most 
 potent single factor in the present educational reconstruction of 
 the South.' We give these examples of the positions held and 
 the work being accomplished by these graduates : At Athens, Ga., 
 the professor of education in the State University, the superin- 
 tendent of the Athens city schools, the teacher of literature in the 
 Lucy Cobb Institute, the president of the Georgia State Normal 
 School and four of the more important members of his faculty, 
 are Peabody graduates. For the mountains of Northwestern 
 North Carolina and Southwestern Virginia the Peabody grad- 
 uates 'are doing for education . . . more than all the other 
 colleges and universities combined.' (County Superintendent of 
 Allegheny County, N. C.) 'About thirty per cent of the profes- 
 sionally trained teachers of Alabama and about fifty per cent of 
 those in Arkansas, who remain permanently in the profession, 
 are graduates of the Peabody College for Teachers.' West Vir- 
 ginia, 'while as remote as any other Southern State from Nash- 
 ville, and less in sympathy with Southern thought, tradition, and 
 interest than any other of the so-called 'Southern States,' has felt 
 the impulse of this institution in every department of its educa- 
 tional work. Today two leading professors of West Virginia 
 University, one holding the chair of education, are Peabody alum- 
 ni. Two of our normal-school principals are Peabody graduates 
 [the recent death of Professor Ross leaves but one]. A number 
 of our assistant normal-school teachers are Peabody aiumni ; 
 many of our public-school principals, superintendents, and teach- 
 ers are Peabody graduates, holding usually responsible positions. 
 Great numbers of West Virginia students — such as Phillips, of 
 the University of Colorado ; T. J. Woofter, of Georgia ; Hender- 
 son and Maxwell, of Texas; and others — have in other States 
 sought fields of employment.' (Stuart H. Bowman, member 
 of the West Virginia Legislature and author of the Bowman Edu- 
 cational Bill.) We have cited these examples, not because they 
 are exceptional, but because they are typical of the positions oc- 
 cupied and the work that is being done by the Peabody alumni 
 throughout the South. 
 
 "(e) But the most valuable of all, and that which has made the 
 foregoing effective, constituting their most essential worth, is the 
 
The Part of the Alumni. 55 
 
 Peabody spirit. That fine spirit of broad-minded and farseeing 
 philanthropy and of intelligent and loving service which impelled 
 Mr. Peabody to make his benefaction, and which has influenced 
 you in your administration of the trust, has, through the faculty, 
 taken possession of the student body; so that each succeeding 
 class has gone forth from the college halls inspired by that true 
 missionary zeal to labor earnestly and effectively to meet the 
 South's educational needs. Hand in hand with the Peabody spirit 
 of service, and consecrated by it, has gone that truly scholarly 
 spirit, 'curious to know and never satisfied/ which has led so 
 many of the alumni to continue their education in the best uni- 
 versities and otherwise through every available means. These 
 are things that require time and most favorable conditions for 
 their birth and development — things that money can not buy, 
 things that ought to be held sacred, things that can not be lost 
 without permanent and far-reaching hurt to the best interests of 
 Southern life and education. 
 
 "2. For our college to be reduced to a normal school, rather than 
 developed as a teachers' college, is further inadvisable, in that it 
 would involve a reversion of your whole past policy. When the 
 Peabody Board began its work, 'not a single Southern State 
 within the field of its operation had a system of free public 
 schools. . . . The trustees decided — and most wisely — to in- 
 duce these States to include free and universal education among 
 their permanent obligations, and their effort was rewarded with 
 early success. ... It soon became manifest that an essential 
 condition of success in public education was an increased number 
 of more efficient and better-prepared teachers and that the pur- 
 pose of the Fund could best be carried out by aiding the States in 
 the training of teachers. The original method of aid, after some 
 years of pioneer experience, was partially abandoned ; and the 
 limited income was devoted to the preparation of teachers to sup- 
 ply the schools, rather than assisting to supply schools to the peo- 
 ple. This did not mean that the original method was faulty or 
 should at first have been subordinate to professional training; 
 it meant that the best way to advance a public-school system, 
 after it has reached a certain rudimentary stage of development, 
 is to provide it with qualified teachers.' (Dr. Curry, in 'Pro- 
 ceedings of Peabody Education Board,' Volume V, pages 195, 
 196.) This new policy of concentrating your effort mainly on 
 normal schools was, according to Dr. Sears in his last report, 
 'received with great favor.' Under the new policy 'the Pea- 
 
56 George Peabody College for Teachers. 
 
 body College for Teachers and the twenty or more normal schools 
 developed by the aid and encouragement of the Peabody Board 
 have, through the labors of their faculties and graduates, con- 
 tinued the work that was undertaken during the period of the 
 first policy, bringing it continually to a higher degree of perfection, 
 and have supplied the greater part of the promising young leader- 
 ship in Southern education.' During this period of the new pol- 
 icy was laid in the Peabody College for Teachers the foundation 
 of the prophecy and promise so often referred to by Mr. Win- 
 throp and the authorized agents of your Board — that the Peabody 
 College for Teachers should become a teachers' college for the 
 whole South, which should be a worthy monument to Mr. Pea- 
 body as well as the most adequate embodiment of the Peabody 
 spirit. 
 
 "3. Then, unless some new interest of manifestly superior claims 
 has arisen, ought we to be required to bear the pain of witnessing 
 the humiliation of our alma mater — as dear to us as yours is to 
 you — not to argue at this point the professional hurt to us indi- 
 vidually or the loss to the South by leaving so large a body of 
 alumni without the unifying and directing influence of a worthy 
 alma mater? Do the needs of the South demand such a sacrifice? 
 Are the reasons assigned for it of such importance as to justify 
 it? 
 
 "4. The most fundamental needs of public education in the 
 South are : An educational campaign to secure an increase of pop- 
 ular interest ineducation, a system of normal schools to furnish an 
 adequate supply of trained teachers for the public schools, a teach- 
 ers' college to furnish a higher teaching class, and an educated 
 leadership for the whole South. It has been argued that the 
 Peabody Board should center its efforts upon a campaign in be- 
 half of popular education, the reasons assigned being that 'the 
 fundamental need of the school of the South is more money, 
 in order to secure good teachers and longer terms ; . . . that 
 the teacher-training equipment, though far from what we would 
 like to see it, is still much in advance of the demand for the best- 
 trained teachers.' It is further claimed that outside of Louisiana, 
 Tennessee, and Missouri, 'not twenty-five counties in the entire 
 South have voted special tax for school purposes on all their 
 property.' That we might ascertain the facts with reference to 
 these assertions, we have asked certain questions of every city 
 superintendent, county superintendent, and State superintendent 
 
The Part of the Alumni. 57 
 
 throughout the South. Replies have so far been received from 
 all the State superintendents, except those of Virginia, West Vir- 
 ginia, and Georgia, and from about half of the county superin- 
 tendents and city superintendents. These replies and the tabu- 
 lations which we wish to submit show, among other things, that 
 there is a large and growing demand for superintendents of 
 schools and that there is an immediate conscious demand for pro- 
 fessionally trained teachers, fully twice as great as the number at 
 present employed. As to the local tax for school purposes, we 
 find from the replies received by us and from the published 
 'Proceedings of the Peabody Board' at its last meeting (page 
 48) the following state of affairs: The principle is recognized 
 throughout the South. In four of the States — West Virginia, 
 Florida, Louisiana, and Arkansas — more than fifty per cent of 
 the school fund is raised by local taxation; in Tennessee, where 
 on the face of the report in your 'Proceedings' there is no local 
 taxation, 'the counties are required to supplement [the State] 
 tax and are levying from ten to forty mills on the dollar ;' in 
 North Carolina and Alabama conditions are worse, but an active 
 campaign is in progress in North Carolina, and Alabama is 'or- 
 ganizing to attempt' such a campaign; every county in Florida 
 levies a local tax, as do one-half of the fifty-eight counties in 
 Louisiana and as do thirty-five out of the ninety counties in Mis- 
 sissippi; in Arkansas ninety-seven per cent of the school districts 
 levy taxes. The reports further show that there is a widespread 
 and growing interest in campaigns for popular education, and 
 the very significant statement is often made in the reports that 
 these campaigns are being conducted by professionally trained 
 teachers, a very large proportion of them being Peabody men, 
 thus indicating that the properly qualified teacher is necessary to 
 create the conditions for a successful campaign ; that he, best of 
 all, can conduct such a campaign ; and that he alone can make 
 permanent the results that are attained. 
 
 "In addition to the foregoing reasons, there are these further 
 reasons why your funds should not be diverted into an educa- 
 tional campaign : 
 
 "(a) Your funds could do no more than hasten the result of an 
 educational campaign that is already in progress. 
 
 "(b) The funds at your disposal, if divided among the States 
 of the South, would prove inadequate to anything like a thorough 
 campaign. 
 
58 George Peabody College for Teachers. 
 
 "(c) If an extensive campaign of the direct type were under- 
 taken, would it not prove very difficult to secure a sufficient num- 
 ber of able and trustworthy men, and would there not be danger 
 of its falling into the hands of educational politicians? 
 
 "(d) Can not all direct work of an educational campaign that is 
 necessary in the South be left to the General Education Board, 
 which is at work along this line, 'with all the funds that it can 
 spend wisely?' 
 
 "A system of normal schools, whose purpose is to supply teach- 
 ers for the public schools, does not demand such a sacrifice, be- 
 cause they are becoming so firmly established that the States will 
 care for them. The largest amount that any one now receives from 
 your Board is $2,000, which is only a small proportion of its total 
 income. The most effective aid that you can render the normal 
 schools at present and for the future is to supply them with presi- 
 dents and teachers for their faculties, to give unity and intelli- 
 gent direction to their policies, and to furnish a graduate school 
 for their alumni. Thus it appears that the educational campaign 
 and the normal schools both demand the completion of your past 
 policy rather than its abandonment ; and the utilization, rather 
 than the sacrifice, of all your previous efforts. 
 
 "The third educational need of the South, a teachers' college to 
 supply an educated teaching class and trained leadership, not only 
 does not sacrifice anything of your previous work or policy, but 
 can be most speedily, economically, and effectively accomplished 
 through the utilization of the resources of the foundation already 
 laid in the Peabody College for Teachers; for a teachers' college 
 is the logical culmination of your previous policy, and is the goal 
 toward which your work has for three decades been making. A 
 teachers' college adequate to the present needs of the entire South 
 can be developed by the judicious expenditure upon the present 
 buildings and grounds of part of the funds offered by the city 
 of Nashville and the State of Tennessee, by a slight raising of 
 the present standard through the reorganization of the faculty 
 in such a way as to retain its present essential strength and add 
 thereto whatever is needed of new material, and by coordinating 
 with the academic department thus formed the essential elements 
 of a professional department of first rank. The teachers' college 
 thus developed from the present institution will, by reason of that 
 very fact, retain and augment its already representative student 
 constituency ; it will preserve, strengthen, and direct all the tre- 
 mendous resources inherent in the alumni and former students. 
 
The Part of the Alumni. 59 
 
 'Not to utilize the intelligent enthusiasm and high professional 
 standing of this alumni association in Southern life and educa- 
 tion would be to neglect an opportunity that is rarely presented 
 in educational progress.' 
 
 "5. The function of such an institution gives additional signifi- 
 cance to the foregoing considerations. 
 
 "(a) Through the body of the teachers and statesmen forming 
 its faculty it would advance educational thought, train educational 
 leaders, and direct educational movements. This institution — com- 
 manding, as it would, the educational situation of the entire 
 South — would form the most inviting field of labor for teachers 
 and leaders not only of the whole section, but quite possibly of 
 the whole country. In no other institution would such an op- 
 portunity be offered so quickly and so thoroughly to affect the 
 life of a people, and from no other vantage point could an edu- 
 cational campaign be conducted with such vigor and such effect- 
 iveness. 
 
 "(b) Through the opportunities thus offered to the educated 
 young men of the South the teaching profession may reasonably 
 be expected to become the most inviting of all. Previous to the 
 efforts of the Peabody Board to create a teaching class, the grad- 
 uates of Southern colleges for the most part entered the profes- 
 sions of law, medicine, and theology; teaching as a profession 
 did not exist. Now a large proportion of the graduates of our 
 State and denominational colleges earnestly desire an adequate 
 preparation for this most fundamental of professions. At no 
 period of the South's history has the demand for educated teach- 
 ers been so insistent, and never before could the teacher's influ- 
 ence affect so vitally and so wholesomely the life of this section. 
 
 "(c) Through its graduates such an institution would inspire 
 and direct every educational endeavor; supply teachers for the 
 normal schools ; fill chairs of education in the State universities 
 and the denominational colleges; furnish State superintendents, 
 county superintendents, and city superintendents — in a word, 
 supply the South's much-needed leadership. In this way it would 
 do for popular education in the South what Johns Hopkins Uni- 
 versity and other universities following in its wake have done for 
 the higher education of the nation. 
 
 "(d) Through its faculty and graduates it would conduct a 
 perpetual campaign of popular education directed by the most 
 intelligent and consecrated leadership, permanent and far-reach- 
 ing in its results ; it would give intelligent and progressive direc- 
 
60 George Peabody College for Teachers. 
 
 tion to the normal schools of the States ; it would be the source 
 of all sound educational reform throughout the whole Southern 
 system of education ; in a word, coordinating, supplementing, in- 
 spiring, and directing, it would form the heart and brain of all 
 intellectual endeavor in the South. 
 
 "6. We may add to these considerations : 
 
 "(a) The fact of the remarkable ethnic unity of the South 
 which has enabled the Peabody College for Teachers to attract to 
 its upper classes a student body that has been thoroughly repre- 
 sentative of the whole section, as is shown by the distribution of 
 the higher degrees among the students of the several States. While 
 the system of scholarships has had its part in producing this ef- 
 fect, the increased efficiency of the school on the improved basis 
 will retain this representative character of the student body, even 
 if the scholarships should be withdrawn. The possibility of one 
 school, centrally located, to affect the life of the whole South by 
 reason of the unity of the section is still better shown by the al- 
 most uniform distribution of the beneficent effects of the Pea- 
 body College for Teachers. West Virginia, Georgia, Florida, and 
 Texas, for examples, have received quite as much through the 
 graduates of the college as has Tennessee itself. 
 
 "(b) It is of the greatest importance to have in the South one 
 teachers' school of highest rank, which shall be free from all the 
 limitations of local, political, and ecclesiastic control. The pres- 
 ent political scramble for direct, tangible participation in the Pea- 
 body Fund is some indication of the danger along this line. 
 
 "(c) While the people and the States may be relied upon to ap- 
 preciate the first need and the second need mentioned at the open- 
 ing of our paper, and so will meet these needs with the necessary 
 support, there is no other agency that can provide a teachers 
 college. We know of no other board possessed of the available 
 means. If one should be formed that had the means, it would 
 hardly have the prestige of the Peabody Board or be so conspic- 
 uously free from undesirable limitations ; and any newly formed 
 board would require a considerable fund to lay a foundation com- 
 parable to that already laid in the Peabody College for Teachers. 
 Taken altogether, it is certainly reasonable to suppose that you, 
 with the money at your disposal, can do much more toward sup- 
 plying the South's needed educated leadership than could any 
 other board with a much larger sum. This does not take into 
 account the fact that conditions in the South are such that a 
 
The Part of the Alumni. 61 
 
 teachers' college for the section can be developed and maintained 
 at much less cost than could be one of equal effectiveness in the 
 North or the West. 
 
 "Finally, it appears that never before in the educational history 
 of a nation have conditions been so favorable for providing- an 
 institution whose effects on a people would be so wholesome, per- 
 manent, and far reaching. 
 
 "Respectfully submitted, 
 
 J. B. Aswell, President of Louisiana Industrial 
 Institute, Ruston, La. 
 
 Stuart H. Bowman, Member of West Virginia 
 House of Delegates, Philippi, W. Va. 
 
 R. N. Gardner, Principal of Bridle Creek Acad- 
 emy, Bridle Creek, Va. 
 
 A. C. Reynolds, President of Rutherford College, 
 North Carolina. 
 
 W. K. Tate, Principal of Memminger Normal Col- 
 lege, Charleston, S. C. 
 
 T. J. Woofter, Professor of Philosophy and Edu- 
 cation, University of Georgia, Athens, Ga. 
 
 J. R. Mosley, Sometime Professor in Mercer Uni- 
 versity, Macon, Ga. 
 
 A. A. Murphree, President of Florida State Col- 
 lege, Tallahassee, Fla. 
 
 P. M. McNeil, Superintendent of Schools, Pratt 
 City, Ala. 
 
 E. M. Wright, Professor of Pedagogy, Alabama 
 Normal College, Troy, Ala. 
 
 W. L. Clifton, President of Grenada College, 
 Grenada, Miss. 
 
 C. E. Little, Professor of Latin, Peabody College 
 for Teachers. 
 
 M. A. Leiper, Professor of Latin, Maddox Semi- 
 nary, Little Rock, Ark. 
 
 C. J. Maxwell, Superintendent of Schools, Kauf- 
 man, Texas. 
 
 W. B. Romine, Editor of Citizen, Member of Ten- 
 nessee Legislature, Pulaski, Tenn. 
 January 22, 1904." 
 
62 George Peabody College for Teachers. 
 
 A shorter statement in the form of a petition to the Trustees 
 of the Peabody Education Fund was sent out to all the Alumni and 
 these signed sheets were forwarded to the Trustees and presented 
 to them at their meeting on the 28th of January, 1904. A copy 
 of the shorter petition is herewith given : 
 
 To the Trustees of the Peabody Education Fund: 
 
 We, the undersigned Alumni of the Peabody College 
 for Teachers, are heartily appreciative of the work done 
 by your Board in various ways for education in the 
 South and are desirous of cooperating to the full extent 
 of our ability in every effort for the betterment of our 
 schools. As promotive of this end we respectfully peti- 
 tion you as follows : 
 
 1. For the preservation of our alma mater; 2. For the 
 forwarding of her growth as solidly and as rapidly as 
 consistent with the other claims upon you ; 3. For the 
 full utilization of all the elements which now exist in 
 this college — elements which may be here enumerated 
 as (a) our large body of alumni mostly active teachers 
 already in the field ; (b) an outlook upon all the South — 
 not working for one section nor engaged in one line of 
 educational endeavor, but recruiting power for all the 
 schools of the South; (c) a historic growth which has 
 been productive of this unusual situation with its un- 
 usual possibilities ready to be utilized; (d) the fine 
 spirit pervading the institution both on its scholarly and 
 on its professional side — the two indispensable factors 
 in the making of the teacher, especially the higher teach- 
 er, and (e) the fundamental, permanent things for 
 which slow growth is required are already in existence 
 here, built up by the work of over a quarter of a cen- 
 tury, and upon this foundation you can easily and speed- 
 ily add those final touches to the College, which will 
 surely make it perform its right function for the entire 
 South in the future as it has done in the past. 
 
 As Alumni we would be expected to make a plea for 
 our alma mater, merely for the memories that cluster 
 about her. But the motives which prompt us in this pe- 
 tition totally transcend mere sentiment and spring from 
 rational, unselfish aspirations for the largest good to the 
 South. Today there exists an opportunity to make a 
 
The Part of the Alumni. 63 
 
 teachers' college and a final memorial to George Pea- 
 body. Tomorrow that opportunity may vanish through 
 demoralization or practical annihilation of the possibili- 
 ties now ready. 
 
 The Alumni had meanwhile aroused great interest throughout 
 the entire South, and had gained the support for their conclusions 
 from school officials and state superintendents, governors, con- 
 gressmen, senators, and influential men of every calling. This great 
 mass of documents was presented at the meeting of the Board on 
 the 28th of January, 1904, by two prominent Alumni, Mr. S. H. 
 Bowman, West Virginia, and Mr. J. R. Mosley, Macon Ga. They 
 went as representatives of the Peabody Alumni Conference spe- 
 cifically and of the whole Alumni body in general. They pre- 
 sented these documents as arguments in favor of building a cen- 
 tral college for teachers in Nashville for all the South, and build- 
 ing it upon the foundation already laid in Peabody College. On 
 this subject see the Proceedings of the Trustees on January 28, 
 1904, pp. 8 and 9 : 
 
 "The petitions came from teachers and others in the 
 various States within the scope of Mr. Peabody's bene- 
 factions, and were in addition to those already received 
 by members of the Board individually. They all set 
 forth the great need of a Normal Institution, such as 
 the one now filled by the Peabody Normal College. 
 They came from persons representing the higher walks 
 of life, among whom were fourteen College Presidents ; 
 sixty-two teachers in Colleges and Normal Schools ; 
 forty Superintendents of City Schools ; ninety-nine 
 Principals of Schools ; thirty-three teachers in City High 
 Schools ; five hundred teachers approximately in differ- 
 ent capacities ; and from several hundred Alumni, em- 
 bracing County Superintendents, members of School 
 Boards, State and County Officers on Educational 
 Boards, editors, legislators, ministers, State officers, stu- 
 dents in the higher grades of schools, physicians, law- 
 yers, business men, wives and housekeepers. 
 
 "These two gentlemen, Messrs. Mosley and Bowman, 
 appeared before the Committee of Six, and gave their 
 testimony in behalf of the signers. Dr. Gilman, the 
 Chairman of the Committee, afterward reported to the 
 Board the results of the Conference." 
 
64 George Peabody College for Teachers. 
 
 To head this work in a definite way, Prof. Wickliffe Rose, who 
 was an Alumnus of the College and had been a professor in its 
 faculty from 1891 to 1902, was called from the University of 
 Tennessee in 1904, where he had held a professorship for two 
 years. He was made Dean of Peabody College and given official 
 charge of all matters connected with the proposition of endow- 
 ment, virtually representing the claims of Peabody College, the 
 Alumni, and the citizens of Nashville and Tennessee. Prof. 
 Rose took up these duties in May, 1904. He soon had the op- 
 portunity of presenting these claims, vigorously and in definite 
 form, to Dr. Gilman's Committee of Six, which met at Wash- 
 ington on June 4, 1904; see his report, quoted on p. 78, below. 
 This conference resulted in clearing away many obstacles and 
 made possible the final proposition of January 24, 1905. 
 
 At the outset of the whole discussion, there were two ideas 
 around which all efforts of the Alumni were centered: (1) to 
 put the College on a permanent basis by securing an adequate 
 endowment; (2) to procure a new site suited to the needs 
 of indefinite expansion and beautification. It was felt that both 
 of these questions were of vital importance for the future of the 
 College. While a new step forward had to be taken, it was the 
 proper time to do even some radical things, in order to provide 
 for the right function of the College in future and prevent not 
 only financial but educational mishap. When Professor Rose 
 first took charge of the plans, the question of site had already 
 been discussed and several promising ones had been considered. 
 The next vital question was the nature and policy of a teachers' 
 college. In elaborating this idea, it was necessary to state the 
 function of the College from every standpoint : its past history, 
 its service to the training of teachers, its influence in educational 
 leadership, its relation to needed progress in specific lines of 
 Southern education. In this way a definite proposition or educa- 
 tional platform was built up step by step and finally presented 
 to the Peabody Board. Starting with the suggestion of Mr. 
 Winthrop to give the College $1,000,000 or more, the Alumni 
 gradually assisted in formulating the proposition to offer the 
 $200,000 from the City of Nashville, $100,000 (at first $50,000) 
 from the County of Davidson, and a deed to the sixteen acres of 
 ground and the buildings owned by the University of Nashville 
 and occupied since 1875 by Peabody College. All these contribu- 
 tors finally came to an agreement and after many complica- 
 
Cooperation of Tennessee Donors. 65 
 
 tions their offers were accepted by the Peabody Board as satis- 
 factory. 
 
 It was at the meeting of January 28, 1904, that the Peabody 
 Board consciously discovered the great asset which belonged to 
 them as well as to Peabody College — the Alumni. This discovery 
 was stated with emphasis and gratification by several members 
 of the Board, and from that day forward the Board has never 
 lost sight of the value of cooperation on the part of the Alumni. 
 They have realized that, while building the College as a great 
 memorial to George Peabody and to render efficient service for 
 the training of teachers in the South, the Alumni already at 
 work in the field will open up innumerable channels in the very 
 places where they wish this influence to flow. 
 
 VIII. COOPERATION OF TENNESSEE 
 DONORS. 
 
 When, after two years of discussion, the Peabody Board, Dr. 
 Curry, Governor Porter, the Faculty of Peabody College, and 
 the Alumni had canvassed the needs of Southern education and 
 the opportunities of Peabody College in relation to them ; and 
 after Gov. Porter and the Trustees of the University of Nashville 
 had taken the first definite step towards making a money offer by 
 tendering a deed to the grounds and buildings then occupied by 
 Peabody College ; there was passed in 1903 the first of a series of 
 Acts on the part of the State of Tennessee to give money assist- 
 ance to aid in the movement for endowment. The first offer from 
 the State of Tennessee was in the following form : 
 
 Whereas, The Trustees of the Peabody Education 
 Fund have announced their purpose to locate and large- 
 ly endow the peabody college for teachers; and 
 
 Whereas, The location of said Institution in the Cap- 
 ital City of this State would promote the interest not 
 only of the Institution, but also of the people of this 
 State; therefore be it 
 
 Resolved, By the General Assembly of the State of 
 Tennessee, that it is the sense of the General Assembly 
 that future General Assemblies of the State should ap- 
 propriate annually not less than $25,000 per year for a 
 period of ten years for the maintenance of said Institu- 
 
66 George Peabody College for Teachers. 
 
 tion, provided it be located at the Capital of the State 
 and be endowed as contemplated. 
 Adopted March 19, 1903. 
 
 Ed. T. Seay, 
 Speaker of the Senate. 
 L. D. Tyson, 
 Speaker of the House of Representatives. 
 Approved March 24, 1903. 
 
 James B. Frazier, 
 
 Governor. 
 A true copy. 
 Attest: John W. Morton, 
 
 Secretary of State. 
 
 The County Court of Davidson County at its quarterly session 
 of April, 1903, passed a resolution requesting the Legislature to 
 pass an Act authorizing the County Court to issue $50,000 in 
 bonds for the benefit of the Peabody Education Fund. At the 
 quarterly session of the County Court in April, 1904, the follow- 
 ing appropriation was passed by unanimous vote of the sixty- 
 eight Justices present, and was reported to the Trustees at their 
 meeting of November 2, 1904 (Proceedings, p. 18) : 
 
 PEABODY NORMAL COLLEGE FUND, 
 IN RE APPROPRIATION. 
 
 Resolved, By the County Court of Davidson County, 
 Tennessee, in regularly quarterly session assembled, and 
 more than a quorum being present, that when conditions 
 hereinafter stated shall have been fully complied with 
 there shall be issued and delivered to the Board of 
 Trustees of the Peabody Education Fund, Fifty Thou- 
 sand Dollars ($50,000) of the interest-bearing bonds 
 of Davidson County, Tennessee. Said bonds shall be 
 issued in pursuance of the power conferred upon said 
 County by the Act of the General Assembly of the State 
 of Tennessee, passed and approved on the 15th day of 
 April, 1903. They shall be in the denominations of 
 $1,000 each, payable twenty years after their date, but 
 redeemable at the option of the County Court five years 
 after date upon thirty days' notice. They shall bear in- 
 terest from their date at the rate of 4 per cent per an- 
 num, payable semi-annually, for the payment of which 
 
Cooperation of Tennessee Donors. 67 
 
 interest coupons shall be attached. Said bonds shall be 
 executed by the manuscript signatures of the Judge and 
 Clerk of this Court, with the seal of the Court affixed, 
 and said coupons shall be executed with the lithograph 
 signature of the Court affixed, and said coupons shall 
 be executed with the lithograph signature of the Judge; 
 said bonds and interest shall be payable in Nashville, 
 Tenn. But said bonds shall not be issued nor delivered 
 unless said Board of Trustees shall, by proper action, 
 within one year from this date, permanently locate, on 
 or in the immediate vicinity of the grounds of the Uni- 
 versity of Nashville, in the City of Nashville, Tennes- 
 see, the Peabody College for Teachers. And shall, 
 within said time, also endow said institution with not 
 less than One Million Dollars ($1,000,000) of perma- 
 nent endowment, which action of said Board shall be 
 evidenced by a properly certified copy of the official rec- 
 ord thereof; upon receipt of which said Judge and 
 Clerk shall deliver said bonds and coupons to some offi- 
 cer of said Board duly authorized to receive the same. 
 Said bonds or the proceeds thereof shall be used only 
 for the purpose of erecting at said location suitable 
 buildings or other betterments. 
 
 An Act of the Legislature was passed March 27, 1903, au- 
 thorizing the City of Nashville to issue bonds for the use and 
 benefit of the Trustees of the Peabody Education Fund. The 
 following enactment by the City Council of Nashville was re- 
 ported to the Trustees at their meeting of January 24, 1905, and 
 is recorded in the Proceedings of October 4, 1905, page 20. 
 
 LAW DEPARTMENT, CITY OF NASHVILLE. 
 
 Be it enacted by the Mayor and City Council of Nash- 
 ville. 
 
 Section 1. That by virtue of the authority of an 
 Act of the General Assembly of the State of Tennessee, 
 passed on the 27th day of March, 1903, and approved by 
 the Governor on the 1st day of April, 1903, being Chap- 
 ter 491 of the Acts of 1903 entitled, "An Act to author- 
 ize the Mayor and City Council of Nashville, Tennes- 
 see, a municipality organized under the General Assem- 
 bly, passed March 21, 1883, and approved March 27, 
 1883, being Chapter 114 of the Acts of 1883 and subse- 
 quent amendments thereof, to issue bonds in aid of the 
 
68 George Peabody College for Teachers. 
 
 Trustees of the Peabody Education Fund," there be is- 
 sued $200,000 of coupon bonds of the Mayor and City 
 Council of Nashville, and that the Mayor and Recorder 
 of said city be, and they are hereby empowered and di- 
 rected to execute the same. (Negotiable coupon bonds 
 of said city to the amount of Two Hundred Thousand 
 Dollars, $200,000). Said bonds shall be signed by the 
 Mayor and countersigned by the Recorder of said city, 
 with the seal of the city affixed, and shall have interest 
 coupons attached, which shall bear the lithographed, en- 
 graved, or printed signature of the Treasurer of said 
 city, and said bonds shall be executed in the denomina- 
 tions as follows, to-wit: Two hundred bonds of One 
 Thousand ($1,000) Dollars each, so that the entire 
 amount shall aggregate Two Hundred Thousand Dol- 
 lars ($200,000) as aforesaid. 
 
 Sec. 2. Be it further enacted, That said bonds shall 
 be known as "Peabody College Bonds," and shall be 
 issued in two series, as follows, to-wit: "Series A" 
 and "Series B." "Series A" shall consist of One Hun- 
 dred (100) of said bonds, of the denomination of One 
 Thousand Dollars ($1,000) each, which shall bear date 
 of January 1, 1905, and shall mature respectively, thirty 
 (30) years from said date. Said bonds of said "Se- 
 ries A" shall, until maturity, bear interest at the rate 
 of 4 per cent (4%) per annum, and said interest shall 
 be paid semi-annually. The first interest coupon on 
 each of said bonds of said "Series A" shall mature on 
 the 1st day of July, 1905, the second on the 1st day of 
 January, 1906, and thereafterwards one interest coupon 
 on each of said bonds of said "Series A" shall mature 
 on the 1st day of July and the 1st day of January re- 
 spectively of each succeeding year until all are paid ; the 
 last interest coupon on each of said bonds of said "Se- 
 ries A" shall mature at the maturity of the bond. Said 
 interest coupons shall be payable either in Nashville or 
 at the banking house of Latham, Alexander & Co., in 
 New York City, at the option of the holders thereof. 
 
 "Series B" shall consist of One Hundred (100) of 
 said bonds, of the denomination of One Thousand Dol- 
 lars ($1,000) each, which shall bear date of January 1, 
 1905, and shall mature respectively, thirty (30) years 
 from said date. Said bonds of said "Series B" shall, un- 
 
Cooperation of Tennessee Donors. 69 
 
 til maturity, bear interest at the rate of four per cent 
 (4%) per annum, and said interest shall be paid semi- 
 annually. The first interest coupon on each of said 
 bonds of said "Series B" shall mature on the 1st day of 
 July, 1905, the second on the 1st day of January, 1906, 
 and thereafterwards one interest coupon on each of said 
 bonds of said "Series B" shall mature on the 1st day of 
 July and the 1st day of January respectively of each suc- 
 ceeding year until all are paid ; the last interest coupon 
 on each of said bonds of "Series B" shall mature at the 
 maturity of the Bond. Said interest coupons shall be 
 payable either in Nashville or at the banking house of 
 Latham, Alexander & Co., in New York City, at the op- 
 tion of the holders thereof. 
 
 Sec. 3. Be it further enacted, That said bonds and cou- 
 pons of said "Series A" and "Series B" aforesaid, issued 
 in pursuance of this ordinance, shall be exempt from 
 taxation by said City, this provision being intended as a 
 stipulation in the contract. 
 
 Sec. 4. Be it further enacted, That all of said bonds 
 issued under, or by virtue of this ordinance, shall be 
 delivered and donated to the Trustees of the Peabody 
 Education Fund, and said bonds shall be used for the 
 erection of buildings or providing equipments, or for 
 the increasing of the permanent endowment for the Pea- 
 body College for Teachers, an institution of learning to 
 be established by said Trustees within the limits of said 
 city; Provided, That none of said bonds shall be deliv- 
 ered and donated to the said Trustees of the Peabody 
 Education Fund until said Trustees shall have perma- 
 nently endowed said Peabody College for Teachers, lo- 
 cated within said City, with a permanent endowment 
 fund of at least One Million Dollars ($1,000,000), and 
 this provision is a condition precedent to the delivery 
 and donation of said bonds, to said Trustees for said 
 purpose. 
 
 Sec. 5. Be it further enacted, That said bonds issued 
 under this ordinance shall be delivered and donated to 
 said Trustees of the Peabody Education Fund, for the 
 purposes aforesaid, and said Trustees shall have and 
 are hereby given full power and authority to sell or ex- 
 change said bonds or to make any lawful and proper 
 
70 George Peabody College for Teachers. 
 
 disposition of them or their proceeds, for the purpose 
 for which said bonds are issued and donated. 
 
 Sec. 6. Be it further enacted, That the Finance Com- 
 mittee and the Recorder of said City be, and are hereby, 
 appointed commissioners, and are hereby authorized and 
 directed to contract for the printing of said bonds and 
 to take all necessary steps looking to the proper issuance 
 of said bonds, as provided in this ordinance, and to de- 
 liver said bonds to the said Trustees of the Peabody 
 Education Fund when all conditions precedent, as pro- 
 vided in this ordinance, shall have been fully complied 
 with. 
 
 Sec. 7. Be it further enacted, That the question 
 whether said bonds shall be issued and donated or not, 
 shall be submitted to the qualified voters of said city at 
 a special election to be held on the 8th day of November, 
 1904, and in conformity with the charter of said city, 
 and under the general election laws controlling the hold- 
 ing of elections in the City of Nashville, and after giving 
 twenty days' notice of said election for said bond issue 
 by four weekly publication in each of the three daily 
 papers published in said City of Nashville. 
 
 On the ballots used in said election shall be printed 
 or written : "Shall the City issue not exceeding $200,000 
 of its bonds to the Trustees of the Peabody Education 
 Fund?" 
 
 "YES. 
 NO." 
 
 Each voter shall indicate his vote on said question by 
 making a cross-mark opposite the word "Yes" or the 
 word "No". Three-fourths of the voters voting at said 
 election shall vote in favor of issuing the bonds and 
 such result shall be certified according to law. 
 
 The Mayor and City Council shall, by ordinance, 
 passed by a majority of the Council and approved by the 
 Mayor, declare such result to have been duly certified 
 and said institution to have been permanently located 
 within the corporate limits of the City of Nashville, 
 whereupon the said bonds shall be delivered and donated 
 to the said Trustees of the Peabody Education Fund 
 in the manner and for the purposes and subject to the 
 conditions heretofore provided. 
 
Cooperation op Tennessee Donors. 71 
 
 Sec. 8. Be it further enacted, That this ordinance 
 take effect from and after its passage, the welfare of 
 the city requiring it. 
 
 Passed Third Reading August 11, 1904. 
 Approved by the Mayor August 13, 1904. 
 Attest: H. S. Bauman, Recorder. 
 
 Nashville, Tenn., Nov. 21, 1904. 
 To the Mayor and City Council of Nashville: 
 
 Gentlemen, — We beg leave to report and certify to 
 you that at the special election held on November 8, 
 1904, between the legal hours and in accordance with 
 the law on the question of "Shall the City issue not ex- 
 ceeding $200,000 of its bonds to the Trustees of the 
 Peabody Education Fund," which was submitted to the 
 vote of the qualified legal voters of the City, the result 
 was that there were 4,678 votes cast in favor of said 
 proposition, and only 858 against the same, and conse- 
 quently, by a large majority, said proposition was car- 
 ried. Respectfully, 
 
 F. P. McWhqrter, Ch'm. 
 Wm. A. Vertrees, 
 P. H. Walsh, 
 Commissioners of Elections of Davidson County, Term. 
 
 Attest: H. S. Bauman, Recorder. 
 
 I certify that this is a true copy of the original report. 
 
 H. S. Bauman, Recorder. 
 
 City Recorder's Office, 
 Nashville, Tenn., March 7, 1905. 
 
 I, H. S. Bauman, City Recorder, hereby certify that 
 the attached is a true copy of the original ordinance. 
 
 (Seal) H. S. Bauman, Recorder. 
 
 The Legislature of 1905 put into the form of an Act the prom- 
 ises of the resolution passed by the Legislature of 1903. This 
 was reported to the Trustees at their meeting of October 4, 1905, 
 Proceedings, p. 26. 
 
72 George Peabody College for Teachers. 
 
 CHAPTER 211. 
 Senate Bill No. 293. 
 
 A Bill to be entitled: 
 
 An Act to secure the establishment of a College for 
 the Higher Education of Teachers, in the State of Ten- 
 nessee, by providing an Annual Appropriation therefor, 
 for a term of years. 
 
 Be it enacted by the General Assembly of the State 
 of Tennessee, That — 
 
 Whereas, The Trustees of the Peabody Education 
 Fund, pursuant to the powers in them vested, have re- 
 solved to apply $1,000,000 of the capital of said Fund 
 to the establishment at Nashville, Tennessee, of a Col- 
 lege for the higher education of teachers for the South- 
 ern States, and as the successor of the Peabody Normal 
 College which was established at Nashville by the said 
 Board of Trustees, and which is in part supported by 
 the State of Tennessee through annual appropriations 
 made by the General Assembly; and 
 
 Whereas, The Constitution of the State provides that 
 it shall be the duty of the General Assembly to cherish 
 literature and science, and pursuant thereto the State 
 has established, and now maintains a system of Com- 
 mon Schools, and has supported by appropriations the 
 Normal College, as a training school for teachers; and 
 
 Whereas, Great advantages will accrue to the State 
 of Tennessee, and its common schools by the establish- 
 ment of said College within its limits and at the Capi- 
 tal ; and 
 
 Whereas, The said Trustees of the Peabody Educa- 
 tion Fund, at a meeting held in the City of Washington, 
 D. C, on the 24th day of January, 1905, adopted the 
 following resolutions, viz. : Be it, therefore, 
 
 Resolved (two-thirds of the members of the Board 
 concurring), that, if within one year from this date there 
 shall be delivered to this Board or shall be placed at its 
 disposition, — 
 
 First: Bonds of the county of Davidson for $50,000. 
 
 Secondly: Bonds of the City of Nashville for $200,- 
 000. 
 
 Thirdly: The sum of $250,000 appropriated by the 
 State of Tennessee. 
 
Cooperation of Tennessee Donors. 73 
 
 Fourthly : Sixteen acres of land and the buildings and 
 appurtenances now occupied and used by the Peabody 
 Normal College, and conveyed by the Trustees of the 
 University of Nashville; and 
 
 Fifthly : The further sum of $50,000 in money or its 
 equivalent. 
 
 This Board will immediately take proper action to 
 establish in Nashville, Tenn., a college for the higher 
 education of teachers for the Southern States, to be the 
 successor of the present Peabody Normal College in 
 said city, and to be known as "George Peabody College 
 for Teachers," and to be duly incorporated in said name 
 under competent authority, and to be under the govern- 
 ment of a Board of Trustees to be named and appointed 
 by this Board, and to have the power to fill all vacancies 
 which may occur on said Board. 
 
 And further, that this Board hereby pledges itself 
 to appropriate $1,000,000 out of the funds in its hands 
 as a permanent endowment of said College; said $1,000,- 
 000 to be held as a permanent fund, only the income 
 thereof to be applied to the maintenance of the Insti- 
 tution. 
 
 And further, that as soon as the "George Peabody 
 College for Teachers" shall be duly incorporated, this 
 Board will immediately assign, set over, and deliver un- 
 to the said corporation or its aforesaid Trustees the said 
 sum of $1,000,000 of its funds, and also all other mon- 
 eys, bonds, and property above referred to, which shall 
 have been received or placed at the disposition of this 
 Board for said purpose — to be received and used by the. 
 said Trustees for the establishment, maintenance, and 
 development of the said "George Peabody College for 
 Teachers" as an institution for the higher education of 
 teachers for the Southern States. 
 
 Section 1. Now, therefore, the State of Tennessee 
 hereby assents to and accepts the proposition contained 
 in said resolution ; and 
 
 Sec. 2. The State of Tennessee hereby appropriates 
 the sum of $250,000 to the support, maintenance, and 
 use of said College for the education of teachers, payable 
 thereto as follows : $25,000 annually for ten years, be- 
 ginning with the year A. D. 1905, without interest, for 
 the due, prompt, and punctual appropriation of which, 
 
74 George Peabody College for Teachers. 
 
 by succeeding General Assemblies of the State of Ten- 
 nessee, the faith and honor of the State of Tennessee 
 are hereby pledged ; provided, however, always, that the 
 various sums and amounts required by said resolution 
 to be raised by the City of Nashville, and by Davidson 
 County, and by the Trustees of the University of Nash- 
 ville, and the $50,000 in money, are raised and delivered 
 over in manner and form and time as by said resolution 
 is provided ; and provided, further, that the said sum of 
 $1,000,000 is applied and transferred to the use and 
 benefit of the College located at Nashville, by said reso- 
 lution contemplated ; and 
 
 Sec. 3. Be it further enacted, That the Governor and 
 Secretary of State, of Tennessee, execute under the 
 Great Seal of the State, and deliver to the said Board 
 of Trustees of the Peabody Education Fund, on or be- 
 fore the 24th day of January A.D., 1906, a certificate 
 substantially in the form following, namely : — 
 
 State of Tennessee. 
 
 This is to certify that the State of Tennessee will, pur- 
 suant to the Act of the Fifty- fourth General Assembly 
 
 of Tennessee, passed on the day of 1905, 
 
 and approved on the day of 1905, 
 
 pay to the "George Peabody College for Teachers" the 
 sum of $25,000, without interest, annually for each and 
 every of the years A.D. 1905 to 1914 inclusive, for the 
 uses and purposes of said College when organized and 
 established, according to the terms, provisions, and con- 
 ditions of the Act hereinbefore mentioned. 
 
 In witness whereof the Governor of the State of Ten- 
 nessee has hereunto affixed his signature and the Sec- 
 retary of State has hereto attached the great seal of 
 the State and attested the same; done at Nashville, Ten- 
 nessee, this the day of , A.D. 1905. 
 
 (Seal) Governor of Tennessee. 
 
 Attest: , 
 
 Secretary of State. 
 
Definite Proposition Submitted. 75 
 
 The blanks in the foregoing certificate shall be duly 
 filled out according to the facts when said certificate is 
 executed. 
 
 Sec. 4. Be it further enacted, That this Act take ef- 
 fect from and after its passage, the public welfare re- 
 quiring it. 
 
 Passed April 4, 1905. 
 
 E. Rice, 
 
 Speaker of the Senate. 
 W. K. Abernathy, 
 Speaker of the House of Representatives. 
 
 Approved April 8, 1905. 
 
 John I. Cox, 
 
 Governor. 
 
 IX. A DEFINITE PROPOSITION 
 SUBMITTED 
 
 When the Peabody Board began to consider the wisest course 
 for the future use of its funds and after the offer of a site and 
 money towards the endowment of the College had been made by 
 the University of Nashville, matters began to take shape rapidly. 
 The Peabody Board was viewing the situation in the light 
 of its thirty-five years of service and from the stand- 
 point of Southern education as a whole. They were taking stock 
 of what they had done, of what the South needed as the next 
 general movement in educational progress, of the instrumentali- 
 ties under the control of the Board with which they might still 
 exert their influence. The University of Nashville represented 
 the citizens of its community, and its Trustees were anxious to 
 make permanent and render more efficient the friendly alliance 
 which had been in force between the University of Nashville and 
 Peabody College for the past twenty-five years. The offer of 
 the Trustees to donate grounds and buildings without restriction 
 for the use of the Peabody Board in building up the College was, 
 therefore, the signal for enlisting all the citizens of Nashville and 
 Tennessee in an effort to make an attractive, generous offer. 
 
 The educational aspect of this whole question, in terms of the 
 product of Peabody College and the work going on within its 
 walls, found expression through the activities of the Alumni and 
 the College Faculty. In 1902 a Committee of the Faculty was 
 
76 George Peabody College for Teachers. 
 
 appointed to report on reorganizing the course of study so as to 
 make the work of the College more efficient internally and to fit 
 better the needs of the rapidly growing school systems in the 
 South, so immensely changed since the founding of the College 
 in 1875. This Committee made thorough investigations into 
 every aspect of Southern conditions and diligently studied the 
 best theory and practice in regard to schools for the training of 
 teachers throughout the United States and Europe. As a result 
 of the Committee's report, Governor Porter and the Faculty an- 
 nounced a new curriculum for the College to go into effect in 
 the fall of 1903. Governor Porter embodied the findings of the 
 Committee in an elaborate report presented to the Trustees of 
 the Peabody Education Fund at their meeting of October 8 (Pro- 
 ceedings, p. 52.) This report had been previously published in the 
 summer of 1903 and widely distributed. It summarized the 
 study made by the Faculty and the Alumni and was submitted 
 to the judgment of educators, as sufficient to justify the wisdom 
 of reorganizing Peabody College into a central Teachers College 
 for the entire South. The contribution made by this study 
 showed that the mission of Peabody College was not finished, 
 demonstrated how it could move into an unoccupied field and 
 could with a new impetus perform a still larger service. 
 
 This change in curriculum and the statement of reasons for it 
 was a convincing appeal to the educational leaders of the South, 
 which gained a constantly increasing number of adherents. There 
 was opposition, of course, from those who believed that the next 
 important piece of work for the South was a perpetual campaign 
 for rural schools with the concentration of all money and effort 
 directed towards that problem. It was answered that a central 
 Teachers' College would spread an influence which would create 
 such a perpetual campaign and would be a far more efficient 
 agency for using the comparatively small sums which the Pea- 
 body Board had at its command. It was shown, for example, 
 that if the Peabody Board should distribute its money for stimu- 
 lating rural schools in the 1,106 counties of the twelve Southern 
 States it would be a puny effort, because dissipated to so many 
 points of contact. Each county, averaging an area from 400 to 
 700 square miles, would have received something like seventy 
 dollars ($70) a year for such a campaign. By locating these 
 funds in a central Teachers College this money would still flow 
 out to all of these counties, but in the form of trained leaders 
 
Definite Proposition Submitted. 77 
 
 and devoted educators to study the needs of those sections for- 
 ever and to devise ways of developing better schools. 
 
 When the Peabody Board on January 29, 1903, passed its reso- 
 lution to establish and maintain a central Teachers College, the 
 question of location was left open. At the same time, in order 
 to leave the development of such a plan free from embarrassment 
 and to gather into its hands once more all of its available funds 
 ready for redirecting them to new ends, on motion of Mr. Morgan 
 it was 
 
 Resolved, That in the opinion of this Board it is inex- 
 pedient to continue the payment of scholarships in con- 
 nection with the Peabody Normal College at Nashville, 
 after October, 1904. 
 
 The question of scholarships had become a serious one for the 
 last few years, and as early as 1901 Dr. Curry and President 
 Payne had decided to recommend a change in administering these 
 scholarships, or even the abolition of them. In a letter to Dr. 
 Curry, under date of March 5, 1901, Dr. Payne writes: 
 
 "Your very kind letter of recent date was received in due time. 
 . . . . I have given much thought to the matter of scholar- 
 ships. ... I believe the time has fully come, in the history 
 of this College, when artificial stimulus to attendance may safely 
 be withdrawn wholly or in part, and the money thus saved be 
 applied within the College in the way of better salaries for teach- 
 ers, for a larger number of instructors, for greater space, for 
 more books, etc." 
 
 Dr. Payne goes on to make suggestions about limiting a schol- 
 arship to the payment of railroad fares to and from the College, 
 thus making it possible to increase the number of scholarships to 
 250. He further points out the virtual contract between the State 
 of Tennessee and the Peabody Board, so that Tennessee would 
 possibly have to be made an exception to the general rule until 
 the summer of 1903. 
 
 At the meeting of Peabody Board on January 28, 1904, the 
 business of establishing and maintaining a Teachers College was 
 referred to the Committee of Five, which had been appointed 
 the previous year (see above, page 34). The name of Judge 
 Fenner was added to this Committee and rapid progress now 
 began. In view of the expressed purpose of the Trustees, Nash- 
 ville presented its claims as a suitable place for the location of 
 the College. All the propositions from the University of Nash- 
 
78 George Peabody College for Teachers. 
 
 ville, the City, County, and State were referred to this Commit- 
 tee of Six, which held a meeting in Washington June 4, 1904. 
 These claims in detail were presented in writing to the Commit- 
 tee by Prof. Wickliffe Rose, representing Peabody College. 
 His statement of the advantages offered by Nashville is quoted 
 as follows in the Pamphlet of November, 1909, p. 7 (see below, p. 
 129): 
 
 "The income from $1,000,000 of the Peabody Trust Fund built into the 
 foundation at Nashville as the nucleus of a permanent endowment will 
 make available resources, material and moral, sufficient to create a great 
 central Teachers' College worthy of its founder and equipped to meet the 
 needs of Southern life. 
 
 "1. This $40,000 of the income from the Peabody Fund devoted to the 
 permanent support of the Peabody College will make it possible to more 
 than duplicate the $1,000,000 of the Peabody Fund with the funds derived 
 from other sources. This nucleus will enable us to get : 
 
 "a. From the Trustees of the University of Nashville property valued 
 by real estate experts at $250,000. 
 
 "b. From the City of Nashville $200,000. 
 
 "c. From the County of Davidson $50,000. 
 
 "d. From the State of Tennessee an annual income of $20,000 or $25,000. 
 
 "e. From the business men of Nashville, a college site. The present 
 College site is too small. President Porter, speaking for the Trustees of 
 the University of Nashville, says if it is desired to build on the present 
 site, the Trustees will add the campus of Montgomery Bell Academy. 
 This contains about ten or twelve acres adjoining the College campus. 
 Some business men of this section of the city have expressed a readiness 
 to add contributions toward further enlargement. We have been offered 
 one hundred acres of land outside the corporation limits. Some wealthy 
 residents of East Nashville have suggested giving us a site on that side 
 of the river. An available site near Vanderbilt University has been sug- 
 gested as one which the business men would purchase for us 
 
 "/. From organizations and individuals, important contributions. . . . 
 
 This nucleus from the Board, giving permanency to the in- 
 stitution and enabling us to put it on a worthy, material basis, will also 
 make it possible to utilize important agencies now in existence. It would 
 enable us : 
 
 "a. To utilize on the basis of cooperation the city schools of Nashville 
 and Vanderbilt University. Chancellor Kirkland, realizing the large pos- 
 sibilities of this situation, has assured me of his readiness to cooperate in 
 any way and to any extent deemed desirable and feasible by your Board. I 
 have conferred with Superintendent Brown with reference to cooperation 
 with the city schools of Nashville. The proposition meets with his hearty 
 approval, and he assures me of his readiness to take up the details at our 
 pleasure. This cooperation places at our command facilities which no 
 
Definite Proposition Submitted. 79 
 
 other point in the South can offer and which may be regarded as an im- 
 portant material asset of the College. 
 
 "b. To utilize the traditions and all that is best in the life, organization 
 and spirit of the College. Historically, the Peabody College has been 
 from the beginning a central institution, limited by no church or State 
 lines; functioning for the South as a whole, it has been conscious of this 
 aim from the beginning, and the Southern people have always recognized 
 it as the embodiment of this aim. These traditions constitute a vital at- 
 mosphere within which to create the Teachers' College which we now need. 
 
 "c. To utilize for Southern education the alumni and former students 
 of the College. These young men and women, more than two thousand in 
 number, are distributed throughout the South and occupy all grades of 
 positions in the educational service." * 
 
 Prof. Rose appeared before the Committee of Six at their re- 
 quest and, after his statement of the advantages offered by Nash- 
 ville, the Committee, while not taking any formal action, ex- 
 pressed itself as ready to report what was substantially a re- 
 commendation to adopt the Nashville proposals. 
 
 When the Peabody Trustees met November 2, 1904, the Com- 
 mittee of Six rendered its report, which caused prolonged dis- 
 cussion without definite results, but a resolution was passed to 
 adjourn subject to the call of the Chairman, with the request that 
 a meeting be secured at an early date and that every member be 
 urged to attend. 
 
 This was in preparation for the submission of reports on the 
 progress of the Tennessee offers of donations, and when these 
 reports were ready the Board was called to meet January 24, 
 1905. This meeting was the culmination of the attempts of the 
 Peabody Board and of all parties interested, at finding a proper 
 expression for a future policy. 
 
 The first important question decided was on the dissolution of 
 the Trust. After a long discussion of the subject, in which every 
 member took part, it was 
 
 Resolved, That in the opinion of this Board it is now 
 a proper time to comply with the permission given by 
 Mr. Peabody in his letter of February 7, 1867, and con- 
 firmed by his second letter of March 20, 1867, to close 
 the Trust established by him and to distribute the capital 
 of which they have charge. 
 
 *Document in files of Mr. Olney, member of the Committee. 
 
80 George Peabody College for Teachers. 
 
 This important resolution was carried in the affirmative by a 
 vote of eleven to two. As eleven was two-thirds of the whole 
 membership of the Board, the resolution was declared passed. 
 
 Dr. Gilman for the Committee of Six reported progress; and 
 Judge Fenner of the same Committee read an elaborate paper on 
 the question of establishing the College and deciding upon Nash- 
 ville as the proper location. After considerable discussion, Mr. 
 Morgan offered the following resolution: 
 
 Whereas, The question connected with the establish- 
 ment of a Teachers' College at Nashville, to bear the 
 name of George Peabody, and to be a memorial to him, 
 is now before this Board ; therefore be it 
 
 Resolved, That the application of one million dollars 
 ($1,000,000) of the capital of this Trust be approved, 
 and further 
 
 Resolved, That Messrs. Fenner, Gilman, Porter, Law- 
 rence, and Courtenay be a Committee to prepare and de- 
 termine the terms and conditions upon which such ap- 
 plication should be made, such terms and conditions to 
 be reported to this Board and to be adopted by them. 
 
 These resolutions were passed unanimously and thereupon the 
 Committee just appointed immediately reported the following res- 
 olutions, which were also unanimously adopted (Proceedings, Jan- 
 uary 24, 1905, p. 9) : 
 
 Whereas, This Board recognizes that the establish- 
 ment of a college for the higher education of teachers 
 for the Southern States is essential to the completion of 
 an efficient educational system for said States, and would 
 be the noblest memorial to George Peabody; 
 
 Whereas, The Board is of the opinion that said Col- 
 lege should be located at Nashville, Tenn., and should 
 be established as the successor of the Peabody Normal 
 College already established by this Board in said city, 
 and for the purpose of continuing on broader and higher 
 lines the great work which has been done by said Nor- 
 mal College for the cause of Southern education ; 
 
 Whereas, This Board is willing to appropriate the 
 sum of $1,000,000 out of the funds under its control for 
 the establishment of said College, provided it can secure 
 from other sources further contributions of $800,000 in 
 money or value for the purpose aforesaid ; 
 
Definite Proposition Submitted. 81 
 
 Whereas, the Board is advised that the county of 
 of Davidson, Tennessee, has authorized the issue of 
 $50,000 in bonds to be delivered to the Board whenever 
 it shall take proper action to locate permanently in the 
 city of Nashville the Peabody College for Teachers, and 
 shall also endow said institution with not less than $1,- 
 000,000 by appropriation from the funds under its con- 
 trol; and that the City of Nashville has authorized the 
 issue of $200,000 of its bonds to be delivered to this 
 Board subject to the same terms and conditions ; and 
 that the Trustees of the University of Nashville have 
 executed a conveyance to this Board of the land, build- 
 ings, appurtenances, etc., now occupied and used by the 
 Peabody Normal College, subject to the same terms and 
 conditions, which property is conservatively valued at 
 not less than $250,000; and is further assured that the 
 Legislature of the State of Tennessee will at its present 
 session appropriate the sum of $250,000 to be delivered 
 to this Board subject to the same terms and conditions; 
 and 
 
 Whereas, This Board is assured that in addition to 
 the foregoing, an additional sum of $50,000 or its equiv- 
 alent will be raised from other sources, and placed at the 
 disposition of this Board within one year from the pres- 
 ent date, subject to the same terms and conditions ; be it 
 therefore 
 
 Resolved (two-thirds of the members of the Board 
 concurring), that, if within one year from this date 
 there shall be delivered to this Board or shall be placed 
 at its disposition : — 
 
 First : Bonds of the County of Davidson for $50,000 ; 
 
 Secondly : Bonds of the City of Nashville for $200,- 
 000; 
 
 Thirdly: The sum of $250,000 appropriated by the 
 State of Tennessee; 
 
 Fourthly : Sixteen acres of land and the buildings and 
 appurtenances now occupied and used by the Peabody 
 Normal College, and conveyed by the Trustees of the 
 University of Nashville; and 
 
 Fifthly: The further sum of $50,000 in money or its 
 equivalent. 
 
82 George Peabody College for Teachers. 
 
 This Board will immediately take proper action to 
 establish in Nashville, Tenn., a college for the higher 
 education of teachers for the Southern States, to be the 
 successor of the present Peabody Normal College in said 
 city, and to be known as the "George Peabody College 
 for Teachers," and to be duly incorporated in said name 
 under competent authority, and to be under the govern- 
 ment of a Board of Trustees to be named and appointed 
 by this Board, and to have the power to fill all vacancies 
 which may occur on said Board. 
 
 And further, that this Board hereby pledges itself to 
 appropriate $1,000,000 out of the funds in its hands as a 
 permanent endowment of said College; said $1,000,000 
 to be held as a permanent fund, only the income thereof 
 to be applied to the maintenance of the institution. 
 
 And further, that as soon as the said "George Peabody 
 College for Teachers" shall be duly incorporated, this 
 Board will immediately assign, set over, and deliver unto 
 the said corporation or its aforesaid Trustees the said 
 sum of $1,000,000 of its funds, and also all other mon- 
 eys, bonds, and property above referred to, which shall 
 have been received or placed at the disposition of this 
 Board for said purpose — to be received and used by the 
 said Trustees for the establishment, maintenance, and 
 development of the said "George Peabody College for 
 Teachers" as an institution for the higher education of 
 teachers for the Southern States. 
 
 After voting that the entire capital should be distributed with- 
 in the fourteen Southern States, and after appointing a Com- 
 mittee to report in regard to a further distribution of funds, this 
 memorable meeting of the Trustees adjourned. Here was formu- 
 lated a definite plan for establishing George Peabody College 
 for Teachers and for locating it at Nashville. Henceforth it was 
 merely a question of working out the details of this plan, but 
 this called for much tact and exertion, owing to the large sums 
 involved and the large number of contributors who must coop- 
 erate. And then the whole question of reorganization of the 
 Peabody Normal College and of reshaping its policy involved 
 clearing up matters which had been only vaguely thought out 
 heretofore. For these reasons it required four years to realize 
 the plan here proposed and when finally completed it had been 
 found necessary to introduce some new elements or modifications. 
 
Working out Plans for George Peabody College. 83 
 
 The opposition to these plans had been strongly urged upon 
 the Trustees in a very forcible manner from several sources. It 
 was argued that the establishment of a Teachers College was 
 at that time neither feasible nor desirable. The claim was made 
 that normal training was far in advance of local taxation, and it 
 was proposed that the best possible policy for the future work 
 of the Peabody Board would be to place in the field the strong- 
 est General Agent that could be secured, and associate with him 
 educational experts who would inspect and, by kind criticism, 
 guide the development of Southern normal schools ; and would, 
 in the second place, give special attention to aiding campaigns 
 for more liberal taxation, consolidation of school districts, etc. 
 In this way, it was argued, these local tax campaigns and normal 
 extension work would prepare the way for the Teachers Col- 
 lege. And, finally, it was argued that to establish a Teachers 
 College at that time would mean the permanent abandonment of 
 campaigns for local taxation. 
 
 As might be expected, such definite statements drew all the 
 friends of Peabody College together and caused a thorough in- 
 vestigation of these claims. As has already been shown, the ar- 
 guments presented in behalf of Peabody College, and of the need 
 for a really adequate Teachers College, centrally located, pre- 
 vailed by gaining the approval of expert opinion and public 
 agreement. Upon this basis the Peabody Board rested its action, 
 feeling secure in the course it was taking and glad of the con- 
 viction that by such a policy the funds they were dispensing 
 would continue to aid Southern education at the most vital point 
 of need and of opportunity. 
 
 X. WORKING OUT THE PLANS FOR 
 
 GEORGE PEABODY COLLEGE 
 
 FOR TEACHERS. 
 
 The appropriations by the State of Tennessee have already 
 been referred to above in speaking of the Acts of 1903 and 1905. 
 The Peabody Board at their annual meeting October 4, 1905, 
 held that an appropriation of $250,000 to be paid in ten annual 
 payments was not equivalent to an appropriation of $250,000. 
 On motion of Mr. Morgan (Proceedings, October 4, 1905, p. 8), 
 the following resolution was adopted: 
 
84 George Peabody College for Teachers. 
 
 Whereas, The conditions imposed by this Board for 
 the endowment of the George Peabody College for 
 Teachers at Nashville have not yet been complied with ; 
 
 Resolved, That the time fixed for the compliance with 
 the conditions be extended until July 24, 1907. 
 
 The Tennessee Legislature passed another Act on January 23, 
 1907, approved January 29, 1907, which changed the Act of 
 1905, by making the appropriation of $250,000 payable in a lump 
 sum. This Act extended the time for compliance of the other 
 donors until the 24th of July, 1907. 
 
 The appropriation by the County of Davidson had a various 
 history. The County Court in January, 1903, passed a resolution 
 expressing appreciation for the work of Peabody College and 
 requesting the Legislature to authorize the County to make an 
 appropriation to secure the permanent endowment and the per- 
 petuation of this college "in our midst." 
 
 At the April term of the County Court, 1903, the following 
 resolution was introduced and adopted by unanimous vote of 
 the entire Court: 
 
 Resolved, By the honorable County Court of David- 
 son County, that the Legislature be requested to pass an 
 Act authorizing this Court to issue $50,000 worth of 
 bonds for the benefit of the Peabody Education Fund, 
 provided it locates its school in this county. 
 
 At the quarterly session of the County Court, April, 1904, the 
 resolution already quoted was passed, making provision for do- 
 nating $50,000 to Peabody College, provided the Peabody Trus- 
 tees "permanently locate on or in the immediate vicinity of the 
 grounds of the University of Nashville, in the City of Nashville, 
 Tennessee, the Peabody College for Teachers." 
 
 At the July term of the Court, 1905, a similar resolution was 
 adopted authorizing the county to issue an additional $50,000 of 
 bonds for Peabody College and again stipulating the same loca- 
 tion for the College as in April, 1904. 
 
 At the April term of the Court, 1906, a resolution was adopted 
 extending the time of the issuance of the $50,000 of bonds au- 
 thorized in April, 1904, until the 20th day of July, 1907. This 
 was the third resolution which stipulated that the College should 
 be located "on or in the immediate vicinity of the grounds of the 
 University of Nashville." 
 
Working out Plans for George Peabody College. 85 
 
 At the April term of the Court, 1907, a resolution was adopted 
 by the entire Court extending the time for the issuance of $100,- 
 000 of bonds until the 20th day of July, 1908. In this resolution 
 it was stipulated that the bonds should not be delivered unless the 
 College was permanently located "in or near the City of Nash- 
 ville, Tennessee." 
 
 At the July term of the Court, 1908, a resolution was adopted 
 extending the time for the issuance of $100,000 of bonds until 
 January 1, 1910. This resolution again called for locating the 
 College "in or near the City of Nashville." 
 
 At the April term of the Court, 1909, a resolution was adopted 
 unanimously by the Court, authorizing the county to issue $100,- 
 000 of negotiable 4% bonds for the Peabody College Fund, and 
 the County Judge and the County Clerk are authorized to deliver 
 "said bonds to the Peabody Normal School when it is located in 
 Davidson County." 
 
 These acts of the County Court were based upon enabling acts 
 passed by the Legislature, the first one in 1903, authorizing the 
 county to issue $50,000 of Peabody bonds with the proviso that 
 the school be located "in said county." The second enabling act 
 was passed by the Legislature in 1905, authorizing the issuance 
 of an additional $50,000 of Peabody bonds, "provided the Pea- 
 body Normal be located in said county." 
 
 At the quarterly session of the County Court, October 4, 1909, 
 a resolution was adopted deferring the delivery of the bonds un- 
 til the January term of the Court, 1910, and the County Attorney 
 was requested to render an opinion to the Court at that time. 
 
 When the County Court met in January, 1910, a resolution was 
 introduced to continue in full force the order of the Court at its 
 October term, 1909, and that the County Judge should make no 
 delivery of said bonds until given further order. The following 
 reasons were alleged in this resolution: (1) That the Trustees 
 of the Peabody Education Fund "did insert in said conveyance 
 altogether new and additional conditions which, in the opinion 
 of this Court, will materially affect future influence and pros- 
 perity of said institution, and . . . "; (2) that the Court 
 should ask to be informed of the purpose of the Trustees of the 
 Peabody Education Fund in inserting new conditions and of the 
 subject matter of said conditions; (3) that the Court regarded 
 said new conditions as materially affecting the essence of the con- 
 tract between the Trustees of the Peabody Education Fund and 
 the other subscribers to the endowment of George Peabody Col- 
 
86 George Peabody College for Teachers. 
 
 lege for Teachers. This motion was carried by a vote of 22 to 
 20 on Wednesday, January 5, 1910. 
 
 On Thursday morning a motion was made by Esq. C. T. Cheek 
 to reconsider the vote of the previous day. This motion pre- 
 vailed by a vote of 21 to 5. A resolution was then offered by 
 Esq. Jesse Cage (quoted below in Deed of Trust, p. 137), which 
 directed that the bonds be turned over when all the conditions 
 had been complied with and Peabody College located in the vi- 
 cinity of Vanderbilt University. This resolution was passed by 
 a vote of 24 to 4. 
 
 There is one other link in this tortuous chain of delay which 
 must be stated here for completeness. After this favorable ac- 
 tion of the County Court, and when the Peabody Board met on 
 January 31, 1910, for receiving the various donations, an injunc- 
 tion by certain citizens of Nashville was secured against the 
 County Court to prevent the delivery of the $100,000 of bonds. 
 This injunction was finally withdrawn and the bonds actually 
 delivered within the next few weeks. 
 
 This long recital of the transactions with the County Court 
 has anticipated the account of the other donors and the steps by 
 which the Peabody Board worked out the plan. But for the sake 
 of completeness it has been thought best to give this history here 
 in full, both to insure clearness and to serve as an illustration of 
 the enormous difficulties experienced by the Peabody Board in 
 bringing together the numerous and sometimes conflicting in- 
 terests of so many contributors. That it was ever done at all is 
 a tribute to the vitality of the cause being promoted and to the 
 essentially unselfish patience of all parties concerned. Without 
 a worthy cause and without so many high minded men who rep- 
 resented the various donors final success would have been im- 
 possible. 
 
 When the Peabody Board met February 20, 1907, an exhaust- 
 ive report was made by Mr. Choate and Mr. Olney on the status 
 of the contributions proposed to be made to Peabody College. 
 They showed: (1) That the appropriation of $200,000 in bonds 
 by the City of Nashville was satisfactory; (2) That the appro- 
 priation of $100,000 of bonds by the County of Davidson was 
 unsatisfactory because of the condition that the College must be 
 located '"on or in the immediate vicinity of the grounds of the 
 University of Nashville." On this point the report says: 
 
 This certainly differs from the terms of our own reso- 
 lutions by which our appropriation was to be made when 
 
Working out Plans for George Peabody College. 87 
 
 this and the other sums promised were paid in, and it 
 also leaves an open question as to the necessity of re- 
 quiring the consent of the County if the location should 
 be changed to the immediate vicinity of the Vanderbilt 
 University two or three miles distant. But both these 
 points are easily curable by the County paying in 
 the money and giving such consent to making the appro- 
 priation conditioned like that of the City "within the 
 City of Nashville." 
 
 (3) That the Legislature of Tennessee had appropriated for 
 the College $250,000 in cash upon substantially the same con- 
 ditions as those of the city and the county; (4) That the Uni- 
 versity of Nashville had executed to the Peabody Board a deed 
 in fee simple to the campus of sixteen acres and the buildings 
 thereon which had always been used by the Peabody Normal Col- 
 lege. The conditions attached to this gift were that the property 
 should be held "in trust forever for the purpose of maintaining 
 upon the said premises a college for teachers or such other in- 
 stitution of learning as may be within the scope of the powers 
 possessed by said Trustees of the Peabody Education Fund." 
 The University of Nashville, however, granted permission to 
 dispose of said premises if need should arise. 
 
 It will be seen, therefore, that the only unsatisfactory item in 
 the program was the condition attached to the appropriation by 
 the County of Davidson, which was out of harmony with the 
 original plan as embodied in the resolutions of the Peabody Board 
 at the meeting of January 24, 1905. As has already been shown 
 the County Court remedied this defect at the session of April, 
 1907, which fact was duly reported to the Trustees by letter and 
 acknowledged by the legal committee in a report to the President 
 of the Peabody Board on May 9, 1907 (Proceedings, March 18, 
 1909, p. 13). 
 
 At the meeting of the Trustees, December 11, 1907, every item 
 seemed ready for definite and final action. The appropriation 
 by the city had always been satisfactory and was now available; 
 the deed to the University of Nashville property had been al- 
 tered from the form of 1904 so as to remove the unsatisfactory 
 restriction as to site; the County Court had removed its similar 
 restriction and had extended time for compliance to July, 1908; 
 but an unexpected delay was caused by an oversight which made 
 the Legislative Act appropriating the $250,000 by the State of 
 
88 George Peabody College for Teachers. 
 
 Tennessee invalid. The report of the Legal Committee on this 
 point says (Proceedings, December 11, 1907, p. 11) : 
 
 The Act making this appropriation — Act of January 
 23, 1907 — not only accepts the resolutions of this Board 
 above referred to, but expressly conditions the appro- 
 priation upon the various sums and amounts to be raised 
 by the City of Nashville, Davidson County, and the Uni- 
 versity of Nashville being "raised and delivered over 
 in manner and form and time as by said resolution of 
 January 24, 1905, and October 4, 1905, is provided." 
 This last resolution simply extended the time for com- 
 pliance with the resolution of January 24, 1905, until 
 July 24, 1907. As there has been no such compliance, 
 the Committee can not regard the appropriation by the 
 State as now available, and though Tennessee counsel of 
 eminence have advised to the contrary, are unable to con- 
 vince themselves that the Act of January 23, 1907, has 
 not ceased to be effective. 
 
 The next regular session of the Legislature of Ten- 
 nessee occurs in January, 1909. As, without further 
 action on its part, the plan for the organization and en- 
 dowment of the "George Peabody College for Teachers" 
 can not go forward, the Committee recommend that the 
 time fixed by the second resolution of this Board of 
 February 20, 1907, be extended until July 1, 1909. 
 
 The attitude of the Board on these delays and on the whole 
 question of the purposes at which they were aiming can be well 
 illustrated by quotations from the Proceedings, February 20, 
 1907. In the report of the Legal Committee (Joseph H. Choate 
 and Richard Olney), a recital is given of the founding of Pea- 
 body College and a history of its development. Attention is 
 called to the fact that the original arrangement was to have 
 Tennessee and the Peabody Board contribute equally to the an- 
 nual expenses, which were estimated at $12,000. Tennessee fail- 
 ing to make any appropriation, the University of Nashville came 
 to the rescue with an offer to discontinue its literary department 
 and accept Peabody College as a substitute; that the State of 
 Tennessee in 1881 made its first appropriation of $10,000, which 
 it increased in 1891 to $15,000, and in 1895 to $20,000; that the 
 Peabody Board in 1875 appropriated $6,000, and from time to 
 time increased this sum until in 1906 the amount was $45,000; 
 
Working out Plans for George Peabody College. 89 
 
 that by action of the Governor of Tennessee and the State Board 
 of Education in 1887-88 the school was given the name of Pea- 
 body Normal College ; that the College had always been managed 
 educationally by the Peabody Board; that the Peabody Board 
 and the University of Nashville had always cooperated heartily, 
 as instanced by the offer and acceptance of the grounds and build- 
 ings from the University of Nashville and by the erection of the 
 Winthrop School on these premises by the Peabody Board. Con- 
 tinuing, the Legal Committee says (Proceedings, February 20, 
 1907, p. 11): 
 
 "1. The relations of the Peabody Board to the Peabody 
 Normal College may therefore be summarized as fol- 
 lows: 
 
 "The idea of such a College originated with the Pea- 
 body Board, which, through its General Agent, took the 
 initiative in the active measures by which the College 
 was brought into existence. 
 
 "Though technically one department of the University 
 of Nashville, the organization and administration of the 
 College have always been in charge of the Peabody 
 Board, which practically conducted the affairs of the 
 College as if it were an independent institution. 
 
 "Though the Peabody Board started a movement 
 which led to the establishment of the College, and may 
 fairly merit the title of its founder, the State of Tennes- 
 see, the University of Nashville, and the Peabody Board 
 have contributed to the support and maintenance of the 
 College in practically equal proportions. 
 
 "2. If, by the resolution under which the Committee is 
 acting, is meant legal obligations of the Board to the 
 Peabody Normal College, the Committee do not find that 
 any such obligations exist. It seems to be competent 
 for the Peabody Board both to discontinue entirely ap- 
 propriations for the support of the College and to de- 
 cline to endow with any portion of the principal of the 
 Trust Fund upon its final distribution. 
 
 "As matter of sentiment and policy, and perhaps of 
 justice to Tennessee and her citizens, the case is differ- 
 ent. 
 
 "The Trustees have voted that the time has come for 
 closing the Trust. It is eminently proper that the event 
 should be marked by some signal tribute to its founder. 
 
90 George Peabody College for Teachers. 
 
 And in view of the origin of the College, of the interest 
 taken in it by Mr. Peabody and Mr. Winthrop, of the 
 erection of the Winthrop Model School as part of the 
 College, of the large amount already contributed to its 
 maintenance, of its continuous and independent adminis- 
 tration by the Peabody Board, of the immense influence 
 for good it has exerted throughout the entire South, 
 — an influence everywhere recognized by the Southern 
 people and indelibly associated with the Peabody Trust — 
 it is possible to urge with convincing force that in the 
 Peabody Normal College, raised to a higher and wider 
 plane of usefulness and endowed with a liberality ap- 
 propriate to its new activities, is to be found a natural 
 and most fitting opportunity for an adequate and lasting 
 memorial to the creator of the Trust." 
 
 Further evidence of the unselfish and high-minded attitude of 
 the Trustees is to be found in their other action at this meeting. 
 After a full discussion of the Legal Committee's Report, on mo- 
 tion of Mr. Morgan, seconded by Mr. Choate, it was 
 
 Resolved, That the documents presented to this Board, 
 particularly the report of Messrs. Choate and Olney, 
 make it clearly evident that the conditions adopted 
 January 24, 1905, to be complied with before July, 1907, 
 are not satisfactory or adequate ; 
 
 Resolved, That in making this decision, the Board 
 wishes to reaffirm its willingness to open negotiations 
 for the establishment of the College for Teachers at 
 Nashville, at any time within two years from this date, 
 whenever documents and engagements satisfactory and 
 adequate, and approved by Messrs. Choate and Olney, 
 are presented to this Board. (Feby. 20, 1907, p. 21.) 
 
 XI. REPORT OF THE COMMITTEE OF 
 THREE, 1906. 
 
 [The Committee of Three, consisting of Dr. Daniel C. Gilman, Mr. 
 Morris K. Jesup, and Judge Charles E. Fenner, were appointed October 
 4, 1905, and their report was presented to the Peabody Board at the an- 
 nual meeting of October 3, 1906. One part of the report is given in full 
 here. A second part of the report outlined, as carefully as it was possi- 
 ble, a budget of resources and expenditures necessary for establishing 
 George Peabody College for Teachers on anything like an adequate basis. 
 
Report of Committee of Three, 1906. 91 
 
 This latter part of the report also contained a map suggestive of a possible 
 location, which included the southern end of the Vanderbilt Campus, pur- 
 chased later, and which extended southward and southwestward so as to 
 comprise some thirty acres in all. A part of the report was published in 
 the Pamphlet of November, 1909; the report is given in full in the Pro- 
 ceedings of the Peabody Education Fund, November 1, 1911, p. 36. Next 
 after the Resolutions of January 24, 1905, this Report marks the most im- 
 portant step taken by the Peabody Board in reference to George Peabody 
 College for Teachers. — C. E. L.] 
 
 The George Peabody College for Teachers 
 
 at Nashville. 
 
 The work of your Committee has involved a study of the whole 
 question of education in the South, of its conditions and needs, 
 of the agencies and forces now at work in the field, and of the 
 lines of constructive activity being carried on there. This study 
 made with a view to discovering the most serviceable investment 
 of the funds committed to this Board brought your Committee 
 to consider the possibility and the wisdom of massing a larger 
 portion of the fund in one really adequate institution. 
 
 Under the direction of the Committee, Dr. Buttrick visited 
 Nashville for a conference with Governor Porter regarding the 
 present status of the proposed enlarged college for teachers. 
 Governor Porter received our representative with great cordiality 
 and gave him every cooperation. Later Dr. Buttrick visited 
 Nashville again for a final review of the whole situation. 
 
 The following are in brief our convictions : 
 
 1. The most important service for education in the South which 
 the Peabody Board has undertaken or can undertake is the es- 
 tablishment of a central teachers college for the higher education 
 of teachers. 
 
 This is its most important service because: 
 
 a. The South is in need of such an institution to organize and 
 direct the forces at work in the field of elementary education. 
 Much as the South needs money for the support of common 
 schools, its prime need is of trained educational leaders. The 
 lack of money for school purposes is temporary. A new era of 
 agricultural, industrial, and commercial activity is already at 
 hand, and throughout the Southern States there is a sense of 
 coming prosperity. The South will soon be able to support an 
 
92 George Peabody College for Teachers. 
 
 adequate system of common schools. After a careful study of 
 the whole subject for a period of over four years, your Commit- 
 tee's representative is convinced that the securing of such an 
 adequate system of schools is now less a question of money than 
 of ideals. Men are needed to organize and teach the schools 
 which the growing economic efficiency of the rural South will 
 soon be able to support. 
 
 The teachers college which this Board contemplates will render 
 efficient service : 
 
 (1) By educating men who can go into rural communities and 
 create schools that will meet the demands of modern life under 
 rural conditions. The most effective agent in creating perma- 
 nent interest in popular education is not the occasional speaker, 
 but the efficient school principal who does permanent construct- 
 ive work in his community. More than eighty per cent of the 
 people in the Southern States live in the country, but the rural 
 school is an institution that is yet to be created. The present 
 rural school is only a poorly equipped and poorly taught city 
 school located in the country. What the McDonald Fund, through 
 the McDonald College for Teachers under the direction of Prof. 
 Robertson, is undertaking to do for rural Canada is suggestive 
 of what the Peabody Fund may through the teachers college ac- 
 complish for the rural South. 
 
 (2) By training men for the work of State, County and City 
 Superintendents. The efficient city school system has demon- 
 strated the value of expert supervision. It has shown that in 
 education as in business the efficiency of the system as a whole 
 and in its parts is dependent on the intelligence and directive 
 capacity of the man at the head. School supervision has come 
 to be a distinct profession ; but the South has at present no in- 
 stitution equipped to train men for this responsible work. 
 
 b. The establishing of the teachers college is important because 
 it is needed to train men for service as principals and teachers in 
 the public high schools. 
 
 The most important constructive work now going on in the 
 public school system of the Southern States is the establishing 
 and organizing of a system of public high schools. For one 
 thousand of population in the Southern States there are only six 
 youths in secondary schools of any description ; in Massachusetts, 
 for every one thousand of population there are sixteen youths 
 in secondary schools. But these figures do not express the whole 
 
Report of Committee of Three, 1906. 93 
 
 truth. The prevailing type and the best type of secondary school 
 in the South in the private preparatory school. This school is 
 taught by college men, is doing a definite work and is doing it 
 well, but it is not in touch with the public elementary school, nor 
 is it organized to meet the demands of modern life. It exists to 
 prepare students for college. Even if it were organized to meet 
 the needs of the masses, its high tuition fees must bar them from 
 its advantages. The public high school supported by public funds, 
 open to all, and organized with reference to the needs of a rural 
 population is the secondary school which the people now need 
 and are coming to know that they need. 
 This type of school is needed : 
 
 (1) To complete the state school system by articulating on the 
 one side with the public elementary school and on the other with 
 the State University so that the child of the poorest parent may, 
 if he have native ability, pass from the fireside to his 'University 
 degree without break in his educational career. 
 
 (2) The high school is needed to give new impetus to the ele- 
 mentary school by opening an avenue of further advancement to 
 the pupil completing the elementary course. 
 
 (3) The high school is needed to increase the efficiency of the 
 elementary school by setting it a standard and supplying it with 
 teachers. Only a very small percentage of the teachers in the 
 rural schools have had the advantage of high school education, 
 nor can they be expected to have it till the public high school has 
 come to make it possible. 
 
 (4) And finally the high school is needed as the "people's col- 
 lege." Only a small percentage of the people can be expected 
 to attend college even under the most favorable conditions. They 
 will be dependent in the main upon the public high school for 
 their initiation into the world of letters, for their understanding 
 of the possibilities of the environment in which they live, and for 
 whatever of intelligent mastery they may have of the principles, 
 processes, and economics of agriculture and the mechanic arts. 
 
 The work of developing high schools is now well under way. 
 The General Education Board, appreciating this as a strategic 
 point, has undertaken to maintain in each Southern State, and 
 is now maintaing in six of these States, a professor of secondary 
 education. These men are regularly appointed professors in the 
 State Universities, and devote a large portion of their time to 
 work in the field, creating sentiment for the public high school, 
 
94 George Peabody College for Teachers. 
 
 securing funds by taxation for its support, and supervising as far 
 as practical its organization. 
 
 All this has created a need and will continue to create a grow- 
 ing need for a peculiar service which this teachers college can 
 render. It is evident that when these schools are founded, or- 
 ganized, and equipped with all material appliances, they must 
 still wait for their efficiency upon the men who are to administer 
 them. The progress that is being made by these high school in- 
 spectors just referred to in securing popular support for the 
 schools is in some of the States all that could be desired ; but most 
 of the schools already established are being organized after the 
 model of the old classical preparatory school, simply because men 
 that have been equipped to conduct them along modern lines can 
 not be had. It is needless to say that preparation for service in 
 the secondary school is beyond the province of the Normal School. 
 When Canada needed teachers for rural high schools she sent a 
 body of young people to Chicago University, Cornell University, 
 and Teachers College, New York, to get that combination of train- 
 ing necessary for this work. Canada is now undertaking with the 
 McDonald Fund under the supervision of Prof. Robertson to 
 educate her teachers on her own soil. There again is a peculiar 
 service which the Peabody Fund through its teachers college can 
 render the South. 
 
 c. The establishment of the teachers college is important be- 
 cause it is needed to reinforce the work of the state normal school. 
 It will do this : 
 
 ( 1 ) By training its principal and teachers and thereby defining 
 its aims and determining its spirit and methods ; and 
 
 (2) By supplying a graduate school for those who after com- 
 pleting the normal school course desire more advanced work. 
 President Branson, of the Georgia Normal School, says an un- 
 answerable argument for the teachers college is the fact that a 
 large per cent of his graduates each year desire something higher, 
 while there is no place to which he can direct them save Teachers 
 College, New York, and that is out of their reach. 
 
 d. Finally, the importance of establishing the teachers college 
 may be seen in the peculiar advantages which the South offers 
 to an institution centrally located and serving the South as a 
 whole. There is no other group of States in the Union present- 
 ing such similarity of traditions, of ideals, and of educational 
 conditions. This gives to the teachers college located at Nash- 
 
Report of Committee of Three, 1906. 95 
 
 ville a unique position and opportunity to do a work which can 
 not be done by any other institution in the field. 
 
 (1) This central institution would have the advantage of em- 
 bodying- as no state institution can embody the vital forces of the 
 larger life which transcends state limits and belongs to the South 
 as a whole. There would come from this cooperation of all forces 
 in one institution a wealth of content which can not be attained 
 within state limits. A student body, for example, coming to- 
 gether from all the states, representing their wealth of traditions, 
 ideals, and educational experience and weaving all this imo one 
 organic life would of itself be an educational asset of inestimable 
 value. On the part of the faculty, also, to cite another illustra- 
 tion, the action and reaction of personalities thus brought together 
 in one such academic community would produce results unat- 
 tainable by these same persons working in the isolation of smaller 
 State institutions. 
 
 (2) The outlook of such central institution will be essentially 
 broader than the outlook of any State institution. This breadth 
 of outlook, which is a vital element in any education for citizen- 
 ship, is especially valuable in the training of the educational 
 statesman, who must form the habit of dealing with forces work- 
 ing over broad areas and through long periods of time. 
 
 (3) Such an institution would constitute an effective educa- 
 tional clearing-house for all the Southern States. Into this cen- 
 ter would come through the agency of the extension department 
 to which reference has been made, educational data of all kinds 
 and from all quarters, here to be stored, digested, and formulated. 
 So that the teachers college at Nashville would come to be re- 
 garded as headquarters for reliable information on Southern edu- 
 cational conditions. From this center, in turn, through the grad- 
 uates of the college, through public speakers, correspondence, 
 and publication, the data which had been collected and digested 
 would go out in the form of enlightened opinion and wise counsel 
 to direct educational activity over this entire territory. 
 
 (4) Under present conditions Southern teachers who desire 
 advanced training must seek it in institutions outside the South- 
 ern States. Large numbers are going each year to the Teachers 
 College of New York, and still larger numbers to the University 
 of Chicago. In the year 1905, for example, there were 58 stu- 
 dents from the South pursuing the regular course at Teachers 
 College, New York, and in the same year nearly 600 students 
 from the Southern States registered for the work of the sum- 
 
96 George Peabody College for Teachers. 
 
 mer quarter at the University of Chicago. It would be a decided 
 gain both in economy and in efficiency if these teachers, suffi- 
 cient in number to supply a teachers college, could be educated 
 in a teachers college which has grown up on their own soil in in- 
 timate touch with Southern life and in direct response to South- 
 ern educational conditions and needs. 
 
 Thus the George Peabody College for Teachers to be located 
 at Nashville will occupy the point of highest strategic importance 
 in Southern education. The fund invested in it will touch every 
 aspect of the educational system from the kindergarten to the 
 college and will reach every city, town, village, and rural com- 
 munity throughout the Southern States. It is our firm convic- 
 tion, therefore, that the founding of this college is the most im- 
 portant work which this Board has undertaken or can undertake 
 for Southern education. 
 
 2. It is our conviction, furthermore, that since the founding 
 of the college for teachers is the Board's most important work, a 
 larger portion of the Fund should be massed on this one institu- 
 tion. 
 
 This should be done because : 
 
 a. The South is in need of one really adequate institution of 
 learning for the higher education of teachers on its own soil. 
 It is literally true that there is not now one adequate school of 
 this description south of the Ohio River. 
 
 b. A larger portion of the Fund should be massed on the col- 
 lege for teachers because division can result at best only in mak- 
 ing two or more feeble institutions which will serve only to per- 
 petuate the over-multiplication of inadequate schools, tending to 
 foster inadequate ideals of education. 
 
 c. A larger portion of the Fund should be massed on one in- 
 stitution because it is only by massing it at one point that a me- 
 morial worthy of the Founder and of the work of the Peabody 
 Board in past years can be secured. 
 
 d. A larger portion of the Fund should be massed on the col- 
 lege for teachers because at the very best this sum will be re- 
 quired to establish a teachers college at all adequate. 
 
 A careful budget (see Exhibit Aa) representing the thought 
 and study of some weeks has been prepared by Dean Rose in 
 conference with Dr. Buttrick, with the cooperation of Dean Rus- 
 sell of the Teachers College of New York, and after careful ex- 
 amination of the costs of the two model teachers colleges in New 
 York and in Chicago. This budget discloses the fact that the cost 
 
Report of Committee of Three, 1906. 97 
 
 of an independent and unaffiliated teachers college, fairly well 
 manned, with suitable site, buildings, and equipment, represents 
 an initial outlay of about $4,700,000, or in round numbers, $5,- 
 000,000, of which say $1,000,000 would be required for buildings, 
 grounds, and equipment and $4,000,000 for endowment, yielding 
 an annual income of $160,000. We are pursuaded that this 
 estimate is not excessive and that it makes due allowance for 
 lesser costs in the South. The cost of conducting Teachers Col- 
 lege of New York was, for last year, $360,000, and for the cur- 
 rent year $385,000. As the entire Peabody Fund amounts to 
 only about $2,200,000, with $800,000 to be contributed locally, 
 making $3,000,000 in all, it will be seen that even with the entire 
 Peabody Fund massed on this college, it would fall $2,000,000 
 short of the $5,000,000. We shall show that the $2,000,000 want- 
 ing can be saved by cooperation with Vanderbilt University. 
 
 3. This situation forces us to the conviction that if the teachers 
 college is to be made really adequate and is to realize the aims of 
 this Board in founding it, the college, while established on its 
 own foundation and preserving its own identity and individual 
 life, should be brought into the most intimate and helpful coop- 
 eration with Vanderbilt University in so far as this can be done 
 without interfering with the autonomy of either of the two in- 
 stitutions. 
 
 Vanderbilt University is an institution planted at Nashville 
 under the general auspices of the Methodist Episcopal Church, 
 South. It is not narrowly sectarian but broadly philanthropic 
 and under the control of a self-perpetuating Board of Trustees. 
 It has about $1,370,000 of endowment. Its buildings and grounds 
 are worth about $1,200,000 more, making its total property about 
 $2,700,000. It has an attendance of about seven hundred stu- 
 dents drawn from twenty-four states. It is one of the four 
 largest universities in the South, and of the four, is by far the 
 best located for the convenience of the Southern people as a whole. 
 It has a beautiful and most admirably located campus of seventy- 
 six acres within ten minutes of the center of the City of Nashville. 
 The proposed teachers college should be brought into coopera- 
 tion with Vanderbilt University, because: 
 
 a. It can thereby save at least $2,000,000; that is to say, if lo- 
 cated in juxtaposition with Vanderbilt University, so that the 
 students of teachers college can pursue a portion of their studies 
 in Vanderbilt, there will be a saving in original outlay of some 
 $2,000,000 of money not only without decrease but with enormous 
 increase of efficiency. (See Exhibit A.) 
 
98 George Peabody College for Teachers. 
 
 b. It will be difficult and probably impossible for a teachers 
 college to secure a large attendance and to attract students of 
 the better type except in conjunction with an institution of uni- 
 versity rank. Association with such an institution will multiply 
 its attractive power many fold. All students desire collegiate and 
 university rank and have collegiate and university aspirations. 
 Their attendance can only be secured with an institution of such 
 standing. Note, as an illustration, how Teachers College of New 
 York, in association with Columbia, has increased from 80 stu- 
 dents to 900 in six years. This association with Columbia Uni- 
 versity has not only given the College this remarkably rapid in- 
 crease in enrollment, but has enabled it to attract men of univer- 
 sity standing and aspirations. 
 
 c. If the teachers college could on its own account attract the 
 students both in number and of the quality desired, it could not 
 do the work which is needed in the South today and which this 
 Board contemplates in its foundation without either associating 
 itself with a university or growing into a university on its own 
 foundation. A very large percentage of the students in the teach- 
 ers college will be pursuing graduate courses. Many of these 
 courses will be academic in nature. As the work becomes more 
 advanced, specialization increases, so that a great multiplicity 
 and diversity of courses will be required, while the number of 
 students pursuing a single course will be small. It is obvious, 
 therefore, that if the teachers college had great wealth, it would 
 be exceedingly wasteful to maintain all these graduate courses 
 for its own students alone, while in cooperation with a university 
 which is maintained on its own account, the teachers college may 
 have the full advantage of all that the university offers, and that 
 at a minimum of cost. Note for illustration, that in 1904, 115 
 students in Teachers College of New York took, in Columbia 
 University, 64 courses amounting to 217 hours of work at a cost 
 of $2,170, and that 84 students took in Barnard College 42 courses 
 amounting to 214 hours at a cost of $2,140; or all told, 119 stu- 
 dents in Teachers College took in Columbia University and Bar- 
 nard College 431 hours of work distributed over 106 different 
 courses, and all at a total cost to Teachers College of $4,315. 
 What it would have cost Teachers College to maintain these 
 courses separately can not be accurately estimated. It can be 
 roughly conceived when we consider that these 106 diverse 
 courses involved all the library, laboratory, and teaching facili- 
 ties of Columbia University. Then we must take into account 
 
Report of Committee of Three, 1906. 99 
 
 the further fact that the 106 courses pursued in the year 1904 
 will not be just the courses demanded by Teachers College stu- 
 dents in 1905 ; that besides the 106 courses actually pursued and 
 paid for, Teachers College offers to its students all that Columbia 
 has to give, — and all this for the sum of $4,315. 
 
 These facts disclose something of what cooperation with Van- 
 derbilt University will mean for the teachers college, they make 
 clear in fact the utter futility of attempting to create a teachers 
 college in isolation. The thing is no longer thought of by edu- 
 cational men in this country as being possible. 
 
 d. While the above advantages will be offered to the George 
 Peabody College for Teachers, there will be the advantages 
 scarcely less great to Vanderbilt University, both in the matter 
 of receiving students from Teachers College in subject-matter 
 courses and in offering wider opportunity to its own students 
 who would wish to specialize in the educational courses. The 
 interrelation of the two institutions working together will in- 
 crease the power and will accelerate the growth of each in a geo- 
 metrical ratio. The teachers college, by virtue of its relation 
 with Vanderbilt University, would double and treble its efficiency 
 and attractive power to students throughout the South. On the 
 other hand, the sufficiency and attractive power of Vanderbilt 
 University, by virtue of its association with teachers college, 
 would likewise be multiplied two or threefold throughout the 
 South. In other words, the power of each institution will be 
 doubled or quadrupled by this association, not only without ad- 
 ditional cost, but with greater economics to each. It is a case 
 where one plus one equals four or eight.* 
 
 4. It is clearly evident that if this helpful cooperation is to be 
 made possible, the teachers college should be located in imme- 
 diate proximity to the campus of Vanderbilt University. 
 
 It is evident that the present site of the Peabody College is not 
 desirable from any practical point of view. Its limited size, six- 
 teen acres, makes it quite inadequate for the development of the 
 larger institution contemplated by this Board. The decisive fac- 
 tor, however, is the matter of distance, some three to three and a 
 half miles separating the Peabody College from Vanderbilt Uni- 
 versity. 
 
 [ * This paragraph inserted from Pamphlet of November, 1909. There 
 are several other variations in the two texts, but this is the most import- 
 ant one. — C. E. L.] 
 
100 George Peabody College for Teachers. 
 
 Vanderbilt University is located in the best residential section 
 of the city of Nashville and is in the direct line of its present 
 growth. Chancellor Kirkland offers to sell, subject to the ap- 
 proval of his Trustees, the highest and most desirable portion of 
 Vanderbilt campus for the use of the teachers college on terms 
 to be agreed upon. Contiguous land for the extension of the 
 teachers college campus and for purposes of experimental farm- 
 ing and gardening is for sale and can now be had at reasonable 
 figures. The estimated cost of this site is roughly $180,000. 
 
 If the principle of this report as exhibited up to this point be 
 acceptable we have the following specific recommendations to 
 make with regard to the proposed George Peabody College for 
 Teachers : 
 
 1. That the Trustees of the Peabody Education Fund now pro- 
 ceed to create a new Board of Trustees, which Board shall be 
 charged with the duty of establishing at Nashville and in coop- 
 eration with Vanderbilt University the George Peabody College 
 for Teachers, and shall be empowered to receive and administer 
 all funds committed to it for this purpose. 
 
 2. That this new Board of Trustees be authorized to accept : 
 First: Bonds of the County of Davidson for $50,000. 
 Secondly: Bonds of the City of Nashville for $200,000. 
 Thirdly: The sum of $250,000 appropriated by the State of 
 
 Tennessee. 
 
 Fourthly: Sixteen acres of land and the buildings and appur- 
 tenances now occupied and used by the Peabody Normal College, 
 and conveyed by the Trustees of the University of Nashville ; and 
 
 Fifthly: The sum of $50,000 in money or its equivalent as in 
 fulfilment of the conditions upon which the Peabody Board has 
 agreed that it "will immediately take proper action to establish 
 in Nashville, Tennessee, a college for the higher education of 
 teachers." 
 
 As voted by the Trustees at the meeting of October 4, 1905, 
 the appropriation by the State of Tennessee comes short of 
 $250,000, the exact shortage being approximately $27,000, since 
 two annual payments of $25,000 each are now at the disposal of 
 this Board. This shortage can at once be made up if desired and 
 the full amount placed at the disposal of the Board. But the 
 Committee recommend that the appropriation by the State be 
 accepted at face value. 
 
 3. That, of the remaining Peabody Education Fund, the sum 
 of $500,000 be contributed to the further endowment of the 
 
Report of Committee of Three, 1906. 101 
 
 George Peabody College for Teachers on condition that this sum 
 be duplicated by funds raised from other sources. 
 
 This will give the college, when the whole is made available, 
 the sum of $2,800,000 with which to begin its work. It will be 
 seen by reference to the budget in Exhibit Aa (p. 61) that the 
 total estimated cost of the teachers college in cooperation with 
 Vanderbilt University is $3,204,320. Exhibit Ab (p. 69) shows 
 how for the first three years this budget can be scaled so as to 
 make a worthy beginning on the basis of $2,780,000. This be- 
 ginning should be made, then every possible effort should be 
 made to bring the fund up within the three years to the full 
 amount, $3,204,320, as indicated by the original budget. 
 
 Now in conclusion of this part of our report, we venture to 
 affirm that, if the plans here outlined shall be carried out, the two 
 institutions thus brought into cooperation will serve as the basis 
 upon which to build a great university ; that an institution of 
 learning will at last be planted in the South, soon to rank with our 
 very noblest in the North, — Yale, Columbia, Hopkins, or Chi- 
 cago, — indeed a veritable Harvard for the South, the apex and 
 crown of its whole educational system, a far-shining beacon light, 
 raying forth true ideals and high inspirations, the fitting climax 
 to the work of the Peabody Board and the highest and most per- 
 manent glory of the Founder. 
 
 II. 
 Disbursement of the Remainder of the Fund. 
 
 The whole Fund might be invested to advantage in the George 
 Peabody College for Teachers; but there are other educational 
 needs which ought not to be ignored by this Board in the final 
 distribution of the Fund committed to it. 
 
 Your Committee have carefully considered every petition and 
 every plan suggested for the distribution of the remainder or 
 any part of this Fund. In estimating the value of any line of 
 permanent investment of the Fund, the Committee has kept con- 
 stantly in mind the amount of the Fund at the disposal of the 
 Board, the forces now at work in the South, and the educational 
 needs of the South as a whole. The more important of these 
 plans we desire briefly to review and to submit therewith our rec- 
 ommendations. 
 
 1. Elementary and High Schools. 
 
 It has been suggested that a portion of the Fund could be used 
 to advantage in the form of direct aid to the public elementary 
 and high schools. 
 
102 George Peabody College for Teachers. 
 
 a. It is argued that small direct gifts to weak local schools may 
 be so administered as to secure an increase of local support for 
 these schools, and thereby help them to a permanent, vigorous life. 
 
 b. It has been urged also that this Board could, by supplement- 
 ing the meager salaries now paid to county superintendents in 
 the Southern States, make it possible to secure for this service 
 men of superior ability, who could conduct campaigns for local 
 taxation, and who through the inspection of schools, the exami- 
 nation of teachers, and the conducting of teachers institutes would 
 raise the standard of teaching in their counties. 
 
 c. Again, it has been suggested that direct gifts in aid of coun- 
 ty high schools could be so administered as to secure state grants 
 and stimulate county taxation for the support of these schools. 
 
 This ground has been practically covered in an earlier part of 
 this report ; we wish in this connection merely to affirm our faith 
 in two general principles, which as it seems to us should control 
 the action of the Board in this matter: 
 
 First, that by the very nature of the case, common schools can 
 not be directly given to a people; they must spring directly out 
 of the soil of the communities which they serve, the product and 
 embodiment of local aspiration, local initiative, and local control. 
 
 Secondly, that it is good economy to invest the Peabody Fund 
 in vital centers from which it can affect education helpfully over 
 large areas rather than to distribute it in small fragments to local 
 communities, where its results will be restricted within narrow 
 limits. 
 
 2. State Normal Schools. 
 
 The Peabody Board has during the past thirty years given 
 abundant evidence of its faith in the work of the normal school. 
 It has been largely instrumental in the development of normal 
 schools in the South, planting at Nashville, as a model and a 
 stimulus to all the Southern States, the central pioneer normal 
 school, and aiding the states individually in founding, maintain- 
 ing, and developing their state normal schools. Maintaining 
 schools and institutes for the training of teachers has been during 
 recent years the Board's most important work. It has been pro- 
 posed that in the final distribution a portion of the Fund be given 
 for the permanent endowment of the state normal schools in ten 
 or more of the Southern States. 
 
 Your Committee have given to this proposition very earnest 
 consideration and with unlimited funds in hand would give it 
 hearty endorsement. But there is another institution constituting 
 
Report of Committee of Three, 1906. 103 
 
 a part of the State public school system, the work of which is 
 quite as important as that of the normal school and which is in 
 much greater need of outside assistance; we refer to the school 
 of education in the State University, which we shall take up as 
 the next item of this report. That the aim which the Board had 
 in view in giving aid to state normal schools has been accom- 
 plished is shown by two facts: 
 
 a. The necessity of normal schools for the training of teachers 
 is now an accepted fact. This was not so when the Board began 
 the work. The normal school was then an experiment in the 
 South ; in many cases even regarded with disfavor. The college 
 men as a rule opposed it, and the people were backward in their 
 support of an institution the value of which to elementary edu- 
 cation had not then been demonstrated. But these conditions have 
 changed. The value and necessity of training teachers for the 
 elementary school service is no longer a debatable question; all 
 the Southern States with the single exception of Arkansas have 
 adopted the normal school as a part of the State system. 
 
 b. While the normal school has been gaining recognition, the 
 Southern States have been growing in wealth, so that now all 
 these states are quite able to take care of the normal schools 
 which, with the cooperation of this Board, they have planted. The 
 president of one of the state normal schools says in reference to 
 the suggested necessity for continuing this aid to the states, that 
 "most of these schools have been so successful and have become 
 so firmly established, that if the Peabody aid should be with- 
 drawn, they would not now suffer any serious inconvenience on 
 that account," and this statement he supports by the citation of 
 facts. The president of another one of these schools says on 
 the same subject that when the Peabody aid came to his school 
 it was a Godsend and that he does not see how the school could 
 have gotten on without it, but that now his state is both able and 
 willing to take care of its own state normal school, and that the 
 Peabody Fund could render his State greater service if invested 
 in the education of teachers for service in the secondary schools. 
 
 3. Sclwols of Education in State Universities. 
 
 We, your Committee, after a careful study of the whole edu- 
 cational situation at the South, are convinced that after the es- 
 tablishment of the George Peabody College for Teachers the next 
 most important work which this Board can undertake is the found- 
 ing of schools of education in the state universities. The estab- 
 lishing of these schools of education in the state universities is 
 important for many reasons : 
 
104 George Peabody College for Teachers. 
 
 a. A strong school or department of education in the state uni- 
 versity is needed to bring the university as a whole into closer 
 and more helpful relation to the public schools and to give to it 
 the position and power of educational leadership in the public 
 school system of the State. Unfortunately the state universities 
 and the public schools in the Southern States have grown up with 
 diverse aims and have dwelt apart. The university has not been 
 the real head of the public school system and has in some cases 
 keenly resented the suggestion that it ought to occupy such posi- 
 tion. A strong school of education in the state university will 
 do much to overcome this tendency toward separateness and will 
 go far toward unifying the system and bringing all its parts into 
 relations of mutual helpfulness. It will help the university to 
 win the cordial support of the people and will help to return to 
 the people the service which they have a right to expect of the 
 university. 
 
 b. A school of education in the state university is needed to 
 train men for service in the public high schools of the State. 
 
 We have already shown : 
 
 1. That public high schools are greatly needed in the South; 
 
 2. That active effort is now being made to establish them, and 
 that this effort is meeting with most encouraging success ; 
 
 3. That every public high school established creates a need for 
 men who have been properly trained to organize and teach it ; 
 
 4. That the graduate of the old classical college who has had 
 no other training is not equipped for this work, and that the train- 
 ing required for this service is clearly beyond the province of 
 the normal school. All this we pointed out, to show the neces- 
 sity for establishing a teachers college. What we wish now to 
 say is that by establishing schools of education in the state uni- 
 versities we shall supplement the work of the George Peabody 
 College for Teachers, which can not be expected to supply all 
 the men needed for this service, and shall at the same time be 
 aiding the states in completing their own state systems. 
 
 c. These schools of education in the state universities of the 
 South are in need of outside aid because they are just now strug- 
 gling into existence and have their recognition yet to win. Worthy 
 beginnings have been made at the University of Missouri, the Uni- 
 versity of Virginia, and the University of Texas; but the institu- 
 tion is in its infancy. It will have to overcome apathy on the part 
 of the people and positive opposition on the part of the traditional 
 academic faculty. 
 
Report of Committee of Three, 1906. 105 
 
 In view of these considerations, we recommend that to the 
 state universities of North Carolina, South Carolina, Florida, 
 Georgia, Alabama, Mississippi, Louisiana, Arkansas, West Vir- 
 ginia, Virginia, and Kentucky, the sum of $40,000 each be given as 
 the nucleus of a permanent endowment for schools of educa- 
 tion in these respective institutions ; that this gift be conditioned in 
 each case on the state's contributing a like sum for the same pur- 
 pose ; and that the schools thus established shall in each case, with 
 the exception of the one at the University of Virginia, which is al- 
 ready known as the Curry School of Education, be named the 
 George Peabody School of Education. 
 
 The $440,000 of the Peabody Education Fund thus invested 
 will yield to each of these institutions an annual income of $4,000, 
 which will make a worthy beginning of the work which we de- 
 sire to inaugurate. 
 
 4. Schools for the Education of the Negro. 
 
 It is the conviction of your Committee that the remainder of 
 the Fund, presumably about $400,000, should be contributed to 
 the education of the negro. We do not desire to argue this item 
 of our report, but merely to submit in brief two or three reasons 
 why the action which we recommend would be fitting and wise : 
 
 a. It would be fitting because in keeping with the catholic spirit 
 of Mr. Peabody that both races and thus all the people be rec- 
 ognized in the final distribution of his benefaction. 
 
 b. It would be not only in keeping with the catholic spirit of 
 Mr. Peabody, but in accordance with his expressed wish. We 
 do not mean to imply that he intended to dictate to the Board, for 
 in his third letter he distinctly says that it was not his design to 
 bind his Trustees in any way whatever. In his original letter, 
 however, he states his purpose as being "that the benefits intended 
 shall be among the entire population, without other distinction 
 than their needs and the opportunity of usefulness to them." The 
 Board throughout its whole administration has never been un- 
 mindful of this purpose of Mr. Peabody. 
 
 c. But if Mr. Peabody had not expressed this purpose, we, as 
 your Committee seeking the largest service to the South as a 
 whole and to our common country, would still feel it incumbent 
 upon us to recognize the needs of negro education in any recom- 
 mendations as to the final distribution of the Fund committed to 
 us. For the problem of education at the South is the problem of 
 educating two races. These two people living side by side enter 
 as two factors into one complex life. The interrelations are such 
 
106 George Peabody College for Teachers. 
 
 that it would be impossible to neglect the development of either 
 race without retarding the development of the other. 
 
 We have not as yet given the details of this subject sufficient 
 study to enable us to make specific recommendations as to the 
 investment of this portion of the Fund. We are prepared to say, 
 however, that its distribution should be controlled by the same 
 general principles that have been adhered to in our recommenda- 
 tion for the distribution of the other portion of the Fund ; that is 
 to say, the Fund should be used for the education of teachers 
 and should be massed in a few important centers from which it 
 can influence education over large areas. We, therefore, recom- 
 mend: 
 
 First: that this remainder of the Peabody Education Fund, 
 about $400,000, be contributed to the education of the negro; and 
 
 Secondly: that the Special Committee be given opportunity to 
 submit to the Board at a later meeting a detailed plan for its dis- 
 tribution. 
 
 Daniel C. Gilman, 
 Morris K. Jesup. 
 
 XII. FINAL AGREEMENT AND TERMS 
 OF ENDOWMENT. 
 
 The Peabody Board after its last review of the situation in 
 1907 had to wait during the off year 1908 until the Tennessee 
 Legislature assembled in January, 1909. The Legislature then 
 passed an amended Act, which was found satisfactory by the 
 Legal Committee, as it both removed a feature objectionable to 
 the majority of the Board and also the time limit, which had 
 prevented action in 1907. The Act of the Legislature of Tanuary 
 23, 1907, is as follows : 
 
 CHAPTER 19. 
 Senate Bill No. 19. 
 A Bill to be entitled "An Act to secure the establishment 
 ment of a College for the higher education of teach- 
 ers in the State of Tennessee by the appropriation 
 therefor of money out of the treasury of the State." 
 Section 1. Be it enacted by the General Assembly of 
 the State of Tennessee, that 
 
 Whereas, The Trustees of the Peabody Education 
 Fund, pursuant to the powers in them vested, have re- 
 solved to apply one million dollars of the capital of said 
 
Agreement and Terms of Endowment. 107 
 
 Fund to the establishment at Nashville, Tenn., of a Col- 
 lege for the education of white teachers for the South- 
 ern States, and as a successor of the Peabody Normal 
 College, which was established at Nashville by the 
 Board of Trustees ; and 
 
 Whereas, The Constitution of the State provides that 
 it shall be the duty of the General Assembly to cherish 
 literature and science, and pursuant thereto the State 
 has established and now maintains a system of common 
 schools, and has partially supported, by appropriation, 
 the Normal College as a training school for teachers ; 
 and 
 
 Whereas, Great advantages will accrue to the State 
 of Tennessee and its common schools by the establish- 
 ment of said College within its limits and at its capital ; 
 and 
 
 Whereas, The said Trustees of the Peabody Educa- 
 tion Fund, at a meeting held in the city of Washington, 
 D. C, on the 24th day of January, 1905, adopted the 
 following resolutions, viz. : 
 
 Be it therefore resolved (two-thirds of the members 
 of the Board concurring), That if within one year from 
 this date, there shall be delivered to this Board, or shall 
 be placed at its disposition : 
 
 First — Bonds of the County of Davidson for $50,000. 
 
 Secondly— Bonds of the City of Nashville for $200,- 
 000. 
 
 Thirdly — The sum of $250,000 appropriated by the 
 State of Tennessee. 
 
 Fourthly — Sixteen acres of land and the buildings and 
 appurtenances now occupied and used by the Peabody 
 Normal College, and conveyed by the Trustees of the 
 University of Nashville ; and, 
 
 Fifthly — The further sum of $50,000 in money or its 
 equivalent ; 
 
 This Board will immediately take proper action to es- 
 tablish in Nashville, Tenn., a college for the higher edu- 
 cation of teachers of the Southern States, to be the suc- 
 cessor of the present Peabody Normal College in said 
 city, and to be known as "George Peabody College for 
 Teachers." and to be duly incorporated in said name un- 
 der competent authority, and to be under the govern- 
 
108 George Peabody College for Teachers. 
 
 ment of a Board of Trustees to be named and appointed 
 by this Board, and to have the power to fill all vacancies 
 which may occur on said Board. 
 
 And, further, that this Board hereby pledges itself to 
 appropriate $1,000,000 out of the funds in its hands as a 
 permanent endowment of said college, said $1,000,000 
 to be held as a permanent fund, only the income thereof 
 to be applied to the maintenance of the institution. 
 
 And, further, that as soon as "George Peabody Col- 
 lege for Teachers" shall be duly incorporated, this 
 Board will immediately assign, set over, and deliver 
 unto the said corporation, or its aforesaid Trustees, the 
 said sum of $1,000,000 of its funds, and also all other 
 moneys, bonds, and property above referred to, which 
 shall have been received or placed at the disposition of 
 this Board for said purpose, to be received and used by 
 the said Trustees for the establishment, maintenance, 
 and development of the said "George Peabody College 
 for Teachers" as an institution for the higher education 
 of teachers for the Southern States; and 
 
 Whereas, The said Board of Trustees of the Pea- 
 body Education Fund, at its meeting in the city of New 
 York, held on the fourth of October, 1905, adopted the 
 following preamble and resolution, to-wit : 
 
 Whereas, The conditions imposed by this Board for 
 the endowment of the "George Peabody College for 
 Teachers," at Nashville, have not yet been complied 
 with, 
 
 Resolved, That the time fixed for the compliance with 
 the conditions be extended until July 24, 1907; and 
 
 Whereas, The County of Davidson provides for the 
 $50,000 stipulated for by the Trustees of the Peabody 
 Education Fund, in addition to the $50,000 previously 
 voted by said county. 
 
 Section 1. Now, therefore, be it enacted by the Gen- 
 eral Assembly of the State of Tennessee, That the State 
 of Tennessee hereby assents to and accepts the proposi- 
 tion contained in said resolution. 
 
 Sec. 2. Be it further enacted, That the State of Ten- 
 nessee hereby appropriates the sum of $250,000 to the 
 establishment, support, maintenance, and use of said col- 
 lege for the education of teachers, for which sum the 
 
Agreement and Terms of Endowment. 109 
 
 Comptroller of the Treasury of the State shall draw a 
 warrant on the State Treasury in favor of said Trustees 
 of the Peabody Education Fund, or their duly authorized 
 representative, and the Treasurer of the State will pay 
 said amount on said warrant to said Board or its repre- 
 sentative ; Provided, however, always, that the various 
 sums and amounts required by said resolution to be 
 raised by the City of Nashville, and by Davidson Coun- 
 ty, and by the Trustees of the University of Nashville 
 are raised and delivered over in manner and form and 
 time as by said resolution of January 24, 1905, and Oc- 
 tober 4, 1905, is provided; and, provided further, that 
 the said sum of $1,000,000 and the further amount by 
 this Act appropriated are applied and transferred to 
 the use and benefit of the college located at Nashville 
 by said resolution contemplated; and, provided, further, 
 also, that the Governor of the State of Tennessee shall 
 be ex officio a member of the Board of Trustees of the 
 "George Peabody College for Teachers." 
 
 Sec. 3. Be it further enacted, That inasmuch as this 
 Act is in lieu of the Act passed April 4, 1905, Chapter 
 211 of the Acts of that year, said Act of 1905 is hereby 
 repealed; and, 
 
 Sec. 4. Be it further enacted, That this Act take ef- 
 fect from and after its passage, the public welfare re- 
 quiring it. 
 
 Passed January 23, 1907. 
 
 E. G. Tollett, 
 
 Speaker of the Senate. 
 
 Jno. T. Cunningham, 
 Speaker of the House of Representatives. 
 
 Approved January 29, 1907. 
 
 Malcolm R. Patterson, 
 
 Governor. 
 
 The Act of the Legislature of February 5, 1909, which is 
 the last of its series and the one which finally harmonized with 
 all conditions, is as follows : 
 
110 George Peabody College for Teachers. 
 
 CHAPTER 20. 
 
 Senate Bill No. 45. 
 
 A Bill to be entitled "An Act to secure the establish- 
 ment in Nashville, in the State of Tennessee, of a 
 college for the higher education of teachers for the 
 Southern States by the appropriation therefor of 
 money out of the treasury of the State." 
 
 Whereas, The Trustees of the Peabody Education 
 Fund, pursuant to the powers in them vested, have re- 
 solved to apply one million dollars of the capital of the 
 said Fund to the establishment in Nashville of a college 
 for the higher education of teachers for the Southern 
 States and as the successor of the Peabody Normal Col- 
 lege, which was established at Nashville by the Board of 
 Trustees ; and 
 
 Whereas, The Constitution of the State provides that 
 it shall be the duty of the General Assembly to cherish 
 literature and science, and pursuant thereto the State 
 has established and now maintains a system of common 
 school, and has partially supported, by appropriations, 
 the Normal College as a training school for teachers ; 
 and 
 
 Whereas, Great advantages will accrue to the State 
 of Tennessee and its common schools by the establish- 
 ment of said college within its limits and at its capital; 
 and 
 
 Whereas, The said Trustees of the Peabody Educa- 
 tion Fund, at a meeting held in the city of Washington, 
 D. C, on the 24th day of January, 1905, adopted the fol- 
 lowing resolution, viz. : 
 
 Be it therefore resolved (two-thirds of the members 
 of the Board concurring), That if within one year from 
 this date there shall be delivered to this Board, or shall 
 be placed at its disposition: 
 
 First — Bonds of the County of Davidson for $50,000. 
 Secondly— Bonds of the City of Nashville for $200,- 
 000. 
 
 Thirdly — The sum of $250,000 appropriated by the 
 State of Tennessee. 
 
Agreement and Terms of Endowment. Ill 
 
 Fourthly — Sixteen acres of land and the buildings and 
 appurtenances now occupied and used by the Peabody 
 Normal College, and conveyed by the Trustees of the 
 University of Nashville; and, 
 
 Fifthly — The further sum of $50,000 in money or its 
 equivalent ; 
 
 This Board will immediately take proper action to es- 
 tablish in Nashville, Tennessee, a college for the higher 
 education of teachers for the Southern States, to be the 
 successor of the present Peabody Normal College in said 
 city, and to be known as the "George Peabody College 
 for Teachers," and to be duly incorporated in said name 
 under competent authority, and to be under the govern- 
 ment of a Board of Trustees to be named and appointed 
 by this Board, and to have the power to fill all vacancies 
 which may occur on said Board. 
 
 And, further, that this Board hereby pledges itself to 
 appropriate $1,000,000 out of the funds in its hands as 
 a permanent endowment of said college, said $1,000,000 
 to be held as a permanent fund, only the income thereof 
 to be applied to the maintenance of the institution. 
 
 And, further, that as soon as the "George Peabody 
 College for Teachers" shall be duly incorporated, this 
 Board will immediately assign, set over, and deliver unto 
 the said corporation, or its aforesaid Trustees, the sum 
 of $1,000,000 of its funds, and also all other moneys, 
 bonds, and property above referred to, which shall have 
 been received or placed at the disposition of this Board 
 for said purpose, to be received and used by the said 
 Trustees for the establishment, maintenance, and devel- 
 opment of the said "George Peabody College for Teach- 
 ers" as an institution for the higher education of teach- 
 ers for the Southern States ; and 
 
 Whereas, The said Board of Trustees of the Peabody 
 Education Fund at its meeting in the city of New York, 
 held on the fourth of October, 1905, adopted the follow- 
 ing preamble and resolution, to-wit: 
 
 Whereas, The conditions imposed by this Board for 
 
 the endowment of the George Peabody College for 
 
 Teachers at Nashville have not yet been complied with, 
 
 Resolved, That the time fixed for the compliance with 
 
 the conditions be extended until July 24, 1907 ; and 
 
112 George Peabody College for Teachers. 
 
 Whereas, The said Board of Trustees of the Pea- 
 body Education Fund, at its meeting in the city of New 
 York, on the eleventh day of December, 1907, still fur- 
 ther extended the time for compliance with the condi- 
 tions of its said resolution of January 24, 1905, until 
 July 1, 1909; and 
 
 Whereas, On account of unavoidable delays the ap- 
 propriations made by the Act passed April 4, 1905, 
 which is Chapter 211 of the Acts of 1905 of Tennessee, 
 and was repealed by the Act passed January 23, 1907, 
 which is Chapter 19 of the Acts of 1907, were not used, 
 and this is in lieu thereof ; and 
 
 Whereas, The County of Davidson has provided for 
 the $50,000, stipulated for by the Trustees of the Pea- 
 body Education Fund, in addition to the $50,000 pre- 
 viously voted by said County. 
 
 Section 1. Now, therefore, be it enacted by the Gen- 
 eral Assembly of the State of Tennessee, That the State 
 of Tennessee hereby assents to and accepts the proposi- 
 tions embodied in the resolutions of the Trustees of the 
 Peabody Education Fund of January 24, 1905. 
 
 Sec. 2. Be it further enacted, That the State of Ten- 
 nesssee hereby appropriates the sum of two hundred 
 and fifty thousand dollars to the establishment, support, 
 maintenance, and use of said college for the higher edu- 
 cation of teachers for the Southern States, for which 
 sum the Comptroller of the Treasury of the State shall 
 draw a warrant on the State treasury in favor of said 
 Trustees of the Peabody Education Fund, or their duly 
 authorized representative, and the Treasurer of the State 
 will pay said amount on said warrant to said Board or 
 its representative ; Pvovidcd, ho%v<rocr, always, that the 
 various sums and amounts required by said resolutions 
 to be raised by the City of Nashville and by Davidson 
 County are raised and paid over as contemplated, and 
 that the Trustees of the University of Nashville convey 
 to the Trustees of the Peabody Education Fund the six- 
 teen acres of land and the buildings and appurtenances 
 now occupied and used by the Peabody Normal College ; 
 and, Provided, further, that the said sum of one million 
 dollars and the further amount by this Act appropriated 
 are applied and transferred to the use and benefit of the 
 

Agreement and Terms of Endowment. 113 
 
 College located at Nashville by said resolutions contem- 
 plated ; and, Provided, further, also that the Governor of 
 the State of Tennessee shall be, ex-officio, a member of 
 the Board of Trustees of the George Peabody College 
 for Teachers. 
 
 Sec. 3. Be it further enacted, That inasmuch as this 
 Act is in lieu of the Act passed January 23, 1907, being 
 Chapter 19 of the Acts of that year, said Act of 1907 is 
 hereby repealed. 
 
 Sec. 4. Be it further enacted, That this Act take ef- 
 fect from and after its passage, the public welfare re- 
 quiring it. 
 
 Passed January 29, 1909. 
 
 William Kinney, 
 
 Speaker of the Senate. 
 
 M. Hillsman Taylor, 
 Speaker of the House of Representatives. 
 
 Approved February 5, 1909. 
 
 Malcolm R. Patterson, 
 
 Governor. 
 
 The deed of the University of Nashville, which embodied the 
 changes called for and satisfied the objections to the deed of 1904, 
 is as follows : 
 
 (21692) university of nashville. 
 
 TO DEED 
 
 trustees of the peabody education fund. 
 
 Whereas, The University of Nashville, an educa- 
 tional institution organized and existing under the laws 
 of the State of Tennessee, particularly the statutes 
 enacted December 29, 1785, November 4, 1805, Septem- 
 ber 11, 1806, December 3, 1807, October 19, 1809, Oc- 
 tober 18, 1824, November 27, 1826, February 25, 1852, 
 and March 23, 1875, and located at Nashville, Davidson 
 County, Tennessee, is the owner of certain property, in- 
 cluding the lands hereinafter described and conveyed; 
 and 
 
114 George Peabody College for Teachers. 
 
 Whereas, At a meeting of the Board of Trustees, of 
 the said University of Nashville, this day duly and regu- 
 larly held at the University of Nashville, a quorum au- 
 thorized to act being present, the following resolution 
 was adopted : 
 
 "Resolved, By the Board of Trustees of the University 
 of Nashville, that 
 
 Whereas, The Trustees of the Peabody Education 
 Fund on the 24th day of January, A. D. 1905, adopted 
 the following resolution, namely: — 
 
 Be it therefore resolved (two-thirds of the members of 
 the Board concurring), That if within one year from 
 this date, there shall be delivered to this Board, or shall 
 be placed at its disposition : 
 
 First — Bonds of the County of Davidson for fifty 
 thousand dollars ($50,000). 
 
 Secondly — Bonds of the City of Nashville for two 
 hundred thousand dollars ($200,000). 
 
 Thirdly — The sum of two hundred and fifty thousand 
 dollars ($250,000), appropriated by the State of Ten- 
 nessee. 
 
 Fourthly — Sixteen acres of land and the buildings 
 and appurtenances now occupied and used by the Pea- 
 body Normal College and conveyed by the Trustees of 
 the University of Nashville; and 
 
 Fifthly — The further sum of fifty thousand dollars 
 ($50,000) in money or its equivalent; 
 
 This Board will immediately take proper action to es- 
 tablish in Nashville, Tenn., a college for the higher edu- 
 cation of teachers for the Southern States, to be the suc- 
 cessor of the present Peabody Normal College in said 
 city, and to be known as the "George Peabody College 
 for Teachers," and to be duly incorporated in said name 
 under competent authority, and to be under the govern- 
 ment of a Board of Trustees to be named and appointed 
 by this Board, and to have the power to fill all vacan- 
 cies which may occur on said Board. 
 
 And, further, that this Board hereby pledges itself 
 to appropriate one million dollars ($1,000,000), out of 
 the funds in its hands as a permanent endowment of said 
 college; said one million dollars ($1,000,000) to be held 
 
Agreement and Terms of Endowment. 115 
 
 as a permanent fund, only the income thereof to be ap- 
 plied to the maintenance of the institution. 
 
 And, further, that as soon as the said "George Pea- 
 body College for Teachers" shall be duly incorporated, 
 this Board will immediately assign, set over, and de- 
 liver unto the said corporation or its aforesaid Trus- 
 tees the said sum of one million dollars ($1,000,000) of 
 its funds, and also all other moneys, bonds, and prop- 
 erty above referred to, which shall have been received 
 or placed at the disposition of this Board for said pur- 
 pose, to be received and used by the said Trustees for 
 the establishment, maintenance, and development of the 
 said "George Peabody College for Teachers" as an in- 
 stitution for the higher education of teachers for the 
 Southern States; and also on the 4th day of October, 
 1905, adopted the following resolutions, namely : — 
 
 Whereas, The conditions imposed by this Board for 
 the endowment of the George Peabody College for 
 Teachers at Nashville have not yet been complied with, 
 
 Resolved, That the time fixed for the compliance with 
 the condition be extended until July 24, 1907; and 
 
 Whereas, The bonds of the City of Nashville, and the 
 bonds of the County of Davidson, and the fifty thou- 
 sand dollars ($50,000), and the two hundred and fifty 
 thousand dollars ($250,000) to be appropriated by the 
 State of Tennessee, in the said resolution of January 
 24, 1905, mentioned, have been placed at the disposition 
 of the said Board of Trustees of the Peabody Education 
 Fund, as contemplated by the said resolution ; and 
 
 Whereas, At a former session of this Board the said 
 proposition in said resolution contained was assented to 
 and accepted by this Board, and a conveyance of the 
 said sixteen acres of land therein mentioned directed to 
 be made to the said Trustees of the Peabody Education 
 Fund, but said deed has not yet been delivered ; and 
 
 Whereas, It is to the interest of the people of Nash- 
 ville and of Davidson County, and of the State of Ten- 
 nessee, and of the cause of education, that said convey- 
 ance be made, and the George Peabody College for 
 Teachers endowed as proposed, be established at Nash- 
 ville, Tennessee ; now, in order to secure the same, that 
 the former action of this Board assenting to and accept- 
 
116 George Peabody College for Teachers. 
 
 ing said proposition, be, and it hereby is, confirmed, and, 
 that the said parcel of land, the property of the Univer- 
 sity of Nashville, namely, the sixteen acres of land (with 
 the buildings and appurtenances occupied and used by 
 the Peabody Normal College), lying in Nashville, Da- 
 vidson County, Tennessee, bounded on the north by 
 Middleton Avenue, on the east by University Street, on 
 the south by Lindsley Avenue, and on the west by South 
 Market Street, be, and it hereby is, directed to be 
 transferred and conveyed by general warranty deed 
 (with particular description), to the Trustees of the Pea- 
 body Education Fund in special trust for the said George 
 Peabody College for Teachers, a corporation to be form- 
 ed as contemplated by the said resolution of January 24, 
 1905, and to be conveyed by the said Trustees to the 
 said George Peabody College for Teachers, when or- 
 ganized, to be held, used and disposed of by said cor- 
 poration, upon the terms and for the purposes set forth 
 in its charter, and, that the said deed of conveyance be 
 executed in the name and in behalf of the University of 
 Nashville and in behalf of the Board of Trustees there- 
 of, by its President, under the seal of the University, to 
 be attached and attested by the Secretary, and when ex- 
 ecuted that it be delivered to the said Trustees of the 
 Peabody Education Fund. 
 
 Now, pursuant to the said resolution and in the exe- 
 cution thereof, the University of Nashville, for the con- 
 sideration of one dollar to it paid, the receipt whereof 
 is hereby acknowledged, and the further consideration 
 in said resolution expressed, has bargained and sold, and 
 does hereby transfer, alien, and convey, to the Trustees 
 of Peabody Education Fund, that certain parcel of land, 
 with the buildings and appurtenances occupied and used 
 by the Peabody Normal College, containing sixteen acres, 
 more or less, lying in Nashville, Davidson County, 
 Tennessee, and bounded on the north by Middleton Ave- 
 nue, on which it fronts eight hundred and thirty-seven 
 feet, more or less, on the east by University Street, on 
 which it fronts eight hundred and six feet, more or less, 
 on the south by Lindsley Avenue, on which it fronts 
 eight hundred and thirty-seven feet, more or less, on the 
 
Agreement and Terms of Endowment. 117 
 
 west by South Market Street, on which it fronts seven 
 hundred and ninety-nine feet, more or less. 
 
 To Have and to Hold, To the said Trustees of the 
 Peabody Education Fund and their successors, in spe- 
 cial trust for the said George Peabody College for 
 Teachers, the corporation to be formed and organized 
 by the Trustees conformably to resolutions passed by 
 them Jan. 24, 1905, and to which corporation the premi- 
 ses hereinbefore described, are to be conveyed by the 
 Trustees to be held, used and disposed of by said corpora- 
 tion upon the terms and for the purposes set forth in its 
 charter ; and, the University of Nashville covenants with 
 the said Trustees of the Peabody Education Fund and 
 their successors and assigns, that it is lawfully seized 
 of the said lands, has a good right to convey the same, 
 and that they are unencumbered ; and it does further 
 covenant and agree and bind itself to warrant and for- 
 ever defend the title thereto to the said Trustees of the 
 Peabody Education Fund, their successors, and assigns, 
 against the lawful claims of all persons whomsoever. 
 
 In Witness Whereof, For and in behalf of the Uni- 
 versity of Nashville, and in behalf of the Board of Trus- 
 tees thereof, and while said Board is in session, the name 
 of the said corporation, the University of Nashville, has 
 been hereto subscribed and attached by James D. Porter, 
 the President, and its seal has been hereto affixed and at- 
 tached by John M. Bass, the Secretary, on this the 
 sixth day of December, one thousand nine hundred 
 and seven (A. D, 1907). 
 
 (Seal) University of Nashville, 
 
 By James D. Porter, 
 
 President. 
 By John M. Bass, 
 
 Secretary. 
 Attest : 
 
 State of Tennessee, 
 County of Davidson. 
 
 Before me, Foster Jones, a Notary Public in and for 
 the County and State aforesaid, personally appeared 
 James D. Porter, with whom I am personally acquainted, 
 
118 George Peabody College for Teachers. 
 
 and who, upon oath, acknowledged himself to be the 
 President of the University of Nashville, the within 
 named bargainor, a corporation, and that he as such 
 President, being authorized so to do, executed the fore- 
 going instrument for the purpose therein contained, by 
 signing the name of the corporation by himself as Presi- 
 dent. 
 
 And also personally appeared John M. Bass, with 
 whom I am personally acquainted, and who upon oath 
 acknowledged himself to be Secretary of the within 
 named bargainor, a corporation, and that he as such 
 Secretary, being authorized so to do, affixed the seal of 
 the said corporation to the foregoing instrument to exe- 
 cute the same for the purpose therein contained, and 
 that he attested the same as such officer of said corpora- 
 tion ; and that the seal thereto affixed is the genuine seal 
 of said coiporation. 
 
 Witness My Hand and Seal, at office, in Nashville, 
 Davidson County, Tennessee, this the sixth day of De- 
 cember, 1907. 
 
 My commission expires on the second day of April, 
 1910. 
 
 (Seal) Foster Jones, 
 
 Notary Public. 
 
 Received August 7, 1909, at 11 :45 A.M. 
 Recorded August 9, 1909, in Warranty Deed Book 
 372, on pages 560, 561, and 562. 
 
 When, therefore, the Peabody Trustees met in special session 
 March 18, 1909, everything seemed in readiness. The recent ac- 
 tion of the Legislature was reported as satisfactory, and Gov. 
 Porter stated that the City of Nashville and the County of Da- 
 vidson were ready to deliver their appropriations, and that the 
 amended deed executed by the University of Nashville was in 
 his possession at his office in Nashville. On motion of Mr. Ol- 
 ney it was 
 
 Voted, That Gov. Porter notify the several donors of 
 land, bonds, and money in aid of a corporation to be 
 formed and organized under the name of George Pea- 
 body College for Teachers, that the Trustees are ready 
 to receive the donations in question, and, upon receiving 
 the same, will at once proceed to form and organize said 
 
Agreement and Terms of Endowment. 119 
 
 corporation and to perform the other duties and trusts 
 devolved upon them by their resolutions of January 24, 
 1905, as set forth in the appropriation act of the State 
 of Tennessee and approved February 5, 1909. (Pro- 
 ceedings, March 18, 1909, p. 10.) 
 
 That no further delay might be occasioned by oversight or neg- 
 ligence, the following action was taken on motion of Bishop 
 Lawrence : 
 
 Voted, That a Committee of Six, of which the Chair- 
 man shall be a member ex-officio, be appointed by the 
 Chair, to report as soon as convenient, certainly before 
 July 1, a form of organization of the George Peabody 
 College for Teachers, names of persons for consideration 
 and election as Trustees of the College, and also a pro- 
 gram whereby this Board may be able to take all steps 
 necessary for the creation and beginning of the College. 
 Proceedings, March 18, 1909, page 10.) 
 
 Chief-Justice Fuller, Chairman of the Peabody Board, ap- 
 pointed as members of the Committee of Six: Bishop Lawrence, 
 Mr. Choate, Mr. Olney, Gov. Porter, Judge Fenner. 
 
 Accordingly the Peabody Board met in special session June 
 10, 1909, and a report from the Committee of Six was made by 
 Bishop Lawrence. This report submitted a draft of charter for 
 a corporation to be called George Peabody College for Teachers ; 
 also a draft of certain by-laws to be recommended to the cor- 
 poration ; and thirdly, a draft of instruments conveying to the 
 corporation the real estate, money, and securities to be delivered 
 to the corporation under resolutions of the Peabody Board of 
 January 24, 1905. The report of the Committee of Six is given 
 in full in Proceedings, June 10, 1909, pp. 10-23. 
 
 To carry out the recommendations of the Committee of Six it 
 was voted: (1) that the report of the Committee of Six be 
 adopted; (2) that a Committee of Four, consisting of the Chair- 
 man and the Secretary of the Board, and Messrs. Lawrence and 
 Olney, (a) notify the persons named as Trustees and ask their 
 acceptance, (b) in case of the declination of Mr. John J. Ver- 
 trees, to fill the vacancy by Mr. George N. Tillman, and (c) 
 after the prescribed number of persons have accepted as Trus- 
 tees, to proceed to perfect the organization of the corporation by 
 appropriate measures; (3) that when the organization of said 
 corporation shall have been perfected as required by the laws of 
 
120 George Peabody College for Teachers. 
 
 Tennessee, the Chairman and Treasurer of the Board execute 
 an instrument of conveyance of the tenor and in the terms of the 
 draft annexed to the Committee's report, and simultaneously with 
 the execution and delivery of such instrument also transfer and 
 deliver to the new corporation the personal property required to 
 be delivered to it under the resolutions of the Peabody Board of 
 January 24, 1905. 
 
 In accordance with these votes, the Committee of Four sent 
 out notice to the following persons, who were asked and con- 
 sented to act as Trustees of the College : 
 
 J. M. Dickinson, Nashville, Tenn. 
 
 J. C. Bradford, Nashville, Tenn. 
 
 George N. Tillman, Nashville, Tenn. 
 
 Whitefoord R. Cole, Nashville, Tenn. 
 
 E. A. Lindsey, Nashville, Tenn. 
 
 A. H. Robinson, Nashville, Tenn. 
 E. T. Sanford, Knoxville, Tenn. 
 Bolton Smith, Memphis, Tenn. 
 
 Stuart H. Bowman, Huntington, W. Va. 
 Hugh S. Bird, Williamsburg, Va. 
 W. A. Blair, Winston-Salem, N. C. 
 W. K. Tate, Charleston, S. C. 
 Joseph K. Orr, Atlanta, Ga. 
 
 B. J. Baldwin, Montgomery, Ala. 
 J. B. Aswell, Natchitoches, La. 
 Thomas B. Franklin, Columbus, Miss. 
 
 Malcolm R. Patterson, Governor of Tenn., ex-officio. 
 
 This is the list as reported by the Committee and found in the 
 Proceedings, October 8, 1909, p. 31. The notifications were sent 
 out in July, being received by the Nashville members and reported 
 in the Nashville papers on August 8, 1909. 
 
 The Committee of Four also took steps to secure options on the 
 needed land selected for the site of the College. Bishop Law- 
 rence, Chairman of the Committee of Six and of the Committee 
 of Four, was active in all these negotiations. He visited Nash- 
 ville in May, 1909, and was unremitting in his efforts to see that 
 no further delays hindered the consummation of the plans upon 
 which so much work had been spent and in regard to which such 
 high hopes were entertained in all quarters. 
 
 Provision had been made for the incorporation of the College 
 Trustees by the passage of a Legislative Act which was prepared 
 by Messrs. Choate, Olney, and Porter. It is here given in full, be- 
 ing passed February 3, 1909, and approved February 12, 1909: 
 
Agreement and Terms of Endowment. 121 
 
 ACTS OF TENNESSEE. 
 
 Chapter 52 — Senate Bill No. 169. 
 
 A Bill to be entitled "An Act to provide for the organiza- 
 tion of corporations for the higher education of teach- 
 ers." 
 
 Section 1. Be it enacted by the General Assembly of 
 the State of Tennessee, That corporations for the higher 
 education of teachers may be organized and created as 
 hereinafter provided. Any five or more persons over 
 twenty-one years of age, desiring to organize and create 
 a corporation under this Act, in order thereto shall sign 
 and acknowledge as hereinafter provided the following 
 articles of incorporation, to be known as the charter — 
 namely : 
 
 State of Tennessee. 
 
 charter of incorporation. 
 
 Be it known, That (here fill this 
 
 blank with the name of the five or more persons who de- 
 sire to be incorporated) are hereby constituted a body 
 
 politic and corporate by the name and style of 
 
 (here fill this blank with the name of the corporation), 
 for the purpose of establishing, conducting and main- 
 taining in this State a college or educational institution 
 for the higher education of teachers. 
 
 The general powers of this corporation are and shall 
 be to sue and be sued by the corporate name; to have 
 and use a common seal, which it may alter at pleasure; 
 to purchase and to receive by gift, bequest and devise, 
 any property, real, personal and mixed ; to hold, use and 
 manage the same for the purposes of the corporation as 
 hereinbefore set forth; to execute and administer any 
 trust upon which property may be given to the corpora- 
 tion in furtherance and aid of the said purposes ; and to 
 sell and dispose of any property owned or held by it, or 
 any part thereof, whenever the same, or any part there- 
 of, can no longer be usefully applied to the purposes of 
 said corporation, and of the trusts on which the same is 
 held, and the proceeds thereof to hold and apply for the 
 same purposes and upon the same trusts; to purchase 
 
122 George Peabody College for Teachers. 
 
 or accept and hold any real estate in payment in whole or 
 in part of any debt due to the corporation, and to bor- 
 row money for the purposes of the corporation, and se- 
 cure the payment thereof by mortgage of its real estate 
 or any part thereof ; and to do any and all things proper 
 and necessary to establish, conduct and maintain a col- 
 lege for the higher education of teachers; to establish 
 by-laws, and to make all rules and regulations not in- 
 consistent with the laws and constitutions of the State 
 of Tennessee and the United States, deemed expedient 
 for the management of corporate affairs ; to elect or ap- 
 point a President, a Secretary, a Treasurer and such 
 other officers as the business of the corporation may re- 
 quire ; to designate the name of the office and the quali- 
 fications of the officer and fix his compensation; pro- 
 vided, however, that no mortgage of any real estate of 
 the corporation shall be valid if inconsistent with the 
 trusts on which it is held, and unless authorized by the 
 votes of two-thirds of the entire Board of Trustees and 
 an order of the Court of Chancery. 
 
 The incorporators and their successors in office shall 
 be called and known as "Trustees." This charter or 
 these articles of incorporation shall be subject to modifi- 
 cation or amendment as prescribed by the constitution of 
 this State. The main business of the corporation is to 
 
 be conducted at (here insert the name of 
 
 the town or city), in the county of (here 
 
 insert the name of the county), in the State of Tennes- 
 see. 
 
 In witness whereof, we, the undersigned, the incor- 
 porators above mentioned, hereby apply to the State of 
 Tennessee, by virtue of the laws of the land, for a char- 
 ter of incorporation for the purposes and with the pow- 
 ers declared in the foregoing instrument. 
 
 Witness our hands this the day of , A. 
 
 D. 
 
 Sec. 2. Be it further enacted, That the signatures of 
 said incorporators must be acknowledged or any one or 
 more signatures proved by one witness before the clerk 
 of the County Court of the county where the main busi- 
 ness of the corporation is to be conducted, the fact of 
 acknowledgement or probate to be entered on the books 
 
Agreement and Terms of Endowment. 123 
 
 of his office and also certified on the instrument, which 
 instrument with the application of the acknowledgement 
 or probate, shall be registered in the Register's Office 
 of the same county, and the fact of registration shall be, 
 by the Register, endorsed on or attached to said instru- 
 ment. The said instrument, registered as aforesaid, shall 
 then be transmitted to the Secretary of State, who shall 
 keep the same in a book to be kept for that purpose with 
 the probates, acknowledgements, certificates of clerk, 
 register, etc. 
 
 The Secretary of State shall then certify in or on the 
 original instrument that the same has been registered 
 in his office, to which certificate shall be applied the 
 great seal of the State; and upon the affixing of the 
 great seal of the State to the said certificate or said origi- 
 nal instrument and the registration of the said Secre- 
 tary's certificate and the fac simile of said seal in the 
 Register's Office, where said instrument was originally 
 registered, the formation of the association as a body 
 politic and corporate, with the powers specified in its 
 charter or articles of incorporation and all other powers 
 conferred upon it by law, is hereby declared complete, 
 and the validity of the same shall not be in any legal 
 proceedings collaterally impeached. 
 
 Sec. 3. Be it further enacted, That the said incorpor- 
 ators shall constitute the first Board of Directors, and 
 they and their successors in office shall be known as and 
 called "Trustees," and shall manage the affairs and prop- 
 erty and conduct the business of said corporation. 
 
 The Board of Trustees, as from time to time consti- 
 tuted, shall have the power to fill all vacancies in the 
 Board and to increase the number of Trustees to any 
 number not exceeding thirty-three in all, including there- ' 
 in the Governor of Tennessee, who shall be, and hereby 
 is, made a member of said Board and a Trustee ex of- 
 ficio. A quorum at any meeting of the Board shall con- 
 sist of a majority of the entire membership of the Board. 
 Every Trustee shall have one vote in all elections and on 
 all questions to be considered and voted upon, the result 
 in all cases to be determined by a majority of the votes 
 cast. A majority of the Board of Trustees shall be citi- 
 zens of Tennessee, but any number of Trustees less than 
 
124 George Peabody College for Teachers. 
 
 a majority may be citizens of other States, and the col- 
 lege shall be open to the citizens of all the States known 
 as the "Southern States," upon the same terms and con- 
 ditions as it is open to citizens of the State of Tennessee. 
 Regular meetings of the Board shall be held at stated 
 times to be fixed by the by-laws ; but special meetings 
 may also be provided for by such by-laws, which shall 
 also specify by what authority and in what manner such 
 special meetings shall be called; provided, however, that 
 notice of such special meetings shall be given to all mem- 
 bers of the Board, either personally or by mail, directed 
 to their places of residence at least one month before the 
 date named for the meeting, and that the notice of any 
 special meeting shall state the objects thereof, and the 
 action of such special meetings shall be limited to the 
 objects so notified. 
 
 The Board of Trustees shall have power to provide by 
 by-law for the creation of an Executive Committee, and 
 prescribe the powers to be exercised by such Executive 
 Committee when the Board of Trustees shall not be in 
 session. 
 
 The Board shall keep a record of their proceedings, 
 which shall at all times be subject to the inspection of 
 any member. The terms of all officers and the time and 
 mode of their election or appointment shall be fixed by 
 the by-laws ; but the term of no officer, except the Presi- 
 dent, shall exceed three years. All members of the Board 
 shall hold their offices as Trustees until death, resigna- 
 tion, or removal as hereinafter provided. Any Trustees, 
 excepting the Governor of Tennessee, may be removed 
 from the Board at any time after reasonable notice and 
 hearing for inefficiency, neglect, drunkenness, incompe- 
 tency, or misconduct detrimental to the interests of the 
 institution ; but the consent of four-fifths of the entire 
 Board shall be required in order to effect such removal. 
 
 Sec. 4. Be it further enacted, That all the property of 
 the corporation shall be liable for the claims of creditors, 
 and by no implication or construction shall the corpora- 
 tion possess the power to discount notes or bills, deal in 
 gold or silver coin, issue any evidence of debts as cur- 
 rency, buy and sell any agricultural products, deal in 
 merchandise (beyond supplying its students and teach- 
 
Agreement and Terms of Endowment. 125 
 
 ers with lodgings, furniture, board, fuel, lights, and with 
 books, apparatus, etc, necessary for instruction), or en- 
 gage in any business outside the purpose of the charter. 
 
 As the general welfare of society and not individual 
 profit is the object for which the charters herein men- 
 tioned are authorized, the Trustees are not stockholders 
 in the legal sense of the term, and no dividends or prof- 
 its shall be divided among the members. A violation of 
 the provisions of the charter or of this Act shall subject 
 the corporation to dissolution at the instance of the 
 State. 
 
 Any corporation organized or chartered hereunder 
 which may desire to change its name or obtain further 
 powers, which powers at any time hereafter shall have 
 been conferred by law upon corporations of this charac- 
 ter, shall have the right to do so by proceeding in the 
 manner and form prescribed by law for corporations 
 chartered for profit to obtain like objects. 
 
 Sec. 5. Be it further enacted, That this Act take effect 
 from and after its passage, the public welfare requiring 
 it. 
 
 Passed February 3, 1909. 
 
 William Kinney, 
 Speaker of the Senate. 
 
 M. Hillsman Taylor, 
 Speaker of the House of Representatives. 
 
 Approved February 12, 1909. 
 
 Malcolm R. Patterson, 
 Governor. 
 
 By authority of this Act a Charter of Incorporation was se- 
 cured by the proper number of incorporators, who met at the 
 American National Bank, Nashville, Tenn., September 30, 1909, 
 This instrument and certificates of genuineness are in words and 
 figures following. 
 
 State of Tennessee, 
 
 Department of State. 
 I, Hallum W. Goodloe, Secretary of the State of 
 Tennessee, do certify that the annexed instrument, with 
 certificates of acknowledgment of probate and regis- 
 
126 George Peabody College for Teachers. 
 
 tration, were filed in my office for registration on the 
 30th day of September, 1909, and recorded on the 30th 
 day of September, 1909, in Corporation Record Book, 
 P-7, in said office, page 222. 
 
 In testimony whereof, I have hereunto subscribed my 
 official signature; and, by order of the Governor affixed 
 the Great Seal of the State of Tennessee, at the Depart- 
 ment, in the City of Nashville, this 30th day of Septem- 
 ber, A. D. 1909. 
 
 (Seal) Hallum W. Goodloe, 
 
 Secretary of State. 
 
 State of Tennessee. 
 charter of incorporation. 
 
 Be It Known, That W. R. Cole, E. A. Lindsey, Ed- 
 ward T. Sanford, Bolton Smith and George N. Tillman 
 are hereby constituted a body politic and corporate by 
 the name and style of 
 
 "george peabody college for teachers" 
 
 for the purpose of establishing, conducting and main- 
 taining in this State a college or educational institution 
 for the higher education of teachers. 
 
 The general powers of this corporation are and shall 
 be to sue and be sued by the corporate name ; to have and 
 use a common seal, which it may alter at pleasure; to 
 purchase and receive by gift, bequest and devise, any 
 property, real, personal and mixed ; to hold, use and 
 manage the same for the purposes of the corporation as 
 hereinbefore set forth; to execute and administer any 
 trusts upon which property may be given to the corpor- 
 ation in furtherance and aid of the said purposes ; and to 
 sell and dispose of any property owned or held by it, or 
 any part thereof, whenever the same or any part there- 
 of can no longer be usefully applied to the purposes of 
 said corporation, and of the trusts on which the same 
 is held, and the proceeds thereof to hold and apply for 
 the same purposes and upon the same trusts ; to pur- 
 chase or accept and hold any real estate in payment in 
 whole or in part of any debt due to the corporation, and 
 
Agreement and Terms of Endowment. 127 
 
 to borrow money for the purposes of the corporation, 
 and to secure the payment thereof by mortgage of its 
 real estate or any part thereof; and to do any and all 
 things proper and necessary to establish, conduct and 
 maintain a college for the higher education of teachers ; 
 to establish by-laws and make all rules and regulations 
 not inconsistent with the laws and constitutions of the 
 State of Tennessee and the United States, deemed expe- 
 dient for the management of corporate affairs; to elect 
 or appoint a President, a Secretary, a Treasurer, and 
 such other officers as the business of the corporation 
 may require ; to designate the name of the office and the 
 qualification of the officer, and fix his compensation ; 
 provided, hoivever, that no mortgage of any real estate 
 of the corporation shall be valid if inconsistent with the 
 trusts on which it is held, and unless authorized by the 
 votes of two-thirds of the entire Board of Trustees and 
 an order of the Court of Chancery. 
 
 The incorporators and their successors in office shall 
 be called and known as "Trustees." This charter or 
 these articles of incorporation, shall be subject to modi- 
 fication or amendment as prescribed by the constitution 
 of this State. The main business of the corporation is 
 to be conducted at the city of Nashville, in the county of 
 Davidson, in the State of Tennessee. 
 
 In Witness Whereof, we, the undersigned, the incor- 
 porators above mentioned, hereby apply to the State of 
 Tennessee, by virtue of the laws of the land, for a char- 
 ter of incorporation for the purposes and with the pow- 
 ers declared in the foregoing instrument. 
 
 Witness our hands this the 30th day of September, 
 1909. 
 
 W. R. Cole, 
 
 E. A. LlNDSEY, 
 
 Edward T. Sanford, 
 Bolton Smith, 
 George N. Tillman. 
 State of Tennessee, 
 Davidson County. 
 
 Personally appeared before me, P. A. Shelton, Clerk 
 of the County Court, the within named W. R. Cole, E. 
 
128 George Peabody College for Teachers. 
 
 A. Lindsey, Edward T. San ford, Bolton Smith, and 
 George N. Tillman, the bargainors, with whom I am 
 personally acquainted and who acknowledged that they 
 executed the within instrument for the purposes therein 
 contained. 
 
 Witness my hand at office this the 30th day of Sep- 
 tember, 1909. 
 
 (Seal) P. A. S helton, 
 
 County Court Clerk. 
 State of Tennessee, 
 
 Davidson County. 
 
 Received for record the 30th day of September, 1909, 
 at 10:35 o'clock, A.M., and recorded in Book 310, page 
 316, noted in Note Book 23, page 187. 
 
 West H. Morton, Register. 
 By J. P. Byrne, Deputy Register. 
 Date, Sept. 30, '09. 
 Fee $3.00. 
 REC'D Tax. 
 
 Total $3.00. 
 
 Hallum W. Goodloe, 
 Secretary of State. 
 
 This meeting of the Incorporators and Trustees of George Pea- 
 body College for Teachers, after accepting the Charter of Incor- 
 poration from the State of Tennessee, proceeded to increase the 
 number of Trustees to seventeen, in accordance with the list se- 
 lected by the Peabody Board. The meeting then adjourned to 
 convene in full session at Nashville on Tuesday, October 5, 1909. 
 
 The first meeting of the Board of Trustees of the College took 
 place, as arranged, on October 5, 1909, and there were present 
 eleven of the seventeen Trustees. The Board of Trustees adopted 
 by-laws, elected officers, provided for maintaining "the present 
 Peabody Normal College, of which the George Peabody College 
 for Teachers is the successor, for the current collegiate year," 
 and accepted the duties of the trust devolved upon them by adopt- 
 ing unanimously the following resolution: 
 
 The communication of Bishop William Lawrence, 
 Chairman, of October 7, 1909, transmitting the report of 
 the Committee of Six, made to the Board of Trustees 
 of the Peabody Education Fund of June 10, 1909, and 
 the said report having been presented to this Board, read 
 and considered: 
 

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Agreement and Terms of Endowment. 129 
 
 Resolved, First, That the trust as set forth in said re- 
 port is accepted. 
 
 Second, That the said letter and report be spread upon 
 the Minutes. 
 
 Third, That a copy of the Proceedings of this meeting 
 be transmitted to the Board of Trustees of the Peabody 
 Education Fund. 
 
 Fourth, That the President and Secretary are directed 
 to acknowledge to Bishop Lawrence the receipt of said 
 letter and report. 
 
 The College Trustees also authorized the Executive Commit- 
 tee to purchase suitable land for a site in accordance wiih tbe 
 conditions of the deed of transfer from the Peabody Trustees. 
 No very decisive policy could be instituted by the College Trus- 
 tees at this time, because the County Court had on the previous 
 day, as already recited, determined not to deliver the bonds to the 
 College. During the afternoon session Mr. Tillman resigned and 
 Judge Claude Waller was elected a trustee to fill the vacancy. 
 
 The unexpected delay was reported to the Peabody Board at 
 its meeting October 8, 1909, together with the report of the Pro- 
 ceedings of the College Trustees on September 30, and October 
 5. Though everything seemed halted for the present, the Pea- 
 body Board showed its faith in the ultimate success of the enter- 
 prise by voting to delegate authority to the Chairman and Treas- 
 urer of the Board to deliver to the College Trustees as soon as 
 practicable the instrument of conveyance and the several items 
 of personal property in accordance with the resolutions of the 
 Peabody Board. 
 
 There was much tense feeling in Nashville and a considerable 
 newspaper war, but the composure of the Peabody Board, the 
 restraint of the College Trustees, the unflagging faith of those 
 who had been connected with the enterprise from its inception, 
 prevented any thought of surrendering the project or considering 
 failure for a moment. 
 
 At the height of this misunderstanding and violent expression 
 of opinion, the Peabody Board in November, 1909, issued a pam- 
 phlet "The George Peabody College for Teachers — Steps leading 
 up to its establishment. Statement of facts and of purposes by 
 the Committee of Four for the Trustees of the Peabody Edu- 
 cation Fund, and by the Executive Committee for the Trustees 
 of George Peabody College for Teachers." 
 
130 George Peabody College for Teachers. 
 
 After a recital of the history of the Peabody Education Fund, 
 of Peabody College, and of the movement for creating George 
 Peabody College for Teachers, the Committee of Four conclude 
 as follows (Pamphlet, p. 17) : 
 
 "The conclusions inevitably following from the foregoing state- 
 ment of fact are these : 
 
 "1. The Trustees of the Peabody Education Fund, having de- 
 cided that it was expedient to close their trust, desired to do so by 
 using a large portion of the Trust fund to endow some educa. 
 tional institution which should be for the benefit of the entire 
 South and which should, at the same time, serve as a signal and 
 lasting tribute to the memory of the founder of the trust. 
 
 "2. Their investigations satisfied them that both purposes would 
 be accomplished by the establishment at some central point of a 
 college for the higher education of teachers for the Southern 
 States. 
 
 "3. The Trustees were in no way committed to Nashville as the 
 location for the proposed teachers' college. 
 
 "But they had long maintained there the 'Peabody Normal Col- 
 lege,' an institution widely and favorably known and of great in- 
 fluence throughout the South; partly through its influence Nash- 
 ville had become an educational center ; here was the site of Van- 
 derbilt University, among the first, if not the very first of South- 
 ern universities ; and, when the dissolution of the Peabody Trust 
 was voted and the plan of the teachers' college became known, an 
 intense sentiment developed, not only in Nashville and its vicinity, 
 but throughout the State of Tennessee, for the establishment of 
 the institution at Nashville — a sentiment which took practical ef- 
 fect in the shape of generous contributions of land and funds by 
 the State, the county of Davidson, the city of Nashville, and the 
 University of Nashville. 
 
 "For these reasons the Trustees fixed upon Nashville as the 
 place for the teachers' college, stipulating that they would proceed 
 with the organization of the college whenever the contributions 
 to it from other sources than the Peabody Trust were placed in 
 their hands. 
 
 "4. As respects the site of the proposed College in Nashville the 
 Trustees, first, have always reserved to themselves absolute lib- 
 erty of choice, and second, have always deemed it essential to 
 the success of the college that there should be cooperation on the 
 part of Vanderbilt University. 
 
Agreement and Terms of Endowment. 131 
 
 "By such cooperation was never meant and is not now meant 
 any merger, nor even any affiliation. It contemplates nothing 
 more than such arrangements between two independent institu- 
 tions as shall avoid duplication of plants, of courses, and of in- 
 structors, as shall enable each of them, on terms and for consid- 
 erations satisfactory to it, to supply the other with such educa- 
 tional facilities as the latter could secure for itself independently 
 only at great and unnecessary expense. As there could be no 
 effective cooperation of that sort unless the two institutions were, 
 located in immediate proximity to each other, part of the campus- 
 of Vanderbilt University, if that could be acquired, or, if not,, 
 then other land in the immediate vicinity of that campus, seemed 
 to the Trustees to be the true site for the proposed college and has, 
 been fixed upon as such. 
 
 "That the Trustees have never lost the power to fix the site for 
 the college, but have always insisted upon retaining it, is made 
 perfectly clear by their refusal to accept the gift of Davidson 
 County so long as the gift was conditioned upon the college being 
 located upon land of the University of Nashville. In the same 
 connection it is to be noted that the deed of the University of 
 Nashville to the Trustees conveys its land and property abso- 
 lutely and without any stipulation or condition as to the use of 
 the same as the site for the Teachers' College. 
 
 "It only remains to add that, after the deed of the University of 
 Nashville had been delivered and recorded, and after the funds 
 contributed by the State, by Davidson County, and by the city of 
 Nashville had been deposited in financial institutions to the credit 
 of the Trustees, and the Trustees had been notified of such de- 
 posit, the Trustees in accordance with their promise, proceeded 
 to organize the "George Peabody College for Teachers." They 
 have been greatly surprised at the opposition since manifested in 
 some quarters to the full execution of their plans, all the impor- 
 tant features of which have been public property and matter of 
 record for a long time. They are impressed with the conviction 
 that such opposition must originate in misconceptions of their 
 purposes and of the means by which they propose to carry them 
 out, and they make this statement in the view and with the hope 
 of correcting any such misconceptions. If such opposition should 
 turn out to be inveterate and to involve the delays and uncertain- 
 ties of protracted litigation, the Trustees must necessarily con- 
 sider whether their entire scheme for the distribution of the Trust 
 Fund must not be revised. 
 
132 George Peabody College for Teachers. 
 
 "Appreciating the assistance you have given the Trustees by 
 consenting to act as Trustees of the proposed Teachers' College, 
 and in the full belief that under your direction the college will, 
 without any great delay, enter upon the career of usefulness in- 
 tended for it, we are, 
 
 Very truly yours, 
 
 William Lawrence, Ch'm. 
 
 Samuel A. Green, 
 Secretary of the Board of Trustees. 
 
 Richard Olney, 
 Melville W. Fuller, 
 
 Committee of Four." 
 
 At the beginning of the Pamphlet (pp. 1-3) from which the 
 above quotations have been made, the Executive Committee of the 
 College Trustees make an introductory statement as follows : 
 
 "There have arisen in some quarters uneasiness and mistrust in 
 regard to the present status and the future development and ad- 
 ministration of the George Peabody College for Teachers. It is 
 charged and believed by some that relations between that insti- 
 tution and the Vanderbilt University have been proposed and 
 will be established which will result either in the merger of the 
 two, or in such close affiliation between them as will impair the 
 independence of the George Peabody College for Teachers. 
 
 "As Trustees of the George Peabody College for Teachers, we 
 feel and believe that the people of the State should be frankly 
 advised of what is proposed and intended to be done about its 
 establishment, organization and administration. 
 
 "With that object in view, the President of the Board of Trus- 
 tees, and the Executive Committee of that Board, suggested to 
 the Trustees of the Peabody Education Fund that they make a 
 statement for publication of the facts leading up to the establish- 
 ment of the George Peabody College for Teachers and its loca- 
 tion at Nashville. This they have done, and we herewith submit 
 it to the public. 
 
 "We call attention to the following declaration in the statement 
 of the Trustees of the Peabody Education Fund bearing upon 
 the proposed location of the George Peabody College for Teach- 
 ers and its relations with the Vanderbilt University, to-wit: [As 
 quoted above, p. 130.] , 
 
 "Referring in their statement to the opposition which has de- 
 
Agreement and Terms of Endowment. 133 
 
 veloped to the execution of their plans for the establishment and 
 organization of the college, they further say in their statement as 
 follows: [As quoted above, p. 131.] 
 
 "As members of the Executive Committee of the Board of 
 Trustees of the George Peabody College for Teachers, we appre- 
 ciate the duties and obligations devolved upon us by our appoint- 
 ment. It is our purpose to faithfully execute the trusts with 
 which we are charged, and in such manner as will carry into ef- 
 fect the plan of organization and administration of the College 
 outlined in their statement by the Trustees of the Peabody Edu- 
 cation Fund. We wish also to say that we will not lend ourselves 
 to any attempt, if any should ever be made, to establish relations 
 between the College and the Vanderbilt University which would 
 result in a merger of the two institutions, or impair in the slight- 
 est the independence and separate autonomy of the College. 
 
 "The contributions of public funds to the College by the State, 
 county, and city will Be preserved and administered by us for the 
 purposes for which they were made, and for none other. 
 
 "It will be our earnest endeavor to administer the affairs of the 
 College in such manner as will establish an educational institu- 
 tion which will be one of permanent usefulness, and meet with 
 the approval of the public authorities and the people of Tennes- 
 see. 
 
 Edward T. Sanford, 
 President Board of Trustees. 
 
 James C. Bradford, Ch'm. 
 W. R. Cole, 
 Claude Waller, 
 A. H. Robinson, 
 E. A. Lindsey, 
 
 Executive Committee." 
 
 Besides the quotations and the summary of contents given 
 above, this Pamphlet of November, 1909, contained in an appen- 
 dix most of the report of the Committee of Three made to the 
 Peabody Board October 3, 1906; and it also contained the full 
 report of the Committee of Six made to the Peabody Board on 
 June 10, 1909. 
 
 As soon as the County Court acted favorably in January, 1910, 
 a meeting of the Peabody Board was called which took place at 
 Washington, January 31, 1910. At this meeting the Committee 
 of Four reported that no conveyance of property had been made 
 
134 George Peabody College for Teachers. 
 
 to the College owing to the adverse order of the Davidson County 
 Court. The Committee expressed gratified surprise at the re- 
 consideration by the County Court and congratulated all con- 
 cerned on removing the misapprehension, both as to the past ac- 
 tion of the Board and as to its aims and objects in establishing 
 Peabody College on the proposed site in proximity to Vander- 
 bilt University. The Committee, therefore, recommended the 
 adoption of the following vote : 
 
 Voted, That this Board accepts the action of the Da- 
 vidson County Court of January 6, 1910, shown by its 
 vote of that date, copy of which is hereto annexed, as a 
 compliance with the conditions set forth in the resolu- 
 tions of this Board of January 24, 1905 ; and that the 
 Treasurer of the Board is authorized and directed to re- 
 ceive the $100,000 of Davidson County Bonds specified 
 in said vote and to deliver the same to the George Pea- 
 body College for Teachers simultaneously with the de- 
 livery to said College of the money and securities con- 
 tributed to said College by this Board, by the City of 
 Nashville, and by the State of Tennessee and simulta- 
 neously with the delivery to said College of the deed of 
 trust of the tenor and in the terms shown by draft of 
 deed annexed to vote of this Board of June 10, 1909. 
 (Proceedings, January 31, 1910, page 11.) 
 During the discussion of this report and before the adoption 
 of the vote, Hon. J. M. Dickinson, the Secretary of War and a 
 Trustee of Peabody College, and Mr. James E. Caldwell, Presi- 
 dent of the Nashville Board of Trade, gave their views, by invi- 
 tation of the Board, on several matters contained in the report. 
 A vote of thanks was passed to Mr. Dickinson and Mr. Caldwell 
 for their courtesy in appearing before the Board. 
 
 The deed of conveyance was read and adopted in the words 
 and figures following, with the certificates as added later when 
 executed and delivered for transmission to the College Trustees : 
 
 DEED OF TRUST. 
 The instrument of conveyance on the part of the Trustees of 
 the Peabody Education Fund to the George Peabody College for 
 Teachers was presented by Bishop William Lawrence, at the 
 meeting of the Trustees of the Peabody Education Fund, Jan- 
 uary 31, 1910, and was then executed in words and figures as 
 follows : 
 
Agreement and Terms of Endowment. 135 
 
 Know all men by these presents, That the Trustees of the Peabody 
 Education Fund, a corporation duly established under the laws of the 
 State of New York, in consideration of one dollar to it paid, the receipt 
 whereof is hereby acknowledged, and of other valuable considerations, 
 hereby bargains, sells, transfers, and conveys to the George Peabody Col- 
 lege for Teachers, a corporation duly established under the laws of the 
 State of Tennessee, the following described real and personal property, 
 to-wit : 
 
 (1) A certain parcel of land, with the buildings and appurtenances oc- 
 cupied and used by the Peabody Normal College, containing sixteen (16) 
 acres more or less, lying in Nashville, Davidson County, Tennessee, and 
 being the same premises conveyed to the grantor by the University of 
 Nashville by deed dated the sixth day of December, A. D. 1907, and re- 
 corded in the Register's Office, State of Tennessee, Davidson County, in 
 Book 372, page 560. 
 
 (2) One million dollars ($1,000,000) of the principal of the Peabody 
 Education Fund invested in the following described securities, to-wit : 
 
 $446,000 United States Steel Corporation. 
 
 Ten sixty year 5 per cent. Sinking Fund Gold Coupon Bonds. 
 $500 United States Steel Corporation. 
 
 Registered Bonds, principal due April 1, 1963, interest payable 
 May 1 and November 1. 
 
 $300,000 Northern Pacific Great Northern. 
 
 Four per cent. Joint C. B. & Q. Collateral Coupon Bonds, 
 principal due July 1, 1921, interest payable January 1 and 
 July 1. 
 
 $100,000 The Chesapeake and Ohio Railway Co. 
 
 General Mortgage 4^4 per cent. Gold Bonds of 1892, principal 
 due March 1, 1992, interest payable March 1 and Septem- 
 ber 1. 
 
 $125,000 The Chesapeake and Ohio Railway Co. 
 
 General Funding and Improvement Mortgage 5 per cent. 
 Gold Bonds, principal due January 1, 1929, interest payable 
 January 1 and July 1. 
 
 (3) Bonds of the County of Davidson of the par value of one hundred 
 thousand dollars ($100,000) received from said county; 
 
 (4) Bonds of the City of Nashville of the par "value of two hundred 
 thousand dollars ($200,000) received from said city; 
 
 (5) Two hundred and fifty thousand dollars (250,CKXn in cash received 
 from the State of Tennessee. 
 
 To have and to hold the said real and personal property to the said 
 George Peabody College for Teachers and its successors for the use and 
 benefit of a college for the higher education of teachers for the Southern 
 
136 George Peabody College for Teachers. 
 
 States to be established and located in Nashville in the State of Tennessee 
 either upon the campus of Vanderbilt University or upon land in imme- 
 diate proximity thereto and in accordance with the terms and upon the 
 trusts set forth in the resolutions of the grantor of 24 January, 1905, and 
 recited in an act of the Legislature of Tennessee, entitled, "An Act to se- 
 cure the establishment in Nashville in the State of Tennessee of a college 
 for the higher education of teachers for the Southern States by the ap- 
 propriation therefor of money out of the Treasury of the State," and ap- 
 proved 5 February, 1909, and upon the specific trusts following, to-wit : 
 
 (1) The said sixteen (16) acres of land conveyed by the University of 
 Nashville is to be held, used and disposed of upon the terms and for the 
 purposes set forth in the charter of said George Peabody College for 
 Teachers ; 
 
 (2) Said one million dollars ($1,000,000) conveyed by the Trustees of 
 the Peabody Education Fund are to be held as a permanent fund, only 
 the net income of which is to be applied to the maintenance of said George 
 Peabody College for Teachers ; 
 
 (3) Said bonds of the County of Davidson are to be held, used and 
 disposed of pursuant to its vote of 6 July, 1908, copy thereof being as 
 follows : 
 
 Whereas, It appears that the Peabody College for Teachers is not ready 
 to apply for and receive the one hundred thousand dollars ($100,000) in 
 bonds heretofore voted, and has asked that the time for their issuance be 
 extended to the first day of January, 1910; 
 
 Therefore, It is resolved by the County Court of Davidson County, Ten- 
 nessee, in regular quarterly session assembled, and a quorum being present, 
 when the conditions hereafter stated have been fully complied with, there 
 shall be issued and delivered to the Board of Trustees of the Peabody 
 Education Fund, or their assigns, one hundred thousand dollars ($100,000) 
 of the interest bearing bonds of Davidson County, Tennessee. 
 
 Said bonds shall be issued in pursuance of the power conferred upon 
 said county by the act of the General Assembly of the State of Ten- 
 nessee, passed and approved on the 17th day of April, 1905. They 
 shall be in the denomination of one thousand dollars ($1,000) each 
 payable twenty (20) years after date, but redeemable at the option 
 of the County Court, five years after date, upon thirty days' notice. They 
 shall bear interest from their date at the rate of 4 per cent per annum, 
 payable semi-annually, for the payment of which interest coupons shall be 
 attached. Said bonds shall be executed by the manuscript signatures of 
 the judge and clerk of this court, with the seal of the court affixed, and 
 said coupons shall be executed with the lithograph signature of the judge. 
 Said bonds and interest shall be payable in Nashville, Tennessee. 
 
 Said bonds shall be issued and delivered whenever said Board of Trus- 
 tees shall, by proper action, on or before the 1st day of January, 1910, 
 decide to permanently locate in or near the city of Nashville, Tennessee, 
 the Peabody College for Teachers, and shall within said time decide to 
 
Agreement and Terms of Endowment. 137 
 
 endow said institution with not less than one million dollars ($1,000,000) 
 of permanent endowment, which action said Board shall evidence by a 
 properly certified copy of the official record thereof, upon receipt of which 
 said judge and clerk shall deliver said bonds and coupons to said Board, 
 or to some person duly authorized to receive same; 
 
 and pursuant to the further vote of the county of Davidson of 
 January 6, 1910, copy of which is as follows : 
 
 Whereas, the State of Tennessee, Davidson County, and the city of 
 Nashville offered to donate the sum of $500,000 in the aggregate to the 
 Peabody College for the higher education of teachers in the event that 
 the Trustees of the Peabody Fund would locate the college at Nashville 
 and donate one million dollars of the fund in their hands as Trustees to 
 that purpose — the county of Davidson having donated $100,000 of said 
 $500,000 in bonds ; and 
 
 Whereas, the Trustees of said fund have signified their willingness to 
 locate the college at Nashville; and 
 
 Whereas, some dissatisfaction has been expressed at the selection of 
 said site and the county urged to withhold or delay the delivery of said 
 bonds ; and 
 
 Whereas, it is the opinion of the Justices of the Court, that the rea- 
 sons which have been given for the location of the said college as is pro- 
 posed, are sound and good, and evince careful consideration of the mat- 
 ter by the Trustees of the Fund; and 
 
 Whereas, the question should be determined by considering the benefits 
 and advantages to bo derived from location of the college at Nashville, 
 to the community as a whole, and not the special advantages to the inhabit- 
 ants of any particular part of the city; and 
 
 Whereas, it is important that the attitude of the county of Davidson 
 with respect to the matter should be determined without further delay, 
 it is therefore accordingly 
 
 Resolved and Ordered, while there is a difference of opinion as to the 
 location of the said college at or near Vanderbilt University, nevertheless 
 that location is accepted as a compliance with the original understanding 
 and that the said $100,000 of bonds be delivered to the Peabody College 
 for the higher education of teachers or other persons authorized to re- 
 ceive the same, whenever the said one million dollars are paid over to or 
 for the use of the said college. 
 
 (4) Said bonds of the city of Nashville are to be held, used and dis- 
 posed of "for the erection of buildings or providing equipments or for the 
 increasing of the permanent endowment" for the said George Peabody 
 College for Teachers pursuant to a vote of said city of 11 August, 1904; 
 approved 13 August, 1904.* 
 
 [These are dates of action by City Council and Mayor; the vote of the 
 people ratified this action on November 8, 1904. — C. E. L.] 
 
13S George Peabody College for Teachers. 
 
 (5) Said two hundred and fifty thousand dollars ($250,000) in cash 
 received from the State of Tennessee are to be held, used and disposed 
 of for "the establishment, support, maintenance and use" of said George 
 Peabody College for Teachers pursuant to the act of the Legislature of 
 Tennessee hereinbefore mentioned. 
 
 The Trustees of the Peabody Education Fund hereby covenant 
 and agree that it will warrant and forever defend the title to said 
 lands to the George Peabody College for Teachers against the 
 lawful claims of all persons claiming under and through it (the 
 Trustees of the Peabody Education Fund), but no further or 
 otherwise. 
 
 In witness whereof, the Trustees of the Peabody Education Fund, 
 by its Chairman and Treasurer, thereunto duly authorized, has caused the 
 seal of said corporation to be hereto affixed, and these presents to be exe- 
 cuted in its name and behalf this thirty-first day of January, 1910. 
 
 Melville W. Fuller, 
 (seal) Chairman. 
 
 J. Pierpont Morgan, 
 
 Treasurer. 
 Samuel A. Green, Secretary. 
 
 City of Washington, 
 District of Columbia. 
 
 Before me, Albert W. Sioussa, a notary public in and for the District 
 of Columbia aforesaid, personally appeared Melville W. Fuller, with whom 
 I am personally acquainted and who upon oath acknowledged himself to be 
 the Chairman of the Trustees of the Peabody Education Fund, the within 
 named bargainor, a corporation, and that he as such Chairman, being au- 
 thorized so to do, executed the foregoing instrument for the purpose 
 therein contained, by signing the name of the corporation by himself as 
 Chairman. 
 
 And also personally appeared J. Pierpont Morgan, with whom I am 
 personally acquainted and who upon oath acknowledged himself to be 
 Treasurer of the within named bargainor, a corporation, and that he as 
 such Treasurer, being authorized so to do, affixed the seal of the said 
 corporation to the foregoing instrument to execute the same for the pur- 
 pose therein contained, and that he attested the same as such officer of 
 said corporation ; and that the seal thereto affixed is the genuine seal of 
 said corporation. 
 
 Witness my hand and seal at office in Washington, District of Colum- 
 bia, this the 31st day of January, 1910. 
 
 My commission expires on the 27th day of May, 1910. 
 
 (seal) Albert W. Sioussa. 
 
Agreement and Terms of Endowment. 139 
 
 State of Tennessee, 
 Davidson County. 
 
 Received for record the 2nd day of February, 1910, at 8:15 o'clock a. m., 
 and recorded February 3, 1910, in Book 371, page 445, noted in Note Book 
 
 , page . 
 
 West H. Morton, Register. 
 By J. P. Byrne, Deputy Register. 
 
 On motion of Mr. Choate at this same meeting of January 31, 
 1910, it was 
 
 Voted, That the organization of the George Peabody College for Teach- 
 ers having been perfected, as required by the laws of Tennessee and the 
 resolutions of this Board, the Chairman and Treasurer of this Board are 
 hereby authorized to execute and deliver to said corporation the instru- 
 ment of conveyance, which has now been read and entered in the minutes, 
 simultaneously with the delivery to the George Peabody College for Teach- 
 ers of the several items of personal property required to be delivered to it 
 under the resolutions of this Board of 24 January, 1905 ; and if desired 
 by said corporation, also to execute and deliver to said corporation a sep- 
 arate deed of conveyance of the land and buildings first described in said 
 instrument. 
 
 On motion of Bishop Doane it was 
 
 Resolved, That the Board puts on record its sense of gratitude to the 
 four members who have been chiefly instrumental in securing this final 
 conclusion of a long and vexed discussion as to the gift of one million 
 dollars to the George Peabody College for Teachers. The result reached 
 today, by an almost unanimous vote, is due to the clear headed and cour- 
 ageous persistence of the Treasurer, to the able and earnest legal ability 
 of Messrs. Choate and Olney (whose absence from this meeting is great- 
 ly regretted), and to the painstaking and personal devotion of Bishop 
 Lawrence. 
 
 The perplexing question of securing proper land to meet the 
 views of the Trustees as to site caused several changes in phras- 
 ing, as will be shown by the following resolutions. The first deed 
 of conveyance was submitted by the Committee of Six on June 
 10, 1909. At the meeting of October 8, 1909, when the Committee 
 of Four reported, Mr. Choate, in view of the developments at 
 Nashville, moved and it was 
 
 Voted, To change the phraseology of the Deed of 
 Trust to be made by the Board to the George Peabody 
 College for Teachers by striking out the word "either" 
 in the habendum clause of the Deed and substituting 
 "and" for "or" — so that said clause will read as follows : 
 
140 George Peabody College for Teachers. 
 
 "To Have and to Hold, The said real and personal 
 property to the said George Peabody College for Teach- 
 ers and its successors, for the use and benefit of a col- 
 lege for the higher education of teachers for the South- 
 ern States, to be established and located in Nashville in 
 the State of Tennessee upon the campus of Vanderbilt 
 University and upon land in immediate proximity" — 
 said alterations being in the sixth and seventh lines of 
 the habendum clause of the draft of deed annexed to the 
 report of the Committee of Six as printed by the Secre- 
 tary of the Board. (Proceedings, October 8, 1909, p. 
 49.) 
 
 The original reading of the deed was restored on motion of 
 Mr. Choate when (Proceedings, January 31, 1910, p. 12) it was 
 
 looted, That the vote to change the phraseology of 
 the Deed of Trust to be made by the Board to the 
 George Peabody College for Teachers by striking out 
 the word "either" in the habendum clause of the Deed 
 and substituting "and" for "or" — as passed at the 
 last meeting of the Board, on October 8, and printed in 
 the Proceedings (page 49) — be and is hereby rescinded. 
 
 The Trustees of the Peabody Education Fund had now brought 
 to a successful conclusion a project begun by them in a formal 
 way at their meeting of October 1, 1902, nearly eight years be- 
 fore. Henceforth the College Trustees were to be charged with 
 the larger responsibility for the management of Peabody Col- 
 lege, aided it is hoped by the active cooperation of the Peabody 
 Board and all those who remember gratefully the unparalleled 
 influence exerted on Southern education by the Peabody Educa- 
 tion Fund. 
 
 XIII. READJUSTMENT OF PEABODY COL- 
 LEGE TO SOUTHERN CONDITIONS. 
 
 As the discussion for the development of Peabody College pro- 
 gressed, there grew up a constantly increasing conviction that the 
 possibilities inherent in the idea of a Central Teachers College for 
 all the South were larger than had at first been supposed. At the 
 beginning of this agitation, the friends and Alumni of the Peabody 
 Normal College still thought of it in terms of its past and as a 
 well known educational institution at Nashville. But soon a wide 
 
Readjustment to Southern Conditions. 141 
 
 circle of supporters, composed of the leading educators and pub- 
 licists of the South, lent their assistance, and a broader outlook 
 for the College began to take shape, with a new statement of its 
 future sphere of usefulness. At first, permanency for the already 
 existing College was aimed at, though a reorganization with ad- 
 ditions was felt to be necessary ; but later it was seen that a very 
 thorough transformation was necessary, if the College was com- 
 pletely to meet the changing conditions of Southern education. 
 For fifteen years the remarkable awakening of interest in South- 
 ern education has been one of the most inspiring developments 
 seen in any country, or in any period. To keep pace with this 
 rapid development and to find the proper sphere among the many 
 parts of the school systems in the South, would call for superb 
 wisdom, fine constructive leadership, and generous sums for en- 
 dowment. 
 
 When this stage of the discussion had been reached an interest 
 in the plans for Peabody College, because of its promise to fill an 
 important place in a comprehensive educational scheme, sprang 
 up all over the country, among those who were interested in pro- 
 moting Southern education. The Peabody Education Fund, the 
 Southern Education Board, the Conference for Education in the 
 South, the General Education Board, if not through official chan- 
 nels, yet through persons connected with these Boards, united in 
 declaring for the desirability of such an institution. 
 
 In the earlier stages of the program outlined by the friends of 
 Peabody College, Nashville and the Peabody Board were together 
 in their efforts to enlarge the College and properly endow it. 
 
 By its resolutions of October 1, 1902, the Peabody Board fell 
 in line with the aspirations of the Alumni for the College and en- 
 couraged the citizens of Nashville. The resolution of January 29, 
 1903, which expressed the wish of the Peabody Board to estab- 
 lish and maintain a Teachers College somewhere in the South 
 (not necessarily at Nashville) called a halt to take a wider sur- 
 vey of the field and shifted the emphasis from Nashville to the 
 whole South. Educational thinkers gave their assent to the gen- 
 eral scheme as a highly desirable enterprise, but many doubts 
 were expressed about the proper location and the character and 
 scope of the proposed institution. In fact, there was a rather gen- 
 eral feeling that the Peabody Normal College had run its course, 
 had served its generation well, it is true, but had finished its work 
 and was no longer needed. It was argued that the State Normal 
 Schools, which had developed so wonderfully, many of them 
 
142 George Peabody College for Teachers. 
 
 having come to possess a larger faculty and resources, made it 
 unnecessary to continue Peabody Normal College. It was felt 
 in many quarters that Peabody College should look to the State 
 of Tennessee and reshape itself into a State Normal School. To 
 this argument the friends of the College made answer that they 
 were genuinely anxious to have the College reshape itself, but 
 that the logical transformation was into a higher and broader 
 central Teachers College for all the South, which was merely a 
 historic development in line with all its previous career. 
 
 This was the state of things during 1902 and 1903. Out of this 
 criticism of the movement grew a general discussion from many 
 angles over the whole Peabody territory. The question was on 
 the best application of the Peabody money. The Trustees of the 
 Peabody Education Fund with impartial thoroughness scruti- 
 nized the factors of the task which they had already set them- 
 selves and investigated most searchingly every possible argu- 
 ment for and against their proposal. An elaborate paper, pre- 
 sented to them at their meeting of October 8, 1903, argued to 
 the Trustees that the money under their control would serve its 
 best purpose by being used for stimulating rural education in all 
 the Southern States. It was suggested that this could be done 
 most effectively by employing on a larger scale the fine campaign 
 methods which had been so successfully used in stimulating local 
 taxation and in awakening educational activities in certain states. 
 But the Peabody Board adhered to their conviction that the best 
 possible use to make of their funds would be the permanent es- 
 tablishment of George Peabody College for Teachers at Nash- 
 ville or elsewhere. This idea prevailed, therefore, not without 
 much struggle and tribulation. It prevailed after meeting the 
 test of a substantial financial demand upon Nashville, and after 
 breasting the opposition of strong educational arguments for a 
 different plan. 
 
 Events rapidly gave Nashville the lead in the contest for loca- 
 tion, which was definitely settled by the Peabody Board's resolu- 
 tions of January 24, 1905. 
 
 But even after the permanent establishment and endowment 
 of George Peabody College for Teachers at Nashville became 
 assured, in 1905, there was still left unsettled the exact form 
 which the College was to have after being reorganized and re- 
 adapted to its new and larger sphere. The precise nature and 
 scope of this reorganization had not been foreseen and now be- 
 came a necessary consideration. Closely connected with this was 
 
Readjustment to Southern Conditions. 143 
 
 the exact location of the College in Nashville. From the first a 
 new site was contemplated, and now the choice of this site be- 
 came a pressing question. 
 
 Expert advice had been sought at the outset. President Porter 
 in 1902 obtained a visit to Peabody College from Dean James E. 
 Russell of Teachers College, Columbia University, and from Dr. 
 Wallace Buttrick, Secretary of the General Education Board. 
 These two gentlemen were present at a meeting of the faculty of 
 Peabody College, which discussed very earnestly a plan for the 
 complete reorganization of the College in all its educational ac- 
 tivities, so as to secure the higher professional training of teach- 
 ers. These two gentlemen very patiently entered into this dis- 
 cussion with the members of the faculty, very frankly criticised 
 certain features of the plan suggested, and very generously gave 
 their approval to certain other features. Their visit and their 
 criticisms were altogether helpful and stimulating, as much for 
 the faults pointed out as for the commendable features which 
 they discovered and approved. 
 
 The Peabody Board also, through committees and the advice 
 of experts, was giving diligent study to the question. Their 
 resolutions and findings are given fully in Section V, above. 
 
 The Committee of Five, appointed January 29, 1903, consisted 
 of Dr. Gilman, Mr. Olney, Mr. Hoar, Mr. Morgan and Mr. 
 Smith. A year later, January 28, 1904, the Committee was en- 
 larged by adding Judge Fenner to it and instructed to continue its 
 investigations in the interest of defeating any possibility of hasty 
 action. The Peabody Board stood firm in its determination to 
 have full light before reversing a most vital feature in its pre- 
 vious policies. 
 
 This Committee of Six instituted well planned investigations 
 and gathered important data, which built up bit by bit not only 
 the abstract proof of the value of a Central Teachers College as 
 the best use of their funds, but also showed in a new and con- 
 crete way the value of the Peabody Normal College as a basis 
 already built and as the embodiment of powerful pedagogical 
 forces already in existence, capable of starting and carrying for- 
 ward such an institution. 
 
 In May, 1904, Professor Wickliffe Rose was elected Dean of 
 Peabody College and was put in charge of the enterprise, as the 
 representative of the College and all the Nashville claims. Much 
 additional data on the problem was gathered by him and freely 
 put at the disposal of the Committee of Six, which made, through 
 
144 George Peabody College for Teachers. 
 
 Judge Fenner, an elaborate report at the meeting of January 24, 
 1905, and secured the passage of the decisive resolutions fixing the 
 well known conditions for the establishment at Nashville of 
 George Peabody College for Teachers as the successor of the 
 Peabody Normal College. 
 
 And now came those other necessary questions, to which refer- 
 ence has been made above. What form should this reorganization 
 of the College take, and on what site should the College be lo- 
 cated? During this year the Committee of Six made an exten- 
 sive study of the educational needs of the entire South, espe- 
 cially as it related to the service which the Teachers College should 
 render, but Dr. Gilman of the Committee of Six did not pre- 
 sent a report at the meeting of October 4, 1905, but offered the 
 following resolution, which was duly passed : 
 
 Resolved, That it is important to engage the services 
 of one or more qualified persons, to study and report to 
 this Board on the conditions of Southern Education, 
 particularly with reference to the future employment of 
 this Fund ; and that a special Committee of Three per- 
 sons be appointed by the Chairman, who shall have the 
 authority from this Board to select such an agent or 
 agents, and compensate him or them for services ren- 
 dered, — the work to be carried on under the coopera- 
 tion of the General Agent. 
 
 In accordance with this resolution, Dr. Wallace Buttrick, of 
 the General Education Board, was requested to serve with this 
 special Committee of Three, which consisted of Dr. Gilman, Mr. 
 Jesup, and Judge Fenner. The Committee continued the work 
 of investigation already begun into the conditions and needs of 
 Southern Education, and Dr. Gilman made a report for the 
 Committee at the meeting of October 3, 1906, which immensely 
 helped the whole movement forward. This report embodied the 
 work of all the persons who have been named in the Committees 
 of 1903, 1904, and 1905, and had the additional advantage of the 
 data collected by Professor Wickliffe Rose and the final help of 
 Dr. Wallace Buttrick in the actual preparation of the report. Dr. 
 Gilman's report was made in writing, which was ordered type- 
 written and a copy sent to each member of the Board. Though 
 not made public at the time, it has since been published and is 
 given as Section XI, above. The ideas thus presented to the 
 Board in 1906 became a controlling purpose from that time on. 
 
%$\l^; : .,;{•* 
 
Readjustment to Southern Conditions. 145 
 
 The two fundamental conceptions thereafter were to establish 
 George Peabody College for Teachers as an independent insti- 
 tution on its own foundation, with its own traditions ; and, sec- 
 ondly, to locate the institution in proximity to Vanderbilt Uni- 
 versity, so as to work out in the future some feasible scheme of 
 affiliation. 
 
 These ideas were strongly urged in this report and furnished 
 henceforth a new starting point for all the discussions of the 
 Board. The report, now given in full in the Proceedings of the 
 Peabody Education Fund, November 1, 1911, pages 36-69, ar- 
 gues at length and with vigor for three things : 
 
 1. The immense value of a central Teachers College for the 
 whole South ; 
 
 2. The wisdom and the bright prospects for building such 
 an institution at Nashville, and for carrying out the pro- 
 posals contained in the Board's resolutions of January 24, 
 1905; 
 
 3. A plan for the final disposition of the Funds in the hands 
 of the Peabody Board, so as to give a large additional 
 amount to the proposed George Peabody College for 
 Teachers, in furtherance of its claims to larger and more 
 nearly adequate support, so as to meet the demands of 
 its larger sphere. 
 
 These recommendations grew out of a fuller discussion of the 
 necessary relation of a central Teachers College to Southern edu- 
 cation as a whole. The previous investigations of the Peabody 
 Board had led them to the definite acceptance of Peabody College 
 and Nashville as the proper foundation for the proposed Teachers 
 College. A serious obstacle met them in the legality of their right 
 to donate one million dollars of the corpus of the Fund until it was 
 first voted to dissolve the Trust. The Committee of Six had met 
 in Washington on June 4, 1904, and heartily espoused the prop- 
 osition to establish the College at Nashville on the foundation of 
 the existing institution, .but when Dr. Gilman reported the views 
 of this Committee at the meeting of the Board on November 2, 
 
 1904, this legal obstacle was found a bar to further progress. 
 This was completely brushed aside by the action of January 24, 
 
 1905, when the Board voted to contribute the one million dollars 
 to the College and to dissolve the Trust. By patient and careful 
 progress the Board had gone from one step to the next and had 
 laid the basis for final consummation. 
 
146 George Peabody College for Teachers. 
 
 The report of the special Committee of Three, therefore, 
 began a struggle from a new point of view. The readjust- 
 ment of Peabody College to all the educational forces at work 
 in the South, a right form of reorganization, a new and larger 
 educational policy for the College had now to be earnestly consid- 
 ered. The tangle which had, because of so many contributing 
 forces, at times threatened to become hopeless, was considerably 
 put to rights by the definite and far-reaching suggestions of this 
 report of the Committee of Three, so that another step forward 
 was possible. 
 
 There were, however, other difficulties and problems. Some 
 were of a minor nature, others threatened to become fatal to the 
 whole enterprise. But the Trustees had fought their way through 
 to a sureness of vision, which henceforth acted as a tonic and 
 prevented any faltering. A vista had been opened up, in whose 
 fine distances all the unwelcome details of small jealousies faded 
 from view. 
 
 In the abstract and during the early days of this movement it 
 had been thought sufficient to follow more or less the plans al- 
 ready in operation in Peabody College at that time. But when the 
 problem was attacked concretely and as one relating to the whole 
 South and connecting with all the influences and needs in South- 
 ern Education, George Peabody College for Teachers was seen 
 to involve so many activities and adaptations, that vast sums of 
 money would be needed to make them effective. The idea more 
 and more forced itself upon all the promoters of this enterprise, 
 that Peabody College must either develop into a university itself, 
 or form some educational alliance which would give it the equiva- 
 lent of such an institution. The Peabody Board felt it unwise to 
 attempt the former and came to the conclusion that it would be 
 highly advantageous to utilize at Nashville all the facilities of 
 Peabody College and those of Vanderbilt University in some 
 sort of cooperative scheme. This report of the Committee of 
 Three and Dr. Wallace Buttrick shows how valuable an educa- 
 tional group could be made of these two units, and it also at- 
 tempts to put down in dollars and cents the large sums which 
 would be saved and the wasteful duplication which would be 
 avoided by such an arrangement. Henceforth, the policy of re- 
 organizing Peabody College so as to provide for coordinate af- 
 filiation with Vanderbilt University became a settled fact in the 
 minds of the Trustees, as proved further by the report of their 
 Legal Committee on February 20, 1907; see above, p. 86. 
 
Readjustment to Southern Conditions. 147 
 
 The next question was that of site. Along with this report 
 of the special Committee of Three was submitted a budget of 
 expenses, indicating the scope on which it was proposed that the 
 Teachers College should begin its new era. There was also sub- 
 mitted a sketch showing a location for the College in juxtaposi- 
 tion to Vanderbilt University. This budget and this sketch were, 
 of course, considered only tentative, and were meant merely to 
 suggest possibilities, but at the same time there was such a con- 
 creteness about the whole report, that the earnest arguments of a 
 more abstract nature along this same line now became a settled 
 conviction. 
 
 These changing proposals of the Peabody Education Board in 
 carrying out their intentions to establish the George Peabody Col- 
 lege for Teachers in accordance with their resolutions of Jan- 
 uary 24, 1905, have seemed to some friends of the movement to 
 indicate temporary vacillation. They are in reality the result 
 of conscientious study given to the subject from every point of 
 view, both from inside the Board and under their direction by all 
 legitimate and worthy outside sources. When the conclusion 
 was reached that the function of the Peabody College was to 
 serve the higher ranges of the professional training of teachers, 
 and should attempt to send forth educational publicists and ex- 
 perts for leadership in educational statecraft, it became necessary 
 to secure the advantages of far larger educational facilities than 
 the College or the Peabody Board could hope to command in any 
 reasonable length of time. It became necessary, therefore, to 
 make common cause with all the forces for higher education in 
 Nashville. The Trustees were not changing their point of view 
 at random, but by study and investigation were gaining a cer- 
 tainty of grasp on the many problems which confronted them. 
 In the particular question of proximity of Peabody College to 
 Vanderbilt University and its coordinate affiliation therewith, 
 their change in purpose was not in the interest of bringing about 
 a special relation between Peabody College and Vanderbilt Uni- 
 versity, but to insure a wider usefulness and more vital relation 
 of Peabody College to all the educational interests of the whole 
 South. 
 
148 George Peabody College for Teachers. 
 
 XIV. THE PERSONNEL OF THE PEA- 
 BODY BOARD. 
 
 Aside from the remarkable administration of the Peabody Trust 
 and its unmatched influence on the course of Southern education, 
 the Founder of this Board and the Trustees who administered it 
 have become almost household words, not only in the territory 
 covered by the operations of the Board, but throughout the 
 United States and abroad. It was a memorable gift that Mr. 
 Peabody put into their hands and it was a most distinguished 
 body of men who acted as his Trustees. The wisdom and ear- 
 nestness with which they performed their duties show that they 
 were not merely acting as the trustees of Mr. Peabody's money, 
 but as the inheritors of his whole-hearted philanthropy. A short 
 sketch of Mr. Peabody's life and some statement about the serv- 
 ices of his Trustees seem appropriate in connection with the fast 
 approaching dissolution of the Trust. 
 
 George Peabody was born February 18, 1795, five miles north- 
 west of Salem, Mass., in what was called South Danvers until 
 1855, then Danvers, and since 1868 known as Peabody. His 
 parents were humble but respectable, of a family originating from 
 St. Albans, England. As a boy he attended the common village 
 school for a short time, but at eleven was apprenticed to a grocer. 
 He was employed in several small positions about this time and 
 on one occasion paid for a night's entertainment in Concord, N. 
 H., by sawing wood next morning. At sixteen he was a clerk in 
 a dry goods store of his brother David, who soon failed in busi- 
 ness. Consequently, in May, 1812, he went to Georgetown, D. C, 
 where he and his uncle engaged in business. At the age of nine- 
 teen he became a partner with Mr. Elisha Riggs, who furnished 
 the capital and young Peabody the business sagacity. In 1815 
 the house of Riggs & Peabody was removed to Baltimore and 
 branch houses were established in Philadelphia and New York. 
 In 1827 Mr. Peabody first visited England, where he permanently 
 established himself in 1837 as a merchant and money broker. He 
 had been left head of the firm by the withdrawal of Mr. Riggs in 
 1829. In London he amassed a great fortune in connection with 
 his enterprises in America and gained the respect of the entire 
 English speaking world, both for character and business shrewd- 
 ness. 
 
 Mr. Peabody's first large public benefaction was bestowed upon 
 his native town of Danvers in 1852 at the time it was holding its 
 
Personnel of the Peabody Board. 149 
 
 bi-centennial celebration. Mr. Peabody was not able to be pres- 
 ent, but sent a sealed envelope which was opened at the dinner 
 and on it was found: "Education. A debt due from present to 
 future generations." These memorable words are inscribed upon 
 the seal of the Peabody Education Fund and upon that of George 
 Peabody College for Teachers. In 1856 Mr. Peabody revisited 
 his native land and received notable hospitalities wherever he 
 went, the crowning one of which occurred on October 9 at his 
 native town. During this visit he bestowed numerous large gifts 
 upon several enterprises at Danvers, and gave money to found 
 the Peabody Institute at Baltimore. A list of his benefactions 
 includes donations to Kenyon College, Ohio; the Massachusetts 
 Historical Society, Yale University, Harvard University, the 
 Peabody Museum of American Archaeology and Ethnology, 
 Washington and Lee University, and many smaller gifts. The 
 principle on which he sought to distribute his wealth is summed 
 up in these words of his : "I have not sought to relieve pauper- 
 ism, but to prevent it." 
 
 Mr. Peabody was a thorough American, but a man of his lib- 
 eral view and bigness of character could be a citizen of two con- 
 tinents. On March 12, 1862, he attested his gratitude to the 
 people of London by making a gift similar to those already be- 
 stowed in America. He donated £ 150,000 "to ameliorate the 
 condition of the poor and needy" of London. In 1866, 1868, and 
 1873 he made additions to this fund until it reached £500,000. The 
 total value of the fund on December 31, 1896, had risen to £1,- 
 198,126. Mr. Peabody's benefaction finds expression in London 
 in a group of clean, neat cottages for the artisan and laboring 
 poor of the metropolis, in which at the end of 1895 were con- 
 tained nearly 12,000 rooms, besides bathrooms, laundries, anr] 
 lavatories, occupied by about 20,000 persons. 
 
 The greatest gift of Mr. Peabody was the one which originated 
 the Peabody Education Fund and made possible Peabody College. 
 In 1851 in writing to Mr. Corcoran he expressed the intention of 
 making liberal gifts at home. He and Mr. Robert C. Winthrop 
 had long conversations on this subject. When he unfolded his 
 designs to Mr. Winthrop, the latter was filled with admiration at 
 the sublime magnitude of his purposes. With that genuine sim- 
 plicity so characteristic of him, Mr. Peabody said: "Why, Mr. 
 Winthrop, this is no new idea to me. From the earliest years of 
 my manhood I have contemplated some such disposition of my 
 property ; and I have prayed my Heavenly Father, day by day, 
 
150 George Peabody College for Teachers. 
 
 that I might be enabled, before I died, to show my gratitude for 
 the blessings which he has bestowed upon me, by doing some great 
 good to my fellowmen." 
 
 In May, 1866, he again consulted Mr. Winthrop, and on the 
 3d day of October of that same year "he read to me privately that 
 long schedule of appropriations for education, science and charity 
 which soon afterwards delighted and thrilled the whole com- 
 munity." When Mr. Peabocly came to the last item he said : 
 "You may be surprised when you learn precisely what it is ; but 
 it is the one nearest my heart and the one for which I shall do 
 the most, now and hereafter." He then read to Mr. Winthrop 
 the rude sketch of the endowment for Southern education, which 
 was later put into the formal instrument bearing date of Feb- 
 ruary 7, 1867. A full account of this first letter of Mr. Peabody 
 has been given in Section I. 
 
 Mr. Peabody was in this country for the last time in 1869, 
 when it was the good fortune of the Peabody Board to have him 
 present at their meeting of July 1. He gave into their charge 
 on that occasion a second million of dollars, with the memorable 
 words which Dr. Sears says are worthy to be rung in the ears 
 of the Nation : "This I give to the suffering South, for the good 
 of the whole country." He sailed for Liverpool on September 
 29 and died in London on November 4, 1869. His remains rested 
 in state a few days in Westminster Abbey, were brought to the 
 United States in the Monarch by order of the Queen, accompa- 
 nied by the U. S. Ship of War, Plymouth. His remains were 
 buried, agreeably to his own wish, in his family tomb, in Har- 
 mony Grove Cemetery in Danvers on the 8th of February, 1870, 
 just three years after the organization of the Peabody Education 
 Fund. (Proceedings, Vol. I, p. 150.) 
 
 The names of the Trustees of the Peabody Education Fund, 
 their terms of service, as shown by dates of election and death or 
 resignation, together with the names of the Chairmen and the 
 General Agents of the Board, are here appended : 
 
 Trustees of the Peabody Education Fund as Originally Appointed 
 by Mr. Peabody February 8, 1867. 
 
 Hon. Robert C. Winthrop, Massachusetts 1867-1894, 27 years 
 
 Hon. Hamilton Fish, New York 1867-1892, 25 years 
 
 Right Rev. Charles P. Mcllvaine, Ohio 1867-1873, 6 years 
 
 Gen. U. S. Grant, United States Army... 1867-1885, 18 years 
 
 Admiral D. G. Farragut, United States Navy 1867-1871, 4 years 
 
Personnel of the Peabody Board. 151 
 
 Hon. Wm. C. Rives, Virginia 1867-1868, 1 year 
 
 Hon. John H. Clifford, Massachusetts 1867-1876, 9 years 
 
 Hon. Wm. Aiken, South Carolina 1867-1887, 20 years 
 
 Hon. Wm. M. Evarts, New York 1867-1901, 34 years 
 
 Hon. Wm. A. Graham, North Carolina 1867-1875, 8 years 
 
 Charles Macalester, Esq., Pennsylvania 1867-1873, 6 years 
 
 George W. Riggs, Esq., Washington 1867-1881, 14 years 
 
 Samuel Wetmore, Esq., New York 1867-1885, 18 years 
 
 Edward A. Bradford, Esq., Louisiana 1867-1870, 3 years* 
 
 George N. Eaton, Esq., Maryland 1867-1874, 7 years 
 
 George Peabody Russell, Esq., Massachusetts 1867-1883, 16 years* 
 
 Trustees Chosen in Accordance with Mr. Peabody's Letter 
 Creating the Trust. 
 
 Hon. Samuel Watson, Tennessee 1869-1877, 8 years 
 
 Hon. A. H. H. Stuart, Virginia 1871-1889, 18 years* 
 
 Gen. Richard Taylor, Louisiana 1871-1877, 6 years 
 
 Surgeon-Gen. Jos. K. Barnes, U. S. Army 1873-1883, 10 years 
 
 Chief-Justice Morrison R. Waite, Washington, D. C. .1874-1888, 14 years 
 
 Right Rev. Henry B. Whipple, Minnesota 1874-1901, 27 years 
 
 Hon. Henry R. Jackson, Georgia 1875-1889, 14 years* 
 
 Col. Theodore Lyman, Massachusetts 1876-1888, 12 years* 
 
 Hon. Rutherford B. Hayes, Ohio 1877-1893, 16 years 
 
 Hon. Thomas C. Manning, Louisiana 1880-1893, 16 years 
 
 Anthony J. Drexel, Esq., Pennsylvania 1881-1893, 12 years 
 
 Hon. Samuel A. Green, Massachusetts 1883- 
 
 Hon. James D. Porter, Tennessee 1883-1912, 29 years 
 
 J. Pierpont Morgan, Esq., New York 1885- 
 
 Hon. Grover Cleveland, New Jersey 1885-1899, 14 years* 
 
 Hon. Wm. A. Courtenay, South Carolina... 1887-1908, 21 years 
 
 Hon. Charles Devens, Massachusetts 1888-1891, 3 years 
 
 Hon. Randall L. Gibson, Louisiana 1888-1892, 4 years 
 
 Chief- Justice Melville W. Fuller, Washington, D. C. .1888-1910, 22 years 
 
 Hon. Wm. Wirt Henry, Virginia 1889-1900, 11 years 
 
 Hon. Henderson M. Somerville, Alabama 1889- 
 
 Hon. Wm. C. Endicott, Massachusetts 1891-1897, 6 years* 
 
 Hon. Jos. H. Choate, New York 1893- 
 
 George W. Childs, Esq., Pennsylvania 1893-1894, 1 year 
 
 Hon. Charles E. Fenner, Louisiana 1893-1911, 18 years 
 
 Dr. Daniel C. Gilman, Maryland 1893-1908, 15 years 
 
 Hon. George Peabody Wetmore, Rhode Island 1894- 
 
 Hon. John Lowell, Massachusetts 1895-1897, 2 years 
 
 Hon. George F. Hoar, Massachusetts 1897-1904, 7 years 
 
 Hon. Richard Olney, Massachusetts 1897- 
 
 *Resigned. 
 
152 George Peabody College for Teachers. 
 
 Hon. Wm. McKinley, Ohio 1899-1901, 2 years 
 
 Hon. Theodore Roosevelt, New York 1901- 
 
 Hon. Hoke Smith, Georgia 1901- 
 
 Right Rev. William C. Doane, New York 1902- 
 
 Morris K. Jesup, Esq., New York 1902-1908, 6 years 
 
 Right Rev. William Lawrence, Massachusetts 1904- 
 
 Grenville L. Winthrop, Esq., New York 1908- 
 
 Hon. Martin F. Ansel, South Carolina 1909- 
 
 Hon. John W. Daniel, Virginia 1910-1911, 1 year 
 
 Members of the Board at the Present Time. 
 
 Hon. Samuel A. Green, Massachusetts 1883- 
 
 J. Pierpont Morgan, Esq., New York 1885- 
 
 Hon. Henderson M. Somerville, Alabama 1889- 
 
 Hon. Jos. H. Choate, New York 1893- 
 
 Hon. George Peabody Wetmore, Rhode Island 1894- 
 
 Hon. Richard Olney, Massachusetts 1897- 
 
 Hon. Theodore Roosevelt, New York 1901- 
 
 Hon. Hoke Smith, Georgia 1901- 
 
 Right Rev. William C. Doane, New York 1902- 
 
 Right Rev. William Lawrence, Massachusetts 1904- 
 
 Grenville L. Winthrop, Esq., New York 1909- 
 
 Hon. Martin F. Ansel, South Carolina 1909- 
 
 Chairmen of the Peabody Board. 
 
 Hon. Robert C. Winthrop, Massachusetts 1867-1894, 27 years 
 
 Hon. William M. Evarts, New York 1896-1901, 5 years 
 
 Chief-Justice Melville W. Fuller, Washington, D. C. . .1901-1910, 10 years 
 Hon. Joseph H. Choate, New York 1910- 
 
 General Agents of the Peabody Board. 
 
 Dr. Barnas Sears, Rhode Island 1867-1880, 13 years 
 
 Dr. J. L. M. Curry, Alabama 1881-1903, 22 years 
 
 Dr. Samuel A. Green (Acting) 1885-1888 and 1903-1907, 3 and 4 years 
 
 Dr. Gustavus R. Glenn (Ass't to Dr. Curry), Georgia. .1902-1903, 1 year 
 Dr. Wickliffe Rose, Tennessee 1907- 
 
 XV. A NEW CAREER FOR PEABODY 
 COLLEGE. 
 
 The Trustees of George Peabody College for Teachers met on 
 March 8 and 9, 1910, for the first time after the institution had 
 become a legal reality. It now had its own Board of Trustees, 
 its own charter and had come into actual possession of its own 
 endowment. 
 
New Career for Peabody College. 153 
 
 Looking back at the past influence of the College, appreciating 
 the value of the traditions of thirty-five years, the College Trus- 
 tees on March 9 passed the following resolution unanimously : 
 
 Resolved, That this Board hereby expresses its need of 
 the cooperation and support of all the Alumni of the Pea- 
 body Normal College and the University of Nashville 
 in its affiliation with Peabody Normal College, gladly 
 recognizes them as a part of the George Peabody College 
 for Teachers, and accordingly receives them as its own 
 Alumni. 
 The Board then proceeded to look for a President to guide the 
 destinies of the College. After thorough investigation this of- 
 fice was, July 4, 1910, offered by the Trustees to Prof. Wickliffe 
 Rose, who, however, was forced to decline owing to obligations 
 which bound him to the several Boards for which he was Execu- 
 tive Officer. 
 
 At the fourth meeting of the College Trustees, January 17, 
 1911, the Presidency was offered to Dr. Bruce R. Payne, then 
 Professor of Psychology and Secondary Education at the Uni- 
 versity of Virginia. Dr. Payne accepted the offer on the follow- 
 ing April 8, devoting but a portion of his time to the duties of his 
 office until August 1, 1911. At this same meeting (January 17, 
 1911), it was decided to discontinue active teaching after the 
 College Commencement June 7, 1911, so that all the energies of 
 the President and the Trustees could be devoted to securing the 
 necessary additions to the endowment and to erecting buildings 
 on the new site. The resolution embodying this action is as fol- 
 lows: 
 
 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 Col- 
 lege for Teachers for the support of the Peabody Nor- 
 mal 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. 
 
 The new site was purchased by the Trustees of the College in 
 accordance with the prescription in the deed of conveyance from 
 the Peabody Education Fund. They bought first about 24 acres 
 of ground known as the Roger Williams tract, for which pay- 
 ment was made October 22, 1910. The Trustees next negotiated 
 
154 George Peabody College for Teachers. 
 
 an exchange of the old Peabody Campus in South Nashville for 
 about 14 acres from the south end of the Vanderbilt Campus, pay- 
 ment for the difference being made October 24, 1910. The 
 Trustees next bought the Thompson tract of about 12 acres, con- 
 tiguous and lying between the former two tracts, payment for 
 which was made February 5, 1910. The College, therefore, has 
 about 50 acres in this new campus, which extends southward 
 and southeastward from the campus of Vanderbilt University. 
 On the Vanderbilt tract are four residences, one of which was 
 taken for the College Office, and another for the use of the 
 Library. 
 
 The final act of friendship on the part of the University of 
 Nashville was the gift, in June, 1911, of the library, which has 
 been built up through the accumulations of over one hundred 
 years, both by the University of Nashville itself and by the funds 
 of Peabody College. When it became necessary to move from 
 the old campus, this library was the chief treasure to be handled. 
 The old shelves were brought over to the new place and installed 
 and repainted, and the books, taken down systematically, were 
 replaced in the shelves in almost their original position. But not 
 even the smallest items of property were neglected. The most 
 insignificant object with which any class or literary society was 
 associated, was carefully brought over to the new campus and 
 housed for safe keeping until the College shall reopen for the re- 
 ception of students. To take care of all its household effects re- 
 quired most of June, July and August, 1911. The business of 
 the College is now located upon its new campus, and building op- 
 erations are being begun upon a large scale with the hope that 
 before long the College will have a visible home to which it can 
 invite its hosts of friends. 
 
 One of the most important undertakings confronting the Col- 
 lege Trustees was the necessity of raising an additional $1,500,- 
 000. The President and the Trustees of the College presented 
 to the Committee of Five of the Peabody Board on May 12, 1911, 
 the claims of the College for a further share in the final distribu- 
 tion of the Peabody Education Fund. The Committee of Five 
 made a favorable recommendation, which was accepted by the 
 Peabody Trustees at their meeting of November 1, 1911, and it 
 was unanimously 
 
 Voted, That the sum of $500,000 be contributed to the 
 George Peabody College for Teachers on condition that 
 the sum of $1,000,000 be raised from other sources with- 
 in two years and that of the total sum of $1,500,000 at 
 
New Career for Peabody College. 155 
 
 least one million dollars be used as a permanent endow- 
 ment. (Proceedings, November 1, 1911, p. 18.) 
 
 In the following January the needs of the College were pre- 
 sented in a personal way to Mr. J. Pierpont Morgan, and Mr. 
 Morgan, writing from Egypt under date of February 26, 1912, 
 agreed to subscribe the last $100,000 of the $1,000,000 still need- 
 ed. This munificent gift greatly encouraged the College Trus- 
 tees and aroused a favorable attitude all over the country. 
 
 Another generous gift for a most important feature of the 
 work to be instituted by the College was conditionally offered 
 towards the $1,000,000 by the General Education Board. The 
 sum of $250,000 was given as endowment for the Seaman A. 
 Knapp School of Country Life on May 24, 1912. 
 
 At the last College Commencement June 7, 1911, the largest 
 gathering of Alumni in the history of the institution was secured 
 and appropriate exercises were held, which took into account, in a 
 fitting way, the closing of the old regime and the inauguration of 
 the career of Greater Peabody. The details of that memorable 
 gathering are fully recorded in the bulletin of July, 1911. One 
 of the most important acts of the Alumni Association at its meet- 
 ing of June 6, 1911, is embodied in the following resolutions : 
 Whereas, We have come to a period of transition and 
 expansion in the organization and life of the George 
 Peabody College for Teachers, and this necessarily pre- 
 sents to us the problem of 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 executive committee of this association: 
 A president, a secretary, a treasurer, and a vice-presi- 
 dent from each of the following states: West Virginia, 
 Virginia, North Carolina, South Carolina, Georgia, Flor- 
 ida, Alabama, Mississippi, Louisiana, Texas, Arkansas, 
 and Tennessee. 
 
 That these officers constituting the executive commit- 
 tee of this association be delegated to work out and re- 
 port back to this association at its next regular meeting 
 some plan for a more systematic and effective organiza- 
 tion of the association. 
 
 That the treasurer of the association is hereby in- 
 structed and empowered to secure possession of certain 
 
156 George Peabody College for Teachers. 
 
 funds of this association now in the keeping of the sec- 
 retary-treasurer of the college, and to deposit the same 
 to the credit of the association. 
 
 And, further, that the executive committee of this as- 
 sociation be instructed to define the functions of these 
 funds in the light of present conditions and empowered 
 to apply these in accordance with the functions defined. 
 That the executive committee be instructed to take 
 up with the Board of Trustees of George Peabody Col- 
 lege 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 
 formulate 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 pro- 
 ceed as soon as expedient to carry their plans into exe- 
 cution. 
 In accordance with these resolutions, officers were elected, and 
 these, constituting the Executive Committee of the Peabody 
 Alumni Association, formulated plans for raising $200,000 for 
 a scholarship endowment fund. 
 
 Other donors have shown their interest by smaller gifts, 
 but impelled by as generous motives as prompted the larger ones. 
 When the reorganization of Peabody College reached the point 
 where a complete budget could be calculated, the Trustees of the 
 Peabody Education Fund appointed for this purpose the Com- 
 mittee of Three. A report, both on the educational and financial 
 aspects, was made by the Committee to the Trustees of the Pea- 
 body Education Fund on October 3, 1906. This report (see Sec- 
 tion XI, above) formed the basis on which George Peabody Col- 
 lege for Teachers is now being constructed. 
 
 A financial report to August 1, 1912, has been made as follows : 
 
 Amount estimated as necessary to begin the greater 
 
 work $3,200,000 
 
 Contributed prior to 1910: 
 
 By Peabody Education Fund $1,000,000 
 
 By State of Tennessee, County of Davidson, 
 
 and City of Nashville 550,000 
 
 From sale of grounds and buildings, donated by 
 
 University of Nashville (estimated) 150,000 
 
 Total raised from 1903 to 1910 $1,700,000 
 
 Leaving balance to be raised $1,500,000 
 
New Career for Peabody College. 157 
 
 Additional sum offered November 1, 1911, by Pea- 
 body Education Fund, provided $1,000,000 more 
 is raised $ 500,000 
 
 Pledged by J. P. Morgan as last part of the $1,000,000 100,000 
 
 Pledged by General Education Board for endow- 
 ment of Seaman A. Knapp School of Country Life. 250,000 
 
 A number of personal subscriptions 22,000 
 
 Total amount pledged $ 872,000 
 
 Leaving balance to be secured if conditions are to 
 
 be met $ 628,000 
 
 Former students have agreed to raise $200,000 of this amount. 
 According to stipulations, the College will suffer great financial loss un- 
 less this balance is raised within the next fifteen months. The Trustees 
 of George Peabody College for Teachers are, therefore, earnestly asking 
 the friends of education throughout the United States to contribute the 
 remaining sum. 
 
 A second important task of the College Trustees is the proper 
 development of the site for the new College plant. In the fall of 
 1911, after every important institution in the country had been 
 visited by President Payne or by some of the College Trustees, 
 plans were determined upon for the general layout of grounds 
 and buildings and for the selection of a competent expert force 
 of archictural and landscape supervisors. Messrs. Ludlow & 
 Peabody of New York City, one of the most noted of the younger 
 firms in the country, were selected as the architects in September. 
 Mr. Warren H. Manning of Boston, who has done some of the 
 most celebrated designing of grounds for schools and parks in 
 the last twenty-five years, was, in October, selected as landscape 
 engineer. To assist President Payne and the College Trustees 
 in their study of this important question, an advisory board of 
 three members was chosen. This was an unusual piece of good 
 fortune, for the gentlemen who consented to serve in this ca- 
 pacity were busy college professors and administrators, who, 
 however, were induced to accept the places on the advisory board 
 because of their great interest in Peabody College and the op- 
 portunity of intelligently planning the physical surroundings of 
 a whole institution as conceived for immediate development and 
 for ultimate realization in ten, twenty, fifty, or even a hundred 
 years. The three members of the advisory board are Dr. Er- 
 nest D. Burton, Professor in the University of Chicago, who has 
 superintended, as chairman of the building committee, the erec- 
 
158 George Peabody College for Teachers. 
 
 tion of that magnificent pile of buildings ; Dr. Frederick A. 
 Goetze, Dean of the Schools of Mines, Engineering and Chem- 
 istry at Columbia University, who has supervised the erection 
 of the great building operations at that institution for the past 
 fifteen years; Dr. W. A. Lambeth, who has served in a similar 
 capacity at the University of Virginia, and is thoroughly con- 
 versant with the architectural motives dominating that institu- 
 tion, so tastefully planned by Thomas Jefferson and the first col- 
 lege in this country to be inaugurated with a consistently har- 
 monious scheme of architecture. 
 
 All of these agencies vigorously went to work on the archi- 
 tectural features of the campus. A scheme of buildings was 
 sketched out by the Architects, criticised by the Advisory Board, 
 gone over again and again by the Architects and the Advisory 
 Board and President Payne and the College Trustees. At the 
 meeting of the College Trustees January 16, 1912, a complete 
 layout for grounds and buildings was submitted. Barely a quo- 
 rum of the Board were present at this meeting and the Architects 
 were requested to supply an additional sketch for further consid- 
 eration. When the Board of Trustees met on February 17, 1912, 
 every member was present and after full discussion adopted, in 
 its essential features, what was called plan N-Z. 
 
 The scheme of buildings adopted by the Trustees has been sub- 
 mitted to a great number of persons competent to judge and has 
 received universal and unqualified approval. The conception 
 proposed is the result of most thorough investigation by the 
 Trustees and President Payne and upon the matured advice of 
 the Architects, the Landscape Engineer, and the Advisory Board. 
 Nothing that could legitimately be demanded has been over- 
 looked, but the most ample evidence from every source has been 
 gathered by prolonged and conscientious study. The disposition 
 of the units which make up the whole architectural composition 
 was given as careful study as was the general layout. All con- 
 cerned may well feel that everything has been done to arrive at 
 a conclusion, not only wise, but also just to every interest involved. 
 
 The plans adopted on February 17 contemplate the final erec- 
 tion of eighteen academic buildings and fifteen residence halls, 
 besides a practice school, a magnificent social service building, 
 and a five-acre athletic field complete in every detail. 
 
 The style of architecture will be Classic throughout, but with 
 many details planned after the best traditions of the Southern Col- 
 onial. The buildings will not be more than three stories high, be- 
 
New Career for Peabody College. 159 
 
 cause it is the special aim of the College authorities and the Archi- 
 tects to establish a school where students can find comfort in the 
 everyday use of buildings as well as get enjoyment out of seeing 
 beautiful exteriors. A series of units is planned in such a way as to 
 give far greater service than would a few mammoth buildings. 
 The central court of the entire campus is located along Edgehill 
 Avenue, and will be developed in parklike design. A transverse 
 quadrangle from the west will have easy access to this central 
 court, and its buildings will make a converging vista towards this 
 center. A second transverse quadrangle similarly attaches to the 
 central court, coming into it from the south and parallel with the 
 Hillsboro Pike. These details can be fully studied by the aid of 
 the birdseye view and plot plan at the front of this Bulletin. 
 
 The key building of the south quadrangle will be located near 
 the crest of the hill on the east side of the Hillsboro Pike. This 
 structure will be the Social-Religious Building, where it is planned 
 to have Y. M. C. A., Y. W. C. A., and literary society rooms, 
 parlors, committee rooms, Bible class-rooms, auditoriums, social 
 service rooms, gymnasium, and other features for the enjoyment 
 and development of the students. This building will be in the 
 center of the residence halls and will, therefore, serve admirably 
 for developing the students along social and religious lines, en- 
 tirely apart from the routine of the class-room. 
 
 A special feature of the campus will be complete nature study 
 plots, agricultural sections, and school gardens for practical il- 
 lustration of subjects in this connection. 
 
 The buildings to be erected first are the Manual Training Build- 
 ing and Power House, the Domestic Economy Building, one Resi- 
 dence Hall for Women, and the Psychology Building; see cuts, 
 pp. 112, 128, 144, 160. Actual work on the first of these was be- 
 gun Monday, July 29, 1912. 
 
 The four buildings to go up during the next twelve months are 
 estimated to cost about $350,000. It is intended that these shall 
 be ready for beginning the work of instruction and reception of 
 students in September, 1913. 
 
 In addition to the four new buildings to be erected, there are 
 already on the campus four other substantial buildings of brick 
 which were acquired when the site was purchased. One of these 
 is on the Roger Williams tract and three are on the Vanderbilt 
 tract (near Nos. 4, 21, 24, and 29 respectively on plot plan). These 
 buildings will be remodeled and made ready for housing tempora- 
 rily many activities of the College for which it is not possible to 
 make adequate permanent provision at the outset. By this ar- 
 
160 George Peabody College for Teachers. 
 
 rangement it will be possible to start all departments of work in 
 September, 1913, upon completion of the four buildings now un- 
 der way. These buildings will not only accommodate the sub- 
 jects for which they are designed, but will for the time take care 
 of the less technical subjects not requiring special laboratories. 
 History, English, Latin, mathematics, literature, etc., can be 
 taught in laboratory buildings, while laboratory subjects can 
 not be successfully handled at all in non-laboratory buildings. 
 Another important means of securing subjects not offered by the 
 College will be provided by an exchange of facilities with Van- 
 derbilt University. By this arrangement, subjects offered by 
 either institution will be open to all students. This will provide 
 an exceptionally rich variety of subjects and courses for students 
 of both institutions, — particularly for advanced and graduate 
 students. It is expected that this affiiliation will not only be of 
 mutual service, but of very great advantage to Southern educa- 
 tion. 
 
 The entire scheme of buildings and development of grounds 
 is estimated by the Architects to cost about $2,500,000. By their 
 action in February the Trustees of George Peabody College for 
 Teachers made a signal beginning on a vast educational scheme. 
 It is hoped that year by year two or three of these buildings shall 
 go up and finally the whole symmetry and completeness of the 
 scheme will be realized in all its graudeur. The striking and 
 tasteful features of the architectural composition proposed have 
 received commendation from all unprejudiced and competent 
 sources. When this project shall be completely realized, or even 
 well under way within the next few years, there will be in Nash- 
 ville an educational institution, worthy of the service it means to 
 render the entire South and the Nation. 
 
 A third task of the College Trustees and President Payne has 
 been to secure a faculty and to formulate a curriculum adapted 
 to the vision and vast opportunities lying before the College. 
 Much thought and effort have been given to this part of the nec- 
 essary details, although any one of the three tasks of raising funds 
 and erecting a new plant and creating broad courses of study 
 would have been enough to absorb all the energies of a score of 
 workers. A tentative formulation of this third task in outline 
 has been reduced to print and will be issued as a Supplement to 
 this Bulletin. No ultimate details have been attempted in this 
 article on the "Function of George Peabody College for Teach- 
 ers," but it contains the larger items which are to constitute the 
 policy of Greater Peabody College. 
 
INDEX is' 
 
 Acts of Tennessee (1903, 1905, 1907, 1909) . . .65, 72, 88, 106, 110, 121, 136 
 
 Aiken, William 4, 9, 12, 151 
 
 Alumni of Peabody College 23, 44, 45, 50, 52, 53, 54, 55, 57, 59, 
 
 60, 61, 62, 63, 64, 65, 75, 76, 79, 90, 141, 153, 155, 156, 157 
 
 Ansel, Martin F 152 
 
 Aswell, J. B 61, 120 
 
 Baldwin, B. J 120 
 
 Barnes, Jos. K 151 
 
 Bird Hugh S 120 
 
 Blair, W. A 120 
 
 Board of Trustees; see Trustees. 
 Bonds 
 
 of Davidson County 64, 66, 67, 81, 84, 85, 86, 87, 88, 100, 112, 
 
 115, 131, 134, 135, 136, 137 
 
 of Nashville 64, 67, 71, 81, 86, 100, 110, 114, 135, 137 
 
 of Peabody Education Fund 73, 78, 80, 82, 108, 111, 114, 
 
 135, 136, 156 
 
 Bourland, A. P 44 
 
 Bowman, Stuart H 61, 63, 120 
 
 Bradford, Edward A 4, 9, 12, 151 
 
 Bradford, James C 120, 133 
 
 Buttrick, Wallace 91, 143 
 
 Caldwell, James E 134 
 
 Charter of Incorporation 121, 126 
 
 Childs, George W 151 
 
 Choate, Joseph H 32, 39, 86, 88, 89, 90, 119, 120, 139, 140, 151, 152 
 
 Claxton, P. P 47 
 
 Cleveland, Grover 151 
 
 Clifford, John H 4, 9, 12, 151 
 
 Clifton, W. L 61 
 
 Cole, Whitefoord R 120, 126, 127, 133 
 
 Conveyance of Property by 
 
 University of Nashville 39, 64, 89, 113, 131, 136 
 
 Peabody Board 119, 133, 134 
 
 Cooperation with Vanderbilt University 78, 86, 87, 97, 99, 101, 
 
 130, 131, 132, 133, 137, 140, 145, 146, 147, 160 
 
 Courtenay, Wm. A 32, 33, 80, 151 
 
 Curry, J. L. M 26, 29, 30, 31, 32, 33, 34, 35, 36, 37, 46, 47, 
 
 51, 52, 55, 77, 152 
 
 Daniel, John W 152 
 
 Davidson County 
 
 Bonds of; see Bonds. 
 
 Resolutions of 84, 85, 86, 129, 134, 137 
 
162 George Peabody College for Teachers. 
 
 Deed of Trust 
 
 University of Nashville to Peabody Board 39, 113 
 
 Peabody Board to College Trustees 134 
 
 Devens, Charles 151 
 
 Dickinson, J. M 120, 134 
 
 Doane, Win. C 139, 152 
 
 Donors to Endowment Fund 135, 156, 157 
 
 Drexel, Anthony J 151 
 
 Eaton, George N 4, 7, 9, 12, 151 
 
 Endicott, Wm. C 151 
 
 Endowment of Peabody College 28, 32, 80 
 
 Evarts, Wm. M 4, 9, 12, 30, 151, 152 
 
 Farragut, Admiral D. G 4, 9, 12, 150 
 
 Fenner, Chas. E 33, 80, 90, 119, 143, 144, 151 
 
 Fish, Hamilton 4, 9, 12, 150 
 
 Franklin, Thomas B 120 
 
 Fuller, Melville W 33, 119, 120, 132, 138, 151, 152 
 
 Gardner, R. N 61 
 
 General Education Board 33, 155 
 
 George Peabody College for Teachers — 
 
 Endowment of 28, 32, 80, 135, 156 
 
 Establishment of 3, 18, 55, 58, 75, 78, 79, 80, 81, 82, 
 
 89, 90, 120, 121, 135 
 
 Function of 24, 46, 47, 49, 50, 80, 91, 160 
 
 Incorporation of 121, 126, 128 
 
 Location of 18, 19, 21, 22, 33, 34, 35, 36, 38, 39, 52, 53, 56, 78, 80, 
 
 84, 85, 86, 87, 97, 99, 100, 120, 129, 130, 136, 137, 139, 140, 145, 153 
 
 Origin of 3, 17, 18, 19, 27, 29, 32, 33, 34, 80 
 
 Successor of Peabody Normal College 27, 33, 36, 58, 72, 78, 80, 
 
 90, 107, 110, 114, 128, 144 
 
 Trustees of 82, 100, 120, 122, 129 
 
 Gibson, Randall L 151 
 
 Gilman, Daniel C 33, 34, 80, 90, 106, 143, 144, 145, 151 
 
 Glenn, Gustavus R 152 
 
 Graham, William A 4, 9, 12, 151 
 
 Grant, U. S .4, 9, 12, 150 
 
 Green, Samuel A 28, 132, 138, 151, 152 
 
 Hayes, Rutherford B 151 
 
 Henry, Wm. Wirt 30, 151 
 
 Hoar, George F 32, 33, 34, 151 
 
 Incorporators of Peabody College 126, 127, 128 
 
 Jackson, Henry R 151 
 
 Jesup, Morris K 90, 106, 144, 152 
 
Index. 163 
 
 Kirkland, J. H 48, 51, 78 
 
 Knapp, Seaman A 155 
 
 Lawrence, William 119, 120, 128, 132, 134, 139, 152 
 
 Leiper, M. A 61 
 
 Lindsey, E. A 120, 126, 127, 133 
 
 Little, C. E 3, 61, 91, 99, 153 
 
 Lowell, John " 151 
 
 Lyman, Theodore 151 
 
 Mcllvaine, Charles P 4, 9, 12, 150 
 
 McKinley, William 152 
 
 McNeil, P. M 61 
 
 Macalester, Charles 4, 9, 12, 151 
 
 Manning, Thomas C 151 
 
 Maxwell, C. J 61 
 
 Morgan, J. Pierpont 30, 34, 77, 80, 83, 90, 138, 151, 152, 155 
 
 Mosley, J. R 61,63 
 
 Murphree, A. A 61 
 
 Offices and Officers of College Trustees 122, 128, 133 
 
 Olney, Richard 32, 33, 34, 39, 86, 88, 89, 90, 118, 119, 120, 132, 
 
 139, 143, 151, 152 
 Orr, Joseph K 120 
 
 Patterson, M. R 109, 113, 120, 125 
 
 Payne, Bruce R 153, 154, 157, 158, 160 
 
 Payne, Wm. H 23, 25, 37, 38, 77 
 
 Peabody Education Fund 4, 148 
 
 Peabody, George 4, 8, 9, 12, 16, 148 
 
 Peabody Normal College 18 
 
 Porter, James D 18, 30, 31, 32, 33, 34, 36, 76, 78, 80, 117, 118, 119, 120 
 
 President of Peabody College 21, 23, 31, 32, 77, 153 
 
 Resolutions of Peabody Board — 
 
 November 7, 1901 32 
 
 October 1, 1902 32, 33, 141 
 
 January 29, 1903 34, 77, 141 
 
 January 28, 1904 143 
 
 November 2, 1904 145 
 
 January 24, 1905 79, 80, 81, 82, 91, 107, 110, 114, 142, 147 
 
 October 4, 1905 84, 90, 100, 144 
 
 October 3, 1906 90 
 
 February 20, 1907 90, 146 
 
 December 11, 1907 88 
 
 March 18, 1909 118, 119 
 
 June 10, 1909 119 
 
 October 8. 1909 139 
 
 January 31, 1910 86, 134, 139, 140 
 
 November 1, 1911 154 
 
164 George Peabody College for Teachers. 
 
 Reynolds, A. C 61 
 
 Riggs, George W 4, 9, 12, 151 
 
 Rives, Wm. C 4, 9, 151 
 
 Robinson, A. H 120, 133 
 
 Romine, W. B 61 
 
 Roosevelt, Theodore 152 
 
 Rose, Wickliffe 64, 78, 79, 143, 152, 153 
 
 Russell, George Peabody 4, 9, 12, 151 
 
 Sanford. Edward T 120, 126, 127, 133 
 
 Scholarships 22, 51, 52, 60, 77 
 
 Scholarship Endowment Fund 155, 156 
 
 Seal of Peabody Board 149 
 
 Seal of Peabody College 149 
 
 Sears, Barnas 7, 8, 10, 12, 13, 16, 17, 18, 19, 21, 22, 26, 29, 30, 
 
 45, 52, 152 
 Site of Peabody College; see George Peabody College for Teachers, 
 
 location of, 
 
 Smith, Bolton 120, 126, 127 
 
 Smith, Hoke 33, 34, 152 
 
 Somerville, Henderson M 33, 152 
 
 Stearns, Eben S 19, 21, 46 
 
 Stuart, A. H. H 151 
 
 Tate, W. K 61, 120 
 
 Taylor, Richard 151 
 
 Tennessee — 
 
 Acts of; see Acts of Tennessee. 
 
 Donation of 110, 112, 135 
 
 Tillman, G. N 120, 126, 127, 129 
 
 Trustees of George Peabody College for Teachers; see George 
 
 Peabody College for Teachers. 
 Trustees of Peabody Education Fund 148, 150 
 
 University of Nashville — 
 
 Alliance with Peabody College. . .18, 19, 20, 21, 22, 36, 38, 8S, 89, 154 
 
 Deed to Peabody Board 39, 113, 135 
 
 Vanderbilt University 78, 86, 87, 97, 100, 130, 132, 133, 136, 147, 160 
 
 Waite, Morrison R 151 
 
 Waller, Claude 129, 133 
 
 Watson, Samuel 12, 151 
 
 Wetmore, George Peabody 16, 33, 151, 152 
 
 Wetmore, Samuel 4, 9, 12, 151 
 
 Whipple, Henry B 151 
 
 Winthrop, Grenville L 152 
 
 Winthrop, Robert C 4, 7, 8, 9, 11, 12, 23, 24, 25, 26, 28, 29, 30, 
 
 45, 52, 149, 150, 152 
 
 Woofter, T. J 61 
 
 Wright, E. M 61 
 
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