Book 
 
 CoByiightN". 
 
 COPYRIGHT DEPOSre 
 
HISTORY 
 
 OF THE 
 
 First District State Normal 
 School 
 
 Kirksville, Missouri 
 
 BY 
 
 E. M. VIOLETTE 
 
 PRDFESSOR OP HISTORY IN THE FIRST DISTRICT STATE NORMAL 
 SCHOOL, KIRKSVILLE^ MISSOURI. 
 
 1905 
 
 Journal Printing Company 
 
 Kirksville, Mo. 
 
LIBRARY of OONGRESS 
 Two Copies rtectiiveu 
 
 MAY 22 iy05 
 
 Oogvrigni tntry 
 
 CLASS ' <t XXc. Mm 
 
 COPY B. 
 
 V 
 
 
 A 
 
 Copyright, 1905, by E. M. Violette 
 
^ 
 
 TO 
 
 THE MEMORY OF 
 
 JOSEPH BALDWIN 
 
 THE FOUNDER OF THE NORMAL SCHOOL SYSTEM OF MISSOURI 
 
 THIS HISTORY OF THE SCHOOL 
 
 FOR THE ESTABLISHMENT OF WHICH HE 
 
 SACRIFICED SO MUCH 
 
 IS DEDICATED 
 
 BY THE AUTHOR 
 
PREFACE. 
 
 The sketch which is here presented is the result of pains- 
 taking investigation which has been carried on for over three 
 years at such times as I could snatch from my regular work as a 
 teacher. Perhaps it may not be amiss if my reasons for entering 
 upon this work, and the difficulties encountered in pursuing it 
 are very briefly stated here. 
 
 Shortly after assuming the duties of professor of history in 
 this institution in the fall of 1900, I began to make inquiries into 
 the history of the school. Much to my surprise, the scattered bits 
 of information which I thus gathered, revealed to me that its 
 history was unique and interesting. I found that, beyond the 
 efforts made ,by President Dobson and Professor Ross early in 
 the nineties to gather information concerning the personal records 
 of the graduates, which they intended to have published as a 
 history of the Alumni, nothing had been done as yet towards 
 writing a complete history of the institution. Realizing that 
 much of the early history of the school would be lost forever if 
 something were not done soon, and feeling that the results of an 
 investigation of the subject would justify the efforts,! reached 
 the conclusion early in the fall of 1901 that I would attempt to 
 write a history of the institution if enough materials could be 
 found with which to construct it. 
 
 The work has been very difficult, owing largely to the fact 
 that the documentary sources of information were at first so bad- 
 ly lacking. One would naturally suppose that most of such ma- 
 terial would be found in the Normal School building itself. But 
 on examination, I found that such was not the case. Nothing 
 had been done to preserve systematically and in a permanent 
 form the archives of the institution. Much had been gathered 
 or allowed to accumulate in a haphazard fashion, on the 
 shelves and in the drawers of the library rooms, and in some 
 of the store rooms in the building; but most unfortunately, most 
 
vi State Normal School History. 
 
 all of this had been ordered to be burned only a year before I 
 began to make inquiries as to the history of the school. The de- 
 struction of this material has worked an irreparable loss, as it 
 included many documents which threw light upon the history of 
 the school during its early years, and which can never be replaced. 
 
 Gathering up what had been left in the building, I began the 
 work ^ of collecting here and there whatever could be found to 
 replace as much as possible what had been lost or destroyed. 
 Efforts in this direction met with some degree of success. Through 
 the kindness of Professor Nason, Professor Dutcher, and Mrs. R. D. 
 Hamilton a complete file of the catalogues was secured, the above 
 persons contributing the earlier numbers that were lacking. 
 Through the kindness of many of the old students, a complete 
 file of the student publications of the school, a small collection of 
 programs of various school events, and a lot of miscellaneous 
 material, were obtained. The Board of Regents was interested 
 in the matter and appropriated money to put these documents 
 in some form suitable for permanent keeping. The material 
 thus collected has been deposited in a special case in the library, 
 set apart for the archives of the institution. It is the intention 
 to add to this collection as other old material may be found and 
 as new material is produced. 
 
 Another serious drawback encountered in the prosecution of 
 this work, was the lack of a complete file of any local newspaper 
 from the date of the opening of this school to the present 
 time. This lack was due to a very destructive fire which occured 
 in 1890, in which the files of the Journal, the oldest paper in the 
 town, and the Democrat were burned. Fortunately a duplicate 
 file of the North Missouri Register, which was published here 
 from 1870 to 1879 by Major W. C. B. Gillespie, and which was 
 succeeded by the Democrat, had been taken by him to Macon 
 when he left here in 1879. Accidentally, I came to know of the 
 existence of this file, and secured the permission of Major Gillespie 
 to gather from it whatever material I could use. It might be 
 mentioned that this file of the Register was recently donated to 
 the school by Major Gillespie's daughters in honor of their father 
 
Preface. yii 
 
 who died about twoN years ago. The destruction of the early file 
 of the Journal has made it forever impossible to recover much of 
 the history of the school while a private institution, but the finding 
 of the file of the Register has brought to light much of its history 
 in its first years as a state institution. 
 
 After more than a year of search for documentary materials, 
 I found that enough had been collected to justify me in proceed- 
 ing with the work of writing a history of the school. Meanwhile, 
 I had consulted, either in person or by letter, with- many who had 
 been connected with the school in its early days and even later. 
 From these, I gathered a great deal of information, sometimes 
 of a specific character, but more frequently of the nature of sugges- 
 tions which have been followed up through other sources. How- 
 ever, it should be said that I have never been content to 
 trust to statements made from mere memory, especially if they 
 bore upon some vital phase of the work. In that case, I have 
 always attempted to find some trustworthy documentary evi- 
 dence to verify or correct the verbal statements; if I failed in 
 this, the matter was set aside. 
 
 In following this method I have frequently reached con- 
 clusions which are directly contrary to common report. This is 
 illustrated particularly in the section on the Adair county bonds, 
 concerning which a most erroneous view is held by the vast ma- 
 jority of the people of the county. The notes at the close of each 
 chapter show what sources I have used. 
 
 In gathering the material for this book, I am under obliga- 
 tions to a host of friends, many of whom I have never seen. It is 
 not possible to name them all here, but special mention must be 
 made of the help received from Professor Nason, Superintendent 
 Greenwood, President Kirk, President Dobson, Superintendent 
 Carrington, Professor Gentry, Judge Sands, Major Gillespie, and 
 the editors of the Journal and the Democrat, of this city. To my 
 wife, I am indebted for her assistance in proof reading and for the 
 making of the index. 
 
 The aim has been to present a faithful account of the insti- 
 tution from time to time. This idea has been carried out in 
 
viii State Normal School History. 
 
 selecting the pictures to illustrate the work, especially those of the 
 faculty and students. In a]l instances, the pictures of the mem- 
 bers of the faculty and of the students were made from photographs 
 taken some time during their connection with the school. 
 
 The work is finished with the feeling that, in spite of the most 
 careful efforts, mistakes have been made, but it is hoped that they 
 will be found to be comparatively few. The time will come when 
 a more pretentious and a more skilful work will be undertaken' 
 If the result of my investigation as embodied in this book, shall 
 contribute anything towards the making of abetter work possible 
 later, I shall be most highly gratified. It is with the hope that 
 it may ultimately serve some such purpose, and that it may for 
 the present give to the people of the state some account of the 
 part this institution has played in the educational system of the 
 state, that it is now given to the public. 
 
 E. M. VIOLETTE. 
 Kirksville, Missouri, 
 
 April 16, 1905. 
 
CONTENTS. 
 
 Chapter. 
 
 I. Agitation in Missouri for a State Normal School System. . . 1-24 
 
 Introduction 1 
 
 Section I — Agitation by State Officials 2 
 
 Section II — Agitation by Teachers in the State 15 
 
 II. The North Missouri Normal School 25-39 
 
 Section I — Cumberland Academy 25 
 
 Section II — Professor Baldwin's Visit to Kirksville 30 
 
 Section III — The Opening of the School 32 
 
 III. The Adoption of the North Missouri Normal School as the 
 
 First District State Normal School 40-65 
 
 Section I— The Normal School Legislation of 1870 40 
 
 Section II — The Voting of Normal School Bonds by 
 
 Adair County 45 
 
 Section III — The Location of The First and Second Dis- 
 trict State Normal Schools 48 
 
 Section IV— The Fulfillment of the Adair County Con- 
 tract 61 
 
 IV. The New Home of the School 66-80 
 
 Section I — The Selection of the Site 66 
 
 Section II — The Construction and Dedication of the 
 
 Building 67 
 
 V. Opposition to the State Normal School System since its 
 
 Adoption 81 
 
 VI Efforts to extend the State Normal School System 94 
 
 VII. The Certification of the Graduates of the State Normal 
 
 Schools 98 
 
 VIII. The Courses of Study 103 
 
 IX. The Academic Departments 132 
 
 X. The Training School 143 
 
 XL The Library and the Laboratories 148 
 
 XII. The Faculty 156-182 
 
 President Joseph Baldwin 156 
 
 Professor Frank L. Ferris 160 
 
 Professor William P. Nason 161 
 
 Professor James M. Greenwood 165 
 
 President Joseph P. Blanton 168 
 
 President William D. Dobson 170 
 
 President John R. Kirk 173 
 
 The Faculty Roster 177 
 
X 
 
 State Normal School History. 
 
 XIII. The Rules and Regulations of the School 183 
 
 XIV. The Board of Regents, 192 
 
 XV. The Campus and the Buildings 198 
 
 XVI. The Alumni 208 
 
 XVII. Commencements , 218 
 
 XVIII. Contests in Oratory and Declamation 225 
 
 XIX. The Literary Societies 234 
 
 XX. Athletics 243 
 
 XXI. Student Publications 246 
 
 XXII. The Christian Associations 250 
 
 XXIII. Special Events. 254-261 
 
 The RebeUion of 1876 254 
 
 The Baldwin Silver Wedding 254 
 
 Memorial Services 256 
 
 Columbus Day 256 
 
 Baldwin Day 257 
 
 The Inter Normal Contests at Warrensburg in 1898 260 
 
 XXIV. The Growth of the School 262-276 
 
 The Enrollment 262 
 
 The Summer School 264 
 
 The Income of the School 267 
 
 Index 277 
 
ILLUSTRATIONS. 
 
 Page. 
 
 President Joseph Baldwin Frontispiece 
 
 North Missouri Normal School 28 
 
 Professor W. P. Nason 33 
 
 Professor J. M. Greenwood 35 
 
 The Men who secured the J^iocation of the School at Kirks ville, (Judge 
 
 Linder, Judge Sands, and Hon. W. H. Parcels) 57 
 
 The First District State Normal School 76 
 
 Professor Pickler's Class in Algebra, 1867-68 104 
 
 President Baldwin, Professor Nason, and Professor Greenwood 112 
 
 Professor Pickler, Mrs. Greenwood, Miss Gleason 113 
 
 Some of the Members of the Faculty under President Baldwin 
 
 (Professor J. T. Smith, Misses Halliburton, Rowland, and 
 
 Comings) 125 
 
 Some of the Members of the Faculty under President Baldwin 
 
 (Professors Potter, Hamill, Barnard, and Dutcher) 129 
 
 Some of the Members of the Faculty under President Baldwin 
 
 (Prcrfessors T. Berry Smith and Shryock, Misses Hen- 
 derson and Thompson) 135 
 
 Some of the Members of the Faculty under President Baldwin 
 
 (Professors Krall and Baker, Misses Heath and Oldham) 139 
 
 Miss Montana Hastings 146 
 
 Miss Opheha Parrish 152 
 
 President Joseph P. Blanton 169 
 
 President William D. Dobson 171 
 
 President John R. Kirk 174 
 
 Professor Gentry, Miss Owen, Professor Nason, Miss Prewitt, and Pro- 176 
 
 fessor Ross 176 
 
 Professors Seitz and Paden 178 
 
 Professors Nelson and Laughlin 179 
 
 Plot of the Campus, March, 1905 199 
 
 The Old Building , 202 
 
 The Present Buildings, March, 1905 ' 203 
 
 The Chapel as it was at first 205 
 
 The Chapel as it is today 206 
 
 The Class of 1872 ■ 209 
 
 The Class of 1887 212 
 
 A Group of Normal Students boarding with Mrs. Gooch in the Spring 
 
 of 1870 233 
 
President Joseph Baldwin. 
 
 (From a photog'raph taken about 1880.) 
 
CHAPTER I. 
 
 AGITATION IN MISSOURI FOR A STATE NORMAL SCHOOL 
 
 SYSTEM. 
 
 Introduction. 
 
 The Normal School system was first established in this coun- 
 try in Massachussetts in 1839. At first it was regarded as an 
 experiment, but it soon proved a partial success, at least, and 
 began to be adopted in other parts of the country. 
 
 By 1870, the year in which Missouri adopted the state nor- 
 mal school system, there were throughout the Union at least 
 seventy-six institutions of various sorts, private and public, which 
 were devoted, either in part or exclusively, to the work of pre- 
 paring teachers for the public schools. Of the thirty-six states 
 then constituting the Union, only five, Arkansas, Nevada, New 
 Hampshire, Oregon, and Texas, were without schools of some 
 kind that gave pedagogical instruction. California, Connecticut, 
 Delaware, Indiana, Illinois, Kansas, Maine, Maryland, Massachu- 
 setts, Michigan, Minnesota, Nebraska, New Jersey, New York, 
 Pennsylvania, Rhode Island, Vermont, West Virginia, and Wis- 
 consin, nineteen states in all, had adopted the state normal school 
 system, and were each supporting from one to six schools. Iowa 
 and Missouri had established normal departments in their State 
 Universities, and Alabama was supporting normal classes in five 
 different institutions in the state^. From these facts it is seen 
 that in 1870 more than one-half of the states had legally adopted 
 the normal school system, and that in nearly all of them there 
 were schools of some sort, either private or public, for the train- 
 ing of teachers for public school work. 
 
 Very shortly after the first normal school had been established 
 in Massachusetts, prominent men in Missouri, who had been 
 
2 State Normal School History. 
 
 watching the progress of the system, began to advocate its adop- 
 tion in this state. The agitation which they carried on with in- 
 creasing vigor for nearly thirty years, and the actual establish- 
 ment in 1867 of a private normal school at Kirksville by Professor 
 Baldwin, who from the first planned and worked to have it adopt- 
 ed ultimately by the state as one of a number of state normal 
 schools, are the principal factors in the development of a senti- 
 ment that finally led to the act of the Missouri Legislature in 
 March, 1870, whereby provisions were made for the establishment 
 of two state normal schools. As an introduction to this work, 
 it is proposed to follow the agitation in the state in favor of the 
 adoption of the system, and then to give some account of the 
 Kirksville school during the time it was a private institution. 
 
 Section I. 
 Agitation by State Officials. 
 
 The longest and most continuous agitation was carried on 
 by the state officers under whose jurisdiction the public school 
 system of the state was placed. The Secretary of State had 
 charge of the matter until 1839, when the office of State Superin- 
 tendent of Public Instruction was first established^. On the 
 abolition of that office in 1841^, its duties devolved on the 
 Secretary of State, and remained with him until 1853, when the 
 office of State Superintendent was again established^. In 1861 
 the office was again abolished and the jurisdiction of the educa- 
 tional system of the state was again placed in the hands of the 
 Secretary of State. In 1865 the office of State Superintendent was 
 again restored^ and has been maintained continuously ever since. 
 
 From 1842 to 1870, excepting during the war period, recom- 
 mendations in favor of the adoption of a normal school system, 
 were made regularly to the state legislature by one or the other 
 of these two state officials. The influence of these recommenda- 
 tions, especially those made after the war, we shall see a little 
 later. 
 
 As compared with the Secretaries of State and State Superin- 
 tendents, the Governors gave very little attention to the matter. 
 
Agitation by State Officials. 3 
 
 The first one to take it up was Governor Edwards. Several times 
 during his administration from 1844 to 1848 he urgently presented 
 the matter to the Legislature. His successor, Governor King, 
 briefly alluded to the subject in his inaugural address. Until 
 1867 no further mention of the matter was made by any Governor, 
 excepting the very brief allusion of Governor Stewart in 1861 to 
 the great need of a state normal school system. From 1867 to 
 1870 the Governors paid only slight attention to the subject in 
 their messages to the Legislatures. 
 
 Because of their official positions and the close connection 
 between their offices, it has been deemed best to consider together 
 the recommendations of the Secretaries of State, State Superin- 
 tendents, and Governors concerning a normal school system for 
 the state. These recommendations will be considered in their 
 chronological order, and in order to avoid needless repetition of 
 the matter that was found in practically all of them, only those 
 arguments and plans that were new or unique when they were 
 offered, will be mentioned. 
 
 The credit of making the first recommendation in favor of 
 state normal schools, belongs, as far as the records show, to Sec- 
 retary of State Minor. In his report for 1842 he stated very 
 briefly the main argument that was used throughout the entire 
 agitation for state normal schools, the lack of competent teachers 
 and the facilities that a state normal school system would afford 
 in supplying this deficiency. His reports for 1842 and 1845, and 
 the inaugural address of Governor Edwards in 1844 show very 
 plainly the undeveloped condition of the educational system in. 
 the state, especially that of the public schools. Teachers were 
 poorly paid and very inadequately prepared for their work. 
 
 These conditions reacted upon one another. On the one 
 hand, poor and uncertain compensation gave no incentive for 
 better preparation on the part of those who attempted to teach. 
 On the other hand, the lack of preparation and of ability in the 
 teacher naturally kept the wages low. Hence teachers and teach- 
 ing were held in disrepute. The public school system was un- 
 popular with and unsupported even by those who needed it most. 
 
4 State Normal School History. 
 
 Hence teachers had httle interest in their work, and the more 
 capable and aspiring ones were continually abandoning it for 
 other fields. 
 
 In his report for 1842, Secretary Minor called attention to 
 the fact that those governments which had supported education 
 best, had encouraged the instruction of teachers by establishing 
 ''Monitorial or Normal Schools," pointing to Holland and Prussia 
 as prominent examples. There is nothing in this report that 
 specifically recommended the adoption of such a policy by the 
 State of Missouri, but it is evident that the Secretary was feeling 
 his way^. In his next report he recommended definitely the 
 establishment of a state normal school as a measure to- 
 wards rectifying some of the evil conditions of the educational 
 system of the state. He proposed that each student in this school 
 should be required to promise to teach a certain term in the dis- 
 trict schools after the completion of his course'^. 
 
 As has already been said, Governor Edwards was the first 
 Governor to advocate officially the state normal school system. 
 Because of this fact and because of the peculiarity of some of his 
 ideas, a rather full review of what he had to say concerning the 
 matter, will be given. 
 
 His first utterance on the subject was in his inaugural address 
 of November 20, 1844. In this address he spoke very vigor- 
 ously upon the educational condition in the state. He declared 
 that the importance of education had been sadly overlooked in 
 the state, ascribing the fact to two reasons: first, educated men 
 had never suffered from'the want of education and did not properly 
 appreciate the disadvantages resulting from such a want, while 
 on the other hand the uneducated had never felt the benefit re- 
 sulting from cultivation and did not properly appreciate the ad- 
 vantages of it; second, the length of time that must elapse before 
 any beneficial result could flow from legislative efforts to increase 
 the extension of knowledge, had caused men to limit their actions 
 to what would have results in their own time. He pointed out 
 that the evil of the time was the want of a general diffusion of 
 knowledge, and followed this with the suggestion that the adoption 
 
Agitation by State Officials. 5 
 
 of a system of preparing teachers for the common schools was the 
 proper remedy. He declared that only the rich attended the 
 academies, colleges, and universities of the state, and that of 
 those attending such institutions, nineteen out of every twenty 
 went into other professions than that of teaching. He held that 
 the public school teachers came only from the ranks of the poor, 
 and that in order to fit them for teaching and to build up the com- 
 mon schools, public funds should be used. He therefore urged 
 the legislature to devise a plan for the preparation of efficient 
 teachers and the establishment of a uniform system of instruc- 
 tion^. 
 
 In his messageof November 16,1846, Governor Edwards again 
 referred to the subject. This time he based his arguments largely 
 on industrial grounds. As far as is known, this is the only in- 
 stance on record where such a line of argument was so emphatical- 
 ly presented on this matter. The point of departure taken by 
 Governor Edwards was the backward industrial condition of the 
 state. He complained that notwithstanding the rich soil and 
 the genial climate of the state and the amount of labor expended 
 by the people, the great mass were ''not growing in wealth nor 
 accumulating many of the comforts or even the necessaries 
 of life." For this state of affairs he assigned as causes the lack 
 of skill, science, and the better implements of husbandry^ in the 
 cultivation of the soil, the over production of certain articles and 
 the failure to produce other articles that were needed and could be 
 produced, the lack of manufactures, and the tariff. As partial 
 remedies for these conditions,' he suggested the following things: 
 first, the encouragement of the common schools; second, increasing 
 the variety of the pursuits of the people; third, establishing man- 
 ufactories; fourth, improving the roads and navigable streams. 
 He then proceeded to show how these remedies would relieve 
 matters, saying of the first one: "The common schools would 
 prepare our population to apply their labor to the best advant- 
 age, to make and use the improved machinery of the age, and to 
 avail themselves of the benefits of skill and science in all their 
 operations." A little later on he said: "The best method of 
 
6 State Normal School History. 
 
 encouraging the common schools is to establish an institution for 
 the preparation of teachers. This can be done on a plan that will 
 be cheap, effective, and certain, and very useful, not only to the 
 common schools, but to every department and branch of society." 
 He closed his message by offering to submit a plan for a state 
 normal school if the Legislature saw fit to ask for it^. 
 
 In reply to this offer, the Legislature asked the Governor to 
 submit his plan, and on February 6, 1847, he complied with the re- 
 quest. As the plan is so unlike the one which was adopted in 1870 
 and is now in operation, it is worth our while, as a matter of 
 curiosity if nothing else, to note some of its details. 
 
 As one might naturally expect from the line of argument 
 presented by Governor Edwards in his recent message, the plan 
 combined industrial and educational features very closely. It 
 provided for the following things: 
 
 First. Only such students as were somewhat advanced and 
 were of good moral and industrial habits were to be received. 
 Each township of the state was to be allowed to send a student se- 
 lected by the parents of the district having children in school. 
 Unfit persons selected in this way were not to be admitted. 
 
 Second. The students were to be -required to work about 
 one-half of their time, so as to make their expenses or more, and 
 to study the other half. Student labor was to be the chief means 
 of supporting the school when it should be once established by 
 the state. The best implements and the most improved machin- 
 er}^ were to be placed in the hands of the students so as to en- 
 able them in the time alloted for labor to accomplish as rnuch 
 as ordinary laborers could do in twice the time. 
 
 Third. Every person connected with the school was to be 
 interested in the profits of the labor of the school. A certain 
 amount of the profits was to be set apart for the maintenance 
 of the institution, and the surplus was to be divided among the 
 officers, teachers, and students. This prospect of sharing in the 
 profits of the school was intended to arouse the greatest activity 
 on the part of all connected with the institution. 
 
 Fourth. The expenses of teaching were to be diminished 
 
Agitation by State Officials. 7 
 
 by placing a large number of students under the same teacher 
 who would use the lecture method of instruction, and by using 
 the more advanced students as instructors of the younger classes. 
 Student teaching would thus give the proper pedagogical train- 
 ing to prospective teachers. 
 
 Fifth. Each student was to be required to teach in the com- 
 mon schools of his neighborhood for six months without wages, in 
 consideration of his three years' course in the state normal 
 school, provided his district desired his services. It was freely 
 admitted that this arrangement compelled the student to pay for 
 his training twice, but it was believed that the advantages of the 
 training and the prospects of rising in the profession of teaching 
 were so great, that the school would have no difficulty in getting 
 the kind of young men desired to undertake the work. 
 
 In arranging for the equipment of this school, the plan pro- 
 posed: first, that the grounds should be purchased at public ex- 
 pense and then improved by the students; second, that the first 
 buildings should be erected by the state, end that those needed 
 later should be built by the labDr of the' students; third, that 
 books, maps, and apparatus should be supplied at first at public 
 expense, but after that, books and most of the apparatus should 
 be manufactured by the students; fourth, that implements and 
 machinery should be provided at public expense at first, but after 
 the first supply, the machine shops of the school should furnish 
 what was afterwards needed; fifth, that the pay of the teachers 
 should be defrayed by a public fund; sixth, that the lodging and 
 boarding of the students should be provided for in the school and 
 under school management, and that most of the food supplies 
 should be raised by the students; seventh, that a steam mill for 
 grinding bread stuffs and a manufactory of cotton and woolen 
 cloth and of hemp, should be connected with the school so that 
 the students might become acquainted with the then new methods 
 of steam power and make their labor more productive to them- 
 selves and the school; eighth, that military training should be 
 had to the extent of at least one drill each week. 
 
 As an adjunct to the school above planned, Governor Ed- 
 
8 State Normal School History. 
 
 wards proposed another institution, similarly organized, for 
 women. It is to be noted that at this time teachers were men as a 
 rule. Hence the normal school plan was drawn to accomodate 
 only men. This adjunct school for women was to be of direct 
 help to the school for men as well as of instructions to women. 
 The male school was to run in the winter months when the young 
 men were not needed so much on the farms, and the female school 
 in the summer when the young women would be less exposed. 
 One of the particular functions of the female school was to be the 
 making of clothing for the young men of the other school. 
 
 In closing his plan for a state normal school, Governor 
 TEdwards attempted to show how with the initial outlay of money 
 on the part of the people, the school districts could be continually 
 supplied with free teachers. As each township was to be entitled 
 to send a student each year for a term of three years, and to re- 
 quire in turn the free services of each student thus sent for a 
 term, there was to be a permanent supply of free teachers for all 
 the districts that would comply with the requirements^*^. 
 
 Governor Edwards returned to the subject again in his last 
 message to the legislature on December 26, 1848, in which he urg- 
 ed a consideration of the plan which he had proposed at the preced- 
 ing session. His arguments were practically the same as before. 
 He modified, however, his plan in one particular, and that was in 
 the means of supporting the school. He recommended that the 
 commutation fee for state militia service should be increased and 
 the fund thus raised should be applied towards establishing the 
 school which should have distinct military features in addition 
 to its pedagogical facilities. He felt that the application of the 
 militia fund in this way would quiet all opposition, should it 
 arise, to the increase in the commutation fee. If this plan did 
 not appear feasible, he suggested combining the school funds 
 of the townships where they chose to do so. In case this did not 
 meet the approval of the Legislature, he suggested as a third plan, 
 uniting the militia and the township funds as far as the townships 
 thought best. At any rate, the school would be self sustaining 
 
Agitation by State Officials. 9 
 
 when once established, and that was to the Governor a great 
 argument in favor of adopting the plan^i. 
 
 On the day following this last message of Governor Edwards, 
 Governor King was inaugurated. In his address he said that it 
 might be proper to establish soon a state normal school or a de- 
 partment in connection with the State University for the prepara- 
 tion of teachers for the common schools of the state. He ex- 
 pressed himself in favor of western universities educating teachers 
 for the west, a policy which was vigorously advocated in a slight- 
 ly modified form by State Superintendent Starke a little later^^. 
 
 Meanwhile Secretary of State Martin had recommended the 
 adoption of the state normal school system to the legislature in his 
 reports fc-r 1846 andforl848. He spokeof the success that other 
 states had had with the system, and of the benefits to be derived 
 from it. From his language one may infer that the matter was 
 at that time becoming one of popular interest and gathering a 
 great deal of support throughout the state^^. 
 
 That these recommendations were not without some effect 
 is evident from the fact that, in the session of the Legislature in 
 1846-1847, a plan for a professorship of the theory and practice 
 of teaching in the State University was proposed to the Senate^*, 
 and that in the session of 1848-1849 a bill incorporating this plan 
 was passed. This act provided that the county courts should 
 select every two years one boy to every representative of the 
 county, between the ages of fourteen and twenty, as a candidate 
 for admission to the University, and that each candidate should 
 sign a written pledge on entering that he would teach for at 
 least two years within the state. Such candidates should be 
 admitted without charge and should remain in the University 
 not more than two years. For the support of the normal pro- 
 fessorship the ''munificient"sum of one thousand dollars should 
 be annually appropriated^^. 
 
 This law was never put into operation. The Board of Curators 
 of the University declined to create the normal professorship pro- 
 vided for by the act, on the grounds that the limited number of 
 
10 State Normal School History. 
 
 students at the University and its financial conditions were such 
 that they could not afford to comply with the act^^. 
 
 Though the act was deemed inadequate and hence was never 
 carried out, it is of importance because it was the first bill to be 
 passed by the Missouri legislature providing for pedagogical 
 instruction in a state institution, and thus shows that a disposi- 
 tion to do something along this line had at last arisen. An effort 
 was made in 1855 to pass a bill making better provisions for the 
 normal department of the University, but this failed^'^. We shall 
 see later what the provisions of this bill were. It was not until 
 1867 that adequate legislation was obtained enabling the Uni- 
 versity to undertake successfully normal work^^. 
 
 Let us return from this digression and take up the line of 
 thought proposed for this chapter. 
 
 Secretary Ewing gave a great deal of attention to the need 
 of a state normal school system in his reports on the educational 
 conditionsof the state in 1850 andin 1852. In thefirst one hetook 
 occasion to criticise the legislation of 1849, which provided for 
 the establishment of the normal professorship in the University, 
 and urged that certain changes be made in order that it might 
 be made operative. Through both reports there ran the old time 
 complaints that the educational system lacked a sufficient num- 
 ber of good teachers, for the remedy of which evil the state 
 normal school system was recommended^Q. 
 
 Superintendents Henry, Davis, and Starke, in their separate 
 reports from 1854 to 1861, laid special emphasis upon the fact 
 that teaching was not regarded as a profession in Missouri. The 
 majority of the teachers were still making teaching an expedient 
 to something else, or were taking it up as an occasional employ- 
 ment. As a result the character of the work in the schools was 
 poor, and the public school system was in disrepute. As a cor- 
 rective for this condition of things, these Superintendents urged 
 the establishment of state normal schools. Such schools would 
 give the teachers thorough preparation, and thus tend to ele- 
 vate teaching into a profession worthy to be placed alongside 
 other recognized professions. 
 
Agitation by State Officials. 11 
 
 They also emphasized the fact that normal schools had been 
 tried successfully in many other states, and were no longer to be 
 considered as experiments but as indispensable parts of an efficient 
 school system^o. 
 
 Superintendent Davis favored the Carson bill which was 
 presented in the Senate in January, 1855. This bill was drawn 
 on the same lines as the act of 1849 which established a normal 
 professorship at the University, differing from the latter only in 
 details. It provided that the county courts should select every 
 two years one boy not less than sixteen years old as a candidate 
 for admission into the University; that those admitted should be 
 boarded at the University at the expense of the state for five years, 
 with the further provision that they should give bond that 
 they would repay within eight years the amount expended on 
 them by the state; and that they should at the expiration of their 
 course return to their counties and teach in the common schools 
 for two years^^. This bill did not pass. 
 
 The main argument of Superintendent Starke was the neces- 
 sity of preparing "home teachers for home schools." In his re- 
 port for 1857 he presented a few statistics on which to bsse this 
 argument. At that time there were 3,858 organized school dis- 
 tricts in the state; of this number only 2,889 had teachers, leaving 
 969 districts destitute. Of the 2,889 teachers, 2,156 were edu- 
 cated outside of the state, chiefly in the east^-. 
 
 Superintendent Starke objected to "foreign or imported 
 teachers" on the grounds that they were as a rule of an inferior 
 grade and were more or less adventurous, roaming about from 
 place to place, with httle or no intention of settling down at any 
 point. Such a condition as this appeared to him to be intolerable. 
 As a remedy he proposed that the state make adec[uate provision 
 for the preparation of home teachers by means of a state normal 
 school so that the state would not be forced to accept the 
 inferior grade of "foreign teachers" that were coming into it^^. 
 This line of argument, which, as we have already seen was 
 briefly alluded to by Governor King in 1848, ran through every 
 report of Superintendent Starke from 1857 to 1861. 
 
12 State Normal School History. 
 
 Superintendent Starke's position on the state normal school sys- 
 tem is of interest and importance for other reasons than his watch 
 word, "home teachers for home schools," He distinctly favored 
 a separate institution for the training of teachers and not a nor- 
 mal department engrafted upon an already existing institution. 
 In his report for 1858, he pointed out that much money had 
 been wasted in New York, Pennsylvania, Rhode Island, and 
 other states through attempts to engraft the normal system upon 
 existing colleges and academies by means of scholarships granted 
 by the state to prospective teachers. He attributed the failure 
 of this scheme to the fact that there was no fellowship between 
 the students studying for baccalaureate degrees and those pre- 
 paring for district school work, that one professor could not do 
 all the work belonging to the instruction of teachers, as it was 
 attempted in these institutions, and that these schools made no 
 provision for the training of female teachers who were then be- 
 ginning to be recognized as the best material for primary work^*. 
 This position of Superintendent Starke is noteworthy because 
 he took up the original . idea of having a separate institu- 
 tion for the training of teachers, and opposed the idea of recent 
 Superintendents that normal departments in existing institu- 
 would serve the purpose as well as a distinct normal school. 
 
 In his next report, that of December 1859, he advanced a 
 step further, and advocated not only a separate institution for 
 the training of teachers, but a number of them scattered about 
 in various sections of the state. His idea was to have a central 
 school established at once and to establish gradually four others, 
 one in each of the corner sections of the state. He pointed to 
 Pennsylvania's recent success with her three state normal schools, 
 and declared that this constituted a very good reason why Mis- 
 souri should adopt some such system^s. 
 
 At the time when Superintendent Starke made this report, 
 a bill which incorporated his ideas concerning the establishment 
 of a central normal school, was pending in the Senate. It was 
 defeated, never passing the Senate, as was a similar bill which 
 was introduced in the previous session^s. The time had not yet 
 
Agitation by State Officials. 13 
 
 come for a separate institution for the training of teachers. 
 
 Whether these ideas concerning a system of four or five state 
 normal schools for Missouri were original with Superintendent 
 Starke or not^ the fact remains that he is the first to make an 
 official recommendation of such a system, and doubtless his ideas 
 had some influence upon those who took up the matter after the 
 war and assisted in getting the state to establish normal 
 schools. 
 
 Superintendent Starke strengthened his argument on the 
 normal school question in his last report in January 1861, by 
 pointing out that the number of children of school age and of 
 those in attendance was rapidly increasing. Admitting that 
 the number of teachers had been increased and that their salaries 
 had been raised, he declared that the supply of teachers was yet 
 inadequate and was bound to remain so as long as the population 
 of the state increased as rapidly as it had been doing in recent 
 years. If, as he said, state normal schools were needed, when 
 the population was not so large, they were all the more needed 
 when it was growing rapidly^^. 
 
 Whatever interest may have been aroused through the efforts 
 of these state officials, was suspended by the civil war, and it was 
 not until two years after the war was closed that they returned 
 to the subject. 
 
 The first to resume the agitation was State Superintendent 
 Parker, who, in his reportfor 1867, declared that the state normal 
 school was the indispensable link between the public schools and 
 the university, and urged upon the Legislature the consideration 
 of a plan that would be presented through an appropriate com- 
 mittee^s. Just what this plan provided for, we do not know. 
 Possibly it was embodied in a bill introduced in the House which 
 was entitled ''An Act to provide for the education of teachers of 
 the common schools of the state^^." As far as is known, noth- 
 ing was done at this time beyond referring it to the Educational 
 Committee. 
 
 In his report for 1868, Superintendent Parker offered two 
 plans. In the first, he suggested that there should be one state 
 
14 State Normal School Histoey. 
 
 normal school and that the $132,000 which the state had received 
 from the sale of the state tobacco warehouse, should be set aside as 
 an endowment fund for the school. In the second plan, he recom- 
 mended one normal school for each of the eight congressional dis- 
 tricts in the state. The burden of establishing these schools 
 was to rest upon the districts, and that of managing and main- 
 taining them when they were once established, upon the state. 
 Among the regulations that were suggested, the most important 
 were that the selection of -teachers for these schools should be 
 submitted to the State Board of Education for ratification or 
 rejection, that the schools should be open to males and females 
 alike, and that the graduates should be obliged to teach in the 
 public schools of the state for at least two years^o. 
 
 In his next report, that of 1869, Superintendent Parker 
 abandoned the first of the above plans, and enlarged and modi- 
 fied somewhat the second one. In the first place he recommended 
 that there should be six state normal schools instead of eight. 
 He supported his plan for at least six schools by pointing to 
 the success that other states had had in maintaining more than 
 one school. He proposed that the expense of establishing these 
 six schools should be borne by those counties which, in the opinion 
 of the State Board of Education and of the Senate, had submitted 
 the best bids for their location, and that only the support of the 
 teaching force should be assumed by the State. He further pro- 
 posed that the State create an endowment fund for the support 
 of these schools by setting aside either the amount due from the 
 national government as an indemnity for swamp lands, or fifty 
 per cent of the proceeds that should be reahzed from the sale of 
 the public lands yet unsold in the state. 
 
 For the management of these schools, he suggested that 
 there should be for each of them a separate board of directors 
 composed of one member from each county in the district, or 
 that there should be for all of them a single board composed of 
 two members from each of the six districts. 
 
 In addition to the usual regulations that the schools should 
 be exclusively for the training of teachers, that tuition should be 
 
Agitation by State Officials. 15 
 
 free, that a model school should be attached to the school, and 
 that all graduates should teach at least two years in the public 
 schools of the state, there were two others that were somewhat 
 unusual. The first provided that no person should be admitted 
 to any of the schools unless he held a second grade certificate 
 from a county superintendent. The second provided that the 
 graduates of these schools should be entitled to diplomas from 
 the President of the State University ^i. 
 
 Sometime before submitting his report for 1869, Superin- 
 tendent Parker had issued a circular letter to the county superin- 
 tendents asking their opinions concerning his plan for a state 
 normal school system. Fifteen county superintendents replied, 
 heartily endorsing normal schools, most of them approving his 
 plan. In order that his suggestions might have all the more in- 
 fluence with the Legislature, he incorporated these replies in his 
 report for 1869^2. These communications are interesting because 
 they show that a strong sentiment in favor of state normal 
 schools was growing rapidly in different parts of the state. 
 
 In his report of 1870, Superintendent Parker recommended 
 that there should be four state normal schools instead of 
 six, as he had recommended in his previous report, and suggested 
 that cne school should be established each year, beginning in 
 1871, until the four had been created^s. 
 
 It is interesting to note how Superintendent Parker grad- 
 ually reduced the number of schools he would have the state 
 provide. He began by recommending eight, then came down to 
 six, and finally to four. Possibly he was glad to see the legisla- 
 ture provide for only two as it did in 1870. 
 
 Section II. 
 Agitation by Teachers in the State. 
 Some time has been spent in reviewing the plans and sug- 
 gestions for a state normal school system that were made by the 
 Secretaries of State, the State Superintendents, and the Governors 
 from 1842 to 1870. But the agitation on this subject was by no 
 
16 State Normal School History. 
 
 means carried on by these officials alone. Several men who were 
 prominent in the educational work of the state, were expressing 
 themselves vigorously on the matter, especially after the close 
 of the war. 
 
 Notable among these was President Baldwin, who came to 
 Kirksville in 1867 and established a private normal school. The 
 history of this institution will be related later. What is to be no- 
 ticed at this point is the ceaseless activity of President Baldwin 
 in interesting the people of the state, especially those in North 
 Missouri, in the work of preparing teachers for the public 
 schools, and in securing the proper legislation for the establish- 
 ment of a state normal school system. Wherever he went, and 
 there were few points in North Missouri he did not reach between 
 1867 and 1871, he made known his views. He put his whole soul 
 into the cause, and what he did contributed very materially to- 
 wards creating a popular sentiment that was strong enough to 
 make the establishment of a state normal school system in 
 Missouri possible. 
 
 We are very fortunate in knowing what were some of President 
 Baldwin's ideas on the management of the system of state normal 
 schools which he was advocating. In a report which he made to 
 the State Superintendent in 1870 concerning the condition of 
 his school at Kirksville, he submitted some views on the manage- 
 ment of the University and the proposed State Normal Schools 
 and Agricultural Colleges. After endorsing Superintendent 
 Parker's plan for a system of six state normal schools, he made 
 the following recommendations^*; 
 
 First. The University, the State Normal Schools, and the 
 Agricultural Colleges should be separate institutions, each com- 
 plete in itself. Each should have its faculty, its course of study , 
 and its power to confer degrees. 
 
 Second. There should be two Boards of Curators for the 
 management of all of these institutions. One of these boards 
 should be the financial board which should consist of one member 
 for each institution. This board should manage the finances of 
 these schools, and hence should be composed of the best financiers of 
 
Agitation by Teachers in the State. , 17 
 
 of the state. The other board should be the literary board, 
 which should consist of the ablest and best literary men of the 
 state, one for each institution, and which should attend to all 
 other matters connected with the literary success of these schools. 
 Each institution should have an executive committee which 
 should be composed of its representatives on the two boards, and 
 which should have extensive duties. 
 
 Third. There should be one general law and management 
 for the State University, the Agricultural Colleges, and the State 
 Normal Schools. 
 
 . Fourth. There should be one extensive central Agricultural 
 College with a sufficient faculty to furnish a live, practical pro- 
 fessor for each State Normal School. There should be connected 
 with each State Normal School an experiment farm under the 
 charge of an agricultural professor who should be aided by the 
 faculty of the Agricultural College. 
 
 Fifth. Persons of either sex, having the required qualifi- 
 cations, should be entitled to all the benefits of the University, 
 Agricultural Colleges, or State Normal Schools without tuition 
 and without restrictions as to vocation in after life. 
 
 Sixth. The literary board should secure, in addition to the 
 regular faculties, special lecturers of the highest ability. 
 
 Seventh. The science of government should be taught and 
 the most exalted patriotism cherished. "The Bible should be in 
 the hands, heads, and hearts of all the teachers and students." 
 Nevertheless these "institutions should be, as far as possible, 
 removed from the excitement and fluctuations of partisan poli- 
 tics, and the bitter agitations concerning sectarian tenets. These 
 institutions should occupy broad, high, common grounds" 
 
 Eighth. "Only live, practical, common sense teachers 
 should be employed." 
 
 Ninth. "Salaries should be made dependent on eJEfort and 
 success." 
 
 Tenth. "A general normal school bill should be secured at 
 all hazards. The most vital interests of the state demand this. 
 To postpone action longer seems almost criminal. The simple 
 
18 , State Normal School History. 
 
 passage of such a bill would enhance the value of property in 
 Missouri many times the cost of six State Normal Schools. To 
 insure the passage of such a bill, it should be provided that 
 state aid would not be extended to any Normal school until such 
 school shall have been in successful operation at least two years. 
 The several schools could be located, buildings erected and furnish- 
 ed, and pioneer faculties, willing to 'labor and wait ' secured. Thus 
 the work might be well begun by the time our legislators should 
 deem it safe to extend financial aid." 
 
 Eleventh. Provisions should be made for the accumulation 
 of a large fund, by donation or otherwise, for each institution, to 
 be used in paying the expenses of indigent, but worthy, students. 
 
 Twelfth. The faculties of the normal schools should be well 
 prepared for county institute work, and one member should be 
 be required to attend the institutes in his district. 
 
 Not one of these recommendations was adopted by the state 
 when provisions were made in 1870 for a system of state normal 
 schools. The influence of President Baldwin lay in this case in 
 stirring up the people to thinking about state normal schools, and 
 not in planning how they should be organized and correlated 
 with the other institutions of the state. 
 
 Besides President Baldwin there were a number of other men 
 who were actively lending their influence to the cause of state nor- 
 mal schools. Among them were Major J. B. Merwin, Editor of 
 the American Journal of Education (St. Louis), Superintendent 
 Ira Divoll and Principal W. T. Harris of St. Louis, and Super- 
 intendent E. B. Neeley of St. Joseph. By means of addresses, 
 newspaper and magazine articles, and personal solicitations, 
 these men did much towards awakening an interest in a normal 
 school system for the state. 
 
 The Missouri State Teachers' Association was used as an 
 important instrument in developing a state normal school senti- 
 ment. In its first session held in St. Louis in 1856, resolutions 
 were passed in favor of a state normal school system, and organ- 
 ized efforts to secure it were begun. Horace Mann was present at 
 this meeting and did much towards shaping the deliberations of the 
 
Agitation by Teachees in the State. 19 
 
 association. Professor Baldwin who was then teaching school 
 at Savannah, Missouri, was also present, and acted as one of the 
 Vice-Presidents of the association's. Just what part he played in 
 the deliberations on the state normal school system, is not known, 
 but it is of great interest to note that he who figured so prominent- 
 ly in the establishment of the system some years later, was con- 
 nected with the Missouri State Teachers' Association in an official 
 capacity at the time it began its efforts in favor of the system to 
 which he was destined to dedicate his life. 
 
 From 1856 to the breaking out of the civil war, when the 
 association suspended, it renewed each year the resolutions con- 
 cerning the state normal school system that were passed at the 
 first meeting's . 
 
 In June, 1866 the association met in St. Louis for the purpose 
 of reorganizing. The greatest problem before it was how to re- 
 cover from the disastrous effects of the war upon the educational 
 system of the state. The association, however, did not stop with 
 the desire to recover merely what had been lost, but planned for 
 marked improvements. This is seen in its attitude towards the 
 normal school question. It appointed a committee to urge upon 
 the General Assembly at its next meeting the absolute necessity 
 of establishing a state normal school, and we are assured that 
 nothing was done more cordially by the association than the 
 adoption of the resolution which provided for this committee'''. 
 
 The committee presented in due time the following memorial'^ : 
 
 Memorial of the Missouri State Teachers' Association to 
 THE General Assembly, for the Establishment op a 
 Normal School. 
 "The teachers of the State of Missouri, through the under- 
 signed committee, appointed for the purpose at the convention 
 held in St'. Louis, in June, 1866, beg leave to present their mem- 
 orial, praying your honorable body to consider the expediency 
 of establishing, at some convenient locality, a normal school, for 
 the sole purpose of training teachers of both sexes in what per- 
 tains to their profession. And, in presenting this memorial, 
 
 3 
 
20 State Normal School History. 
 
 they beg leave to state the reasons which impel them to offer this 
 request. They feel confident that nothing need be said upon the 
 paramount importance of a system of public schools in a com- 
 monwealth like our own; and that anything which can be shown 
 to be of essential aid in furthering the efficiency of such a system 
 will meet with your hearty approval. And they feel the more 
 assured of this when they remember the thorough going legisla- 
 tion of last year, which conceived and adopted the present school 
 law of the state. They would respectfully call attention to the 
 following considerations:" 
 
 I. 
 
 "That there is a manifest lack of efficient teachers to supply 
 the present and increasing demand in this state; this is evident 
 from the fact that the supply comes in large measure, from other 
 states." 
 
 II. 
 
 "That there is a lack of institutions which give the special 
 training requisite to fit the abundant native talent of the state for 
 the responsible calling of teacher. Notwithstanding the excellence 
 of this native element, which has been shown by the marked 
 success it has achieved after proper training, yet the professional 
 school is wanting, and the want is more keenly felt, because the 
 dearth of higher institutions in the state extends even to seminaries 
 and colleges, although these can give only one side of the educa- 
 tion necessary to a teacher — namely the general culture." 
 
 III. 
 
 "That the economy of the measure is very obvious. If 
 teachers were educated and trained in this state, better schools 
 with less cost would result. For if the best talent is drawn here 
 from other states, it must be because higher salaries are paid 
 here than at home. That Missouri must be content with a poorer 
 grade of teachers, at the same cost that other states pay for better 
 ones, or else increase a disproportionate expense for the right 
 quality. By a small comparative outlay, a normal school may 
 be established that will save this extra cost." 
 
Agitation by Teachers in the State. 21 
 
 IV. 
 
 "The most enlightened governments.of Europe, consider the 
 normal school as an essential appendage to the state. Prussia, 
 since 1735, has increased hernormal schools to fifty. France has 
 established ninety since 1810; England has forty, and Switzer- 
 land, thirteen, while the system has been adopted in Saxony, 
 Hanover, Bavaria, Sardinia, Greece, and Belgium. 
 
 "The movement extended to this country during the first 
 quarter of the present century, and has resulted in establishing 
 such schools in Massachusetts, New York, Connecticut, Rhode 
 Island, Michigan, South Carolina, New Jersey, Pennsylvania, 
 Illinois, Minnesota, Maine, and Wisconsin, as State Institutions; 
 while the larger cities, Boston, New York, Brooklyn, Philadelphia, 
 St. Louis and others, have their own normal schools as a matter 
 of economy." 
 
 "Experience has demonstrated that it is better to have a 
 school exclusively devoted to the training and culture of teachers, 
 than to make it the department of another institution. The 
 department system is not much in vogue since its failure in Ger- 
 many, and the experiments with it in New York and Kentucky." 
 
 V. 
 
 "In order to get in a clear light the benefits to be derived 
 from normal schools, your memorialists further beg leave to 
 recapitulate briefly the arguments used by its advocates, which 
 have been confirmed by the test of one hundred years." 
 
 1. "There is an obvious distinction between the ability to 
 acquire knowledge and the ability to communicate it. Again 
 there is a difference in modes of communication. 
 
 A man may be very learned, and able to express his knowl- 
 edge in rigid scientific forms, while he is utterly unable to explain 
 any thing so a child can understand it; the teacher, however, 
 must above all, be able to translate his knowledge into the form 
 adapted to the youthful mind." 
 
 "The normal school is the only school that professes to at- 
 tempt this art." 
 
22 State Normal School History, 
 
 2. "The history of education is made a special object of 
 investigation in the normal school. All past experience is thor- 
 oughly discussed, and the causes of success or failure set forth. 
 It is seen that eminent teachers of all times have followed es- 
 sentially the same method. It is further seen that this method 
 involves the waking up of all the faculties to activity; how to 
 stimulate the mind to self activity in the proper manner; how to 
 govern the school in accordance with the spirit of our national 
 idea, by training the pupil to self government; how to avoid 
 these evil customs that have rendered the name pedagogue odious 
 from time immemorial : to teach these things constitutes the busi- 
 ness of a normal school." 
 
 3. "Thorough indoctrination in the true principles of in- 
 structions saves long and unfortunate experience; unfortunate for 
 the scholars who are practiced upon for the teacher's benefit; 
 unfortunate for the teacher who is forced to waste his time in 
 groping 'about in the dark for that knowledge of method which 
 he might have acquired at the normal school." 
 
 4. "The same sentiment that refuses to place confidence in 
 the uneducated lawyer or physician should refuse to entrust the 
 children of the community to the care of the empiric, to serve as 
 waste material upon which he experiments while learning the art 
 of teaching." 
 
 "Moved by these considerations your memorialists respect- 
 fully pray you to consider the expediency of establishing at some 
 convenient locality one normal school for the purposes above 
 mentioned." 
 
 "In behalf of the Missouri State Teachers' Association," 
 
 Wm. T. Harris, 
 Ira Divoll, 
 E. B. Neeley, 
 G. P. Beard, 
 T. A. Parker, 
 
 Committee. 
 It is not known whether the association was holding annual 
 meetings or not at this time, or whether the subject of state 
 
Agitation by Teachers in the State. 23 
 
 normal schools was before the association every time it met. 
 However, it is known that at its meeting in April, 1868 in St. 
 Louis, the association again adopted resolutions in favor of nor- 
 mal schools39. Doubtless the actions of the association on this 
 matter had their due influence upon the legislators. 
 
 NOTES. 
 
 1. Report of the U. S. Commissioner of Education, 1870, p. 526. 
 
 2. Laws of Missouri, 1838-1839, p. 114. 
 
 3. Laws of Missouri, 1840-1841, p. 142. 
 
 4. Laws of Missouri, 1852-1853, p. 148. 
 
 5. State Superintendent's , Report, 1869, pp. 55-56. 
 
 6. Senate Journal, 1842-1843, Appendix, p. 470. 
 
 7. House Journal, 1844-1845, Appendix, p. 166. 
 
 8. House Journal, 1844-1845, pp. 35-37. 
 
 9. House Journal, 1846-1847, pp. 23-26. 
 
 10. House Journal, 1846-1847, pp. 189-197. 
 
 11. House Journal, 1848-1849, pp. 26-29. 
 
 12. House Journal, 1848-1849, p. 38. 
 
 13. House Journal, 1846-1847, Appendix, p. 125; Senate Journal, 1848- 
 49, Appendix, p. 4. 
 
 14. Senate Journal, 1848-1849, Appendix, p. 161. 
 
 15. Laws of Missouri, 1848-1849, p. 130. 
 
 16. Senate Journal, 1850-1851, Appendix, pp. 18-19. 
 
 17. Senate Journal, 1854-1855, Appendix, pp. 139-140. 
 
 18. Laws of Missouri, 1867, p. 9; Catalogue of Missouri State Univer- 
 sity, 1867-68, pp. 22-23. 
 
 19. House Journal, 1850-1851, Appendix, p. 142-4; House Journal, 1852- 
 1853, Appendix, p. 288. 
 
 20. Senate Journal, 1854-55, Appendix, p. 200 ; Senate Journal, 1855, 
 Appendix, pp. 139-141; House Journal, 1857. Appendix, pp. 116-8; House 
 Journal, 1858-59, Appendix, p. 1 ff; Senate Journal, 1859-60, Appendix, pp. 
 268 ff ; Senate Journal, 1860-61, Appendix, pp. 110-2. 
 
 21. Senate Journal, 1855, Appendix, pp. 139-140. 
 
 22. House Journal, 1857, Appendix, p. 116. 
 
 23. House Journal, 1857, Appendix, pp. 116-8; House Journal, 1858- 
 
 59, Appendix, pp. 1 ff. 
 
 24. House Journal, 1858-59, Appendix, pp. 1 ff. 
 
 25. Senate Journal, 1859-60, Appendix, pp. 268 ff. 
 
 26. Senate Journal, 1858-59, pp. 291, 341, 429-30; Senate Journal, 1859- 
 
 60, pp. 18, 122, 179, 183, 217. 
 
24 State Normal School History. 
 
 27. Senate Journal, 1860-61, Appendix, pp. 110-12. 
 
 28. State Superintendent's Report, 1867, pp. 15-18. 
 
 29. House Journal, 1867, p. 254. 
 
 30. State Superintendent's Report, 1868, pp. 17-20. 
 
 31. State Superintendent's Report, 1869, pp. 18-22. 
 
 32. State Superintendent's Report, 1869, pp. 64, 69, 74, 90-93, 101-2, 
 115-6, 123, 126, 130. 
 
 33. State Superintendent's Report, 1870, p. 47. 
 
 34. State Superintendent's Report, 1870, pp. 117-8. 
 
 35. Catalogue of the State Normal School, Kirksville, 1879-80, p. 29. 
 
 36. North Missouri Register, Kirksville, Feb. 16, 1871, March 16, 1871. 
 
 37. State Superintendent's Report, 1867, p. 15. 
 
 38. Ibid, pp. 15-17. 
 
 39. State Superintendent's Report, 1869, pp. 16-17. 
 
CHAPTER II. 
 
 THE NORTH MISSOURI NORMAL SCHOOL. 
 
 Section I. 
 Cumberland Academy. 
 
 For some time we have been following one thread of the in- 
 troduction, the agitation in favor of a state normal school system. 
 It is now necessary for us to take up the other thread, the history 
 of the Normal School at Kirksville as a private institution. In- 
 asmuch as the school was organized in a building known then as 
 the Cumberland Academy, and continued to have its home there 
 for over five years, it is proper that something should be said at 
 this point concerning the history of the building itself. 
 
 The Kirksville Presbytery of the Cumberland Presbyterian 
 Church at its first session which it held in Kirksville in December, 
 1859, decided to establish a male and female school in Kirksville 
 which should be under its supervision and which should be known 
 as the Cumberland Academy. A Board of Trustees was appointed 
 and given the power to appoint as many agents as it should deem 
 necessary to solicit funds for the school. The Board met on 
 January 4, 1860, in Kirksville and effected the following organiza- 
 tion: Hon. W. H. Parcels, President; Rev. J. E. Sharp, Secre- 
 tary; J. G. Oldham, Treasurer. It appointed five agents to 
 solicit funds with which to erect a suitable school building. 
 
 The Board decided to open the school at once without wait- 
 ing for the building to be erected. Arrangements were then made 
 for renting a building and for employing teachers. Reverend 
 Amos Cox of Bloomington, Illinois, a graduate of Cumberland 
 University, was secured as Principal, and Miss Maria Ellis, a grad- 
 uate of the Conference Female Cohege of Jacksonville, Illinois, as 
 Assistant. On March 22, 1860, Cumberland Academy was opened 
 by these two instructors. The enrollment during the spring was 
 at least fifty, as the Board reported to the Presbytery in April 
 
26 State Normal School History. 
 
 that there were that many in attendance then. It also reported 
 that the building committee had let the contract for the erection 
 of a school building, for which over $2,000 had been raised. 
 
 The second session of the school opened on September 10, 
 1860, with the same instructors, but in another building, that is 
 Professor Nason's school house which stood on the southeast cor- 
 ner of what are now Buchanan and Florence Streets. In October 
 the Board reported to the Presbytery that there were thirty- 
 eight in attendance at the Academy, and that the school build- 
 ing was in process of erection, most of the carpenter work having 
 heen completed. 
 
 The excitement into which the country was thrown in the 
 latter part of 1860 and the early part of 1861, proved fatal to the 
 Cumberland Academy. In a short time after the second session 
 of the school had opened, it was suspended, and work on the 
 building ceased, after nearly $6,000 had been expended upon it. 
 All attempts on the part of the Presbytery to revive the school 
 and to complete the building failed, owing to the distressed con- 
 ditions of the country that grew out of the war^. 
 
 For some time the building stood incomplete and idle. Late 
 in the spring of 1862, Miss Virginia Haynes, sister of Mrs. R. M. 
 Ringo of this place, opened up a school in this building and 
 maintained it until August 6th, the day of the battle of Kirksville, 
 when it was broken up for good. Miss Haynes' school was the 
 only one that occupied the building prior to the normal sehool 
 which Professor Baldwin organized in it in 1867^. 
 
 Finding it impossible to do anything with the building or 
 the school, the Kirksville Presbytery secured in February, 1865, 
 an act of the Legislature which enabled them to sell the building 
 and grounds and apply the proceeds on the indebtedness that had 
 been incurred^. In pursuance of this act the property was sold 
 to D. S. Hooper, Samuel Reed, Jr., Nelson Grogan, and Abra- 
 ham Wolf4. 
 
 Efforts were made by these men to get the Christian Church 
 of this place, which was then without a church building, to pur- 
 chase the Academy and convert it into a church building, but 
 
Cumberland Academy. 27 
 
 these failed. Finally a stock company consisting of several 
 members of that church bought it in March, 1865, for SISOO^. 
 For several years this company gave the use of the building to 
 the Christian Church for religious services without charge. It 
 also rented it for entertainments of various sorts. 
 
 For some time the company tried to get the church to pur- 
 chase the building. In fact it had bought the property with this 
 expectation. When it appeared that the church was not dis- 
 posed to do this, the company began then to think of letting the 
 building out to some one for school purposes, and, in February, 
 1867, it arranged to lease it to Professor Baldwin for the normal 
 school which he had decided to open in the town in the coming 
 fan. 
 
 Cumberland Academy, as the building was known until it 
 was occupied by the Normal School, was erected on the block 
 where Mr. R. M. Ringo's residence now stands, on the corner of 
 Mulanix and Hickory streets. It was a large, two story, frame 
 building with a tall steeple, facing the west. According to the 
 original plans the lower floor was to be the chapel in which the 
 exercises of the school and the religious services of the local 
 Cumberland Presbyterian Church were to be held, and the upper 
 floor was to be divided into five class rooms. As has been stated 
 the Kirksville Presbytery never finished the building. How in- 
 complete it was when work was suspended on it and how much was 
 done by those who purchased it from the Presbytery, is not 
 known. It seems, however, that the lower floor was ready for use 
 for church services when the stock company acquired it in March. 
 1865, but the upper floor remained incomplete until the building 
 was used as a normal school. 
 
 In order that the building might be put into suitable use for 
 school purposes. Professor Baldwin arranged with the stock com- 
 pany to complete it and make some alterations. He therefore 
 finished the upper floor and divided the lower one into three or 
 four class rooms by means of sliding black board partitions which 
 permitted the whole floor to be thrown open for chapel use and 
 public exercises. He also built a one story, flat roofed addition 
 
North Missouri Normal School. 
 
Cumberland Academy, 29 
 
 on the rear of the original building. This addition contained three 
 rooms. He replaced the old rail fence, first with a board, and later 
 with a hedge fence. In view of these extensive improvements, 
 which were made by Professor Baldwin, the company agreed to 
 rent the building to him for ten years at the rate of one hundred 
 dollars a year^. 
 
 It was in this building that the Normal School had its home 
 for over five years; from September, 1867, to January, 1871, as a 
 private institution, the North Missouri Normal School, and from 
 January, 1871, to January, 1873, as a state institution. It is inter- 
 esting to know that at the time when President Baldwin was 
 working to get the state to adopt his school as one of a number 
 of state normal schools, he planned to have this old building 
 serve as a training school and to have the new building erected 
 near it^. This plan fell through when another site for the new 
 building was selected. 
 
 When Adair County made its bid for the State Normal School 
 for the First District, it offered to give, among other things, the 
 building that was being used at the time by tiie North Missouri 
 Normal School, and the lots on which it stood^. In fulfillment 
 of this promise the county issued bonds in favor of the stock 
 holders in the North Missouri Normal School Association for 
 their shares in this property. The transfer was made to the 
 Board of Regents on January 3, 1871^. 
 
 On November 19, 1873 the Board of Regents sold the build- 
 ing and lots to M. B. Morris, H. F. Millan, and D. S. Hooper for 
 $160010. 
 
 The main part of the original Normal School building was 
 burned on the evening of August 24th, 1874. When the fire was 
 discovered the building was too far gone to save it with the means 
 at hand. It was thought at the time that the fire was the work 
 of some incendiaryii. The annex that had been built on the rear 
 of the original building was saved from the fire, and stood near the 
 original site for some years when it, too, was burned. 
 
Section II. 
 Professor Baldwin's Visit to Kirksville. 
 
 In February, 1867, Professor Baldwin came to Missouri look- 
 ing for a suitable location for a normal school .On the thirteenth 
 day of that month he arrived in Kirksville, and as the result of his 
 visit, he decided to locate his school here^^. Two men are closely 
 connected with his coming to visit this place. One of these was 
 Mr. J. J. Griggsby, the other was Major J. B. Merwin. 
 
 Mr. Griggsby was a relative of Prof essor Baldwin and was at 
 that time living in Kirksville, having come here from Indiana in 
 1860. Very shortly after settling here he began to write to Pro- 
 fessor Baldwin, who was then living in Indiana, urging him to 
 come to this place and open up a school. He continued to write 
 to him to that effect for several years. Professor Baldwin, how- 
 ever, did not seem inclined to the proposition, and Mr. Griggsby 
 had just about decided to stop urging the matter when he heard 
 that the stock company, that had bought the Cumberland 
 Academy building, were anxious to get some one to start a school 
 in it. He suggested Professor Baldwin to them as the very man 
 for whom they were looking. He was requested by the company 
 to write to Professor Baldwin in their behalf concerning the matter, 
 and after waiting some time for a reply, finally got a letter from 
 him saying he would come out in a few days and look over the 
 situation. 
 
 Meanwhile Major Merwin, who was then Editor of the Amer- 
 ican Journal of Education in St. Louis, was doing what he could 
 to interest Professor Baldwin in the educational work of Missouri. 
 It chanced that he was making addresses before teachers' insti- 
 tutes in Indiana during the year of 1866, and while engaged in this 
 work he became acquainted with Professor Baldwin who was 
 likewise lecturing before the institutes. He was at once im- 
 pressed with Professor Baldwin's enthusiasm and zeal for schools 
 and school work, and immediately began to urge him to come to 
 Missouri, and kept up his solicitations for some time. 
 
 Finally Professor Baldwin was induced to make up his mind 
 
Professor Baldwin's Visit to Kirksville. 31 
 
 to come and look over the field. He came first to St. Louis and 
 visited his friend, Major Merwin,for a few days. In this connection 
 Major Merwin tells an interesting story. When Professor Baldwin 
 reached St. Louis, he was inclined to select St. Joseph, which was 
 already a thriving town and advantageously located, as the place 
 for his school. It is quite likely that he was somewhat acquainted 
 with this city and vicinity as he had taught at Platte City and 
 Savannah, Missouri, in the fifties, and perhaps this acciuaintance 
 may have had something to do with his predilection in favor of 
 it as the best place for his school. Major Merwin was bitterly 
 opposed to St. Joseph and did all he could to dissuade Professor 
 Baldwin from going there. He suggested Kirksville as the best 
 place in the state for the new school. It is happened that Pro- 
 fessor Baldwin had lost his traveling money and wanted to borrow 
 fifty dollars so as to proceed on his journey. Major Merwin 
 offered to lend him the money on condition that he would go at 
 once to Kirksville and look over the situation there carefully, 
 and added that, if he did not like the place, he need not refund 
 the borrowed money. 
 
 As far as is known Professor Baldwin did not visit any other 
 pbce. After spending two or three days here, meeting the people 
 and conferring with those who were interested in getting a school 
 started in the town, he decided that this was the place for his 
 institution. Arrangements were then made with the stock com- 
 pany that owned the Cumberland Academy building for its use 
 for the school. Some account of these arrangements has already 
 been given. 
 
 At the time when Professor Baldwin decided to locate his 
 school in Kirksville, there was only one normal school in the 
 state, and that was the St. Louis City Normal School which had 
 been established in October, 1857, under Superintendent Ira 
 Divoll and with Mr. Richard Edwards as Principal. The sole 
 purpose of this school was to prepare female teachers for the 
 schools of that city^^. 
 
 Owing to this fact, the school was strictly local, and hence 
 the field, as regards the state at large, was unoccupied in 1867, 
 
32 State Normal School History. 
 
 To Professor Baldwin there justly belongs, therefore, the credit of 
 having established the normal school system of the state. 
 
 Section III. 
 The Opening of the School. 
 
 Very few subjects connected with the early history of the 
 school are more interesting than that of the first faculty and the 
 way in which it was selected. President Baldwin realized that 
 the success of the school would depend largely on the character 
 of the members of the faculty, and so acted very deliberately in 
 choosing his associates. He planned to engage "for each leading 
 department a young, talented, ambitious teacher, who was will- 
 ing to devote his life to building up a department of unsurpassed 
 merit." All teachers were to be engaged for not less than ten 
 years, and on such terms that "each would feel as much interest 
 in the success of the institution as if owning it." Furthermore, 
 when the faculty had been organized, no other member was to 
 be added except at its unaminous request^*. With these ideas 
 in mind. President Baldwin proceeded to select five associates 
 with whose help the school was organized. 
 
 The first to be selected were Professor and Mrs. F. L. Ferris 
 of Idaville, Indiana. Conditional arrangements had been made 
 with them by President Baldwin for the work before he came to 
 Missouri in February, 1867, to look over the field for a school. 
 They had been conducting a private high school at Idaville, 
 Indiana, at the same time that President Baldwin had been teach- 
 ing at Burnettsville and Logansport, towns neighboring to Ida- 
 ville. President Baldwin had visited their school, and was im- 
 pressed with their ability and skill. He therefore interested them 
 in his scheme for a school in Missouri, and on his return from 
 Kirksville made definite arrangements with them for the work. 
 
 During his visit in Kirksville in February, 1867, President 
 Baldwin secured the promise of Professor W. P. Nason, who was 
 at the time engaged in teaching a semi-public school in Kirks- 
 ville, that he would become one of the faculty of the new school. 
 
Professor W. P, Nason. 
 
 (From a photograph taken about 1880.) 
 
34 State Normal School History. 
 
 Had not President Baldwin made conditional arrangements with 
 Professor Ferris and his wife before he came to Kirksville, Pro- 
 fessor Nason would have been the first one to be selected. 
 
 Early in the spring of 1867 President Baldwin moved his 
 family from Indiana to Kirksville. Shortly after doing that he 
 made arrangements with Professor J. M. Greenwood and his wife 
 to teach in his school. Concerning the making of these arrange- 
 ments, a very interesting story is told. 
 
 In arranging his new home in Kirksville, President Baldwin 
 decided a milk cow was needed. On making inquiries as to where 
 he might find a good one, he was directed to the Greenwood farm, 
 southeast of town. In a few days he drove out to this farm and 
 found Mr. J. M. Greenwood and his father plowing in the field. 
 As he had arrived at about noon time, he was invited to go to the 
 house and take dinner. Meanwhile young Greenwood was sent 
 by his father to bring in some cows from the pasture. While 
 President Baldwin was in the house waiting for dinner, he was 
 attracted by the library which he found there, especially the col- 
 lection of mathematical books. This opened up to him the fact 
 that some one in the family was more than a mere farmer. On 
 inquiry he found that the books belonged to the young /man who 
 had been sent to bring in the cows and that this same young man 
 had taught for several years. As a result he began to think of 
 Professor Greenwood as a possible teacher of mathematics in his 
 new school. When dinner was over, he went out to look at the 
 cows, and after much delay finally purchased one and drove her 
 away. 
 
 Later in the spring President Baldwin and Professor Green- 
 wood met at a county institute in Edina, Missouri. During this 
 institute President Baldwin outlined fully to Professor Green- 
 wood his plans for a school, and definitely invited him to become 
 one of the faculty. Although Professor Greenwood had decided 
 to discontinue teaching and engage in farming and stock raising, 
 he reconsidered the matter, and finally concluded to join with 
 President Baldwin in his enterprise. At about the same time 
 arrangements were made with Mrs. Greenwood to take charge of 
 
Profesjsuk J. M. Greenwoud. 
 ("From a photograph taken in 1874.) 
 
36 State Normal School History. 
 
 the primary department of the new school^s^ With these arrange- 
 ments the selection of the original faculty of the school was com- 
 pleted. 
 
 After having chosen his associates, President Baldwin began 
 the work of canvassing the country for students in great earnest- 
 ness. In this work he was assisted by Professors Greenwood, 
 Ferris, and Nason, though most of it he did himself. The canvass 
 included personal solicitation of students, the holding of insti- 
 tutes, the visiting of schools, and the delivering of lectures and 
 public addresses of various sorts. It was carried on in sixteen 
 counties in north east Missouri. Very few parts in this section 
 were left unvisited^*^. President Baldwin made his trips chiefly 
 by means of a team and buggy which he purchased in the spring. 
 So thoroughly did he canvass the country that by the opening of 
 school in September, both the team and the buggy, according to 
 the testimony of men yet living, were "literally worn out." 
 
 No catalogues were issued announcing the new school. In- 
 stead of them President Baldwin had large posters printed an- 
 nouncing his lectures at different points. These posters were sent 
 ahead of him on his trips and posted in conspicuous places. As a 
 result he always got a large crowd to hear him wherever he went. 
 
 In these lectures he announced to the people what he was 
 proposing to do, and urged them to give stronger support to the 
 public school system. 
 
 The school opened on September 2, 1867. The students who 
 gathered were a decidedly heterogeneous mass ; they were of both 
 sexes, and of all sizes and ages from the primary grade up. As one 
 of their members has expressed it, they were uncouth, awkwrad, 
 and untutored, but seriously in earnest. Many of the men had 
 spent several years in the army and were necessarily far behind 
 in their education. None of them had any surplus of money to 
 spend. Most of them were making their own way through school, 
 and hence knew the precious value of the time and money they 
 were spending. Judging from external appearances, this was not 
 a very promising lot of students with which to start a school. 
 But there was the making of many a man and woman of strength 
 
The Opening of the School. 37 
 
 in that body, and fortunately there was at the head of the school 
 a man who knew how to bring out the very best in those whose 
 advantages had been meager, but who were willing to strive and 
 toil. 
 
 By the close of the school year the enrollment in the Normal 
 Department reached one hundred and forty. This, with the 
 enrollment of one hundred and forty-four in the various grades 
 of the model school made the total attendance two hundred and 
 eighty-four. To the President and faculty of the school this was 
 a very encouraging beginning, though from a financial standpoint 
 it was not very remunerative to the President. In engaging his 
 associates. President Baldwin had bound himself to pay each a 
 certain salary and to bear all the other expenses of the school, 
 and had agreed to take what was left of the proceeds of the school. 
 This arrangement was agreed to for three years. The income for 
 the first year, which came only from tuition fees, was S3, 705; the 
 expenditures were $4,020. The President incurred a loss of 
 $315 in addition to his living expenses for a year^^. 
 
 Notwithstanding this financial loss, the enrollment was such 
 as to give the President a basis for his faith in the ultimate success 
 of the school. Concerning the matter he said: "The success 
 during the year passes all expectation. That in this war cursed 
 region three hundred students should enter such a school during 
 its first year is truly wonderful. The Faculty have consecrated 
 themselves for life to the grand work of building up a Western 
 Institution of unsurpassed merits. With all of their ability, 
 with untiring energy, and with unbounded enthusiasm, they will 
 labor for its successes." 
 
 The second year of the school was much more successful than 
 the first. The total enrollment was 423, of which 203 were in 
 the Normal Department and 220 in the various grades of the 
 Model Schooli9. The increase over the the enrollment of the 
 previous year was 139. The income for the year was $5,520; 
 the expenditures were $4,335. Instead of a deficit there was a 
 surplus of $1,185, and this constituted President Baldwin's salary 
 for the vear^o. 
 
38 The Opening of the School. 
 
 Towards the close of the first year of the school the North 
 Missouri Normal School Association was organized for the pro- 
 motion of the school. It was composed chiefly of the members of 
 the stock company who owned the property which was being 
 used by the school, and by the men of the faculty. The associa- 
 tion was incorporated on June 2, 1868^1. 
 
 After running for nearly three and one-half years as a private 
 institution, the school was adopted on December 29, 1870, as one 
 of the two State Normal Schools as provided for by the bill of 
 March 19th of that year. This was a consummation which Presi- 
 dent Baldwin and his chief assistants had been working for since 
 the beginning of the school, and which he had probably had in 
 mind from the time he decided to come to Missouri. In the 
 catalogue for the second year of the school, it was plainly stated 
 that efforts were being made to make the institution one of a 
 system of six state Normal schools22. How these efforts were 
 successfully realized, we have now to investigate. 
 
 NOTES. 
 
 1. The authority for the preceding facts regarding the Cumberland 
 Academy is the Record of the Stated Clerk of the Kirksville Presbytery. A 
 transcript of those portions of the record that pertain to the Cumberland 
 Academy, is among the archives of the school. 
 
 2. Mr. R. M. Ringo is authority for the statements of this paragraph. 
 
 3. Laws of Missouri, 1865, p. 178. 
 
 4. Abstract of Title to Block 10 in the north east addition to Kirksville. 
 
 5. Ibid. 
 
 b. Mr. J. H. Morris, one of the stock company, which purchased the 
 old Cumberland Academy, is authority for the above statements. 
 
 7. State Superintendent's Report, 1870, p. 115. 
 
 8. Records of Adair County Court, B, pp. 91-92. 
 
 9. Minutes of Board of Regents, March 18, 1871. 
 
 10. Abstract of Title to Block 10 in the northeast addition to Kirksville; 
 Minutes of Regents, Nov. 17, 1873. 
 
 11. North Missouri Register, Kirksville, Aug. 27, 1874. 
 
 12. State Superintendent's Report, 1870, p. 119. 
 
 13. Ninth and Tenth Annual Reports of Board of Directors of St. Louis 
 Public Schools p. 21. This school had a continuous existence from 1857 to 
 1899 most of the time as a part of the high school system of the city. In 
 
The Opening of the School. 39 
 
 1899, it was temporarily suspended. Recently the city voted to establish a 
 separate City Normal School. This is now in process of organization. 
 
 14. State Superintendent's Report, 1870, pp. 115-6. 
 
 15. Article by J. M. Greenwood in the Educational Review, April, 1901. 
 
 16. Catalogue, State Normal School, Kirksville, 1871-72, p. 20. 
 
 17. State Superintendent's Report, 1870, p. 119. 
 
 18. Catalogue, North Missouri Normal School, 1868-69, back cover. 
 
 19. Catalogue, North Missouri Normal School, 1869-70, p. 21. 
 
 20. State Superintendent's Report, 1870, p. 119. 
 
 21. Record of Adair County Circuit Court, May term, 1868, June 2, p. 439. 
 
 22. Catalogue, North Missouri Normal School, 1868-69, p. 21. 
 
CHAPTER III. 
 
 THE ADOPTION OF THE NORTH MISSOURI NORMAL 
 
 SCHOOL AS THE FIRST DISTRICT STATE NORMAL 
 
 SCHOOL. 
 
 Section I. 
 The Normal School Legislation op 1870. 
 
 In March, 1870, the efforts to secure legislation in favor of 
 the establishment of a state normal school system met with suc- 
 cess. Prior to that time many attempts had been made to gain 
 this end, and though they always failed, it will be worth our 
 while to note briefly, as a sort of introduction to the legislation 
 of 1870, what these attempts were. 
 
 In February, 1859, there was introduced in the Senate a bill 
 entitled ''An act to establish a State Normal College "i. As far 
 as is known this was the first time a bill for a separate institution 
 for the training of teachers was ever introduced. On the third 
 reading it was postponed until the next session^. 
 
 When the legislature met again that fall another bill was in- 
 troduced in the Senate providing for the establishment of a normal 
 school. The bill seems to have received some attention, but it 
 was finally killed^. 
 
 The breaking out of the war put a stop to all efforts to es- 
 tablish the system. When it closed the advocates of the system . 
 began to marshal their forces and after several efforts succeeded. 
 
 The first efforts after the war were made in 1867. In Feb- 
 ruary of that year two distinct acts were introduced in the Legis- 
 lature on this matter; one provided for the establishment of a 
 ''State Agricultural and Normal University "^^ -^lie other for "the 
 education of the teachers of the common schools of the state "s. 
 As far as the records show no consideration was given these bills. 
 
 When the Legislature met in its regular session in January, 
 1869, preparations had already been made to renew the efforts 
 
The Normal School Legislation of 1870. 41 
 
 to obtain legislation in behalf of a state normal school system. 
 Bills to that effect were soon introduced. On January 25, one 
 was introduced in the Senate*', and on January 27, the same bill 
 was introduced in the House'^. 
 
 These identical bills provided for the division of the state 
 into six normal school districts, three north and three south of 
 the Missouri river. In each of these districts a normal school 
 was to be established in the county which should offer the greatest 
 inducement by way of buildings and grounds, provided the build- 
 ings and grounds should not be less than $25,000 in value and the 
 grounds should not be less than ten acres in extent. The manage- 
 ment of these six schools was to be placed in the hands of a Board 
 of Regents composed of fifteen persons. The State Board of 
 Education, that is, the Secretary of State, the Attorney General, 
 and the State Superintendent, were to constitute three of the 
 members ; the other twelve men were to be appointed by the Gov- 
 ernor for a term of six years each, and the appointments were to 
 be made so that one-third of the number were to retire every two 
 years. The Board was empowered to receive bids for the loca- 
 tion of the schools and to accept those they thought were best. 
 
 For the support of every normal school thus established the 
 state was to appropriate $5000 annually for the payment of 
 teachers' salaries. Model schools or schools for practice teach- 
 ing were to be established in connection with these schools. 
 Every applicant for admission was to be required to sign a declara- 
 tion of his intention to follow the profession of teaching in the 
 public schools of the state, and graduates of these normal schools 
 were to receive diplomas which would entitle them to teach in any 
 public school in the state without examination^. 
 
 These bills were referred by both the House and the Senate 
 to their respective Educational Committees. The Senate com- 
 mittee reported favorably upon the bill, recommending, however, 
 some slight amendments which were adopted. The bill was then 
 ordered engrossed but as far as is known nothing more was done 
 with it that session^. Nothing appears to have been done in the 
 House with the bill that was introduced there. 
 
42 State Normal School History. 
 
 When the Legislature met in adjourned session in January, 
 1870, the legislation that had been started in the previous session 
 was taken up by its friends and shortly pushed to successful 
 completion. The most interesting action took place in the House. 
 
 On January, 27th, the Educational Committee of the House 
 reported a substitute in lieu of the bill referred to it in the session 
 of 1869. The provisions of the substitute differed from those of 
 the original bill chiefly in the number of normal school districts 
 and in the composition of the Board of Regents. Instead of six 
 normal school districts there were to be four, as follows: the 
 seventh and eighth congressional districts, except Howard and 
 Randolph counties, were to constitute the first district; the sixth 
 and ninth congressional districts, including Howard and Ran- 
 dolph counties, were to constitute the second district; the fourth 
 and fifth congressional districts, the third; and the second and 
 third congressional districts, the fourth. The Board of Regents 
 was to consist of eleven persons, the Board of Education and 
 eight others appointed by the Governor, two from each normal 
 school district, for a term of four years. The other provisions of 
 the substitute were loractically the same as those of the original 
 billio. 
 
 Efforts were made several times to amend this substitute so 
 as to include a provision for the creation of a Normal Department 
 in Lincoln Institute for the preparation of negro teachers. 
 These amendments were finally withdra\\Ti when a separate bill 
 was passed by the House providing for the establishment of 
 Lincoln Institute as a State Normal School for negro teachers^^. 
 
 Of the amendments that were proposed, the following were 
 the most important that were adopted. In the first place the 
 number of normal school districts was reduced from four to two. 
 The first district was to be composed of all the counties north of 
 the Missouri river. The second district was to be composed of 
 all the counties south of the Missouri river except St. Louis county. 
 In the second place the membership of the Board of Regents 
 was reduced from eleven to seven. The seven were to be the 
 Board of Education and four others appointed by the Governor, 
 
The Normal School Legislation of 1870. 43 
 
 two from each of the two normal school districts. In the third 
 place it was provided that the normal school at Columbia should 
 not be considered as the one for the first district^^. 
 
 The substitute as amended was voted on by the House on 
 February 14, with 54 for it, and 35 against it, 46 being absent 
 and 2 sick^^. Inasmuch as the substitute did not receive a con- 
 stitutional majority it was lost. On February 17 a motion to 
 reconsider the vote on the substitute of February 14 was carried. 
 The substitute was then carried by a vote of 73 to 33, 27 being 
 absent and 4 sicki*. The opposition to the substitute was prac- 
 tically the same in both votes. Evidently the required major- 
 ity came from those who were absent the time the first vote was 
 taken. 
 
 When the House bill reached the Senate a number of amend- 
 ments were made, the most important of which was the striking 
 out of that provision which authorized the graduates of these 
 schools to teach in the public schools of the state without further 
 examination^^. When the bill was returned to the House, the 
 Senate amendments were adopted^^. The bill as then passed by 
 the House and the Senate was approved by Governor McClurg 
 on March 19, 187017. With this act the long struggle for the 
 adoption of a normal school system by the state came to an end. 
 The significance of the act can only be understood by keeping 
 in mind the long agitation on the matter and the repeated at- 
 tempts to get some favorable legislation. 
 
 Doubtless much of the history of this legislation will never 
 be known. Of the forces that led up to this result, we know 
 something of those that left traces in the records. But doubt- 
 less those were only a small part of the whole number of influ- 
 ences that were set in motion. It appears, however, that, among 
 those leading in the matter from 1867 to 1870, President Baldwin 
 was in the very front. How much personal work he did among 
 the legislators, is not known. Being no politician, he probably 
 did very little. But he was very active in stirring up senti- 
 ment among the people and in bringing them to make known 
 their views on the normal school system to their representatives. 
 
44 State Normal School History. 
 
 Among other things employed in this connection, he had the stu^ 
 dents, who were enrolled at the time the bill was being considered, 
 to write to their Representatives and Senators urging them to 
 support the bill. These things, doubtless, told considerably in 
 their influence upon the legislative body. 
 
 In following in detail the course of the legislation of 1869 and 
 1870, several things have appeared as very suggestive and worthy 
 of some comment. 
 
 In the first place there was a gradual reduction in the number 
 of normal school districts. In the original bill there were to be 
 six districts, in the substitute which was offered in the House 
 there were to be four, and in the bill which was finally adopted, 
 only two. The number proposed in the original bill was the same 
 as that recommended by President Baldwin and Superintendent 
 Parker. Just what induced the Legislature to reduce the number 
 from six to two, is not clear. Perhaps it was the desire to limit 
 the amount of expenditures; perhaps too, it was thought wise 
 to start the system with a small number of schools and then found 
 others if these proved successful and if the need for more arose, 
 
 In the second place only one Board was thought of for the 
 entire system of normal schools, whether there were to be six or 
 two schools. As the number of normal school districts was de- 
 creased the number of Regents appointed by the Governor was 
 decreased correspondingly. It does not appear that any one 
 advocated a separate Board for each institution. The single 
 Board system was maintained until 1874 when a law was passed 
 giving to the First and the Second District Normal Schools each a 
 separate Board^^^ just as in 1873 the Third District School was 
 given, at the time of its establishment, a Board of itsown^^. The 
 merits of the two systems will be considered in another connec- 
 tion20. 
 
 In the third place the law had in mind the establishment of 
 schools whose chief purpose and whose only reason for existence 
 was the training of young men and women as teachers in the 
 public schools of Missouri. This is evident from the articles in 
 the original bill, the substitute, and the bill adopted, which pro-r 
 
The Voting of Bonds by Adair County. 45 
 
 vided for model or practice schools and which required a declara- 
 tion on the part of the students that they intended to teach in 
 the public schools of the state. It was not the intention, however, 
 of making the course of study entirely pedagogical. Provisions 
 were made for ''lectures on chemistry, anatomy, physiology, 
 astronomy, the mechanic arts, agriculture, or any other science 
 or branch of literature, according as the Regents might direct "^i. 
 Just what the legislators had in mind by this clause, is not clear. 
 Whatever it may have been, this clause gives to the normal 
 schools of the state a statutory right of putting under the peda- 
 gogical training a solid basis in various academic subjects. 
 
 In the fourth place it is to be noticed again that the original 
 bill and the House substitute proposed to give to the graduates 
 of the two State Normal Schools the authority to teach in the 
 ■ public schools of the state without further examination. In the 
 bill that was adopted this provision was omitted. It would be 
 of great interest to know why this was done. Whatever the 
 reason was, the fact remains that not until 1887 was this author- 
 ity to teach in the public schools of the state conferred upon the 
 graduates of the State Normal Schools^s. The history of the 
 efforts to secure this authority will be related in a later chapter^^. 
 
 Section II. 
 The Voting of Normal School Bonds by Adair County. 
 
 As soon as the state normal school bill had been passed by the 
 Legislature, a movement was started to get the citizens of Adair 
 county to vote bonds so that the county might be able to make a 
 bid for the school for the first district. Doubtless the general 
 outline of the plan for doing this had been drawn long before 
 the bill was passed, and probably a good deal of agitation had 
 already been carried on. 
 
 The first official step was taken on July 5, 1870. On that 
 day, the Adair County Court which was composed at that time 
 of only one Justice, Judge Jacob Sands, issued an order for a 
 special election which should be held on September 8, for the 
 
46 State Normal School History. 
 
 purpose of voting upon the proposition that bonds, not to exceed 
 $100,000, should be issuedfor "the purpose of securing the loca- 
 tion of a state normal school at Kirksville according to the act of 
 the General Assembly, approved March 19, 1870." These bonds 
 were to run not more than twenty years and to bear interest not 
 above ten per cent^^. 
 
 Public agitation began in the form of a mass meeting of the 
 citizens of Kirksville on the night of July 24. Speeches were 
 made by a number of persons, and in them it was stated frequently 
 that Kirksville could afford to subscribe the $100,000 itself rather 
 than not get the state normal school at all. A committee of five 
 was appointed to carry oh the campaign's. 
 
 At the time when the county court ordered the above men- 
 tioned election, there was considerable opposition to the proposi- 
 tion, particularly among the country people, some of whom felt 
 that a state normal school at Kirksville would be a Kirksville 
 institution more than anything else. Moreover, many people 
 were decidedly opposed to issuing bonds as a matter of principle, 
 whatever the purpose. 
 
 In order to meet this opposition, articles appeared in the 
 newspapers giving reasons why the county should vote the bonds, 
 and in addition a systematic and complete canvass of the county 
 was planned and carried out. In the newspaper articles the 
 financial phase of the question was more thoroughly discussed 
 than any other phase. It was estimated that at least four hun- 
 dred students would attend the school each year and that each 
 would spend about $250 annually. On that basis, $2,000,000 
 would be spent in Kirksville in twenty years. These figures were 
 offered to the citizens of Kirksville for their special considera- 
 tion, and. much emphasis was placed upon the largeness of the 
 returns upon the investment that was asked. 
 
 It was also argued that a state normal school in Kirksville 
 would induce families of wealth and culture to settle in the town 
 for the purpose of educating their children. Their wealth would 
 add to the amount of taxable property and thus reduce the rate 
 of taxation in both the town and county. Moreover, their culture 
 
The Voting of Bonds by Adair County. 47. 
 
 would add to the development of good society^^. 
 
 The work of canvassing the county was done largely by 
 President Baldwin and Judge Sands. They went from school 
 house to school house and urged upon the people, who gathered 
 at these places, a favorable consideration of the proposition. As 
 the time of the election drew near, arrangements were made for 
 a series of meetings throughout the county during the week pre- 
 ceding the election, at Avhich addresses were to be made by a 
 number of prominent citizens. An announcement to that effect 
 was made in the Kirksville Tribune of August 25. Meetings 
 were announced at Hazel Green, Wilmathville, Kirksville, Well's 
 School House, Troy Mills, Gates' School House, Shibley's Point, 
 Water's School House, Nineveh, New Hope, Haxby's School 
 House, and Union School House. Among those who were to 
 speak were Dr. Gates, Judge Ely, Dr. A. H. John, W. H. Parcels, 
 Major Linder, Judge Sands, P. F. Greenwood, David Wells, J. 
 M. Oldham, Dr. Ellis, and Professors Baldwin, Nason, Greenwood, 
 and Pickler. The announcement closed with this injunction: 
 "Every man, woman, and child in Adair county should be inter- 
 ested in the location of the State Normal School at Kirksville — 
 it is perhaps the last opportunity that we will ever have to secure 
 the location of a state institution in our midst. Let the vote be 
 unanimous, and its location is certain^^." 
 
 The success of this campaigning is seen in the vote that was 
 cast on election day. For the proposition 629 votes were cast; 
 against it, 189^8. The vote by townships was as follows^^; 
 
 Townships 
 
 For 
 
 Against 
 
 Benton 
 
 413 
 
 2 
 
 Polk 
 
 28 
 
 5 
 
 Pettis 
 
 23 
 
 6 
 
 Liberty 
 
 28 
 
 11 
 
 Salt River 
 
 38 
 
 51 . 
 
 Wilson 
 
 21 
 
 48 
 
 Clay 
 
 37 
 
 34 
 
 Nineveh 
 
 25 
 
 8 
 
 Walnut 
 
 8 
 
 13 
 
 Morrow 
 
 8 
 
 11 
 
 Total. 
 
 629 
 
 189 
 
48 State Normal School History. 
 
 From this table it will be seen that in Benton township, the 
 township in which Kirksville is located, the vote was almost 
 unanimous, only two votes having been cast against the proposi- 
 tion. In only two townships where the total vote in each was over 
 75, was there a majority against the proposition. 
 
 On comparing this vote of the county in September with that 
 cast for Governor in the following November, one sees that only 
 a little over one-half a vote was polled on the bond propositon. 
 The total vote for Governor was 1494; for Brown, 686; for Mc- 
 Clurg, 80839. The total vote on the bonds was 818. 
 
 Inasmuch as two-thirds of the legal voters voting had declared 
 in favor of the bond proposition, the county court at its session 
 on September 12, declared it had been orclered^i. The next 
 work was that of presenting the bid of the county to the Board 
 of Regents. 
 
 Section III. 
 The Location of the First and Second District State Nor- 
 mal Schools. 
 
 On the same day that the Adair County Court declared that 
 the proposition to issue bonds for a state normal school had 
 carried, it drafted a letter and ordered it to be sent to the State 
 Superintendent stating that the county was ready to make its 
 bid and asking that a meeting of the Board of Regents should 
 be called as soon as possible to consider the same. Judge A. H. 
 Linder was appointed by the court as its special agent with full 
 authority to arrange and contract in behalf of the county with 
 the Board in reference to the matter^s. 
 
 Meanwhile arrangements were being made by Pettis county 
 to offer a bid for the second district school, and when the State 
 Superintendent received the official notices of Adair and Pettis 
 counties that they were ready to submit their propositions, 
 he called a meeting of the Board of Regents. In response to this 
 call, the Board met in Jefferson City on December 1, 1870. It 
 was composed of the following persons: State Superintendent 
 
The Location of the First Two Normal Schools. 49 
 
 T. A. Parker; Attorney General H. B. Johnson; Secretary of 
 State F. Rodman; Superintendent E. B. Neeley of St. Joseph 
 and President Joseph Baldwin of Kirksville, representing the 
 First District; J. R. Milner of Springfield and General G. R. 
 Smith of Sedalia, representing the Second District^^^ 
 
 After effecting organization by electing Superintendent 
 Neeley President, the Board received propositions for the loca- 
 tions of the two state normal schools from the various county 
 delegations that were in attendance. 
 
 On behalf of Adair county Judge Linder presented the fol- 
 lowing definite proposition for the school for the first district^^: 
 
 "To the Board of Regents for the Normal schools of the 
 State of Missouri : 
 
 "Gentlemen: 
 
 "The undersigned as the Agent of Adair County acting 
 under and by virtue of an appointment made by the county court 
 of the said county would respectfully submit the following bid 
 or proposition to secure the location of the Normal School for 
 the first district at Kirks ville, Adair County. 
 
 "First: Ten acres of land within one mile of the public square 
 of Kirksville, more or less as may be determined by your honorable 
 Board, with a building or buildings to be erected thereon, agreeable 
 to plans and specifications to be submitted by said Board, of the 
 value of Fifty Thousand Dollars. 
 
 "Second: In addition to the above and supplemental thereto, 
 the building now used by the North Missouri Normal School 
 and the eight lots upon which it is situated, together with the 
 furniture, apparatus, library, etc., now used by said school." 
 
 (Signed) A. H. Linder, Agent. 
 
 General G. R. Smith of Sedalia then submitted a proposi- 
 tion from Pettis county for the school for the second district's. 
 
 In addition to these bids from Adair and Pettis counties 
 there were others, more or less indefinite, from other counties. 
 Among them was a proposition from Johnson county for the 
 second district school, and another from Livingston county for 
 
50 State Noemal School History. 
 
 the first district school. The proposition from Johnson county- 
 was declared to be in such form as to prevent the Board from 
 entertaining it^s. Just what Livingston county offered is not 
 shown in the records. It was evidently not satisfactory, for a 
 resolution was proposed by State Superintendent Parker that 
 the Board should adjourn until December 15, in order that the 
 offer of Livingston county or others might be made in suitable 
 form and that other counties informally represented before the 
 Board might have the opportunity to complete their offers for 
 the first district school. This resolution was voted down^^. 
 The proposition from Adair County was then accepted by a vote 
 of five to one, thus locating the first district normal school at 
 Kirksville^s. During the day the bid of Pettis county was ac- 
 cepted and the second district school was located at Sedalia^^^ 
 
 The sessions of the Board on the first day had lasted long 
 into the night. When they closed, the important matter of 
 locating the two normal schools was apparently settled, but later 
 events proved that such was not the case by any means. When 
 the Board met on the next day, December 2, it adopted a resolu- 
 tion offered by Superintendent Parker whereby the votes by 
 which the bids of Adair and Pettis counties had been accepted were 
 reconsidered, and it agreed that it should meet at Sedalia on 
 December 26 to consider any and all bids for the location of the 
 schools. President Baldwin was the only one who voted 
 against this resolution^o. The friends of the counties which 
 were competing against Adair and Pettis had evidently done very 
 effective work between the adjournment of the Board on the night 
 of the first and its session on the morning of the second. After 
 ■taking this action to reconsider matters in full, the Board ad- 
 journed to meet at Sedalia that evening, in order ostensibly to 
 give it an opportunity to examine some property which was to 
 be offered by that city for the second district school^i. 
 
 Some very important matters were transacted by the Board 
 at its meeting at Sedalia on the night of December 2. It arranged 
 for a meeting of the Board at Kirksville on the twenty second for 
 the purpose of examining the buildings and grounds contained in 
 
The Location of the First Two Normal Schools. 51 
 
 the bid of the county, and it accepted an invitation from War- 
 rensburg asking it to visit that city. In order that the bids that 
 were to be submitted by the various counties for the two schools 
 might be in proper shape, the following rules regulating their 
 form and contents were adopted^^; 
 
 "First. All counties or municipal corporations desiring to 
 make offers for the location of the Normal schools are required 
 to present such offers on or before the 26 inst. 
 
 "Second. All such offers shall be in cash or buildings and 
 grounds, or both. 
 
 "Third. All subscriptions of counties or municipal corpora- 
 tions shall be presented by a duly authorized agent. 
 
 "Fourth. All private subscriptions shall be accompanied 
 by satisfactory evidence of the responsibility of the parties. 
 
 "Fifth. This Board will not consider any bid or offer for the 
 location of the Normal Schools, unless the county court of such 
 county whose bid or offer may be approved and accepted shall 
 enter into a contract with the Board to the effect that the build- 
 ings to be erected according to the plans and specifications to be 
 submitted by the Board, shall be finished and ready for the in- 
 spection of the Board within two years from the signing and de- 
 livery of such contract. ' ' 
 
 These rules were ordered published in the prominent news- 
 papers of the state, and the secretary was requested to prepare 
 a synopsis of the proceedings of the Board for publication in the 
 Missouri State Times^^. Provision was also made that when the 
 State Superintendent should receive bids for the schools, he 
 should appoint two members of the Board to examine the property 
 contained in the bids and report the same to the Board^^^ 
 
 The effect of the news of the action of the Board upon the 
 people of Kirksville and Adair county may well be imagined. It 
 was believed, and is still believed, by a great many who were 
 active in the matter, that underhand methods were being used 
 to deprive Kirksville of the school and to force President Baldwin 
 to close his institution. Fortunately for Adair county she had 
 the right kind of men to meet this crisis. Between the meeting 
 
52 State Normal School History. 
 
 of the Board at Jefferson City on December 1 and 2, and its meet- 
 ing at Sedalia on the 26, plans were laid for overcoming the com- 
 petition of the other comities, and for securing the favorable 
 action of the Board. Among other things, the county court 
 secured the services of B. G. Barrow as an attorney to contest 
 the legality of the Board's reconsideration of the location of the 
 school at Kirks ville. 
 
 When the time came for the Board to meet in Sedalia, large 
 delegations from both Kirksville and Chillicothe went down to 
 present their claims. In the Kirksville delegation were Judge 
 Sands, Judge Linder, and W. H. Parcels. Besides these gentle- 
 men there were two others, both of whom have since become very 
 prominent in the state, one in educational work and the other in 
 business and politics, whose chief business was to gather as much 
 information as possible concerning the plans of the Chillicothe 
 delegation. Falling in with this delegation on its way to Sedalia, 
 they gradually drew from it a complete outline of its plans. The 
 information they derived enabled the Kirksville representatives 
 to proceed intelligently. 
 
 When the Board began its session the matter of locating the 
 two schools came up at once. One of the earliest resolutions 
 bearing upon this was presented by President Baldwin to the 
 effect that the bids, which had been made by Adair and Pettis 
 counties and on which the location of the normal schools had 
 been made at Kirksville and Sedalia, should be considered as 
 before the Board, and that no additional propositions which 
 should be made by these counties should prejudice their claims to 
 the locations of the schools at the places named^s. The object of 
 this resolution is apparent. The competition of other counties 
 made it practically necessary for Adair and Pettis counties to 
 raise their bids in spite of their claim that the first action of the 
 Board constituted a valid contract which was yet binding upon 
 them and the state. In order, therefore, to forestall any counter 
 claim that additional offers made by these counties were an ac- 
 knowledgement that the contracts had been set aside, this reso- 
 lution was offered, and singularly enough it was carried. 
 
The Location of the First Two Normal Schools. 53 
 
 Both Adair and Pettis counties had come prepared to pro- 
 test against the reconsideration of the location of the normal 
 schools, and the Board was engaged for nearly one whole day in 
 hearing these protests and the replies which were made by the 
 representatives of Johnson and Livingston counties. Adair 
 county having been given the privilege of presenting her case 
 first, B. G. Barrow offered the formal protest of the county 
 and argued the question of the right of the Board to rescind its 
 action locating the First District Normal School at Kirks ville^^. 
 Rev. J. G .Dougherty and J. H. Hammond of Chillicothe replied 
 to Mr. Barrow in behalf of Livingston county*^. John F.Phillips 
 presented the case of Pettis county and W. H. Blodgett and 
 A. W. Rogers of Warrensburg replied in behalf of Johnson county^s. 
 After hearing these arguments, the Board went into private 
 session. An attempt was made through a resolution offered by 
 Attorney General Johnson to overrule the objections and pro- 
 tests which had been entered by Adair and Pettis counties, but 
 this resolution was tabled and it -was ordered that the bid of 
 Adair county should be taken up for consideration's. 
 Judge Linder then presented the following bid^^^ 
 ''To the Board of Regents of the State Normal Schools: 
 "Whereas on the first day of December, 1870, a proposition 
 was submitted by the undersigned commissioner of Adair county 
 to your honorable Board, looking to the location of the State 
 Normal School for the first district at Kirksville in the said county, 
 which proposition was, then and there, by a resolution of your 
 Board duly accepted, and the location thereby was, as we claim, 
 secured at Kirksville; and it further appearing that the said prop- 
 osition so made and accepted was and is considered by members 
 of your Board as not being equally favorable to the state in amount 
 as that offered by Pettis county and Sedalia; and it further ap- 
 pearing that some of the Board do not consider that the said 
 amount so offered and accepted is sufficient in amount to fence 
 and beautify the grounds so given in the said proposition for the 
 said Normal School, and to purchase a library and apparatus to 
 make said school a first-class institution; 
 
54 State Normal School History. 
 
 "Now claiming a vested right and a valid contract to be ex- 
 isting between said county and the State of Missouri effectually 
 securing the said location, and refusing to surrender our right 
 thereunder, but in order to show our interest in the success and 
 honor of the enterprise and to show our magnanimity we hereby 
 in consideration of the promises in behalf of the said county, offer 
 and tender by way of an additional donation to the said State 
 Normal School so located, the sum of Eight Thousand Dollars 
 of bonds of the said county, having twenty years to run at 7 per 
 cent interest, to be under the control and subject to the dis- 
 position of the Board for said purposes aforesaid, to be disposed 
 of at such time and at such price as the court may see fit, and it is 
 expressly understood herein that this is not to be considered as 
 any portion of the bid heretofore made, nor in any manner to 
 operate as a variance or abandonment of the contract heretofore 
 made as aforesaid, or to operate as a variance or recission of the 
 said contract." 
 
 (Signed) A. H. Linder, 
 
 Commissioner for Adair County. 
 
 On the next day the bid of Livingston County was received. 
 It was as folio ws^i; 
 
 ''To the Honorable Board of Regents of the State Normal 
 Schools of Missouri: 
 ''Gentlemen: 
 
 "The undersigned having been duly constituted and ap- 
 pointed by the County Court of Livingston County to make the 
 offer of the said county for the establishment of the Normal 
 School in the first Normal School district at the city of Chilli- 
 cothe, hereby offer for and in behalf of the said county of Liv- 
 ingston, Sixty Thousand Dollars ($60,000)." 
 "We are, gentlemen, with great respect. 
 Your obedient servants," 
 
 J. B. Bell, 
 (Signed) John Graves, 
 
 Edwin McKee, 
 Agents for the County of Livingston, State of Missouri. 
 
The Location of the First Two Normal Schools. 55 
 
 ''In addition to the Sixty Thousand Dollars offered by the 
 county as above set forth, the undersigned offer also, for and in 
 behalf of the citizens of Chillicothe, city lots to the value of Forty 
 Three Hundred Dollars ($4300), and lands to the value of Thirteen 
 Thousand Eight Hundred Dollars ($13,800), the lots and lands 
 having been duly subscribed for this purpose by the owners 
 thereof. 
 
 "Also one block and a half of land in the center of the city 
 of Chillicothe with seminary building thereon, in value Ten 
 Thousand Dollars ($10,000), and adapted for the Normal School 
 until the permanent building can be erected and prepared for 
 use, then can be sold and the proceeds applied to furnishing said 
 permanent building or such other purpose as the Board may 
 direct ; 
 
 "Two blocks of land in the city of Chillicothe, distant two 
 blocks from the public square, offered by the school board through 
 the County Court of Livingston County, in value Five Thousand 
 Dollars ; 
 
 "The site of ten acres offered by J. H. Hammond, in value 
 Seven Thousand Dollars ($7,000), this site being the grove 
 seen by the committee east of the residence of the said J. H. 
 Hammond. 
 
 " We are, gentlemen, with great respect. 
 
 Your obedient servants," 
 (Signed) - J. H. Hammond, 
 
 J. B. Bell, 
 John Graves, 
 Edwin McKee, 
 R. F. Dunn, 
 James G. Dougherty, 
 H. J. Stewart, 
 J. T. Johnson. 
 The rivalry between the two counties grew quite animated. 
 Each was set upon having the school and each was determined to 
 carry the matter into the courts if the Board decided in favor of 
 the other. The Board was plainly informed by Mr. Hammond 
 
56 State Normal School History. 
 
 of Chillicothe that his county would resist by legal process the 
 location of the school at Kirksville, and it would base its resist- 
 ance on the ground that the bid of Adair county was illegal by 
 reason of the illegality of the election on the normal school bonds^^. 
 
 Finally, after having considered the matter for three clays, 
 the board unanimously voted on December 29 to locate the First 
 District State Normal School at Kirksville on the terms offered 
 by Adair county, provided that the site of the school should be 
 the ten acres adjoining the North Missouri Normal School grounds 
 and belonging to Edward Parcels, to which a warranty deed 
 should be made immediately, or, in default of such deed being 
 made, the grounds offered by Morris and Richter^s. 
 
 The credit for securing the location of the school at Kirks- 
 ville belongs according to the general consensus of opinion to 
 Judges Sands and Lincler, and W. H. Parcels, and of these three 
 it was the last who played the important part at the critical 
 point in the proceedings. When the Board met in Sedalia, three 
 were known to be in favor of Kirksville and three in favor of 
 Chillicothe. Though the influence of Mr. Parcels, the seventh 
 member, Secretary of State Rodman, was induced to vote for 
 Kirksville^*. This made the matter safe for Kirksville, and 
 perhaps this explains why the vote was finally unanimous in 
 its favor. 
 
 Among the various things transacted by the Board on De- 
 cember 30, the most important was the declaration that "the 
 normal school for the first district be hereby declared established 
 within the meaning of the law^^. This meant that the North 
 Missouri Normal School was recognized as a state institution. 
 
 Before this action was taken President Baldwin sent to 
 Governor McClurg his resignation as a member of the Board and 
 then submitted a copy of the same to the Board. This was 
 done because of an agreement that had been reached by that 
 body at its meeting in Jefferson City early in the month, to the 
 effect that no member of the Board should be eligible as a teacher 
 in either of the schools until his resignation was accepted by the 
 Governors^. 
 

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 t^ W 
 
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 hd 
 
 
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 P3 
 
 
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58 State Normal School History. 
 
 The Board then elected the following persons as the faculty 
 of the school for the remainder of the current school year: J. 
 Baldwin, Principal; J. M. Greenwood, W. P. Nason, S. M. Pickler, 
 Miss Flora Gleason, and Mrs. Amanda Greenwood, teachers. 
 The Principal was authorized to designate the services of each 
 teacher57. 
 
 Meanwhile the question of the Second District Normal School 
 had been settled. Propositions had been received from Pettis, 
 Johnson, and Franklin counties^^. The bid of Pettis county was 
 finally adopted and the school for that district was again located 
 at Sedalia^Q^ The school was destined, however, never to be 
 established there. On April 27, 1871, the Board was induced 
 to reconsider its action regarding the school, owing to the delay 
 of Pettis county in meeting its part of the contract, and decided 
 to locate the school at Warrensburg on the terms offered jointly 
 by that city and Johnson county^o. The new public school build- 
 ing was leased for a year, and in this building the Second Dis- 
 trict State Normal School was first opened on May 10, 1871^^. 
 
 The action of the Board in selecting Kirksville as the place 
 for the First District School was not allowed to go unprotested. 
 True to the threats of its representatives, Livingston county 
 proceeded to take action against the Board. This action took the 
 form of an attempt to get the Legislature to pass such legisla- 
 tion as would set aside the decision of the Board and deprive 
 Kirksville of the school. The result was that a legislative com- 
 mittee composed of two Senators and three Representatives, was 
 appointed to investigate the matter and report^^. 
 
 The committee made a divided report. A majority report 
 by Representatives Moore and Sloan, and two minority reports, 
 one by Representative Buller and the other by Senator Benecke, 
 were submitted. The majority report criticized the way in which 
 the Board had located the schools and the manner in which it had 
 organized the one for the first district. It stated that the Board 
 should have accepted the bids that were on their face the best, 
 and that it did not lie within the jurisdiction of the Board to in- 
 quire into the fact whether the bids made by the agents of the 
 
The Location op the First Two Normal Schools. 59 
 
 various counties were authoritative and legal. Upon this basis 
 the majority report concluded that the Board should have ac- 
 cepted the bids of Livingston and Johnson counties instead of 
 Adair and Pettis, and that it had not complied with the inten- 
 tions of the law in securing the most favorable locations in point 
 of benefit for the state. This report further declared that the 
 Board had exceeded its powers in organizing the school for the 
 first district, and in drawing $2500 from the State Treasury for 
 the support of the same for the first six months before the new 
 building offered by Adair county had been completed, and that 
 the Treasurer should not pay anything more for the support of 
 either of the schools until the provisions of the law concerning 
 the fulfillment of the contracts had been fully met^3_ 
 
 The minority report by Mr. Buller concurred in most of the 
 facts related in the majority report, but differed on the point re- 
 lating to the jurisdiction of the Board in looking beyond the agents 
 of the various counties and inquiring into the legality of the bids 
 they presented. On this basis he justified the action of the Board 
 in declaring the bid of Johnson county as inadequate, and in 
 adopting that of Pettis county, though it was his opinion that 
 the Board would have done well to have postponed the location 
 of the schools until Johnson county should have had time to have 
 presented a legal bid^^. 
 
 The minority report of Senator Benecke was the most ex- 
 haustive. It favored the action of the Board in locating the 
 first district school at Kirksville but had nothing to say regarding 
 the location of the school at Sedalia. " A full review of the whole 
 matter from the legislation of March, 1870, up to the location of 
 the schools in December of that year was given. Concerning the 
 bid of Livingston county it was declared that it was not in legal 
 form and could not have been considered by the Board. This 
 decision was based upon the following facts. 
 
 First, the proposition to vote $60,000 in bonds was submitted 
 to the voters of- Chillicothe township, for which there was no legal 
 provision. The law of March 19, 1870, provided that counties 
 
60 State Normal School History. 
 
 or towns might vote bonds, but made no provision for the voting 
 of bonds by townships. 
 
 Second, the commissioners appointed by the Livingston 
 county court to present its proposition to the Board, were ap- 
 pointed in vacation and not in the session of the court, and hence 
 were not legally qualified to represent the county. 
 
 Third, the guarantee of the three citizens of Livingston 
 county that the $60,000 in bonds would bring $42,000 was not 
 adequate as the original proposition was without legal existence. 
 
 Fourth, the proposition to donate a block of public school 
 land was without legal basis as there was no law authorizing such 
 action. 
 
 Fifth, Livingston county had not followed the rules of the 
 Board concerning the manner in which the bids should be 
 submitted. 
 
 Throwing out from the proposed bid of Livingston county the 
 item of $60,000 in bonds which were valued at $42,000, and the 
 item of public school land which was valued at $5,000, and grant- 
 ing that the remaining items were not over valued, the minority 
 committee considered that the bid was valid to the extent of only 
 $35,100 and not $82,100 as it purported to be. This estimate 
 placed it below the cash bid of Adair County by $14,900, to say 
 nothing of the other items such as the $8000 in Adair County 
 bonds, the old school building and lots, and the new site. 
 
 Concerning the bid of Adair County it was reported that it 
 was made in legal and proper form and that the items contained 
 in it were adequate. 
 
 On the basis of these facts the minority committee concluded 
 that the location of the school at Kirksville was legally made and 
 was just and proper, and that the Legislature had no power to 
 impair a contract entered into by the agents of the state and the 
 authorized agents of Adair county^^^ 
 
 There is no record of the adoption of any of these reports. 
 They were presented on the closing day of the session and nothing 
 is stated as to what was done with them. 
 
 While the matter was being investigated in the Legislature, 
 
The Fulfillment of the Adair County Contract. 61 
 
 it was being discussed in the local papers of Adair and Livingston 
 counties, and in the Missouri Democrat . "Sit Lux'' wrote for 
 Chillicothe, and "Lux" replied for Kirksville. The articles de- 
 fending Kirksville emphasized on the one hand the illegality of 
 Chillicothe's proposition and the lateness with which she began 
 to work for the school, and on the other hand the legality of the 
 bid of Adair county and the years in which she had been working 
 to secure a normal school system for the state and a state normal 
 school at Kirksville66_ The old residents of Adair and Livings- 
 ton counties will probably recall the discussions that were brought 
 on by this prolonged contest. Very few of the present genera- 
 tion are aware of the fact that such an interesting contest ever 
 occured. 
 
 Section IV. 
 The Fulfillment of the Adair County Contract. 
 
 According to the original proposition that was made by 
 Adair county to the Board of Regents, the county agreed to give, 
 among other things, a building or buildings, worth $50,000, which 
 should be erected according to such plans upon which the Board 
 might agree67. There was nothing in this proposition which defi- 
 nitely specified who should superintend the construction of the 
 building or buildings. The county court, however, did not care to 
 assume that responsibility, and it made itself clear on that point 
 when the Board met to reconsider the location of the schools by 
 sending in a letter explanatory of its original proposition in which it 
 was stated that the court would raise $50,000 in cash and turn the 
 entire amount over to the Board to be used by that body in erecting 
 the building or buildings^^. When the Board accepted the bid 
 of the county the second time it did so with the understanding 
 that it was to construct the building. In doing this it relieved 
 the county court from any responsibility in connection with the 
 building and saved it from the very annoying complications 
 which arose over the erection of the same. 
 
 After these arrangements had been made with the Board, 
 
62 State Normal School History. 
 
 the county court next undertook to raise the funds necessary to 
 fulfill its part of the contract. It appointed Mr. W. T. Baird as 
 special commissioner to negotiate S60,000 of Adair county bonds 
 in St. Louis on such terms as would realize at least $50,000^^. 
 Owing to illness Mr. Baird was prevented from accomplishing 
 the task by the time he was to report, whereupon the court com- 
 missioned Judge Sands, Presiding Justice of the Court, to do the 
 work^o. On going to St. Louis, Judge Sands succeeded in getting 
 propositions from two banking firms, Bartholow, Lewis & Co. 
 and Taussig, Gempp & Co. Of these propositions the court 
 decided to accept the one made by Taussig, Gempp & Co'^i. Very 
 shortly afterwards the court was informed by this firm that it 
 could not keep its contract, claiming that the election on the 
 normal school bonds was illegal owing to the indefiniteness of the 
 proposition which was submitted. The court then turned to 
 the proposition which had been made by Bartholow, Lewis & Co., 
 who had agreed to guarantee the sale of Adair county bonds 
 bearing ten per cent interest at the rate of eighty-five cents on 
 the dollar. They had also agreed to advance sums of money 
 not to exceed $10,000 a month in case the bonds were not sold 
 fast enought to meet the payments required for the erection of 
 the building. On May 3, 1871, the court ordered that this prop- 
 osition should be accepted'^^^ Whereupon sixty-two bonds of 
 $1000 each were issued'^^^ Of the amount realized from the sale 
 of these bonds, the Board of Regents received $51,400'^4_ This 
 amount was used solely for the construction of the new building. 
 
 Meanwhile the county fulfilled its promises to issue bonds to 
 the amount of $8000, the proceeds of which were to be used in 
 fencing and beautifying the grounds of the school and in equip- 
 ping it with a library and scientific apparatus. In March, 1871, 
 these bonds were issued'^^, and at its session in May the court rati- 
 fied their issuance^^. The amount received by the Board from the 
 sale of these bonds was $4840. The bonds sold from sixty to 
 sixty-one cents on the dollar^^. 
 
 In addition to the bonds mentioned above, the county issued 
 others to the amount of $8000 in favor of the several members of 
 
The Fulfillment of the Adair County Contract. 63 
 
 the North Missouri Normal School Association in payment for 
 the old site and building, including the furniture and apparatus, 
 of the school. This was done in accordance with the terms of the 
 bid which had been made by the county for the location of the 
 State Normal School. The Trustees of the Association trans- 
 ferred the above property to the Board of Regents on January 
 3, ISTl"^^, and the bonds were issued to the stock holders in the 
 Association on March 1^9. The building and the lots were sold 
 by the Board on September 4,1873, the amount realized from the 
 sale being a little less than SIGOO^^^ What little there was of 
 furniture and apparatus had already been transferred to the new 
 building. 
 
 From the above facts the following table concerning ^the 
 Adair county bonds may be drawn up: 
 
 purpose of the amount of the amount realized 
 
 bonds bonds by the school prom 
 
 the bonds 
 For New Building $62,000 $51,400 
 
 For improving grounds, etc. 8,000 4,840 
 
 For purchase of old grounds, etc. 8,000 1,600 
 
 Total, $78,000 $57,840 
 
 Counting the interest paid by the county on these bonds, 
 the actual amount expended by it was considerably more than 
 is shown by the above table. 
 
 NOTES. 
 
 1. Senate Journal, 1858-59, p. 291. 
 
 2. Ibid, p. 430. 
 
 3. Senate Journal, 1859-60, pp. 18, 122, 179, 183, and 217. 
 
 4. House Journal, 1867, p. 244. 
 
 5. House Journal, 1867, p. 254. 
 
 6. Senate Journal, 1869, p. 137. 
 
 7. House Journal, 1869, p. 256. 
 
 8. From a copy of the engrossed bill in the archives of the school. 
 
 9. Senate Journal, 1869, p. 461. 
 
 10. House Journal, 1870, pp. 299-301. 
 
 11. House Journal, 1870, pp. 432, 438-9, 443. 
 
64 State Normal School History 
 
 12. House Journal, 1870, pp. 444, 449. 
 
 13. Ibid, p. 451. 
 
 14. Ibid, p. 486; Laws of Missouri, 1870, pp. 134-6. 
 
 15. Senate Journal, 1870, pp. 551-2. 
 
 16. House Journal, 1870, p. 904. 
 
 17. Ibid, p. 1123. 
 
 18. Laws of Missouri, 1874, pp. 143-4. 
 
 19. Laws of Missouri, 1873, pp. 79-81. 
 
 20. See the chapter on "The Regents." 
 
 21. Laws of Missouri, 1870, p. 136. 
 
 22. Laws of Missouri, 1887, p. 269. 
 
 23. See the chapter on " The Certification of the State Normal School Grad- 
 uates. " 
 
 24. Adair County Court Records, B, p. 16. 
 
 25. Kirksville, Tribune, Aug. 25, 1870. 
 
 26. Kirksville Tribune, Sept. 1, and Sept. 8, 1870. 
 
 27. Kirksville Tribune, August 25, 1870. 
 
 28. Adair County Court Records, B, p. 35. 
 
 29. Kirksville Tribune, Sept. 15, 1870. 
 
 30. North Missouri Register, Nov. 17, 1870. 
 
 31. Adair County Court Records, B, p. 35. 
 
 32. Adair County Court Records, B, p. 35. It should be noted here that 
 at this time the county court was composed of three Justices instead of one 
 as had been the case when the proposition to vote an issue of bonds had been 
 submitted to the people. The Justices were Jacob Sands, A. H. Binder, 
 and A. M. Gregg. 
 
 33. Transcript from Minutes of Regents, 1870-73, p. 1. 
 
 34. Ibid, pp. 2-3; Adair County Court Records, B, p. 83. A copy of the 
 bid is given here in full because there is so much misunderstanding about it. 
 
 35. Transcript from Minutes of Regents, 1870-73, pp. 3-4. 
 
 36. Ibid, pp. 4-5. 
 
 37. Ibid, p. 5. 
 
 38. Ibid, pp. 5-6. 
 
 39. Ibid, pp. 6-7. 
 
 40. Ibid, pp. 6-8. 
 
 41. Ibid, p. 7. 
 
 42. Ibid, pp. 8-9. 
 
 43. Ibid, p. 9. 
 
 44. Ibid, p. 9. 
 
 45. Ibid, p. 13. 
 
 46. Ibid, pp. 16-17. 
 
 47. Ibid, p. 18. 
 
The Fulfillment of the Adair County Contract. 65 
 
 48. Ibid, pp. 18-19. 
 
 49. Ibid, p. 19. 
 
 50. Ibid, pp. 19-21. The bid is given in full because so much misunder- 
 standing about it prevails. 
 
 51. Ibid, pp. 21-23; Adair County Court Records, B, pp. 91-2. 
 
 52. Transcript from Minutes of Regents, 1870-73, pp. 24-25. 
 
 53. Ibid, p. 25. 
 
 54. North Missouri Register, Oct. 31, 1872. 
 
 55. Transcript from Minutes of Regents, 1870-73, p. 27. 
 
 56. Ibid, p. 10. 
 
 57. Ibid, pp. 30-31. 
 
 58. Ibid, p. 34. 
 
 59. Ibid, p. 26. 
 
 60. House Journal, 1871-72, pp. 855-860. 
 
 61. Catalogue, State Normal School, Warrensburg, 1871-72, pp. 14-15. 
 
 62. Laws of Missouri, 1871, p. 202. 
 
 63. House Journal, 1871, pp. 744-746. 
 
 64. House Journal, 1871, pp. 746-7. 
 
 65. House Journal, 1871, pp. 747-757; North Missouri Register, April 
 27, 1871. 
 
 66. North Missouri Register, Feb. 2, and 16, 1871. 
 
 67. Transcript from Minutes of Regents, 1870-73, p. 2; Adair County- 
 Court Records, B, p. 83. 
 
 68. MS. Letter from A. H. Linder to Board of Regents, dated Decem- 
 ber 29, 1870, in the archives of the school. 
 
 69. Adair County Court Records, B, p. 115. 
 
 70. Ibid, p. 154. 
 
 71. Ibid, p. 156. 
 
 72. Ibid, pp. 171-2. 
 
 73. Adair County Bond Register, Vol. I, pp. 10 ff. 
 
 74. Report of the Treasurer of Board of Regents, June 20, 1872. 
 
 75. Adair County Bond Register, Vol. I, pp. 5 ff. 
 
 76. Adair County Court Records, B, p. 176. 
 
 77. Report of Treasurer of Board of Regents, June 20, 1872 and Dec. 21, 
 1873. 
 
 78. Transcript from Minutes of Regents, 1870-73, pp. 42-44. 
 
 79. Adair Countj^ Bond Register, Vol. I, pp. 1-5. 
 
 80. Transcript from Minutes of Regents, 1870-73, pp. 100-1. 
 
CHAPTER IV. 
 
 THE NEW HOME OF THE SCHOOL. 
 
 Section I. 
 The Selection of the Site. 
 
 During the meeting of the Board in SedaHa late in December, 
 some attention was given to the sites of the new buildings that 
 were to be erected for the two schools. At least four proposed 
 sites for the school atKirksville were submitted to the Board: first,, 
 ten acres belonging to Edward Parcels and adjoining the North 
 Missouri Normal School^; second, fifteen acres belonging to Morris 
 and Richter, the present site of the schooP ; third, fifteen acres be- 
 longing to Dodson and Richter and lying between the present 
 site of the school and the Wabash railroad^; fourth, twenty acres 
 belonging to John Porter and lying about a mile north of the 
 square near the end of Franklin street. 
 
 The people in Kirksville were divided on the proposed sites. 
 A great many, especially those connected with the school,, favored 
 the Parcels tract which adjoined the normal school property 
 that the county had offered to secure and donate to the state. 
 If this tract should be selected, the old building could be 
 utilized, as President Baldwin had long planned, for model school 
 purposes. Moreover it was within the corporation limits 
 and most of the town lay out in that direction. Others were 
 greatly interested in having the new school building located on 
 the tracts offered either by Morris and Richter or by Dodson and 
 Richter. Naturally enough those who had property in the south 
 part of town or south of town, were especially desirous in the 
 matter. So interested were some in the proposition made by 
 Dodson and Richter that they subscribed the sum of $840 to be 
 paid to the Board of Regents to be used for school purposes if 
 this proposition should be accepted^. 
 
 On December 22, 1870, the Board held a meeting in Kirks- 
 
Construction and Dedication of the Building. 67 
 
 ville according to arrangements that had been previously made^,. 
 and inspected these proposed sites and the school itself. At the 
 meeting in Sedalia during the Christmas holidays, the question of 
 a site was soon narrowed down to two tracts, the Parcels and the 
 Morris and Richter tracts. The Porter and the Dodson and 
 Richter propositions were rejected, the one because the tract was 
 too far out of town, and the other because the ground offered was 
 considered too low and poorly situated. The decision was finally 
 reached in favor of the Parcels tract provided a warranty deed 
 to it should be made at once, in default of which the site should 
 be the fifteen acres offered by Morris and Richter^. 
 
 The above action of the Board was equivalent to selecting 
 the Morris and Richter tract, for at that time a suit was pending 
 against the land owned by Parcels which prevented a clear deed 
 from being made to the ten acres that were offered'^. After 
 waiting for nearly three months to give an opportunity for the 
 transfer of the land owned by Parcels, the Board decided on 
 March 18, 1871, to accept the land offered by Richter and Morris. 
 At that time this land lay outside the limits of the town and was 
 used as a part of a corn field. A ravine ran through the field from 
 east to west. By building a dam across it near the western edge 
 of the campus, the present pond was made. 
 
 Section II. 
 The Construction and Dedication of the Buildjng. 
 
 As soon as the question of the location of the two schools 
 had been decided, the Board selected architects and appointed 
 committees on architecture. Randolph Brothers of St. Louis 
 were appointed as architects for the building at Kirksville, and 
 Walsh and Jungenfield for the one at Sedalia^. These architects 
 were directed to visit the sites of the two schools and prepare 
 plans and sketches. On February 1, 1871, they laid their plans 
 before the Board^. After investigating the plans for several days, 
 the Board decided to empower the building committee for the 
 First District which was composed of Messrs. Neeley and Barrow, 
 
68 ' State Normal School History. 
 
 to accepted the perfected plans for the Kirksville building, to ad- 
 vertise for and receive bids, and to refer them to the Board at 
 its next meeting^o. 
 
 On April 26, 1871, the Board met to consider the bids that 
 had been received from ten different contracting firms. The 
 one made by Griffith and Edwards of Macon, Missouri, was ac- 
 cepted. The contract price for the erection of the building was 
 $51,400". 
 
 Randolph Brothers were then appointed architectural supe- 
 intendents of the building, and the building committee of the 
 First District was authorized to have general supervision of the 
 erection of the building^^^ 
 
 Ground was broken for the foundation on the afternoon of 
 May 17, 1871. The event was attended with a good deal of 
 ceremony. A large crowd, composed of students who had come 
 in a body from the school, and of citizens of the town, gathered 
 at one o'clock at the spot where the new building was to be erected. 
 The crowd formed a hollow square around a space equal to about 
 one half of the foundation area. The exercises of the hour began 
 with a few remarks by Professor Greenwood, in the course of 
 which he referred to the time when the building would be com- 
 pleted, and men and women would leave it prepared for life. 
 Professor Nason offered prayer. President Baldwin then lifted 
 the first shovelful of earth. This shovelful was placed in a box 
 which had been brought by Mr. J. A. Richter in which he pro- 
 posed to plant a rose bush which, as he said, he hoped would 
 ''bloom with the fragrance of magnolias and be fairer than the 
 flowers of early girlhood." Others participated in shoveling 
 earth. After a few remarks by President Baldwin, the benedic- 
 tion was pronounced by the Reverend J. A. Headington^^. 
 
 The laying of the corner stone on September 6, was made the 
 occasion of very extensive ceremonies and a general celebration. 
 For some weeks the preparations for the event were going on. 
 Two weeks before the time, the following notice appeared in one 
 of the Kirksville papers ^^i 
 
Construction and Dedication op the Building. 69 
 
 'CORNER STONE LAYING, 
 
 September 6, 1871. 
 
 BASKET DINNER IN THE GROVE 
 
 Let every body get ready and 
 have their baskets filled for the 
 occasion. 
 
 Programme next week." 
 
 Apparently nothing was left undone to make the event a 
 grand success. Fortunately the weather made it possible to 
 carry out the plans as they had been arranged. The verdict of 
 the press was that the day was "the grandest in the history of 
 Kirksville". 
 
 At an early hour people began to arrive from all parts of the 
 country in carriages, wagons, and on horse back. Many came 
 by railroad. An excursion train from Macon arrived at 9:30 
 bringing a large crowd from points south. The regular train 
 from the south brought a special car from St. Louis which was 
 filled with ''dignitaries" who were to take part in the exercises, 
 and other prominent visitors. The regular train from the north 
 brought also its quota of visitors. The crowd that finally as- 
 sembled was estimated at 5000 to 8000. 
 
 At 9:30 the different orders that were to participate in the 
 exercises, assembled in their halls; at 10:00 the people repaired 
 to Wilson's Grove, which stood between what is now called the 
 City Park and the Square; and at 10:30, the procession started 
 from the grove to the new normal school grounds. The order of 
 the procession was as follows: 
 
 Kirksville Cornet Band. 
 
 Normal School Faculty and Students. 
 
 Good Templars; Fairview. Pleasant Ridge, Troy Mills, and 
 Perseverance Lodges. 
 
 Bloomfield (Iowa) Band. 
 
 Knights Templars. 
 
 Masonic Lodges: Macon, Callao, Bucklin, Atlanta, LaPlata, 
 
70 State Normal School History. 
 
 Milan, Unionville, Greencastle, Paulville, Novelty, Queen City, 
 Coatesville, McGee College, Bloomfield, Kirksville; Occidental, 
 Pride of the West, Polar Star, and Missouri No. 1 of St. Louis. 
 
 Citizens on foot, horseback, and in carriages. 
 
 The procession was a half mile in length. It proceeded to 
 the grounds along the following line of march; starting from 
 Wilson's Grove it turned east on Harrison street to Mulanix, 
 thence south on Mulanix to Washington, west on Washington 
 to Franklin, south on Franklin to Pierce, east on Pierce to High, 
 south on High to the grounds. 
 
 The proceedings at the grounds were as follows: 
 
 Marshal of the Day John L. Porter called the Assembly 
 to order. In the absence of Superintendent Neeley, President of 
 the Board of Regents, President Baldwin acted as Master of 
 Ceremonies. Grand Master Garrett spoke briefly stating the 
 object of the gathering. Grand Chaplain Eagan offered prayer, 
 and Grand Treasurer Ellis deposited within the niche in the 
 corner stone a metal box which contained the following articles: 
 
 The Holy Bible. 
 
 Proceedings of the Grand Lodge of A. F. and A. M. of Mis- 
 souri for 1870. 
 
 Constitution and By-Laws of the same. 
 
 By-Laws of the Kirksville Lodge, No. 105. 
 
 List of officers and members of the same. 
 
 Catalogues of the Normal School and of McGee College. 
 
 List of State, County, and City Officials. 
 
 List of Board of Regents and of Normal School Faculty. 
 
 College Mound Record, North Missouri Register, Dollar 
 Journal, and Missouri Republican. 
 
 While the band played Pleyel's Hymn, the stone was lowered 
 to its place. After it was placed, "the corn of nourishment, the 
 wine of joy and gladness, and the oil of peace were poured upon 
 its upper surface." 
 
 The officers of the day were:. 
 
 Thomas E. Garrett, Grand Master. 
 J. W. Luke, Deputy Master. 
 
Construction and Dedication of the Building. 71 
 
 W. T. Baird, Senior Grand Warden. 
 
 D. N. Burgoyne, Junior Grand Warden. 
 
 S. L. Ellis, Grand Treasurer. 
 
 G. N. Sharp, Grand Secretary. 
 
 H. W. Eagan, Grand Chaplain. . 
 
 G. W. Sharp, Assistant Chaplain. 
 
 M. Randolph, Grand Architect. 
 
 John L. Porter, Grand Marshal. 
 On the conclusion of the exercises at the normal school 
 grounds, the procession returned to Wilson's Grove where the 
 basket dinner which the good housewives had prepared, was 
 served. 
 
 After dinner a number of addresses were delivered. Among 
 those who spoke were President Baldwin, Grand Master Garrett, 
 State Superintendent Monteith, Professor Guthrie of McGee Col- 
 lege, and Colonel Norman J. Colman of the Rural World. Pro- 
 fessor Clark of Jefferson City was to have made an address, but 
 declined owing to the lateness of the hour. The exercises were 
 closed by the adoption of a set of resolutions offered by President 
 Baldwin, in which thanks were extended to those who had 
 aided in the ceremonies of the day, those who had delivered 
 addresses, and the railroads for their accomodationsi^. 
 
 The day has remained a memorable one in the lives of those 
 who participated in its festivities, and it is yet spoken of by 
 them with a great deal of pleasure. 
 
 Following the laying of the corner stone, the work on the 
 building progressed rapidly. By the close of October the build- 
 ing was said to have "assumed attractive proportions/' and great 
 crowds of people went out to view it on Sundays^^. The general 
 opinion was at that time that the building would be completed 
 and ready for occupation in a few more months. But by the close 
 of the year it became apparent to all that H would be some tune 
 before it would be finished. The reasons for this delay are as 
 follows. 
 
 The contract made between the Board and Griffith and 
 Edwards provided only for the enclosure of the building. Nothing 
 
72 State Normal School History. 
 
 was said in the contract about painting, plastering, heating, 
 black boards, etc. According to it the contractors had engaged to 
 do nothing more than put in the foundation, erect the walls, and 
 put on the roof. On their part and that of the architects there 
 was no misunderstanding as to what should be done, but on the 
 part of some of the Board of Regents there was a good deal of 
 misunderstanding. By them it was thought that the contract 
 provided for a completed building ready for school use; it was not 
 until after the work had been under way for some months that 
 they found out just what was in the contract. There were, how- 
 ever, two members on the Board at the time when the contract 
 was let who understood what was included in it; they were B. G. 
 Barrow and E. B. Neeley. In a letter to Mr. Randolph, the 
 architect, dated December 23, 1871, Judge Barrow set forth the 
 case stating that, just before issuing the notice calling for bids 
 for the erection of the building, he and Superintendent Neeley 
 called upon the architects and had an understanding that the 
 bids should be only for enclosing the building, and that later 
 bids for finishing it should be called for. Several reasons were 
 given for this procedure, the chief one being that the expense 
 would be much less when the work was done in separate con- 
 tracts at different times than when it was done under one con- 
 tract. The advertisements therefore called for bids for an en- 
 closed and not for a completed building. Superintendent Neeley 
 concurred in these statements in a note appended to Judge Bar- 
 row's letteri7. 
 
 Notwithstanding this, the Board, at its meeting of February 
 1, 1872, declared that the architects had assured them that the 
 plans which had been adopted were for a building which was to 
 cost not more than $50,000, and that the bids were for a com- 
 pleted building. It therefore ordered that no additional amount 
 should be paid to the architects until it could be ascertained what 
 would be the cost of the completed buildingi^. For a long time 
 the Board and the architects disagreed on the payment of the 
 commission claimed by the latter. 
 
 The position of the Board was indeed an embarrassing one. 
 
Construction and Dedication of the Building. 73 
 
 If it had clearly understood that the contract provided only for 
 the enclosure of the building, how was it to complete it when the 
 contract price for this work was equal to the amount received 
 from the county? If it had misunderstood the contract who 
 was to blame but it for the misunderstanding? There was 
 nothing for it to do but to appeal to the Legislature for a suf- 
 ficient amount to complete the building. As it happened the 
 building for the Second District School at Warrensburg was also 
 unfinished, and funds were lacking to complete it. The Legis- 
 lature had therefore two unfinished buildings on hands. It pro- 
 ceeded to get at the matter by appointing in January, 1872, a 
 joint committee to investigate the matter and make a report^^. 
 
 The committee made a thorough investigation of affairs both 
 at Warrensburg and at Kirksville. On March 15, 1872, it made 
 its report. 
 
 Concerning the school at Warrensburg, it reported that the 
 Board of Regents had contracted with Johnson County to locate 
 the Normal School for the Second District at Warrensburg on 
 conditions that the county should provide a site of twenty acres 
 and erect within eighteen months a building thereon of the cash 
 value of $200,000; that Warrensburg had voted to subscribe $100,- 
 000 in bonds to aid the county in the construction of the 
 building, but that the bonds had not been sold owing to the fact 
 that their legality had been questioned; that the completion 
 of the building would require $100,000, the amount that War- 
 rensburg had voted to subscribe. In view of these facts the com- 
 mittee recommended that the Legislature pass an act authoriz- 
 ing towns to vote bonds to aid in the construction of normal 
 schools, and submitted a bill which provided for the same^o. 
 This bill was approved on March 30, 187221. 
 
 Concerning the building at Kirksville the committee reported 
 at some length the contract between Adair county and the Board 
 of Regents regarding the location of the school and the erection 
 of the building. It laid the blame for the condition of things 
 upon the Board. In the first place it held that the act establish- 
 ing the normal school system in the state, contemplated that the 
 
74 State Normal School History. 
 
 counties, in which the schools should be located, should erect the 
 buildings, and that the Board of Regents had not acted in ac- 
 cordance with the law in requiring Adair county to pay over to 
 it the entire amount of the subscription and to give to it the 
 management of the construction of the building. In the second 
 place, it held that the Board had been negligent in letting the 
 contract for the building. This negligence was exemplified in 
 the misunderstanding as to what the plans, specifications, and 
 contract had called for. Although these had called for only an 
 enclosed building, only a few of the Board understood them so, 
 while the majority thought they provided for a completed build- 
 ing. The committee attributed this misunderstanding of the 
 greater number of the Board to the deceptive and misleading 
 methods used by the architect in explaining the plans and speci- 
 fications submitted by him. But in doing this, it did not excuse 
 the Board of negligence in the matter. 
 
 The committee considered that the contract price was only 
 a fair compensation for the work that had been done, and that 
 the contractors had performed their obligations faithfully. 
 
 It further considered that Adair county had fulfilled all the 
 conditions of her contract, and that by the action of the Board of 
 Regents, the incompleted building for which the county had 
 furnished the means, was the property of the state. 
 
 In view of all these facts the committee felt that it was 
 nothing but simple justice to Adair county for the state to com- 
 plete the building thus begun, and to this end recommended that 
 an appropriation of $50,000 should be made. 
 
 In concluding its report the committee spoke of the visit 
 which it paid to the school in its old quarters and of the favorable 
 impression that the school, crowded as it was, had made upon the 
 members22. 
 
 In conformity with its recommendation the committee caused 
 to be introduced a bill providing for an appropriation of $50,000 
 for the completion of the building at Kirksville, and for a com- 
 mission, consisting of Jas. M. DeFrance, J. W. DeReamer,and 
 A. J. Knight, to supervise the expenditure of the money and the 
 
Construction and Dedication of the Building. 75 
 
 execution of the work. The commission was provided for in 
 order that the Board of Regents might not be given another 
 opportunity to make any more errors in regard to the matter. 
 
 The bill met with some considerable opposition. Some said 
 that Adair county was under obligations to furnish a completed 
 building and that the additional expense necessary to complete 
 the one begun, should be borne by the county. Senator Browne 
 made a speech in the Senate in which he successfully refuted this 
 argument. He showed that the county had fulfilled every item 
 of its proposition, and had legally released itself from any obliga- 
 tion to attend to the erection of the building by having arranged 
 with the Board of Regents to place in its hands $51,400 in 
 cash which it was to use in erecting a building. He further 
 showed that it was the fault of the Board that the contract did 
 not provide for a completed building. He concluded by spying 
 there was nothing for the Legislature to do but appropriate the 
 amount necessary to complete the structure's. Towards the close 
 cf the session the bill which had been introduced by the investi- 
 gating committee was passed, end the completion of the build- 
 ing was thus assured'^. , ; 
 
 The commissioners who had been appointed by the Legisla- 
 ture to supervise the completion of the building, decided to let 
 the contract for the completion of the building itself first, and 
 then later to let the contracts for furnishing it with hepting 
 apparatus, desks, gas fixtures, book cases, etc. On June 3, 1872, 
 the first of these contracts was let to Sullivan and Dodcls for $24,- 
 56825. The other contracts, amounting to $24,709.22, were let 
 in Augustus. Owing to a severe storm on June 7, which tore 
 away the timbers of the roof, Griffith and Edwards were delayed 
 in completing the work they had contracted to do'^, and hence 
 it was not until August that Sullivan & Dodds could begin 
 upon their contract-^. 
 
 During the year it had been planned to have the building 
 dedicated on the evening of December 26, and the State Teachers' 
 Association was invited to hold its annual session in Kirksville 
 at that time and assist in these dedicatory exercises. Early in 
 
76 
 
 State Normal School History. 
 
 December the speakers for the occasion were announced and an 
 invitation was issued to all to come and "witness the grand con- 
 summation of this great enterprise "^s. It seems not to have been 
 realized until just a few days before the date that had been set 
 for the dedication, that the building would not be sufficiently 
 complete to permit of that. Not only was the dedication post- 
 poned, but the sessions of the Teachers' Association which 
 were to have been held in the new building, were held in the 
 Masonic Haliso. 
 
 When the work on the building was almost completed, a 
 
 The First District State Normal School. 
 
 (Taken from an old photograph made a few months after its completion.) 
 
 "grand ball" in the chapel was arranged for the evening of Jan- 
 uary 13 by Mr. Dodd, one of the contractors. A large crowd of 
 people, young and old, from Kirksville and Macon was present, 
 and it was reported that the many church members and deacons 
 present enjoyed looking on the dance, and that some of them looked 
 "kind of wishful^i." 
 
 On Thursday, January 16, 1873, the building was occupied 
 by the school. It was not entirely completed but the chapel and 
 enough recitation rooms had been finished to enable the school 
 to use it. The students marched in a body from the old build- 
 
Construction and Dedication of the Building. 77 
 
 ing to the new one, the boys and the girls marchmg together in a 
 double line. There were no sidewalks and the streets were 
 covered with ice, causing many to fall down, much to the amuse- 
 ment of all. The moving to the new building was a most impor- 
 tant event in the lives of those who were in school at the time, 
 and it is yet recalled by them with a great deal of delight. 
 
 Very little was done the day the new building was occupied 
 except to drill the students in the use of the desks and in retiring 
 from the building. Lack of coal is assigned as the main reason 
 for having no teaching on that day32. One almost feels like say- 
 ing that the occasion itself would have justified a suspension of 
 duties. 
 
 The building was dedicated on February 13, 187333. The 
 exercises were attended by a great crowd of students and people 
 from Kirksville and many from other places. The crowd was 
 estimated to be at least one thousand. 
 
 On the platforms that stood on either side of the west en- 
 trance of the chapel were seated the special guests of the school. 
 Among them were most of the members of the Legislative Com- 
 mittee on Education, State Superintendent Monteith, Dr. R. D. 
 Shannon, the Members of the Board of Regents, the Faculty, and 
 many prominent people of Kirksville, including Senator Browne 
 and Representative Hooper. 
 
 The program of the exercises was as follows: 
 
 Music — Miss Guipe. 
 
 Song — Joy to the World. 
 
 Dedicatory Prayer — Professor Nason. 
 
 Dedicatory Address — Dr. R. D. Shannon. 
 
 Music — -Mrs. Blackman. 
 
 Address — President Johonnot, (read by Miss Cumings). 
 
 Music — Professor Aspinwall. 
 
 Vocal Solo — 
 
 Presentation of Bible from the American Bible Society^- 
 Rev. J. S. Boyd. 
 
 Address — The Value of the Normal School — Superintend- 
 ent Monteith. 
 
78 State Normal School History. 
 
 Music — Mrs. Blackman. 
 
 Short Addresses by Representative Hooper, Judge Barrow, 
 President Baldwin and Senator Palmer. 
 
 Doxology and Benediction. 
 
 The dedicatory address was to have been given by Governor 
 Woodson. Finding it impossible to attend he sent his private" 
 secretary, Dr. Shannon, who not only represented him but de- 
 livered the address. 
 
 During the exercises President Baldwin took occasion to 
 remark that it was just six years ago that evening that he had 
 made his first address in Kirks ville in which he asserted that if 
 the people would give his school the proper encouragement it 
 would become a credit to the state. It was indeed a proud mo- 
 ment in the life of President Baldwin when he stood before the 
 people of Kirksville and pointed to the fulfillment of his prophecy. 
 
 The building troubles did not cease with the dedication. 
 Very shortly after the building was occupied it appeared that the 
 roofing and guttering which had been put on by Griffith & Ed- 
 wards were worthless. All during the year 1873, the Board 
 wrestled with the matter. The roof was what was called a com- 
 position roof, and the gutters were so constructed that they were 
 lower on the inside than on the outside, and the falling pieces of 
 slate cut the gutters and let the water run down the walls^*. 
 The plastering on the ceiling and walls dropped off, the walls 
 became damp and the foundation began to sink in places^s. The 
 Board of Regents notified the original contractors to put things 
 in proper condition, but evidently these contractors did not com- 
 ply, as we find a record of two contracts with Oxley & Co. of St. 
 Louis which had been let by the Board, one for reroofingthe build- 
 ing at $2,287, and the other for reguttering the building at 
 SI, 33036. There was some talk of a suit against Griffith and 
 Edwards on their contract^''^ but there is no record that it was 
 ever brought. 
 
 The guttering work was accepted by the Board on June 26, 
 1873, as being satisfactory^^. The new tin roof was finished in 
 September. After all the trouble that had been endured in getting 
 
Construction and Dedication of the Building. 79 
 
 it on, we are surprised to find it stated that the roof was tested a 
 few days after it was completed, and that the leakage was found 
 to be worse than even before^^^ How it was finally remedied is 
 not known, but matters appear to have been satisfactory by 
 December of that year^o. 
 
 As far as is known this closed the long drawn out series of 
 troubles that arose over the construction of the building. 
 
 NOTES. 
 
 1. Transcript from Minutes of Regents, 1870-73, p. 25. 
 
 2. Ibid. 
 
 3. MS. proposition from Dodson and Ricliter in tlie archives of the school. 
 
 4. MS. subscription Ust in the arcliives of the school. 
 
 5. North Missouri Register, Dec. 22, 1870; Transcript from Minutes of 
 Regents, 1870-73, pp. 10-11. 
 
 6. Transcript from Minutes of Regents, 1870-73, p. 25. 
 
 7. This suit is one of the most famous of the State. The land in tlie case 
 had formerly belonged to Uriah Skinner. After his death, his widow married 
 Henry Johnson; they brought suit against E. W. Parcels for dower interest. 
 Proceedings began in May, 1870 and continued for four or five years, finally 
 reaching tlie Supreme Court of the United States. Tlie Supreme Court of 
 Missoui i decided for the plaintiff. The defendant appealed to the Supreme 
 Court of the U. S. The case was dropped here through a compromise. 
 
 8. Transcript from Minutes of Regents, 1870-73, p. 27. 
 
 9. ibid, p. 36. 
 
 10. Ibid, p. 39. 
 
 11. Transcript from Minutes of Regents, 1870-73, p. 49; House Journal, 
 1871-72, pp. 855-60. 
 
 12. Transcript from Minutes of Regents, 1870-73, p. 50. 
 
 13. North Missouri Register, May 18, 1871. 
 
 14. North Missouri Register, Aug. 17, 1871. 
 
 15. North Missouri Register, July 24, Aug. 17,24, 31, Sept. 7, 14 ,21, 1871. 
 
 16. Ibid, Oct. 26, 1871. 
 
 17. Letter of Judge Barrow with appended note by Superintendent Neeley 
 is in the archives of the school. 
 
 18. Transcript from Minutes of Regents, 1870-73, p. 57. 
 
 19. North Missouri Register, Feb. 1, 1872. 
 
 20. House Journal, 1871-72, pp. 855-860. 
 
 21. Laws of Missouri, 1872, p. 150. 
 
 22. House Journal, 1871-72, pp. 855-860. 
 
80 . State Normal School History. 
 
 « 
 
 23. North Missouri Register, April 18, 1872. 
 
 24. Laws of Missouri, 1872, pp. 157-159. 
 
 25. North Missouri Register, June 6, 1872. 
 
 26. Ibid, Aug. 29, 1872. ' 
 
 27. Ibid, June 14, 1872. 
 
 28. North Missouri Register Aug. 8, 1872. 
 
 29. Ibid, Dec. 5 and 12, 1872. 
 
 30. Ibid, Dec. 26, 1872, Jan. 2, Feb. 13, 1873. 
 
 31. Ibid, Jan. 16, 1873. 
 
 32. Ibid, Jan. 23, 1873. 
 
 33. Ibid, Feb. 20, 1873. 
 
 34. Transcript from Minutes of Regents, 1870-73, pp. 69-70. 
 
 35. Ibid, p. 66 
 
 36. Ibid, pp. 67, 76, 77, 95-106. 
 
 37. Ibid, p. 78. 
 
 38. Ibid, p. 82. 
 
 39. North Missouri Register, Sept. 18, 1873. 
 
 40. Transcript from Minutes of Regents, 1870-73, p. 106. 
 
CHAPTER V. 
 
 OPPOSITION TO THE STATE NORMAL SCHOOL SYSTEM 
 SINCE ITS ADOPTION. 
 
 The adoption of a normal school system by the state in 1870 
 by no means put an end to the forces that had opposed the pas- 
 sage of that act. A long and hard fight had been necessary in 
 order to establish the system; something of a struggle has been 
 necessary to maintain it. Time and again serious efforts have 
 been made to abolish the State Normal Schools, and oftentimes 
 they were such as to cause some uneasiness on the part of the 
 friends of the schools. Let us see what some of these efforts 
 were and what prompted them. 
 
 Most of the opposition to the State Normal Schools has cul- 
 minated in attempts to get the . Legislature to pass acts which 
 would either abolish them as state institutions or would take from 
 them certain advantages which had been conferred upon them by 
 the state. 
 
 In attempting to secure their abolition, the usual method 
 was to have introduced in the Legislature measures providing 
 for the cessation of state appropriations for their support, and 
 for the relinquishment of the state's interest in the property of 
 these schools to the counties in which they were situated. Meas- 
 ures, embodying either or both of these provisions were introduced 
 in the sessions of 18711, 18742, 18753, 18774, 18795, 1881^, and 
 1883'^. Since 1883 only one such measure has been introduced, 
 and that was in 1895*. It will be noted that most of the efforts 
 to abolish completely the State Normal Schools were made within 
 the first ten years of their existence, a period when they should 
 have received unanimous support, if for no other reason than to 
 enable them to show by trial whether their existence contributed 
 anything to the improvement of the public schools or not. In 
 fact opposition to the system showed itself in the very next session 
 
82 State Normal School History. 
 
 of the Legislature following that of 1870 at which time it had 
 been adopted. That opposition came in the form of a bill intro- 
 duced by Senator Reed providing for the cutting off of state 
 support to the State Normal Schools^. At the time that bill was 
 introduced the First District School had been in operation as a 
 state institution just two months, and the Second District School 
 had not been definitely located. Following this effort made in 
 1871, attempts to bring about the abolition of the system were 
 made in every regular session of the Legislature until 1883, ex- 
 cept that of 1873. 
 
 The present constitution of the state, which was adopted in 
 1875, contains no specific provisions for the maintenance of a 
 state normal school system. It makes provision, however, for 
 the support of "the State University, now established, with its 
 present departments" (Article XI, Section 5), and inasmuch as 
 the Normal Department of the University was already estab- 
 lished when the constitution was adopted in 1875, the state is 
 constitutionally bound to give support to at least that part of 
 the normal school system which is connected with the University. 
 But there is nothing in this provision concerning the University 
 which binds the state to support the normal schools that are sep- 
 arate from the University, though an effort to construe it 
 differently has been made^o. The State Normal Schools are 
 based merely upon statutory enactments, and may be legally 
 abolished at any session of the Legislature. Doubtless this has 
 had much to do with the efforts to get the Legislature to make 
 way with them. 
 
 From 1883 to 1895 the question of abolishing the State Normal 
 Schools seemed to have been laid aside as far as legislative action 
 was concerned. In 1895 the attacks were renewed, and barring 
 the one nominal effort made in that yesr to get the Legislature 
 to abolish the state normal school system, the opposition began 
 to express itself in a new form. Instead of attempts to abolish 
 the system, attacks were now made against the certification laws 
 which had been passed in 1887^1 and 1889^2, According to these 
 laws, the state normal school diploma, conferred on the comple- 
 
Opposition to the State Normal Schools. 83 
 
 tion of the four years' course, entitled the holder to teach in 
 the pubhc schools of the state without further examination, and 
 the graded certificate, granted on the completion of the two 
 years' course, entitled the holder to teach the branches named 
 therein for two years without examination. These laws gave to 
 the State Normal Schools certain advantages which shortly be- 
 came the object of attack on the part of a large number of people. 
 
 Attacks upon these certification laws began to be made in 
 the Legislature in 189513, and were repeated in 18971*, 18991^, 
 190116, and 19051^. They took the form of a measure either to 
 repeal the certification laws altogether or to extend them so as- 
 to make the diplomas of other institutions state certificates. 
 
 The attacks made in 1895 and 1905 were the most serious. In 
 1895, through the activity of the private normal schools in the 
 state, a bill which provided for the repeal of the above certifi- 
 cation laws, was passed by the Senate. It was only through the 
 most strenuous efforts that it was defeated in the House. The 
 attacks made upon these laws in the sessions of 1897, 1899, and 
 1901 were annoying but not dangerous. The effort made in the 
 session of 1905 came nearest of all to success. What was known 
 as the Whittaker Bill which proposed to give to the colleges of 
 high grade in the state the power to grant unlimited state teachers 
 certificates, and to first class high schools and academies the 
 right to grant limited state teachers certificates, succeeded in 
 passing the House with very little of opposition and the Senate 
 with none at all. This was the first of the bills affecting the certifi- 
 cation laws to pass both houses at the same session. It was there- 
 fore a critical moment, not so much for the State Normal Schools 
 as for the public school system in general in the state. Happily 
 Governor Folk very promptly vetoed the bill, giving as his main 
 reasons for so doing the injustice that would be done to the Nor- 
 mal Department of the University and to the State Normal 
 Schools in permitting schools of low rank over which the state 
 could have no control, to issue certificates, and the great injury 
 that would come to the public schools of the state in having ill- 
 prepared teachers licensed by irresponsible institutions!^. 
 
84 State Normal School History. 
 
 Opposition to the State Normal Schools has been of various 
 kinds, all the way from that which sought to abolish them com- 
 pletely to that which has attempted to interfere in their field of 
 work. Out of the great variety of opponents, the following 
 classes are fairly well defined: 
 
 1. There are those who have opposed any form of education 
 that is maintained at public expense, including even the common 
 schools. Surprising as it may seem to the present generation, 
 it is a well established fact that not more than thirty years ago 
 the public school system was decidedly unpopular with a very 
 large and influential class in the state. Naturally this element 
 was decidedly opposed to the State Normal Schools and the State 
 University. Happily the public school system is not unpopular 
 today excepting among some supporters of the surviving private 
 academies and among certain religious sects that prefer to main- 
 tain their parochial schools instead of patronizing the common 
 schools. Opposition to the public schools, whatever its form may 
 be, still carries with it opposition to the State Normal Schools. 
 
 2. There are those who, while supporting the public school 
 system, have been opposed to expenditure of any money by the 
 state for any educational institution above the common schools. 
 This means that they were opposed not only to the State Normal 
 Schools but also to the State University. 
 
 Some in this class have been opposed to the normal school 
 system on the ground that professional schools for teachers are 
 unnecessary. Others who concede that professional training is 
 necessary to successful teaching in the public schools, contend 
 that it is not the business of the state to provide this training. 
 Those holding to this view have usually been friends of the pri- 
 vate schools of the state, particularly the private normal schools 
 and the denominational schools. The supporters of the private 
 normal schools were very active in trying to get the Legislature 
 to repeal the acts which made the State Normal School diploma and 
 certificate licenses to teach. Until recently they have been 
 vigorous opponents of the State Normal Schools, but at the present 
 they are inclined to be rather friendly. Some of the friends of 
 
Opposition to the State Normal Schools. 85 
 
 the denominational schools have at times been against the State 
 Normal Schools, and the University also, charging them with 
 spreading infidelity among the students^^. Such charges are 
 due to a lack of information or a misunderstanding of the actual 
 condition of things. Of course every friend of the denominational 
 school has not been an enemy of the State Normal Schools ; some 
 very strong supporters of the state normal school system have 
 been and are vitally connected with the denominational schools^o. 
 3. There are those who have looked upon the State Normal 
 Schools, and the University as well, as local institutions receiving 
 large appropriations from the state's revenue and benefiting 
 chiefly those of the communities in which they are established. 
 The report of the Legislative Committee of 1889 illustrates the 
 feeling of this class. Among other things that committee re- 
 ported that a very large per cent of the students of the University 
 and the State Normal Schools came from the towns and counties 
 in which they were severally located. In support of this state- 
 ment, it submitted the following table^i: 
 
 Students attending the University: 
 
 From Boone County 125 
 
 From other counties 421 
 
 Total 546 
 
 Students attending the Kirksville Normal School: 
 
 From Adair County 114 
 
 From other counties ■ . . : 224 
 
 Total, 338 
 
 Students attending the Warrensburg Normal School: 
 
 From Johnson County 303 
 
 From other counties 227 
 
 Total, 530 
 
 Students attending the Cape Girardeau Normal School: 
 
 From Cape Girardeau County 113 
 
 , From other counties 158 
 
 Total, 271 
 
 In complaining against this condition of affairs, the Legis- 
 lative Committee was voicing the sentiments of a large element 
 in the state that considered that the communities in which these 
 institutions were located were unduly favored at the expense of 
 
86. State Normal School History. 
 
 the other communities. In justice to the institutions and the 
 communities in which they are located, allowance should have 
 been made for the residence of many families that had come 
 temporarily from other places to these communities in order that 
 the young men and women belonging to them might be educated. 
 Nevertheless it has always been true, and perhaps always will be, 
 that a larger per cent of the students come from the county in 
 which the institution is located than from any other county or 
 from a good many other counties. It is, therefore, very difficult 
 to convince this class of people that the State Normal Schools and 
 the University are not purely local institutions subsidized at the 
 expense of the whole state. Moreover, they have found special 
 reasons for their contention when propositions to build public 
 school houses in the towns in which these institutions are located, 
 have been defeated, as was the case in Kirksville in the spring 
 of 188322_ Such defeats have been attributed to the influence 
 of the state schools located at these places. However, opposition 
 can not be based on this ground at the present time as Columbia, 
 Kirksville, and Warrensburg now have good public school build- 
 ings. 
 
 This class of opponents found particular cause for complaint 
 in the "Model Schools" that were connected with the State Nor- 
 mal Schools. In the fall of 1881, the school at Warrensburg 
 established its " Model' '^3^ and in the fall of 1882, the one at Kirks- 
 ville did the same^^. Later the school at Cape Giardeau es- 
 tablished its "Model." These model schools were necessarily 
 and undeniably local. The opposition to them rose almost 
 solely from that belief that was prevalent in many quarters of 
 the state, that the State Normal Schools were affording free 
 instruction for children who ought to be attending the common 
 schools of the communities in which these State Normal Schools 
 are situated. It was also believed that the school taxes of these 
 communities had been considerably lessened because of these 
 "Models." As a matter of fact a tuition fee has been charged 
 every year for attendance in the model or training schools until 
 quite recently, and for a long time the entire expenses of these 
 
Oppositon to the State Normal Schools. 87 
 
 schools were borne out of these tuition fees alone. Moreover, the 
 school taxes of the communities in which the State Normal Schools 
 are situated, have not been affected by the Model or Practice 
 Schools^s. 
 
 On the ground of undue expense the opposition to the 
 "Models" was not substantiated. It was, of course, seldom 
 taken into consideration by this class that something in the way 
 of a model or a practice school is absolutely essential to the good 
 training of prospective teachers. 
 
 Many of those who opposed the State Normal Schools on the 
 ground that they are local institutions supported at the ex- 
 pense of the whole state, lived in the counties neighboring to 
 those in which these schools are located. In some of these 
 neighboring counties opposition was out-spoken and bitter. This 
 was true, for example, in Lewis, Clark, and Scotland counties^'^. 
 
 Lewis county was frequently mentioned as a "hotbed" of 
 opposition to the school at Kirksville^s. Jealously because of 
 the special advantages enjoyed by the State Normal School coun- 
 ties, has been assigned as the cause of the opposition of these 
 neighbors29. Perhaps the many small private "colleges" in the 
 neighboring counties, especially in Lewis, Clark, and Scotland, 
 have been largely responsible for this opposition. 
 
 It is of interest to note that many of the measures hostile to 
 the State Normal Schools that have been introduced in the Legis- 
 lature, have been introduced and supported by representatives from 
 counties near to those in which the State Normal Schools are sit- 
 uated. However, all the neighboring counties have not been 
 opponents of the system. In fact some of the best supporters the 
 system has had, have been the people of the counties adjoining 
 those in which the State Normal Schools are situated, and at the 
 present time much of the opposition that had come from neighbor- 
 ing counties to the school at Kirksville, has disappeared. The 
 counties that were formerly among the bitterest in their opposi- 
 tion, Lewis, Clark, and Scotland, send annually a very large 
 delegation of students to Kirksville. 
 
88 State Normal School History. 
 
 The idea still exists, however, in many places that the state is 
 unjustified in supporting so liberally the State Normal Schools 
 and the State University, on the ground that they are largely 
 local institutions. 
 
 4. The last class of opponents that will be noticed differs 
 from the others that have been considered in that it has not 
 sought the abolition of the State Normal Schools nor the repeal 
 of the certification laws, but has endeavored to hamper them in 
 their various activities.. Complaint has been made by some of 
 this class that these schools are giving too much attention to 
 purely academic work and not enough to professional work. This 
 is based on the assumption that they exist for the sole purpose 
 of giving instruction in pedagogical subjects and of affording 
 opportunities in practice teaching. According to this idea, 
 whatever academic training is necessary for good teaching in the 
 public schools should be acquired by normal school students 
 before they are admitted to these schools. The normal schools 
 are, therefore, considered by such people as unnecessarily dupli- 
 cating the work of the high schools, academic, and small col- 
 leges. 
 
 Moreover, it -is pointed out that many students who do not 
 intend to teach, are attracted to the State Normal Schools be- 
 cause of the excellent academic training that may be had in them, 
 The percentage of the normal school students who never teach 
 is very small, and yet it is large enough to give some sort of basis 
 for the claim that these schools are out of their legitimate line of 
 work in offering academic courses at all. If they offered only 
 pedagogical training, it is said, only prospective teachers would 
 attend, for whom and for no one else, these schools were estab- 
 lished30. 
 
 It is fairly well argeed among authorities in education that 
 professional training, in order that it may be sound, must be ac- 
 companied by strong academic training^i. Even granting that, 
 because of the academic courses, a few students slip in who do 
 not intend to teach, their pledge to the contrary notwithstanding, 
 it would not be a sound course to eliminate this training from the 
 
Opposition to the State Normal Schools. 89 
 
 normal schools and thus impair the equipment of those who do 
 go out into the field as teachers. Because the State Normal 
 Schools of Missouri have not eliminated this academic training, 
 they have met with an opposition from a certain element which 
 while it has not sought to abolish or to cripple them, has given 
 encouragement to those forces that have been working to those 
 ends. 
 
 It should be borne in mind that this opposition to the acade- 
 mic training in the State Normal Schools, which has been looked 
 upon as a duplication of work done in high schools, academic, 
 and colleges, differs very materially from the criticism that has 
 been most justly made against the elementary training that they 
 have been and are still offering. It is to be hoped that the day 
 is not far distant .when the preparatory or sub-normal courses 
 will be eliminated from our State Normal Schools. When that is 
 done much will be accomplished towards further elevating the 
 standard of the work of these schools. 
 
 Finally the State University has been more or less of an 
 opponent to the State Normal Schools since they were established, 
 particularly during the administration of President Laws^i. 
 The cause for its opposition has been largely due to the fact that 
 it has sought to restrict them to the work of training teachers for 
 the elementary schools only, reserving to itself the work of pre- 
 paring teachers for the high schools and other secondary schools. 
 To this sort of a program the State Normal Schools have not been 
 willing at any time to accede, and the success their students have 
 had, oftentimes where University students had failed, seemed to 
 them a justification for their attitude. Since President Laws' 
 administration the University has not been so insistent upon a 
 strict division of work between it and the State Normal Schools. 
 Another thing that made the rivalry between these institutions 
 so pronounced during the Presidency of Dr. Laws was the exist- 
 ence of a preparatory department in the University. Inasmuch 
 as this department and the State Normal Schools were open to 
 the same class of students, there was more or less of rivalry. 
 The abolition of this depa,rtment in the early years of President 
 
90 State Normal School History 
 
 Jesse's administration has done a great deal toward establishing 
 the present fairly harmonious relations between these educational 
 institutions. 
 
 The history of this series of opposition to the State Normal 
 Schools has been marked by two great crises. The first one oc- 
 curred in 1883. At that time extra efforts to abolish these schools 
 as state institutions were made, but all in vain^^. Apparently it 
 it was conceded by the time the Legislature next met that they 
 were to be permanent institutions. Only one other effort, and 
 that a very nominal one, has been made since 1883 to abolish 
 them33_ 
 
 The second great crisis occurred in 1895. In that year the private 
 schools of the state, particularly the private normal schools and 
 the small denominational institutions, succeeded in getting 
 through the Senate a measure which provided for the repeal of 
 the law which made the state normal school diploma and cer- 
 tificate licenses to teach^*. After a very bitter debate in the 
 House between the friends of the private schools and those of 
 the State Normal Schools the measure was lost^^. 
 
 The success of this measure in the Senate encouraged its 
 supporters to renew the fight in the session of 1897^^. Plans 
 were well laid out. Among other things an anonymous circular 
 was distributed over the state, soliciting the support of all those 
 who favored the small denominational schools in behalf of the 
 bill which would take from the State Normal Schools the power 
 of granting certificates to teach^^. The struggle was not so long 
 and bitter in 1897 as it had been in 1895. In fact the movement 
 against the State Normal Schools had reached its height in 1895, 
 although the opposition did not seem to realize it. Even the al- 
 most successful attempt in 1905 to certificate the graduates of 
 other institutions in the state is not to be regarded as so dan- 
 gerous to the interests of the State Normal Schools as were the 
 attacks that were made upon them in 1895, because of the lack 
 at present of so much general hostility to them asexistedin 1895. 
 
 That these plans of the opposition did not succeed is due to 
 the constant watchfulness and activity of the friends of the state 
 
Opposition to the State Normal Schools. 91 
 
 normal school system. They stirred up a general sentiment by 
 means of the press and the State Teachers' Association, and 
 in addition exerted their influence directly upon those occupj^- 
 ihg positions of authority and power. 
 
 The metropolitan press and many of the influential country 
 papers were in sympathy with the State Normal Schools. The 
 papers of St. Louis, Kansas City, St. Joseph, Jefferson City, and 
 Columbia frequently contained strong editorials in their support, 
 and oftentimes articles written by prominent educators in the state. 
 Special mention must be made of the contributions of Superin- 
 tendent Greenwood, Assistant Superintendent McNeill, Principal 
 Buchanan and State Superintendent Kirk to the Kansas City pa- 
 pers in 1895, at which time the struggle in Legislature between the 
 State Normal Schools and the private normal schools was bitterest. 
 
 The State Teachers' Association has always been a strong 
 supporter of the State Normal Schools, and has frequently ex- 
 pressed itself in strong terms concerning them. At its meeting 
 in 1884, when the first great crisis in the history of the state nor- 
 mal school system was hardly thought to be over by a great 
 many, a remarkable address, entitled "A Defense of the State 
 Normal School System," was delivered by Professor Anthony 
 Haynes. What gives this address its peculiar significance is the 
 fact that it came from a man who was at the time the head of a 
 small private school at Boonville, Missouri, and had spent most 
 of his hfe in such work. So convincing was this address that it 
 was published in pamphlet form at the request of the association. 
 Doubtless the wide distribution that was given it, did much to- 
 ward stirring up a stronger sentiment in the state in favor of the 
 State Normal Schools. 
 
 Among those in the official ranks who gave efficient support 
 to the State Normal Schools, State Superintendent Shannon must 
 be mentioned in particular. He was very active in breaking down 
 the opposition that arose in the Legislature of 1879. A resolu- 
 tion was passed by the House requiring him to lay before it a 
 report concerning certain features that were considered objec- 
 tionable, such as the model school, the evasion by the students 
 
92 State Normal School History. 
 
 of their pledge to teach, and the attendance of students from 
 other states^*. Another resolution called for a report on the 
 salaries of each teacher in these schools and the amount of tuition 
 received^^. In submitting his reports in response to these reso- 
 lutions, Superintendent Shannon took occasion to make a strong 
 defense for the schools^^^ and he followed this up by active work 
 among the legislators personally. Notwithstanding the radical op- 
 position that showed itself in this session of the Legislature, the 
 bill for the biennial appropriations passed with only seven Senators 
 and thirty three Representatives voting against it. In view of 
 this result the faculty and students of the Kirksville school 
 unanimously adopted a resolution of thanks to Superintendent 
 Shannon and to the Senators and Representatives who had been 
 so vigorous in their support of the state normal school system*^. 
 The success of state normal school graduates as teachers 
 must not be overlooked in this brief summary of the defensive 
 forces of the system. All the arguments in the world have been 
 useless if the students who had been trained in these schools had 
 not had some considerable measure of success in their work. Not 
 every student who has gone out from the State Normal Schools 
 has reflected credit upon them. In fact, it was admitted at a time 
 when the fight was well on that much of opposition had arisen from 
 the very poor teaching done by ill-prepared normal school stu- 
 dents42_ However, the splendid success of the great majority of 
 the state normal school students*^ has won for these institutions 
 friends who were once enemies, and has given vmdeniable proof of 
 the reasonableness of their existence. 
 
 NOTES. 
 
 1. Senate Journal, 1871, p. 332. 
 
 2. House Journal, 1874, pp. 294, 323. 
 •3. Ibid, 1875, pp. 1351, 1389. 
 
 4. Ibid, 1877, pp. 401, 409, 504. 
 
 5. Ibid, 1879, pp. 320, 343. 
 
 6. Ibid, 1881, p. 301. 
 
 7. Kirksville Democrat, March 15, 1883. 
 
Opposition to the State Normal Schools. 93 
 
 8. Senate Journal, 1895, pp. 76, 296, 724, 793. 
 
 9. Ibid, 1871, p. 332; N. Mo. Register, March 16, 1871. 
 
 10. N. Mo. Register, Oct. 7, 1875. 
 
 11. Laws of Missouri, 1887, p. 269. 
 
 12. Revised Statutes of Missouri, 1889, pp. 1894-5. 
 
 13. House Journal, 1895, pp. 360, 761. 
 
 14. Ibid, 1897, pp. 309, 857. 
 
 15. Ibid, 1899, pp. 100, 360. 
 
 16. Ibid, 1901, pp. 110, 262. 
 
 17. St. Louis Republic, March 12, 1905. 
 
 18. Ibid, March 21, 1905. 
 
 19. Normal Message, June 1895, pp. 135-7. 
 
 20. Catalogue, State Normal School, Kirksville, 1879-80, p. 31. 
 
 21. Report of Legislative Committee, 1889, p. 17. 
 
 22. Kirksville Democrat, June 28, 1883. 
 
 23. State Superintendent's Report, 1883, p. 108. 
 
 24. Catalogue, State Normal School, Kirksville, 1883-84, p. 20. 
 
 25. Ibid, 1884-85, p. 22; 1887-88, pp. 22-24; Catalogue, State Normal 
 School, Warrensburg, 1883-84, p. 124. 
 
 26. North Missouri Register, Februar}- 10, 1876; March 1, 1877; Kirks- 
 ville Democrat, July 19, 1883; August 16, 1883. 
 
 27. Kirksville Democrat, August 4, 1887; October 29, 1885. 
 
 28. North Missouri Register, March 15, 1877. 
 
 29. Catalogue, State Normal School, Warrensburg, 1879-80, p. 23. 
 
 The school at Warrensburg actually allowed students to enter without 
 signing the pledge to teach provided they paid the full tuition which was 
 something more than that paid by those who signed the pledge. 
 
 30. Ibid, 1879-80, pp. 21-22. 
 
 31. North Missouri Register, June 21, 1877; Kirksville Journal, July 
 5, 1877. 
 
 32. Kirksville Democrat, March 15, 1883. 
 
 33. Senate Journal, 1895, pp. 76, 296. 
 
 34. Ibid, 1895, pp. 211, 455. 
 
 35. Ibid, 1895, pp. 360, 761. 
 
 36. House Journal, 1897, pp. 309, 857. 
 
 37. Kirksville Democrat, February 19, 1897. 
 
 38. House Journal, 1879, pp. 433-4. 
 
 39. Ibid, 1879, p. 441. 
 
 40. Ibid, 1879, pp. 493-97. 
 
 41. Catalogue, State Normal School, Kirksville, 1879-80, p. 30. 
 
 42. North Missouri Register, March 23, 1876. 
 
 43. State Superintendent's Report, 1885, p. 13. 
 
CHAPTER VI. 
 
 EFFORTS TO EXTEND THE STATE NORMAL SCHOOL 
 
 SYSTEM. 
 
 Before a state normal school system was adopted in Mis- 
 souri, it was the hope of a few at least that the state would ulti- 
 mately establish several more such schools than we how have. 
 President Baldwin desired to have six located in different portions 
 of the state^. State Superintendent Parker at first advocated 
 eight; later he reduced the number first to six and then to four^. 
 Others advocated all the way from four to eight schools. 
 
 Some of the men who were active prior to 1870 in advocating 
 the adoption of a system that would embrace a large number of 
 schools, afterwards made efforts to have additional schools es- 
 tablished^. It is not known definitely how long they continued 
 their efforts, nor is it known whether those who have sought in 
 recent years to extend the system, have been influenced in any 
 degree by what had been done in earlier years. At any rate, all 
 attempts to establish more state normal schools have been in line 
 with the plans proposed by President Baldwin and Superintendent 
 Parker prior to 1870, and this fact should be borne in mind as we 
 proceed to see what these attempts were. 
 
 The first effort to extend the system met with early success. 
 On March 22, 1873, a bill was approved whereby provisions were 
 made for the establishment of a Third District State Normal 
 School in southeast Missouri*. In October, 1873, the Board of 
 Regents appointed for this school received bids for its location 
 from Iron county, from Byrd township in Cape Girardeau county, 
 and from the city of Cape Girardeau. The Board accepted the 
 bid made by the city of Cape Girardeau, and on December 3, 
 1873, it selected the hill known as, Fort B as a site for the build- 
 ing. It also elected Professor L. H. Cheney of the Second Dis- 
 trict School as Principal, and Mrs. Frances A. Cheney as Assist- 
 ant. On December 10, the school opened for the enrollment of 
 
Efforts to Extend the State Normal School System. 95 
 
 students in the upper story of the public school building in Cape 
 Girardeau. It remained there until its building was completed 
 in January, 1875^. 
 
 Since 1873, attempts to establish other state normal schools 
 have been made in every regular session of the Legislature ex- 
 cept those of 1879, 1887, 1891, 1899, and 1901. Those sections 
 of the state that have been particularly active in these attempts 
 have been the northwestern and the southwestern. Bills to 
 establish a normal school in the north western part of the state 
 were introduced in 1874, 1875, 1877, 1887, 1889, 1895, and 19056. 
 Bills to establish one in the north western part of the state were 
 introduced in 1874, 1875, 1877, 1883, 1885, 1887, 1889, 1893, 
 1903, and 1905^. Frequently separate bills providing for the 
 establishment of normal schools in several different parts of the 
 state were introduced in the same session. This was the case in 
 1887 Avhen independent bills for the establishment of state normal 
 schools in the northwestern, southwestern, and southern parts of 
 the state, and in St. Louis, were introduced^. Again in 1889 
 these same bills, except the one for St. Louis, were again intro- 
 duced^. In one of these it was proposed to establish at once five 
 new ncrmal schools in different parts of the state^o. 
 
 Oftentimes these bills provided for the location of these 
 proposed schools in certain cities or counties. This is indicative 
 of the activity of these communities in securing an extension of 
 the system. The cities that were mentioned in the bills as the 
 places where the proposed normal schools should be located were 
 as follows: St. Louis^^, Carthage^^^ Eldorado Springs^^, Lamar^^, 
 Pierce City^^, in southwest Missouri; SpringfiekU^^ and Marsh- 
 fiekU'^ in southern Missouri ; Plattsburg^^, Maysville^^, and Mary- 
 ville^o in northwest Missouri. Efforts were made in behalf of 
 some of these cities in several different sessions. For example, St. 
 Loitis was designated as the place for a state normal school in 
 the bills introduced in the sessions of 1873, 1874, 1885, and 1887; 
 Plattsburg in 1875 and 1877; Maryville in 1887, 1889, and 1895.; 
 Vv^grren county and Nodaway county have each been designated 
 once in different bills as the proper places for such schools. ,.- 
 
98 State Normal School History. 
 
 In all thirty two different bills providing for the establish- 
 ment of additional state normal -schools have been introduced since 
 1873. Some of these bills never got any further than the com- 
 mittees to which they were referred. Several of them were 
 ordered engrossed in one or the other of the Houses, but finally 
 failed of passage. Some were passed in one house but failed in 
 the other, as was the case in 1887, 1895, and 1897. Three of 
 these bills have succeeded in passing both houses. The first 
 was passed in the session of 1903, and provided for the establish- 
 ment of a school in southwestern Missouri. This bill was vetoed by 
 Governor Dockery^i. The other two have just been passed by the 
 session of 1905, and at the present writing, March, 1905, they are 
 in the hands of Governor Folk. If he approves them, the two 
 new schools will probably be established at Webb City and at 
 Maryville22. The probabilities are he will sign one of them, and 
 possibly both. 
 
 NOTES. 
 
 .1 Catalogue, North Missouri Normal School, 1869-70, p. 24. 
 
 2. State Superintendent's Report, 1868, pp. 17-20; 1869, pp. 18-22; 
 1870, p. 47. 
 
 3. American Journal of Education, February, 1874, p. 11; March 1875, 
 p. 8. 
 
 4. Laws of Missouri, 1873, pp. 79-81. 
 
 5. Catalogue, State Normal School, Cape Girardeau, 1873-74, p. 12; 
 North Missouri Register, October 9, 1873. 
 
 6. House Journal, 1874, pp. 556, 1048; 1875, pp. 604, 661; 1877, pp. 
 124, 137, 171, 178, 1027; 1887, pp. 642, 1042; Senate Journal, 1887, pp. 184, 
 379; 1889, pp. 52, 477; House Journal, 1889, pp. 79, 1010; 1895, pp. 142, 
 1223; St. Louis Republic, March 14, 1905. 
 
 7. Senate Journal, 1874, p. 176; 1875, pp. 170, 262; House Journal, 
 1875, pp. 335, 592, 595; 1877, pp. 126, 158, 881, 1039; 1883, pp. 126, 881; 
 1885, pp. 508, 715; 1887, pp. 100, 805; Senate Journal, 1887, pp. 382, 401,718; 
 House Journal, 1889, pp. 79, 1010; Senate Journal, 1889, pp. 52, 477; 1893, 
 pp. 37, 322; House Journal, 1893, pp. 74, 635; 1903, p. 961; St. Louis Republic, 
 Maich 20, 1905. 
 
 8. House Journal, 1887, pp. 195, 697; Senate Journal, 1887, pp. 184, 
 379, 382, 718. 
 
Efforts to Extend the State Normal School System. 97 
 
 9. House Journal, 1889, pp. 29, 30, 33, 79, 135, 1009, 1010. 
 
 10. Ibid, 1887, pp. 195, 697. 
 
 11. Senate Journal, 1873, p. 413; House Journal, 1874, p. 79; 1885, pp. 
 221, 1031; 1887, pp. 195, 617. 
 
 12. House Journal, 1875, pp. 355, 592, 595. 
 
 13. Senate Journal, 1887, pp. 382, 718. 
 
 14. Ibid, 1889, pp. 52, 477. 
 
 15. House Journal, 1897, pp. 390, 895. 
 
 16. Ibid, 1875, pp. 355, 395. 
 
 17. Ibid, 1887, pp. 195, 617. 
 
 18. Ibid, 1875, p. 661; 1877, pp. 124, 137. 
 
 19. Ibid, 1887, pp. 184, 379, 642, 1042. 
 
 20. Senate Journal, 1887, pp. 184, 379; 1889, pp. 52, 477; House Journal, 
 1895, pp. 142, 1223; St. Louis Republic, March 14, 1905. 
 
 21. House Journal, 1903, p. 961. 
 
 22. St. Louis Republic, March 14, 1905. 
 
CHAPTER VII. 
 
 THE CERTIFICATION OF THE GRADUATES OF THE 
 STATE NORMAL SCHOOLS. 
 
 By virtue of laws passed by the Missouri Legislature in 1887 
 and in 1889, the diploma which is conferred on graduation from 
 any of the Normal Schools of the state, entitles the possessor 
 to teach in the public schools of the state without further exami- 
 nation, and the certificate which is conferred on the completion 
 of the elementary course, entitles the holder to teach two years 
 in the public schools of the state^. An interesting bit of his- 
 tory is connected with these certification laws. 
 
 At the time when the state adopted the normal school sys- 
 tem, the authority to examine teachers and to grant certificates 
 was vested in the State Superintendent and the County Superin- 
 tendents, and remained solely with them until 1887. The certi- 
 ficates conferred by the State Superintendent entitled the holders 
 to teach without further examination. Those conferred by the 
 County Superintendents entitled the holders to teach in the 
 counties for which they were given for a limited period of time. 
 They were of two grades, corresponding roughly, according to 
 the requirements, to the second and third grade county certi- 
 ficates of todays. 
 
 Up to 1887 those completing the different courses in the three 
 State Normal Schools who sought to teach, .were subject to the 
 above rules and regulations, unless special arrangements were 
 made in their behalf by the State Superintendent. 
 
 The first^ instance on record of any such special arrangement 
 is a letter from State Superintendent Monteith to the County 
 Superintendents, dated July 12, 1872. In this letter Superin- 
 tendent Monteith recommended to the County Superintendents 
 that they "honor the Normal diploma by granting to its pos- 
 sessor a certificate without examination "*. The term diploma 
 seems to have been applied at that time to both the certificate 
 
The Certification of the Graduates. 99 
 
 that was conferred on the completion of the two and the three 
 years' courses, and the diploma that was conferred on the com- 
 .pletion of the four years' course^. If the County Superintend- 
 ents followed this recommendation, the state normal school grad- 
 uates in the various courses received certificates to teach which 
 were good for not more than two years. 
 
 As far as is kno-v^/n, it was not until State Superintendent 
 Shannon's administration that certificates were conferred directly 
 by the State Superintendent upon those completing the various 
 courses in the three Normal Schools of the state. Beginning irt 
 July, 1878, he issued certificates to those completing the chfferent 
 courses of these schools, and kept up this practice until the close 
 of his second administration in December, 18826. Upon those 
 completing the two and the three years' courses, he conferred cer- 
 tificates which entitled them to teach two and three years re- 
 spectively. Upon those completing the four years' course, he 
 conferred a life certificate'^. 
 
 It should be noted that it was the custom at the time for each 
 of the State Normal Schools of Missouri to have its candidates for 
 the diplomas and certificates of the school examined first by the 
 faculty and then by an examining committee composed of the 
 State Superintendent and the Presidents of the three schools. 
 This arrangement seems to have been made first in 1875-76^. 
 It was continued for ten years, that is down to 1884-85 inclusive^. 
 Though the examinations by the committee were primarily for 
 the purpose of determining who should receive diplomas and cer- 
 tificates from the schools, they served secondarily the purpose of 
 permitting the State Superintendent to determine personally the 
 fitness of these candidates for the various certificates he might 
 grant. The announcement was made regularly in the catalogues 
 from 1879-80 to 1885-86 inclusive, that those passing the examina- 
 tions of the committee would, "upon application to the State 
 Superintendent, expressly declaring their intention to teach in 
 the public schools of Missouri," receive certificates to teach ac- 
 cording to their qualificationsio. 
 
 In the fall of 1883, it appeared as though this arrangement 
 
 L.ofC. 
 
100 State Normal School History. 
 
 would be discontinued as far as the school at Kirksville was con- 
 cerned. In January, 1883, W. E. Coleman became State Superin- 
 tendent. Owing to some personal matters between him and Pres- 
 ident Blanton, he announced that he would discontinue 
 granting certificates to the graduates in the various courses of 
 this school^i. Notwithstanding this announcement, Superin- 
 tendent Coleman continued to grant certificates to those who 
 passed the examinations of the committee^^. 
 
 These examinations by the committee were decidedly un- 
 popular with the students and the faculty of the school. In 
 May, 1885, the faculty adopted resolutions condemning them 
 and asking the State Superintendent to adopt another plan for 
 certificating the graduates of the schooU^. 
 
 In June, 1885, the State Superintendent and the Presidents 
 of the State Normal Schools agreed upon a plan whereby the old 
 system of examinations by the committee was abolished, and a 
 written examination near the close of school by the State Super- 
 intendent was to be substituted^*. This arrangement was car- 
 ried into execution only once, that is, in June, 1886. Before 
 another year rolled around, the matter had been taken out of the 
 hands of the State Superintendent by the Legislature. 
 
 When the General Assembly met in January, 1887, plans had 
 already been laid for securing legislation which would settle the 
 question of certificating the graduates of the State Normal Schools. 
 A bill covering the matter was drafted by President Blanton, and 
 was lobbied through largely by him. It passed the Assembly 
 without any particular difficulty and was approved on March 
 24, 1887. The act provided that "the normal diploma conferred 
 upon completing a four years' course shall entitle its holder to teach 
 school in any county in this state without further examination, 
 until annulled by the Board of Regents or Curators granting 
 the same, or by the County School Commissioner, or State Super- 
 intendent of Schools, for incompetency, cruelty, immorality, 
 drunkenness, or neglect of duty, and the graded certificate now 
 granted upon the completion of the two years' course shall, in 
 like manner, entitle the holder to teach the several branches of 
 
The Certification of the Graduates 101 
 
 study named therein for a period of four years from the date of 
 graduation, unless such certificate be sooner annulled by said 
 Board, or County School Commissioner, or State Superintendent 
 of Schools for one or more of the causes above specified/' Pro- 
 vision was also made for the application of the provisions of this 
 act "to the Normal Department of the University of Missouri, 
 and of Lincoln Institute "i^. This law was amended in 1889 so 
 as to reduce the term of years that the holder of an elementary 
 certificate might teach from four years to two ^6. 
 
 This legislation was a matter of great gratification to the 
 friends of the State Normal Schools, and especially pleasing to 
 the students. Immediately on the approval of the first certi- 
 fication bill, the students of the Kirksville school presented to 
 President Blanton a very fine cane as a token of their apprecia- 
 tion of his activity in securing its adoption^^. 
 
 Some account has already been given of the attacks that 
 have been made upon these certification laws in the various 
 sessions of the Legislature. Whether they will be renewed in 
 the near future, it is not possible to foretell. 
 
 NOTES. 
 
 1. Laws of Missouri, 1887, p. 269; Revised Statutes of Missouri, 1889, 
 pp. 1894-95. 
 
 2. Revised Statutes of Missouri, 1870, pp. 1251, 1260-61. 
 
 3. In June, 1870, State Superintendent Parker issued state certificates 
 to the young men of the Nortli Missouri Normal School who completed the 
 course corresponding to the elementary course of tlie State Normal Schools 
 of today. The certificates granted by the State Superintendent were 
 printed on the reverse side of the "diplomas" that were conferred by the 
 school on these youug men. This is reaUy the first instance on record of 
 the State Superintendent recognizing the "diploma" of a Normal Scliool 
 in Missouri, but as the diploma thus recognized came from a private institu- 
 tion, it is disregarded in the account that is given in this chapter concerning 
 tlie certification of graduates of the State Normal Schools. 
 
 4. Catalogue, State Normal School, KirksAdUe, 1873-74, p. 24. 
 
 5. Ibid. 
 
 6. Ibid, 1878-79, pp. 21-22. See Catalogues from 1880-81 to 1883-84 
 in loco. 
 
102 State Normal School History. 
 
 7. Catalogue, State Normal School, Kirksville, 1879-80, pp. 18-19. 
 
 8. Minutes of Faculty of State Normal School, Kirksville, May 18 and 
 19, 1876; North Missouri Register, Feb. 24, and March 15, 1876. 
 
 9. Catalogue, State Normal School, Kirksville, 1876-77, p. 21; 1877-78, 
 p. 22; 1878-79, pp. 21-22; 1879-80, p. 16; 1880-81, p. 16; 1881-82, p. 16; 1882- 
 83, p. 17; 1883-84, p. 20; 1884-85, p. 16. 
 
 10. Ibid, 1879-80, p. 16; 1885-86, p. 16; also from 1880-81 to 1884-85 
 inclusive, in loco. 
 
 11. Kirksville Journal, Nov. 23 and 30, 1883. 
 
 12. Letter from State Superintendent Carrington, Jan. 20, 1905, in the 
 archives of the school. 
 
 13. Minutes of Faculty of State Normal School, Kirksville, May 11, 1885. 
 
 14. Ibid, Sept. 10, 1877 to Sept. 6, 1886, p. 286. 
 
 15. Laws of Missouri, 1887, p. 269. 
 
 16. Revised Statutes of Missouri, 1889, pp. 1894-5. 
 
 17. Kirksville Democrat, March 31, 1887. 
 
 18. See chapter on "Opposition to the State Normal School System." 
 
CHAPTER VIII. 
 
 THE COURSES OF STUDY. 
 
 A good deal of space has been used in relating the history of 
 the founding of the school and of its struggle for existence. It 
 is now time for us to turn from these matters to its curriculum, 
 which after all is the vital part of the institution. The story of 
 its founding and its effort to maintain itself may be ever so 
 interesting, but it is meaningless unless the school has been en- 
 gaged in such work as to justify its existence. It is, therefore, 
 necessary, if we are to understand its real history, to spend some 
 time in examining its courses of study and its means for giv- 
 ing instruction in these courses. 
 
 The courses of instruction of the school when it was estab- 
 lished as a private institution purported to cover the whole field 
 of school work from the primary department to that of the col- 
 lege inclusive. The elementary work was done in what was 
 known as the Model School which was divided into three depart- 
 ments, the Grammar, the Intermediate, and the Primary. 
 According to the announcements made in the early cat- 
 alogues of the school concerning the "Model", it had been 
 established "in order that there might be a school exhibiting the 
 best methods of teaching, discipline, and classification which the 
 Normal students could visit, and in which they could take part 
 as instructors"^ Apparently the ''Model" was related to the 
 school then in much the same way as the Training School is re- 
 lated to the school today. In reality it sustained a very different 
 relation. In the first place, the teaching in the ''Model" was done 
 entirely by regular members of the faculty and not by the stu- 
 dents. In the second place, it was attended not only by children 
 whose parents lived in Kirks ville, but by many who were grow- 
 ing up into manhood and womanhood, some of whom came from 
 quite a distance. This was particularly true of those in the 
 grammar department, as will be seen from glancing at the lists 
 of students who were in the "ModeP'^. The reason for this con- 
 dition is very obvious. The public school system of the state was 
 
104 
 
 State Normal School History. 
 
 very poor at the time, and many boys and girls had not had the 
 opportunity of obtaining the elementary training that was neces- 
 sary in order to proceed with the work in the normal department. 
 Moreover, the civil war which had closed only two years before 
 the opening of the school, had delayed many from making a start 
 in their education. The "Moder' served, therefore, as a means 
 of preparing a very mixed class of students who needed 
 
 Profesi^or Pickler's class in Algebra, 1867-68. 
 (.Reproduced inexact size from a faded i^hotograph.) 
 Top row, reading to the right, A. J. Hynds, H. W. Beatty, H. C. Langley, C. 
 Pierce, B. F. Heiny, J. T. Casper: bottom row, M. W. Smith, T. B. DeWitt, J. M. 
 Swallow, A. Bowen, V. Stine, S. M. Pickler. 
 
 preparation for work in the normal department, in addition to 
 affording the students of that department an opportunity to ob- 
 serve the methods used by skilled instructors in elementary work^. 
 Above the Model School several courses of study were 
 arranged. The most extensive was the Modern College and 
 Normal Course which covered a period of four years. The sub- 
 jects in this. course were arranged in six groups as follows*: 
 
a 
 
 fi 
 
 ■ao 
 
 Ph 
 
 Penmanship and 
 Drawing. 
 
 Penmanship and 
 Drawing. 
 
 Penmanship and 
 Drawing. 
 
 d 
 
 .2 
 
 3 
 
 o 
 
 d 
 .2 
 
 
 
 o 
 W 
 
 d 
 
 o 
 o 
 
 d 
 .2 
 "S 
 
 o 
 
 o 
 
 13 . 
 C bo 
 
 oj a 
 
 H 
 
 O o3 
 
 -§£ 
 
 ■73 . 
 H 03 
 
 o 
 
 o _ 
 
 H OS 
 
 .2 
 
 II 
 
 Science of Education 
 and Art of Teaching. 
 
 .1^ 
 o 
 
 i< 
 
 .2 -a 
 o a 
 
 Geography. 
 
 O 
 
 a 
 
 S 
 
 Ph 
 
 .d 
 
 Ph 
 
 oj o 
 
 1§ 
 
 § o 
 
 a a 
 
 1 ^ 
 p:; O 
 
 i .2 
 1 ^ 
 
 1 6 
 
 Ph O 
 
 a) D 
 
 -d a 
 
 Ph -1^ 
 < 
 
 6 
 
 II 
 
 <1 
 
 ■1 i 
 
 >> 
 
 Qi Ph 
 P-H H 
 
 p 
 
 02 H 
 
 Sp5 
 
 O W 
 
 Penmanship and 
 Phonography. 
 
 Penmanship and 
 Phonography. 
 
 Penmanship and 
 Book-Keeping. 
 
 Penmanship and 
 Book-Keeping. 
 
 Elocution. 
 
 Elocution. 
 
 d 
 
 .2 
 
 
 
 d 
 .2 
 
 o 
 o 
 
 Mental Philosophyand 
 Practical Teaching. 
 
 Mental Philosophy and 
 Practical Teaching. 
 
 a 03 
 
 O OJ 
 
 ■3 "d 
 1 1 
 
 O Ph 
 
 1 . 
 a 03 
 
 O <D 
 
 1 g 
 
 Of. 
 
 Zoology and 
 Botany. 
 
 Natural Philosophy. 
 
 Natural Philosophy. 
 
 Chemistry. 
 
 03 
 
 >, d 
 |.2 
 
 Ph a 
 
 _ a 
 
 © 
 
 o 
 
 General History and 
 Composition. 
 
 Logic and 
 Composition. 
 
 Logic and 
 Composition. 
 
 Geometry. 
 
 Geometry. 
 
 Trigonometry. 
 
 Surveying. 
 
 1— 1 Ph 
 Ph H 
 
 Q 
 
 THIRD 
 TERM. 
 
 o w 
 
o 
 
 ■I— I 
 1-5 
 
 < 
 
 Q 
 
 s 
 
 Drawing. 
 
 Drawing. 
 
 bi) 
 
 C 
 
 P 
 
 M 
 
 Q 
 
 d 
 
 o 
 
 o 
 
 Elocution. 
 
 Elocution. 
 
 Elocution. 
 
 O 0) 
 C O 
 
 .2 « 
 
 o > 
 
 02 « 
 
 
 
 Science of 
 Development. 
 
 History of Education. 
 
 .2 
 
 T3 
 
 >> 
 
 O 
 
 Chemistry. 
 
 Geology. 
 
 Geology. 
 
 Agriculture. 
 
 General History and 
 Composition. 
 
 General History and 
 Composition. 
 
 Elements of 
 Criticism. 
 
 English Literature. 
 
 o 
 
 02 
 
 "c 
 o 
 o 
 
 Analytic Geometry. 
 
 Dif. Calculus. 
 
 Integ. Calculus. 
 
 02 S 
 
 Q 
 
 O « 
 W g 
 
 Si 
 .WW 
 
 p W 
 
 Pi 
 
 O 
 
 Painting. 
 
 Painting. 
 
 Painting. 
 
 ti 
 
 ■3 
 
 Ph 
 
 d 
 
 "3 
 o 
 
 o 
 
 Elocution. 
 
 Elocution. 
 
 Elocution. 
 
 Mental Philosophy. 
 
 Mental Philosophy. 
 
 Moral Philosophy. 
 
 Moral Philosophy. 
 
 .2 
 3) 
 -< 
 
 Political Economy. 
 
 Political Economy. 
 
 a 
 
 
 c 
 
 -3 
 .2 
 
 "o 
 Ph 
 
 -1 
 
 C 
 i) 
 
 a 
 
 Elements of Law. 
 
 Evidences 
 of Christianity. 
 
 Sacred Literature. 
 
 a 
 
 o 
 p 
 
 Astronomy. 
 
 Mechanical 
 Philosophy. 
 
 bb 
 
 ' i^ 
 
 a; 
 C 
 '3) 
 
 C 
 
 w 
 
 
 
 Q 
 
 
 p ^ 
 a 
 
The Courses of Study. 107 
 
 This course was prescribed for those wishing to secure the 
 highest degree offered by the school. There was practically no 
 election of studies allowed. It is true it was announced that the 
 ancient or the modern languages might be taken in place of the 
 higher mathematics^, but the provisions for giving instructions 
 in these languages were so uncertain in the early years of the school 
 as to make this substitution or election practically impossible. 
 
 For those who could not remain to complete the four years' 
 Modern College and Normal Course, an abridged course extend- 
 ing through two years was arranged by omitting the "subordi- 
 nate subjects." What was meant by "subordinate subjects" 
 was not stated. To those who could remain only a short time, 
 presumably less than two years, it was permitted to select those 
 studies which they might think would be of the most value to 
 them^. 
 
 During the first year of the school there was added a Busi- 
 ness Course which included instruction in bookkeeping, com- 
 mercial arithmetic, commercial law, penmanship, phonography, 
 English grammar, political economy, practical teaching, elocu- 
 tion, and orthography. This course extended through one year, 
 and instruction in its subjects was given by various members of 
 the faculty and Mr. F. M. Harrington who was announced to 
 teach commercial law'^. 
 
 A series of degrees was arranged. To those who should 
 successfully complete the sophomore year in any of the college 
 courses, the degree of Bachelor or Mistress of Science would be 
 granted, and to such who had taught and managed a school suc- 
 cessfully for one term, the degree of Bachelor or Mistress of Ele- 
 mentary Didactics. To those who should complete any four 
 years 'course in the collegiate department, the degree of Bachelor of 
 Arts would be given, and to such as had been teachers the additional 
 degree of Bachelor or Mistress of Scientific Didactics. To those 
 teachers who should attend two terms, a certificate would be 
 given^. 
 
 As far as is known degrees- were conferred only once while 
 the school was a private institution. In June, 1870, a class of 
 
108 State Normal School History. 
 
 fifteen young men graduated in a course corresponding to the 
 elementary course of today. Upon each member of the class was 
 conferred the degree of Bachelor of Science and Elementary 
 Didactics^, a degree that seems to have been manufactured by 
 combining the two kinds that were offered to those who should 
 complete the sophomore year of any of the college courses. 
 
 The claim of the school to give instruction of the rank of 
 college work has led to some investigation of the matter. A 
 comparison of the courses offered by the school for 1868-69 
 with those offered by the State University for the same year^o 
 has been made, and the results have led unhesitatingly to the 
 conclusion that the school was attempting to do more than was 
 within its power. In point of requirements for admission and 
 for graduation, and in point of equipments, such as faculty, libraries, 
 and laboratories, the school was far behind the University. 
 Doubtless an examination of the catalogues of the other insti- 
 tutions of higher learning that were in existence in the state at 
 that time, would show that the school was also behind them in 
 the same points. Because of these facts the school may be 
 criticised for pretending to do what was beyond its equipments 
 and capacity, and for granting degrees which represented work it 
 could not and did not do. 
 
 Notwithstanding this criticism, it must be said, in justice to 
 the school and those engaged in its founding, that the work in 
 certain lines was very thorough. This was particularly true of 
 the courses in mathematics, Enghsh, and subjects pertaining to 
 pedagogy. It was the aim of President Baldwin to give the stu- 
 dents a strong academic training on which to base the training 
 in teaching, and though the courses of study of the school have 
 been considerably changed since the institution was founded, 
 they have always borne the strongly academic character that 
 was given them at the very start. The school was established 
 primarily for the training of teachers. But from the very outset 
 it was seen that this work consisted not merely in instructing 
 them how to teach, but in a very large degree what to teach. In 
 some states where the educational facilities are of uniformly 
 
The Courses of Study. 109 
 
 high grade the normal schools may confine their work to instruc- 
 tion ' in pedagogy and to practice teaching. But even under 
 such favorable conditions, it is considered best by very high 
 authorities to make the work of the normal schools both acade- 
 mic and pedagogical. This view is based upon the fact that 
 many of the best methods of teaching are learned by the stu- 
 dents by being under good teachers whose only duty is to give 
 academic instruction. If this doctrine of the function of the 
 normal schools is sound at a time when the educational condition 
 of the state is fairly good in most of its parts, it was much more 
 sound at a time when the educational condition of the state was 
 very poor as it was when Professor Baldwin came to Missouri. 
 The State Normal Schools of Missouri have been uniformly saved 
 from the pedagogical heresy that their function has been merely 
 to instruct in the methods of teaching. For this salvation a great 
 deal of credit is due to the founder of the normal school system 
 of the state. Perhaps it may be said by some that the bad edu- 
 cational conditions of Missouri in 1867 determined Professor 
 Baldwin's course in the matter, so that he could not choose to do 
 otherwise than combine academic and pedagogical training. 
 Granting even that, it is much to his credit that he had the good 
 sense to see what was necessary in order to make the normal 
 school work sound. This policy of his was of great value 
 to the state, for it is possibly an undisputed fact that the educa- 
 tional ideas he began to put into operation in his school at Kirks- 
 ville nearly forty years ago, have contributed more than any other 
 one thing to give to the state normal school system of Missouri 
 the form that it now has^^. 
 
 When the school was adopted as a state institution in De- 
 cember, 1870, the Board of Regents made no immediate change 
 in the courses of study that had been in operation in the school 
 since it had opened in 1867. The Board, however, arranged 
 shortly afterwards that President Baldwin should make what- 
 ever changes he thought desirable, the same to go into effect at 
 the beginning of the new school year^2_ j^ order that the 
 changes that were made may be seen, the course of study that 
 went into operation in the fall of 1871 is here given^^. 
 
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114 State Normal School History. 
 
 A comparison of this new course with the old one, presented 
 on pagesl05-6, will show that they were much the same in outline, 
 the chief differences being in the arrangement of the order of the 
 subjects in the different groups, especially the professional group. 
 It should be noted, however, that Latin to the extent of two 
 terms, that is one-half year, was required of all in the sophomore 
 year, and that two more years might be taken by any one so 
 electing in lieu of the higher mathematics. 
 
 As far as it can be determined from the catalogue announce- 
 ments, it seems that the work in the various groups was some- 
 what better than it had been in previous years. In two of the 
 groups some noted improvements were made. The science work 
 was beginning to be organized on a laboratory basis. The announce- 
 ment was made that a "sufficient" sum of money had been ap- 
 propriated by the Regents for the purchase of "all necessary 
 chemical and philosophical apparatus," and that a hbrary had 
 been founded. At the same time friends of the school were 
 requested to make donations of books, periodicals, and specimens 
 of natural history^^. 
 
 The professional work of the school was considerably im- 
 proved in both its theoretical and practical phases. The theoret- 
 ical phase was improved through a rearrangement of the order in 
 which the pedagogical subjects were to be pursued. The prac- 
 tical phase was developed through an increase in the methods 
 whereby the students were to gain more experience in the work 
 of teaching. Accordingly the following methods were devised^^. 
 
 1. The Model School Method. This provided that the stu- 
 dents should observe the operations of a graded school and take 
 part therein as teachers. As has already been seen this sort 
 of method had been in operation, theoretically at least, since 
 the opening of the school. 
 
 2. The Normal Class Method. This provided that for one 
 day in every two weeks certain students appointed from time to 
 time should act as teachers of the Normal classes under the di- 
 rection of the regular teachers. 
 
 3. The Training Class Method. This provided that during 
 
The Courses of Study. 115 
 
 certain terms the principal should present particular methods to 
 his entire class and then divide it into sections of convenient size. 
 These sections were to meet separately in various rooms for 
 reciprocal practice, and later they were to meet as a class for re- 
 ports, criticisms, discussions, and suggestions. 
 
 4. The Reciprocal Method. This provided that classes in 
 all branches should be divided into sections and that for a short 
 time during nearly every recitation one member of each sec- 
 tion should act as the teacher of the class. 
 
 5. The Faculty Method. This provided that the members 
 of the senior class and other students of marked ability and pro- 
 ficiency should be selected as members of the faculty. They 
 were to attend all the meetings of the faculty, aid in managing 
 the school, and conduct one class each, during two or more terms. 
 
 The success with which these methods were carried out 
 varied. The model school method was evidently never carried 
 out completely, as the "Model," up to the time it was abolished 
 in December, 1873, was never organized so that the students could 
 participate in its teaching. As far as its pedagogical work was 
 concerned, it remained solely a place for observing methods of 
 teaching. It was not until the Model School was restored in 
 November, 1882, that it became a practice school for prospective 
 teachers. That feature of the faculty method which permitted 
 the student teachers to participate in the deliberations of the 
 faculty, was not long maintained. However, students have been 
 used as assistants in the various departments from that time to 
 the present. Of the other methods some use seems to have 
 been made as late as 1880-81 at least^^, but with what success 
 it cannot be said. 
 
 In addition to these changes which were made in 1871-72 
 one other should be noted. The business course was abolished, 
 but book-keeping was made a required study and was regularly 
 included in the courses of study until 1878-79. Since that year 
 book-keeping has been occasionally required, but the business 
 course has never been restored. 
 
 Under this new regime four degrees were to be offered, 
 
116 State Normal School History. 
 
 two of which were undergraduate and two, graduate. The degree 
 of Bachelor of the Elements was to be conferred upon those gradu- 
 ating in the elementary course, and the degree of Bachelor of 
 the Sciences and Arts upon those graduating in the scientific 
 course. The degree of Master of the Elements and Teacher of 
 Elementary Didactics was to be conferred upon those who taught 
 successfully during two full years after taking the degree of Bach- 
 elor of the Elements, and the degree of Master of the Sciences and 
 Teacher of Scientific Didactics was to be conferred on those who 
 had taught two full years after taking the degree of Bachelor of 
 the Sciences and Arts. In addition to these degrees, the one 
 year certificate was to be given to those who completed the 
 studies of the first year^^. 
 
 During the period from September, 1871 to June, 1881, 
 when President Baldwin left the school, a few changes were made 
 in the courses of study, some of which were rather important. 
 
 In the first place, the elocution and the art groups were con- 
 solidated in 1875-76, and thereafter less attention was given to 
 the subjects contained in them^^. 
 
 In the second place, two years of Latin became definitely 
 established in 1875-76 as a required part of the courses of studyi^. 
 Prior to that time Latin had occupied a very unimportant place 
 in the curriculum, the maximum amount required having been 
 only one-half year. From 1875-76 to 1883-84 every student 
 graduating in the advanced course, or the four years' course, 
 was required to have at least two years of Latin. 
 
 In the third place, the Model School was abolished in De- 
 cember, 1873, owing to a lack of patronage and the heavy ex- 
 pense incurred in maintaining it^^. It was not reorganized until 
 November, 188221. Its abolition in 1873 affected the pedagogical 
 work of the school very little, as it has already been shown that 
 it had afforded no opportunity for practice teaching on the part 
 of the students. Experience in teaching was obtained by them 
 during this period of ten years when the school was without a 
 ''Model", by means of the training class, the normal class, and 
 the faculty methods as were outlined above. "Normal Insti- 
 
The Courses OF Study. 117 
 
 tutes" were held by the faculty for a number of years, at least 
 from 1875-76 to 1877-78, for the purpose of discussing various 
 educational problems and exhibiting certain methods of teach- 
 ing22. The more advanced students seem to have attended these 
 institutes at least for a while. 
 
 In the fourth place a new series of degrees was arranged for 
 in 1871-72 to take the place of the series devised in June, 1871. 
 This new series included three undergraduate degrees and one 
 graduate degree. Upon those completing the course of the first 
 two years, the degree of Bachelor of Elementary Didactics would 
 be conferred; upon those completing a course of three years, 
 the degree of Bachelor of Scientific Didactics; upon those com- 
 pleting the full course of four years, the degree of Bachelor of 
 Philosophic Didactics^^^ The first two of these degrees were 
 given regularly until the close of the year 1880-81. After that 
 they were discontinued for good. The third of these degrees was 
 changed in 1873-74 to Bachelor of Arts and Philosophic Didac- 
 tics, and in 1875-76 to Bachelor of Arts and Didactics. This 
 degree was conferred regularly until 1883-84^4. The certificate 
 for one year's work was provided as usual^s 
 
 In addition to these undergraduate degrees, arrangement 
 was made in 1871-72 for granting an "honorary diploma" to such 
 graduates as continued their studies and taught successfully 
 two full years^^. No mention is made concerning the degree that 
 such a diploma conferred until 1874-75, when it was announced 
 that the degree of Master of the Course Completed would be 
 conferred upon those obtaining the graduate diploma^^. In 
 1876-77, an attempt was made to create a post-graduate depart- 
 ment. A course of study for graduates consisting of subjects in 
 pedagogy, literature and histary, mathematics, natural sciences, 
 Latin and philology, and art, was prescribed. It was said that 
 the course might be successfully completed in two years by gradu- 
 ates while at their work teaching, or in one year if they were in at- 
 tendance at the school. To such as would complete this course 
 the degree of Master of Arts and Professional Teacher would be 
 given. The object of this course were "to stimulate the gradu- 
 
118 State Normal School History. 
 
 ates to continuous and well directed effort and to fit teachers for 
 special positions "28. In 1879-80 the degree was changed from 
 Master of Arts and Professional Teacher to Master of Arts and 
 Didactics^Q. 
 
 This custom of the school in granting post-graduate degrees 
 on the basis of successful teaching and private study was in accord 
 with the custom of most of the schools of the time. In fact there 
 are some coheges which yet grant post-graduate degrees on a 
 similar basis. This school has only recently made its graduate 
 degrees represent real and tangible resident work. 
 
 The two, three, and four years' courses appear to have be- 
 come fairly satisfactory to the faculty by 1875-76. In the cat- 
 alogues for 1874-75 and 1875-76 mention is made of the careful 
 revisions of the courses that had been made in the previous years, 
 and the view is repeatedly expressed from 1875-76 to 1880-81 
 that they were well adapted to the needs of the students and 
 the state^o. 
 
 In the catalogue for 1874-75 mention is made of a Sub-Nor- 
 mal or Preparatory Departmental. This is the first time such a 
 department is ever mentioned under this name. The work of 
 the Sub-Normal Department as announced in the catalogue for 
 1874-75 was to extend through two years. It included such 
 subjects as "Common School Arithmetic, Geography, U. S. His- 
 tory, Reading, Penmanship, Drawing, Vocal Music, Grammar, 
 Composition, Elements of Botany, Zoology, etc." Many of 
 these subjects appeared in the tabulated courses in the same 
 catalogue as studies in the Freshman year. 
 
 What intention the authorities had in arranging this course, 
 is not known. Whatever it may have been, the course was not 
 maintained long. In February, 1875, it was announced that it 
 would be abolished at the beginning of the fourth term of the 
 current yearns. As no further mention of this department was 
 made in the catalogues until 1885-86, we may conclude that it 
 was aboHshed at the time announced. The majority of the sub- 
 jects constituting the outlined preparatory course of 1874-75 
 remained until 1885-86 as freshman studies. 
 
The Courses of Study. 119 
 
 Beginning in 1872-73; the students were classified in sections 
 which were lettered A, B, C, D, E, F. Section A was composed 
 of the students of the fourth year, the seniors, and Section B 
 of those of the third year, the juniors. Section C was composed 
 of those of the third and fourth terms of the second year, and 
 Section D of those of the first and second terms of that year. 
 Section E was composed of those of the third and fourth terms 
 of the first year, and Section F of those of the first and second 
 terms of that yearns. This classification continued until 1897- 
 98 when it was displaced by the terms seniors, juniors, soph- 
 omores, and freshmen. 
 
 During President Blanton's administration which extended 
 from September, 1882 to June, 1891, three very important changes 
 were made in the courses of study. 
 
 The first of these changes was brought about by requiring 
 of all who sought to graduate a certain amount of practice teach- 
 ing in the Model School which was re-established in November, 
 1882. At first the amount required of every applicant for either 
 a certificate or a diploma was one hour per day during twenty 
 weeks or one-half of the year in which he graduated^'*. In 
 1885-86 the amount was increased to four hours a clay for twenty 
 weeks3^,but this was evidently found to be too burdensome for 
 in the next year the amount of practice teaching was reduced 
 from four hours a day for twenty weeks to four hours a day for 
 ten weeks^s. This amount was not altered until after 1898-99. 
 
 The second of the changes made in the courses of study in 
 President Blanton's administration was the increase in the amount 
 of Latin required. We have seen that in 1875-76 it was arranged 
 that two years of Latin should be required of all students gradu- 
 ating in the advanced course. In 1883-84 this requirement was 
 raised from two to three years. One of these three years of Latin 
 was required of those graduating in the elementary course^^. 
 This arrangement remained practically the same throughout 
 President Blanton's administration. 
 
 The third change was brought about by the introduction 
 in 1885-86 of a preparatory course consisting of two terms of 
 
120 State Normal School History. 
 
 ten weeks each. This course was arranged by taking certain 
 subjects from the work of the first year and requiring them for 
 entrance to the normal courses^s. In 1886-87 this preparatory 
 course was extended to four terms., or one year, by taking still 
 other subjects from the first year. It then consisted of arith- 
 metic, geography, grammar, composition, music, physiology, 
 reading, and United States history. The classes in this depart- 
 ment were divided into sections H and G^^. 
 
 This process of taking certain subjects from the first year's 
 work in order to form a preparatory course, necessitated moving 
 down certain subjects in the other three years to the years just 
 below. This re-arrangement gave room for the additional work 
 that had been required in Latin and in practice teaching since 
 1883-84. Attempts had been made to carry this additional work 
 in the years 1883-84 and 1884-85 without lengthening the time 
 of the course, but doubtless the task proved to be a difficult one 
 and the result unsatisfactory. When the requirements in prac- 
 tice teaching were quadrupled in 1885-86, it was found absolutely 
 necessary to make room for all this extra work. This room was 
 found by forming the preparatory course of one half year in 1885- 
 86, and in extending it to one year in 1886-87. 
 
 The three changes above outlined resulted in raising the 
 standard of the normal courses quite materially. The years 
 during which these changes were made form, therefore, a rather 
 important epoch in the history of the school. 
 
 The effort made during President Blanton's administration 
 to interest the graduates of the high schools, academies, and col- 
 leges in the strictly professional studies of the school must not 
 be passed without some mention. In 1885-86 the professional 
 studies of both the elementary and advanced courses were so 
 arranged in the schedule of daily recitations as to permit 
 graduates of other institutions to take them in the course of a 
 single year^o. This arrangement was maintained throughout the 
 remainder of President Blanton's administration. Those who 
 took advantage of this arrangement were entitled to the regular 
 certificates or diplomas of the school provided they passed sat- 
 
The Courses of Study. 121 
 
 isfactory examinations on the literary subjects of the courses. 
 
 In 1892-93, the second year of President Dobson's adminis- 
 tration, an attempt was made to expand upon President Blan- 
 ton's scheme. Two special professional courses, one elementary 
 and one advanced, were offered to graduates of other institutions. 
 Each of the courses covered a half year's work. In each there was 
 required a certain amount of reading in pedagogical literature in 
 addition to the regular class work in professional subjects. On 
 the completion of these courses the certificate or the diploma was 
 to be issued, provided satisfactory grades on the academic sub- 
 jects had been submitted from other schools or had been made 
 by special examinational. 
 
 These schemes were never popular with the persons for 
 whom they were designed. Students coming from high schools 
 and academies found it desirable and necessary to enter the 
 courses regularly and take academic and professional subjects 
 together. The dropping of these schemes after 1892-93 is suffi- 
 cient proof that there was no demand for them. 
 
 In the matter of degress, the only change made under Presi- 
 dent Blanton was the substitution in 1883-84 of the degrees of 
 Bachelor of Scientific Didactics and Master of Scientific Didactics 
 for Bachelor of Arts and Didactics and Master of Arts and Didac- 
 tics respectively^^. These degrees remained until 1902-03*3. 
 
 No change of importance was made in the course of study 
 during President Dobson's administration. It is true that in 
 June, 1899, at the close of his administration, a very important 
 change was made, but as the execution of it fell to his successor. 
 President Kirk, and as the change was not in accordance with 
 President Dobson's convictions, it may be best to consider it as 
 a part of President Kirk's administration. 
 
 Reference is here made to the substitution of two prescribed 
 courses, called the Latin and the English courses, in place of the 
 old single prescribed course**. Prior to this time there was only 
 one way to graduation. Every body went through the same 
 course which was prescribed from beginning to end. The new 
 courses that were adopted by the Board of Begents for the school 
 
122 State Normal School History. 
 
 in June, 1899, had been agreed upon by State Superintendent 
 Carrington and Presidents Dobson, Howe, and McGee of the 
 three State Normal Schools at a meeting which they held in Jeffer- 
 son City in the spring of 1899'*5. In justice to President Dobson 
 it must be emphasized that he opposed the adoption of the 
 new courses throughout the entire meeting, and gave his consent to 
 them only when they had been adopted by a majority. The 
 prime mover in the matter was State Superintendent Carrington. 
 
 The reasons for adopting these new courses were at least 
 two. In the first place, the courses of study of the schools were 
 somewhat unlike and growing more so every year, and it was 
 thought desirable to have them as nearly alike as possible. The 
 first instance on record of an attempt having been made to bring 
 about uniformity in the courses of the these schools was in De- 
 cember, 1875, when a conference was held by State Superintend- 
 ent Shannon and the Presidents of the three schools^^. At this 
 conference a uniform course of study for the three schools was 
 agreed upon and afterwards adopted. This made practically 
 little change in the course already in operation in this institu- 
 tion's. Apparently the three schools maintained their courses 
 with some degree of uniformity for a number of years after this 
 agreement of December, 1875^8, but later they began to differ. 
 Frequent attempts had been made prior to this conference of 
 1899 to bring about uniformity once more, but with no success. 
 
 In the second place it was found desirable to make it possible 
 for the students to graduate without requiring . them to take 
 Latin. To this end a course was arranged which omitted Latin 
 altogether, and increased the work in history and science. This 
 course was called the English course. 
 
 In making these changes the State Normal Schools of Mis- 
 souri were only falling into line with the higher institutions of 
 learning of the country which were quite universally adopting 
 the elective system. As yet the principle of election was adopted 
 by them in a most circumscribed way. Election then was be- 
 tween two courses, nothing more. Real elective courses did not 
 come until a few years later. 
 
The Courses of Study. 123 
 
 The courses as instituted in 1899-1900 were as follows*^: 
 SUB-NORMAL SCHOOL COURSE. 
 
 FIRST SEMESTER. 
 
 Reading, Political and Physical Geography, Mental and Practical Arith- 
 metic, U. S. History and American Classics. 
 
 SECOND SEMESTER. 
 
 English Grammar, Ph^^siology and Hygiene, Elementary Algebra, Civil 
 Government and American Classics. 
 
 (Drill Classes in Orthoepy, Orthography and Penmanship are organized 
 for those who are noticeably deficient in these subjects.) 
 
 NORMAL SCHOOL COURSES. 
 FRESHMAN YEAR. 
 
 FIRST SEMESTER. 
 LATIN COURSE. ENGLISH COURSE. 
 
 1. English Classics. 1. English Classics. 
 
 2. Latin. 2. Physical Geography. 
 
 3. Algebra. 3. Algebra. 
 
 4. Reading and Voice Culture. 4. Reading and Voice Culture. 
 
 5. School Economy. 5. School Economy. 
 
 SECOND SEMESTER. 
 
 1. English Classics. 1. English Classics. 
 
 2. Latin. 2. Agriculture. 
 
 3. Plane Geometry. 3. Plane Geometry. 
 
 4. Drawing. 4. Drawing. 
 
 5. Psychology and Principles of Edu- 5. Psychology and Principles of Edu- 
 
 cation, cation. 
 
 SOPHOMORE YEAR. 
 
 FIRST SEMESTER. 
 
 1. English Composition and Analysis. 1. English Composition and Analysis. 
 
 2. Latin. 2. Ancient History. 
 
 3. Biology. 3. Biology. 
 
 4. Vocal Music. 4. Vocal Music. 
 
 5. Pedagogy. 5. Pedagogy. 
 
 SECOND SEMESTER. 
 
 1. Rhetoric. 1. Rhetoric. 
 
 2. Latin. 2. Mediaeval and Modern History. 
 
 3. Biology. 3. Biology. 
 
 4. Drawing or Vocal Music. 4. Drawing or Vocal Music. 
 
 5. Observation and Practice in Train- 5. Observation and Practice in Train- 
 
 ing School. ing School. 
 
124 State Normal School Histok^ . 
 
 JUNIOR YEAR. 
 
 FIRST SEMESTER. 
 
 1. English History. 1. English History. 
 
 2. Latin. 2. English. 
 
 3. Chemistry. 3. Chemistry. 
 
 4. Solid Geometry. 4. Solid Geometry. 
 
 5. Mental Science and Child Study. 5. Mental Science and Child Study. 
 
 SECOND SEMESTER. 
 
 1. American History and Government. 1. American History and Government. 
 
 2. Latin. 2. Enghsh. 
 
 3. Chemistry. 3. Chemistry. 
 
 4. Plane Trigonometry. 4. Plane Trigonometry. 
 
 5. Moral Science and Graded Schools. 5. Moral Science and Graded Schools. 
 
 SENIOR YEAR. 
 
 FIRST SEMESTER. 
 
 1. English Literature. 1. English Literature. 
 
 2. Latin. 2. Political Economy. 
 
 3. Ph5^sics. 3. Physics. 
 
 4. Higher Algebra. 4. Higher Algebra. 
 
 5. Observation and Practice in Train- 5. Observation and Practice in Train- 
 
 ing School. ing School. 
 
 SECOND SEMESTER. 
 
 1. English Literature. 1. English Literature. 
 
 2. Latin. 2. Drawing. 
 
 3. Phj'sics. 3. Physics. 
 
 4. History and Philosophy of Educa- 4. History and Philosophy of Educa- 
 
 tion, tion. 
 
 5. Observation and Practice in Train- 5. Observation and Practice in Train- 
 
 ing School. ing School. 
 
 Since the beginning of President Kirk's administration 
 several very important changes in the courses have been made. 
 
 In 1900-01 the sub-normal department was reduced from 
 one year to a half year by discontinuing instruction in certain 
 subjects and by confining the work to reading, physical geogra- 
 phy, arithmetic, U. S. history, grammar, and physiology^o. This 
 forced those students who needed instruction below these sub- 
 jects to get it elsewhere. 
 
 Attempts were soon made to extend the principle of elec- 
 tion that had been introduced into the new courses of 1899-1900, 
 
PROFKSSUK J. T. (SMITH 
 MISS HELEN HALLIBURTON 
 
 MISS KATE ROWLAND 
 MISS HATTIE COMINGS 
 
 Some of the Members of the Faculty Undeii President Baldwin. 
 (From photographs taken while they were in the Pchool. 
 
125 State Normal School History. 
 
 The first result of these attempts was the announcement in the 
 catalogue for 1901-02 that two additional courses which should 
 be called Latin Course II and English Course II, were in con- 
 templation for the year following. These new courses differed 
 from the old ones in allowing a little election between certain 
 subjects in certain years. For example, the Latin Course II 
 permitted a student to choose either geometry or zoology in the 
 sophomore year, either geometry or trigonometry in the junior 
 year, and physics, or trigonometry and college algebra, or Eng- 
 lish and American constitutional history in the senior year. The 
 English Course II permitted a student to elect college algebra 
 and analytics or English and American constitutional history 
 in the second year. In both courses the student could choose 
 manual training, drawing, or music in the sophomore year. 
 
 At the same time an elective course was announced as under 
 advisement. This proposed to require of each student three 
 units of pedagogical work, and permit him to elect fourteen units 
 of academic work and two units of drill work such as reading and 
 physical culture, manual training, drawing, etc. A unit was 
 defined as a year's work, five hours a week, in any subject^^. 
 
 In 1902-03 the new Latin and English courses and the elec- 
 tive course went into operation^^^ gy this act the school placed 
 itself squarely abreast the times as far as the elective principle 
 is concerned. Like most other institutions it adopted the elec- 
 tive principle gradually, and in so doing produced the least dis- 
 turbance. The old Latin and English courses were retained 
 when the changes were made in 1902-03 for the purpose of per- 
 mitting those who had begun them to finish them. They and the 
 new Latin and English courses are retained at the present time as 
 convenient forms for those students to follow who do not care to 
 arrange for themselves a purely elective course. 
 
 In April, 1904, a conference consisting of State Superintend- 
 ent Carrington and Presidents Kirk, Craighead, and Dearmont 
 of the State Normal Schools was held in St. Louis for the purpose 
 of planning a revision of the courses of study of these schools. 
 Notwithstanding the uniform courses that had been adopted only 
 
The Courses of Study. 127 
 
 five years previous the schools were again becoming divergent 
 in their curricula. In fact the uniform courses drawn up in that 
 conference had been modified slightly by each of the schools at 
 the time of their adoption in order to suit local conditions, and 
 had afterwards been considerably changed. It was felt by 
 several members of the conference that it was to the best interests 
 of the schools to have the courses more nearly uniform than they 
 were. Moreover, it was felt that some changes should be made 
 in the divisions of the school year, the credit given for high school 
 work, etc. Hence this conference was called. 
 
 After much debate, the conference agreed upon a plan 
 which was based upon another that had been worked out by the 
 faculty of the Warrensburg school. In justice to President Kirk 
 it should be said that he opposed to the end of the conference 
 the changes that were proposed, and only, after they had been 
 somewhat modified, did he give his consent to them, and then 
 very reluctantly. 
 
 The conference recommended that each of the schools should 
 adopt the following plan^^: 
 
 1. The school year of forty-eight weeks shall be divided into 
 four quarters of which the Summer School shall be one quarter. 
 
 2. Thirty-six weeks work in any subject, five days in the 
 week, with fifty minute recitations, shall constitute one unit. 
 
 3. Eighteen units shall be required for graduation in the 
 Normal Course, of which the following shall be constants and shall 
 be required of all students: Pedagogy, 3; English, 2; Mathe- 
 matics, 2; History, 1; Science, 1. 
 
 4. The remaining required units shall be elective, subject to 
 the restrictions of the following recommended courses. A. Reg- 
 ular Course: Pedagogy, 3; Academic Subjects, 13, including the 
 six non-pedagogical constants above given; Special Subjects, 2. 
 B. Special Course: Pedagogy, 3; Academic Subjects, 9; Special 
 Subjects, 6. 
 
 5. Eight units shall be required for graduation in the A. B. 
 course, in addition to the requirements for the regular Normal 
 course, five of which shall be selected from the following: Latin, 
 
128 State Normal School History. 
 
 Greek, German, French, Mathematics, History, Enghsh, Science; 
 and graduate work must be an extension of the student's major 
 or alhed minor subjects. 
 
 6. Graduates of approved, first-class, four-year high schools 
 shall be given credit for ten units on the regular Normal course; 
 graduates of approved, second class, three year high schools shall 
 be given credit for seven units on the regular Normal course; 
 graduates of approved third class two-year high schools shall be 
 given credit for only four units on the regular Normal course. 
 
 7. All students who bring teachers' certificates shall be ad- 
 mitted to the Sub-Normal classes without examination. 
 
 This plan was adopted by the Boards of Regents of the three 
 schools. The plan, however, was put into operation in the Kirks- 
 ville school only in part, owing to certain modifications made by 
 President Kirk. Those features which provided for dividing the 
 school year of forty-eight weeks into four quarters and for de- 
 fining a unit in a subject as thirty-six weeks, five recitations a 
 week, with fifty minutes to a recitation, were put into actual 
 operation. But the number of units required for graduation in 
 any advanced course was left as it had formerly had been. Nom- 
 inally the number is eighteen as according to the adopted plan, 
 but in reality the number is nineteen. This is due to the fact that 
 one of the eighteen units recommended by the plan, is in- 
 cluded in the sub-normal or preparatory year. In addition to 
 the requirements of the sub-normal year, eighteen units are re- 
 quired for graduation. By making this arrangement the standard 
 of the Kirksville school has been slightly raised above that of 
 the other schools which adopted the plan completely. 
 
 Moreover, no attempt was made to carry out the scheme of 
 credit for high school work. The school follows its own plan of 
 crediting such work which it has made use of quite successfully 
 for some years^"^. 
 
 A change in the degrees conferred has been made in President 
 Kirk's administration. In May, 1903, the degrees Bachelor of 
 Pedagogy and of Master of Pedagogy were substituted in place 
 
PROFESSOR B. 8. POTTER PROFESSOR J. U. BARTSTARD 
 
 PROFESSOR S. S. HAMILL PROFESSOR C. H. DUTCHER 
 
 Some of the Members of the Faculty TTnuer Fkesident Baldwin. 
 (From photographs taken while they were in the f^chool.) 
 
130 State Normal School History. 
 
 of Bachelor of Scientific Didactics and Master of Scientific Didac- 
 tics^s. 
 
 Before drawing any conclusions on the courses of study, let 
 us notice carefully the means the school had at its disposal for 
 carrying these into operation. That will occupy us in the next 
 chapter. 
 
 NOTES. 
 
 1. Catalogue, North Missouri Normal School, 1868-69, p. 11; 1869- 
 70, p. 11. 
 
 2. Ibid, 1868-69, pp. 18-20; 1869-70, p. 19-20. 
 
 3. Professsor Nason is authority for these facts. 
 
 4. Ibid, 1868-69, pp. 4-5; 1869-70, pp. 4-5. 
 
 5. Ibid, 1868-69, pp. 6 and 10; 1869-70, pp. 6 and 10. 
 
 6. Ibid, 1868-69, p. 10. 
 
 7. Ibid, 1868-69, pp. 14-16. 
 
 8. Ibid, 1868-69, p. 22. 
 
 9. Fourth annual circular of the North Missouri Normal School. 
 
 10. Catalogue, University of Missouri, 1868-69, pp. 11-13. 
 
 11. For President Baldwin's ideas on the function of the normal school, 
 see his commencement address delivered in Kirksville in June, 1871, in the 
 Catalogue of the State Normal School, Kirksville, 1871-72, pp. 28-33. 
 
 12. Transcript from Minutes of Regents, 1870-73, p. 35. 
 
 13. Catalogue, State Normal School, Kirksville, 1871-72, pp. 8-9. 
 16. Ibid, p.20. 
 
 15. Ibid, pp. 15-16. 
 
 16. Ibid, 1872-73, p. 14; 1875-76, p. 21; 1876-77, p. 23; 1877-78, p. 25; 
 1878-79, p. 24; 1879-80, p. 21; 1880-81, p. 18. 
 
 17. Ibid, 1871-72, p. 11. 
 
 18. Ibid, 1875-76, p. 17. 
 
 19. Ibid, p. 17. 
 
 20. Transcript from Minutes of Regents, 1870-73, p. 106. 
 
 21. Catalogue, State Normal School, Kirksville, 1883-84, p. 20. 
 
 22. Ibid, 1875-76, p. 21; Minutes of Faculty for 1877-78 contain fre- 
 (|uent notices of the "Normal Institutes." 
 
 23. Catalogue, State Normal School, Kirksville, 1872-73, pp. 7 and 11. 
 
 24. Ibid, 1874-75, p. 16; 1876-77, p. 20; 1884-85, pp. 6-7. 
 
 25. Ibid, 1872-73, p. 11. 
 
 26. Ibid. 
 
 27. Ibid, 1874-75, p. 16. 
 
The Courses of Study. 131 
 
 28. Ibid, 1876-77, pp. 20-21. 
 
 29. Ibid, 1879-80, pp. 18-19. 
 
 30. Ibid, 1874-75, p. 16; 1875-76, p. 19; 1876-77, p. 19; 1877-78, p. 21; 
 1878-79, p. 20; 1879-80, p. 17; 1880-81, p. 15. 
 
 31. Ibid, 1874-75, p. 31. 
 
 32. North Missouri Register, Feb. 25, 1875. 
 
 33. Catalogue, State Normal School, KirksAdlle, 1873-74, pp. 26-31. 
 
 34. Ibid, 1883-84, p. 20. 
 
 35. Ibid, 1885-86, p. 16. 
 
 36. Ibid, 1886-87, p. 17. 
 
 37. Ibid, 1883-84, p. 17. 
 
 38. Ibid, 1885-86, p. 19. 
 
 39. Ibid, 1886-87, pp. 20-21. 
 
 40. Ibid, 1885-86, p. 21. 
 
 41. Ibid, 1892-93, p. 26. 
 
 42. Ibid, 1883-84, pp. 6-7. 
 
 43. Bulletin, State Normal School, Kirksville, June, 1902, pp. 38-39. 
 
 44. Catalogue, State Normal School, Kirksville, 1899-1900, pp. 11-13. 
 
 45. Ibid, pp. 13-14. 
 
 46. State Superintendent's Report, 1875, p. 13. 
 
 47. North Missouri Register, Jan. 13, 1876. 
 
 48. State Superintendent's Report, 1881-82, p. XII. 
 
 49. Catalogue, State Normal School, 1899-1900, pp. 11-13. 
 
 50. Ibid, 1900-01, p. 25. 
 
 51. Buhetin, State Normal School, Kirksville, June, 1901, pp. 30-31. 
 
 52. Ibid, June, 1902, pp. 19-22. 
 
 53. BuUetin, State Normal School, Warrensburg, June, 1904, pp. 28-29. 
 
 54. BuUetin, State Normal School,|Kirksville, June, 1902, pp. 27-31. 
 
 55. Ibid, pp. 38-39. 
 
 10 
 
CHAPTER IX. 
 
 THE ACADEMIC DEPARTMENTS. 
 
 A well regulated school of today is organized with several 
 distinct departments. In each of these departments, instruction 
 is given in only one subject or a group of closely allied subjects, 
 and over each there presides a specialist who gives his whole 
 time to this work and to nothing else, and who may have one or 
 more assistants. This institution has been a long time in getting 
 itself organized on this sort of a basis. How the work of the 
 school was done before the present organization was attained, 
 and why the departmental system was so slow in arising, will 
 occupy our attention largely in this chapter. 
 
 While the school was a private institution, departments, accord- 
 ing to the above definition, were absolutely lacking. No member of 
 the faculty confined his instruction to one subject or even a group 
 of closely allied subjects. Each was compelled to teach a variety 
 of subjects which were oftentimes very dissimilar. A glance at the 
 way the work was divided among the teachers in any one year 
 will illustrate this fact. Let us take the year 1868-69. In that 
 year President Baldwin taught the professional subjects, elo- 
 cution, and Greek; Professor Nason taught English, history, 
 natural science, and Latin; Professor Greenwood, mathematics 
 and physiology; Professor Pickler, bookkeeping, penmanship, 
 and mathematics; Professor Ferris, geography, penmanship, and 
 drawing, and in addition acted as Principal of the Model School^. 
 Perhaps each of these teachers actually taught one or two other 
 subjects in addition to these that were assigned to them in the 
 catalogue. 
 
 In September, 1871, that is very shortly after the school had 
 become a state institution, a beginning was made towards or- 
 ganizing the pedagogical, English, and mathematical depart- 
 ments on a modern basis. This was done by relieving President 
 Baldwin, Professor Nason, and Professor Greenwood of the 
 
The Academic Departments. 133 
 
 subjects which they had been forced to teach except those that 
 pertained to pedagogy, English, and mathematics, and by assign- 
 ing to them respectively those subjects^. 
 
 The professional or pedagogical department was fairly well 
 organized at this time. It is true that certain subjects were in- 
 cluded in this department which are not considered today as 
 essentially pedagogical, some of which are not given by the school 
 at all at present; nevertheless some member of the faculty has 
 from that time to this given his whole teaching time to instruc- 
 tion in the courses in pedagogy. When the President of the 
 school has served in this position, he has usually had an assist- 
 ant. 
 
 Only a beginning, however, was made in 1871 towards or- 
 ganizing the English and the mathematical departments. The 
 courses in history were taught as a usual thing by the professor 
 of EngHsh until 1879-80, at which time other provision was made 
 for that subject^. It was not until that year, therefore, that 
 the English department was definitely established. 
 
 Physics and astronomy were considered as courses in applied 
 mathematics and were taught regularly by the professor of mathe- 
 matics until 1899-1900, except the years 1888-89 to 1890-91 in- 
 clusive, when he was relieved of physics and given chemistry in- 
 stead^. The mathematical department as it exists today began 
 to take shape in 1899-1900. In that year the professor of mathe- 
 matics was relieved permanently of physics and astronomy, the 
 former having been joined with chemistry to constitute another 
 department, the latter having been dropped from the course of 
 study altogether. Unfortunately he was forced to teach physiol- 
 ogy in that same year, and this compels us to set as the date for 
 the definite establishment of that department the year 1900-01. 
 In that year the professor of mathematics taught pure mathe- 
 matics only for the first time in the history of the school. 
 
 In 1879-80 the department of geography and history was 
 organized^. Prior to that date the subjects that were taken to 
 constitute this department, had been taught by different teachers 
 in connection with other work. Generally history had been 
 
134 State Normal School "History. 
 
 taught by the professor of English, while physical geography 
 fell usually to some one who was teaching some of the natural 
 sciences. The department of geography and history remained 
 apparently distinct until 1887-88 when elocution was added to 
 the subjects taught by the professor of geography and history^. 
 In 1892-93 civil government was also added^. This combina- 
 tion of elocution, history, geography, and civil government re- 
 mained the work of one teacher until 1899-1900 when the depart- 
 ment of history and political economy was organized. In 
 1900-01 the department of European history was established. 
 In the same year a beginning was made towards organizing the de- 
 partment of American history and government. It was not 
 definitely formed until 1903-04, at which time the professor of 
 American history and civil government was relieved of the 
 classes in Latin that he had been forced to teach. 
 
 The department of natural science seems to have had its 
 definite beginning in 1880-81^. In that j'-ear it appears that 
 all the subjects grouped under that heading were assigned to 
 one professor who used his entire time in giving instruction in 
 them. Prior to that year, chemistry, geology, zoology, physiol- 
 ogy, and botany, subjects which constituted this department, 
 were divided among a number of teachers w^ho taught, in addi- 
 tion to their quota of these subjects, a number of other things, 
 although it is possible that in 1876-77 all the natural sciences were 
 taught by one instructor who gave his whole time to them^. How- 
 ever that may be, it was not until 1880-81 that this sort of an 
 arrangement became regular. 
 
 The natural science department remained as organized in 
 1880-81 until a beginning was made towards organizing the three 
 distinct science departments of today. The first step in that 
 direction was taken in 1899-1900 when chemistry was separated from 
 the natural science department and joined with physics which was 
 taken from the department of mathematics. This was the be- 
 ginning of the present department of physical science^o Owing 
 to the fact that the professor of physics and chemistry was com- 
 pelled to assist in mathematics and psychology in 1899-1900, it 
 
MISS M. T. HENDERSON 
 PROFESSOR T. BERRY SMITH 
 
 MISS EMMIR THOMPSON 
 PROFESSOR J. W. SHRYOCK 
 
 Some of the Membees of the Faculty Under President Baldwin. 
 (From photographs taken while they were in the school. 
 
136 State Normal School History. 
 
 was not until the next year when he was reheved of this extra 
 work that the department was definitely established. This de- 
 partment will quite likely be divided very shortly into two de- 
 partments, one in physics, the other in chemistry. 
 
 Out of the group of subjects left in the natural science de- 
 partment after chemistry had been detached in 1899-1900, there 
 have grown up the departments of zoology and of agriculture 
 and botany. After a number of temporary arrangements had 
 been made from 1900 to 1902, the two departments were definitely 
 established in 1 902-031 1. 
 
 It was not until 1891-92 that the Latin department was 
 definitely organized^^. Up to that year Latin had been taught 
 by various instructors who had been forced to give their atten- 
 tion to many other things. Since that year at least one pro- 
 fessor has given his entire time to instruction in Latin. 
 
 Courses are being offered today by this institution in German, 
 French, Greek, and library work^^^ but none of these constitutes 
 a department. The German classes are taught by a man who 
 gives only a portion of his time to the institution, and the classes 
 in French, Greek and library work are taught by teachers in the 
 school who are also engaged in other departments. 
 
 Courses are also' given in elocution, music, manual training, 
 drawing, gymnasium work, and military tactics^^. The courses 
 in elocution, music, and manual training are organized into fully 
 developed departments; the other courses are yet without ade- 
 quate departmental organization. Instruction in music and 
 elocution has been offered by the school ever since it was founded, 
 but the departments of music and of elocution are of recent date. 
 Courses in manual training have been given only five years, dur- 
 ing which time they have always constituted a distinct depart- 
 ment. 
 
 In attempting to show how slowly the present departments 
 of the school have been established, something has been said in- 
 cidentally of the division of those subjects that had not been 
 organized into departments among various members of the fac- 
 ulty. Sometimes these arrangements resulted in queer com- 
 
The Academic Departments. 137 
 
 binations of subjects. A few examples will show what some of 
 them were likens. In 1871-72 geography, botany, history, and 
 reading were assigned to Mrs. Greenwood; Latin, vocal music, 
 and history of art to Miss Gleason; and elocution, logic, book- 
 keeping, and mathematics to Professor Pickler. In 1872-73 chem- 
 istry, geology, and history were assigned to Professor J. T. Smith; 
 and geography, language and drawing to Miss Halliburton. In 
 1873-74 chemistry, geology, and Latin were assigned to Pro- 
 fessor Dutcher; vocal music, penmanship, and gymnastics to 
 Professor Williams ; natural science and drawing to Miss Comings ; 
 and elocution, rhetoric and esthetics to Professor Hamill. In 
 1874-75 elocution, logic and bookkeeping were assigned to Pro- 
 fessor Barnard. In 1875-76 Latin, physical geography and botany 
 were assigned to Miss Henderson; vocal music, American lit- 
 erature, and physiology to Professor Williams; chemistry, zoology, 
 geology, and civil government to Professor Dutcher. In 1877-78, 
 natural science and Latin were assigned to Professor T. Berry 
 Smith. In 1879-80, rhetoric, composition, methods, and Latin 
 were assigned to Miss Heath. In 1880-81 Latin and mathematics 
 were assigned to Professor Paden. In 1882-83 natural science 
 and vocal music were assigned to Professor Gentry. In 1883-84 
 Latin and work in several departments were assigned to Pro- 
 fessor Gentry; and physiology and mathematics to Professor 
 Paden. In 1887-88 geography, history, and elocution were as- 
 signed to Miss Owen. In 1891-92 political economy and chemis- 
 try were assigned to Professor Muir. In 1892-93 chemistry and 
 pedagogy were assigned to Professor Muir; and elocution, history, 
 civics, and geography to Miss Owen. Other examples might 
 have been given but these suffice. 
 
 Generally it was convenience that determined the grouping 
 of the subjects that were assigned to the teachers. This is seen 
 very clearly by noting the changes that were made in the groups 
 of subjects assigned to the same teachers from year to year, a 
 few examples of which are here given^^ 
 
 Professor Barnard taught in this institution from 1874-75 
 to 1886-87. He never had less than three different subjects. 
 
138 State Normal School History. 
 
 Of these, elocution was always one, and another was usually 
 logic. The third subject was first bookkeeping, then English, 
 then civil government, and finally methods. In one year he had 
 professional work as a fourth subject. 
 
 Miss Henderson taught Latin, physical geography and 
 botany in 1875-76 and 1876-77; geography, penmanship, draw- 
 ing, and some of the natural sciences in 1877-78; geography and 
 history in 1879-80 and 1880-81. 
 
 Professor Paden taught physiology and mathematics in 
 1879-80; Latin and mathematics from 1880-81 to 1882-83; physiol- 
 ogy and mathematics in 1883-84; and mathematics in 1884-85. 
 
 Miss Mary Prewitt was assistant in the Model School in 
 1883-84; assistant in several departments from 1884-85 to 1886-87; 
 assistant in mathematics from 1887-88 to 1903-04. Frequently 
 she taught classes in English and in bookkeeping while acting 
 as assistant in mathematics, even as late as 1903-04. 
 
 Professor Gentry taught natural science and vocal music 
 in 1882-83; from that year to 1890-91 inclusive he taught Latin 
 and one other subject which was mathematics, logic, physics, or 
 music as the case might be. Beginning in 1891-92 he has taught 
 Latin exclusively. 
 
 Miss Owen taught geography and history from 1882-83 to 
 1886-87 inclusive; in 1887-88 elocution was added to her work, 
 and in 1892-93 civil government was also added. She taught 
 this combination of four subjects from 1892-93 to 1898-99 in- 
 clusive; from that year to 1903-04 inclusive she taught reading 
 a,nd physical culture and occasionally assisted in English. 
 
 Professor Muir taught methods and acted as Principal of the 
 Model School in 1890-91; political economy and chemistry in 
 1891-92; chemistry and pedagogy in 1892-93; and pedagogy in 
 1893-94. 
 
 Professor Swanger taught English in 1887-88 and 1888-89; 
 physics and English in 1889-90; physics, natural science and 
 mathematics in 1890-91; mathematics from 1891-92 to 1893-94 
 inclusive. 
 
 From these examples it will be seen how the same instructor 
 
.''•-'« 
 
 PKOFESSOB G. W. KHALL 
 MISS ALICE HEATH 
 
 MISS ADA OLDHAM 
 PROFESSOR W. H. BAKER 
 
 Some of the Members of the Faculty FJniier Presikent Baldwin. 
 (From photographs taken while they were in tlie pcliool.) 
 
140 State Normal School History. 
 
 was frequently shifted from one subject to another, especially 
 in the early years of the institution. But it must not be under- 
 stood that in recent times there have been no mixed combina- 
 tions of subjects and no shifting from one subject or group of sub- 
 jects to another. Even since President Kirk began his admin- 
 istration, these combinations and these shif tings have occurred 
 several times. In 1899-00 Professor Norton taught physiology 
 and mathematics; Professor Weatherly taught chemistry, physics, 
 geometry, and psychology; Miss Hall, history and English; Miss 
 Westlake, history, civil government and mathematics^^. As has 
 already been stated Miss Owen and Miss Prewitt both taught 
 English in addition to their regular work in recent years. At pres- 
 ent time Miss Barnes is teaching English, drawing and gymnastics, 
 and Professor Carroll is teaching French, English, gymnasium 
 work and military tactics. The most noticeable cases of shift- 
 ing are those of Miss Parrish and Miss Barnes. Both were 
 transferred from the Training School in 1903-04, the former 
 having been assigned to the library and the classes in French, and 
 the latter to the above miscellaneous group of subjects. 
 
 These conditions together with the undeveloped depart- 
 ments of French, German, Greek, drawing, and gymnastics 
 leave the school incomplete in its departmental organiza- 
 tion. The large appropriation for salaries made by the recent 
 legislature will probably enable the school to organize several 
 new departments at once, and thus add to its efficiency. 
 
 The question naturally arises why have the departments 
 been so slow in being established. In response to this question, 
 at least two reasons may be given. 
 
 1. Usually funds have been lacking so that it has not always 
 been possible to engage a faculty large enough to give each 
 member a distinct department. This was particularly true of 
 the early period of the school's history. Indeed it has only been 
 within the last five years that the appropriations have been large 
 enough to permit of as many distinct departments as now exist. 
 
 2. When the school was established in 1867 the idea pre- 
 vailed that the members of the faculty should be able to teach 
 
The Academic Departments. 141 
 
 a number of subjects rather than be specially qualified in any 
 one. It was felt that specialists were abnormal in their training 
 and would not give the best results, especially with students who 
 were preparing for public school work. 
 
 In this connection it should be borne in mind that at that 
 time many a subject that now constitutes a whole department 
 in itself, was far from being developed. This is particularly true 
 of the sciences and history, both of which were taught largely 
 from text books only. The undeveloped condition of these sub- 
 jects oftentimes made it impossible to treat them as separate 
 departments. Moreover, as instruction in many of them was 
 largely from text books, an active teacher might soon qualify 
 himself to teach most of them. It was therefore of little incon- 
 venience to the teachers to be shifted from one subject to another 
 as we saw many of them were in the early clays of the school. 
 
 Even after many of these subjects had been developed 
 enough to justify placing them in the hands of specialists who 
 would give their entire time to them, and after the revenues of 
 the school had begun to be increased, the old idea that normal 
 school teachers ought to avoid specialization prevailed for a long 
 time among those who had charge of the administration of the 
 school. For a while, even President Kirk, under whose admin- 
 istration the organization of departments has gone on most rapid- 
 ly, advocated this idea, and during his first year purposely put 
 it into operation in several instances. 
 
 NOTES. 
 
 1. Catalogue, North Missouri Normal School, 1868-69, p. 2. 
 
 2. Catalogue, State Normal School, Kirksville, 1871-72, p. 6. 
 
 3. Ibid, 1879-80, p. 6. 
 
 4. Ibid, 1889-90, pp. 2-3; 1890-91, pp. 2-3. 
 
 5. Ibid, 1879-80, pp. 6, 25. 
 
 6. Ibid, 1887-88, p. 3. 
 
 7. Ibid, 1892-93, p. 5. 
 
 8. Ibid, 1880-81, pp. 3, 21-22. 
 
 9. Ibid, 1876-77, pp. 6, 24-26. 
 10. Ibid, 1899-00, p. 4. 
 
142 State Normal School History. 
 
 11. Ibid, 1900-01, p. 3; Bulletin, State Normal School, Kirks ville, June, 
 1901, p. 3; June, 1902, p. 1. 
 
 12. Catalogue, State Normal School, Kirksville, 1891-92, p. 3. 
 
 13. Bulletin, State Normal School, Kirksville, June, 1904, p. 30. 
 
 14. Ibid. 
 
 15. See the faculty lists in the catalogues of the school for the years men- 
 tioned in this paragraph. 
 
 16. See the faculty lists in the catalogues of the school for the years men- 
 tioned in the next seven paragraphs. 
 
 17. Catalogue, State Normal School, Kirksville, 1900-01, pp. 28-29. 
 
CHAPTER X. 
 
 THE TRAINING SCHOOL. 
 
 The foregoing chapter has dealt altogether with the academic 
 departments of study. No mention was made in it of the Train- 
 ing School, or the Model School as it was sometimes called, in 
 order that special attention, which its importance justifies, might 
 be given it here. 
 
 As has already been brought out in the chapter on "The 
 Courses of Study," a Model School was established in connection 
 with the school when it was founded in 1867, and was maintained 
 until December, 1873. It has also been made clear that this de- 
 partment served not only to exhibit to the students of the normal 
 department the best methods of teaching as used by the 
 skilled instructors who were employed to conduct it, but also to 
 prepare many students who were somewhat advanced in years 
 for the work in the normal department. This Model School 
 was never a practice school for prospective teachers. It always 
 purported to be an actual "model school^. 
 
 This school was divided into three departments, the primary 
 the intermediate, and the grammar departments, each of which 
 covered two years work. When it was first established. Professor 
 F. L. Ferris was Principal of the grammar department, Mrs. L. D. 
 Ferris of the intermediate department, and Mrs. Amanda Green- 
 wood of the primary department. These teachers remained in 
 charge of these departments for three years^. V/e have no in- 
 formation as to how the " Model " was organized or who conducted 
 it in 1870-71 and 1871-72. Miss Kate Rowland was Principal of 
 the Model School in 1872-73 and Miss Stephan from September 
 to December, 18733. 
 
 The enrollment for the different years was as follows^: 
 
 1867-68, 144. 1870-71, 68. 
 
 1868-69, 220. 1871-72, 48. 
 
 1869-70, — . 1872-73, 53. 
 
 Sept. to Dec, 1873, 33. 
 
144 State Normal School History. 
 
 From this table it will be seen how much the enrollment of 
 the last year was reduced from that of the first two years, and how 
 the enrollment for the period after the school had been made 
 a state institution gradually dwindled. It is not surprising 
 then that President Baldwin and Miss Stephan recommended to 
 the Board of Regents in their meeting in December, 1873 that the 
 Model School should be suspended, and that the Board acted in 
 accordance with that recommendation^. 
 
 It was evidently not the intention of President Baldwin or 
 perhaps of the Board to give up permanently the idea of having 
 a Model School. This is seen in the fact that the faculty list in the 
 annual catalogues contained until 1878-79 inclusive a blank space 
 for the name of the Principal of the Model School who it was 
 doubtless thought would be selected after the school had begun 
 its year's work^. 
 
 The Model School was not restored until November, 1882, 
 over a year after President Baldwin had left the school. The 
 credit for its restoration belongs largely to President Blanton 
 who took charge of the administration of the school in September, 
 1882, though there are evidences that the matter had been thought 
 of by the school even before he had been elected to the Presi- 
 dency. The faculty discussed it at least once in a very serious 
 manner in February, 1882, but finally reached a decision to make 
 no recommendations concerning the matter to the Board^. In 
 the spring of that year Acting President Nason went to Warrens- 
 burg to assist in examining the candidates for graduation in the 
 State Normal School of that place. While there he had an oppor- 
 tunity to observe the workings of the Model School which had 
 been established in connection with it at the first of that 
 school year. On returning to Kirksville, Professor Nason began 
 anew the agitation in favor of such a school at Kirksville. When 
 Professor Blanton was elected President, he took up the matter 
 with vigor and early success. On November 13, 1882, the Model 
 School was reopened under the supervision of Miss S. Augusta 
 Jayne'^. 
 
 The school was during its first year without any special 
 
The Training School. 145 
 
 quarters of its own, having been accommodated in the various 
 rooms of the building. In September, 1883, it was installed in 
 the rooms which had been newly fitted up in the basement during 
 the previous summer. The basement had up to that time been 
 used only for the heating apparatus. Through a special appro- 
 priation of $3500 which the Legislature made in April, 1883^, 
 several rooms were built in it and the ground immediately sur- 
 rounding the building was terraced as it is today. In these new 
 quarters the Model School remained until it was removed to the 
 annex that was built on the northeast of the main building in 
 190110. 
 
 Unlike the Model School which existed in the early years of the 
 school, the one which was re-established in 1882 gave opportu- 
 nities for practice teaching by the students of the normal depart- 
 ment from the very start. Indeed it is doubtful whether the term 
 "Model School" was a proper one to use for it. It was in reality 
 a Practice or Training School and not a "Model." It was not 
 until President Kirk's administration that the name was changed 
 to Training SchooU^. 
 
 The "Model" as re-established was organized at first into two 
 departments, the primary and the junior departments, each of 
 which covered three years of work^^. In 1885-86, the senior 
 department, which covered two years of work, was added. 
 
 As far as is know^n no change of any importance in the work 
 or organization of the Model School was made during President 
 Dobson's administration. Under President Kirk a number of 
 changes have been made, owing largely to the increase in the ap- 
 propriations. In addition to the new quarters that were secured 
 when the annex was built in 1901, the apparatus used in the 
 work of the school and the teaching force have been con- 
 siderably enlarged. There are now a supervisor, a grammar 
 and a primary critic teacher, and a kindergarten teacher. 
 Prior to 1900-01, there had been only a supervisor, or principal, 
 with occasionally one assistant. The kindergarten department 
 was established in 1900-01 and has proved to be a very important 
 part of the Training School . In all probability better results on the 
 
146 State Normal School History. 
 
 part of both the children and the student teachers are being 
 reaUzed now than in any other period of the history of this depart- 
 ment of the school. 
 
 At the present writing, March, 1905, another new depart- 
 ment in the Training School is being planned. Arrangements 
 are being made for the immediate erection on the campus of a 
 
 MISS MONTANA HASTINGS. 
 
 Supervisor of the Training School since September, 
 1903. 
 
 model, rural school house. The equipments will be modern, and 
 yet of such a character that they may be installed in any rural 
 district in the state. The entire cost of the completed building 
 will not exceed one thousand dollars. In this building will be 
 gathered as miscellaneous a lot of children as can be found in. the 
 town who will receive instruction at the hands of a specially com- 
 
The Training School. 147 
 
 petent teacher for the work. The school will be in every respect 
 a model school. It will serve to show the students of the normal 
 department how a good rural school should be conducted, and 
 at the same time it will exhibit to the people of the state what may 
 be done in the way of a building with modern equipments in any 
 part of the state, for not over one thousand dollars. It is planned 
 to have this model rural school open for Avork next September. 
 When it is established, it will be the most unique institution in 
 the educational world. Nothing like it now exists. The idea 
 was conceived by President Kirk who has been making for years 
 a special study of the needs of the rural schools. 
 
 The Principals, or Supervisors, of the Training School since 
 its re-establishment in 1882 are as follows^^: 
 
 Miss S. Augusta Jayne, 1882-83 to 1886-87. 
 
 Professor J. T. Muir, 1887-88 to 1888-89. 
 
 Miss Marguerite Pumphrey, 1889-90 to 1893-94. 
 
 Mrs. Anna Seitz, 1894-95 to 1897-98. 
 
 Miss Mary DeWitt, 1898-99. 
 
 Miss Opheha Parrish, 1899-1900 to 1902-03. 
 
 Miss Montana Hastings, 1903-04 to 
 
 NOTES. 
 
 1. See pages 103-104. 
 
 2. Catalogues, North Missouri Normal School, 1868-69, p. 2; 1869-70, p. 2. 
 
 3. Catalogue, State Normal School, Kirksville, 1872-73, p. 6; N. Mo. 
 Register, Sept. 18, 1873; Transcript Minutes of Regents, 1870-73, p. 106. 
 
 4. Catalogue, North Missouri Normal School, 1868-69, p. 20; 1869-70, 
 p. 21; Catalogue, State Normal School. Kirksville, 1871-72, p. 27; 1872-73, 
 p. 29; 1873-74, p. 31; 1874-75, p. 14. 
 
 5. Transcript from Minutes of Regents, 1870-73, p. 106. 
 
 6. See faculty lists in catalogues from 1874-75 to 1878-79 inclusive. 
 
 7. Faculty Minutes, Feb. 17, 1882. 
 
 8. Catalogue, State Normal School, Kirksville, 1883-84, p. 20. 
 
 9. Laws of Missouri, 1883, p. 6. 
 
 10. Bulletin, State Normal School, Kirksville, June, 1902, p. 6. 
 
 11. Catalogue, State Normal School, Kirksville, 1901-20, p. 7. 
 
 12. Ibid, 1883-84, pp. 23-25. 
 
 13. See the faculty lists in the catalogues of the school from 1882-83 to 
 1904-05 inclusive. 
 
 11 
 
CHAPTER XI. 
 
 THE LIBRARY AND THE LABORATORIES. 
 
 Among the most important equipments of a school are the 
 Ubrary and the laboratories. Generally the efficiency of the work 
 done in any school may be determined by the character of these 
 equipments which it affords. This institution was forced for a 
 long time to work with very meager library and laboratory 
 facilities. Why this was so and how a start has been made 
 towards adequate equipments on a modern scientific basis will 
 occupy us in this chapter. 
 
 The library of the school was first mentioned in the second 
 annual catalogue in which it was referred to as a " distinguishing 
 feature^". In what sense it was such at that time it would be hard 
 to say, as there is no evidence that it began to have an existence 
 until 1871^. The first definite statement concerning the library 
 was contained in the catalogue giving the announcements for 
 1872-73. There it was stated that about one thousand volumes 
 of standard works had been secured by purchase and donation^. 
 It was a long time before any increase in the size of the library 
 was announced. 
 
 When the school occupied its new building in January, 1873, 
 the library was divided into three parts, the general, the refer- 
 ence, and the professional libraries. Each of these was installed 
 in a separate place. The general library was kept in the room 
 in the tower north of the chapel, and contained "choice standard 
 works." An American Encyclopedia, several dictionaries, and 
 ''many leading text books" constituted the reference library, 
 and were placed in cases on the platform in the chapel. It was 
 announced that it was intended to make this the most extensive 
 library of its kind in the west, and it was hinted that this end would 
 be accomplished through donations from the different publishers 
 of "this country and Europe." The professional library was 
 kept in the "Principal's room," and was designed to embrace 
 "all the books and reports that could aid the teachers. 4" 
 
The Library and the Laboratories. 149 
 
 At the same time the library was organized on the above 
 basis, it was arranged to use the chapel as a reading room during 
 certain hours of the day. There were placed on file in it a few 
 newspapers and sometimes some magazines for the use of the 
 students^. 
 
 Very shortly after the school became a state institution, the 
 United States government made it a depository for its various 
 publications, and still continues to do so. 
 
 Each year some member of the faculty was elected librarian. 
 Upon him fell the task of keeping the general library open on cer- 
 tain days, and attending to the letting out and receiving of books. 
 All of this work was performed by the librarian in addition to his 
 regular duties as a teacher^. It appears, however, that he was 
 sometimes assisted by student monitors'^. 
 
 The above arrangement of the library with its three divi- 
 sions, each in a separate room, and with some member of the 
 faculty acting as librarian, remained unchanged down to the be- 
 ginning of President Kirk's administration. However some 
 growth was made during the administrations of Presidents Blan- 
 ton and Dobson. Brief mention must be made of this. 
 
 Under President Blanton the library was considerably en- 
 larged. This was particularly true of the division known as 
 the general library. It was President Blanton 's ambition to get 
 the students to read widely in the best of literature. To this end 
 he used whatever funds were available for the library in pur- 
 chasing books on fiction and history. There was no particular 
 intention that these books should be used in the preparation of 
 work in the classes in literature and history; their purpose was 
 for general culture mainly. The catalogue of the library 
 that was printed at the close of President Blanton 's adminis- 
 tration, shows that it contained over two thousand classified 
 books in addition to about as many more government publica- 
 tions and other unclassified books^. The report of the librarian 
 in 1890 in which the number of books drawn out for four years 
 was given, shows that the library was being used extensively, 
 and that the reading habit among the students was growing from 
 year to year^. 
 
1"50 State Normal School History. 
 
 During President Blanton's administration the literary socie- 
 ties were induced to purchase books of their own and keep them 
 in their own halls. Some of these libraries contained a fairly 
 large number of books. 
 
 The most important improvement made by President Dob- 
 son was the removal of the general library from the room in the 
 tower to a room of about the same size just west of the chapel, 
 and the fitting up of room number twenty, which adjoined the 
 new general library room, as a reading room. By removing the 
 partition, the two rooms were thrown into one. Arrangements 
 were then made for keeping the library open during school hours 
 every day in the week, so that the students were enabled to make 
 use of the library books in the reading room at any hour in the 
 day, instead of being limited to drawing out books at a few 
 specified times in the week. Moreover, the newspapers and mag- 
 azines that had been kept on file in the chapel were now placed 
 in the new reading room^o. 
 
 Meager as these equipments were, great praise must be paid 
 to Presidents Baldwin, Blanton, and Dobson for what they ac- 
 complished. They did all that could possibly be done with the 
 means at their command. Not one cent did they receive frojn 
 the Legislature for the support of the library. The money spent 
 for books during their administrations was raised by means of 
 entertainments by the faculty and by the societies, by lectures, 
 by donations, by excursions, and the like. For a short time dur- 
 ing President Baldwin's administration the proceeds from the 
 rental or the sale of the text books which the school kept, were 
 used for increasing the libraryii. Sometimes the amount raised 
 by the above means would come to several hundred dollars in the 
 course of a year, but frequently the amount would be very small. 
 
 It was provided in the act which was passed by the Legislature 
 in 1873 legalizing the sale of the original property of the school, 
 that one third of the proceeds realized from the sale might be 
 used for the purchase of books^^. It is possible that a part of 
 these proceeds was used in starting the library, but no record to 
 that effect has been found. The persistent refusal of the Legis- 
 
The Library and the Laboratories. 151 
 
 lature until 1899 to appropriate anything to the support of the 
 library, is the cause for its slow growth. What was done up to 
 that year merits, therefore, all the more our hearty appreciation. 
 
 The wonderful development of the library during President 
 Kirk's administration has been made possible by the special 
 appropriations that have been made by the Legislature. When 
 he came to the school in the fall of 1899, he found that the $2500 
 which had been appropriated by the Legislature for the library 
 and the laboratories a few months before, was practically intact. 
 Small though this appropriation was, it was enough to begin the 
 reorganization of the library and the laboratories. 
 
 The first step taken was the formation of departmental 
 libraries. This was accomplished by taking from the general 
 library those books that might be I'sed as references in the classes 
 and placing them in special l^ook cases in the rooms of the differ- 
 ent departments. Those departments in greatest need of new books, 
 were each given a part of the available library fund with which 
 the same might be purchased. One of the objects in forming 
 departmental libraries was to bring the students into daily con- 
 tact with reference .books, and this, it was said, would be best 
 attained under the circumstances by having the books in the differ- 
 ent recitation rooms under the care and keeping of the teachers 
 in charge^^ 
 
 The library continued as thus organized for four years. 
 During this period the growth was slow but steady. In 1901, the 
 Legislature appropriated only $1000 for libraries and laboratories. 
 The number of books purchased in the next two years was not 
 very large. But the appropriation in that year for a new build- 
 ing had a most important bearing on the library, inasmuch as 
 this building when completed contained a spacious library room. 
 In 1903, an appropriation of $5000 for equipping this new 
 library room with fixtures and books was secured. These pro- 
 visions have made it possible to begin the organization of the 
 library on a modern, scientific basis. Under the direction of 
 Miss Parrish, who was made librarian in June, 1903, the depart- 
 mental libraries have been merged into the general library and 
 
152 State Normal School History. 
 
 the books have been classified and catalogued according to the 
 Dewey decimal system. 
 
 The aim has been to build up a working library. To that 
 end many duplicate copies of such books as may be used by the 
 students in the preparation of their class work, are purchased. It 
 is considered a better investment to buy many duplicates of a 
 
 MISS OPHELIA PARRISH. 
 
 Under whom the present organization of the library 
 was effected. 
 
 fewer number of excellent hand books than to buy single copies 
 of a greater number of titles. 
 
 Although it has been less than two years since the library 
 has been reorganized, it has already outgrown its new quarters. 
 Plans are in contemplation for an increase of room in the near 
 future. Probably the whole of the present floor on which the 
 
The Library and the Laboratories. 153 
 
 library is located will be used for it. In case this is done, its 
 efficiency will be more than doubled. The appropriation for the 
 library made by the recent session of the Legislature, while it 
 was not as large as asked for, will make it possible to add many 
 hundred volumes. If financial support is continued in adequate 
 amount for a few more years, the library will become one of the 
 most serviceable of its kind in the country. 
 
 The history of the laboratories of the school has been very 
 much like that of the library. From the first the "apparatus" 
 was spoken of as a "distinguishing feature" of the institutioni^^ 
 but there is no evidence that any laboratories existed until 1871-72. 
 In the catalogue for that year it was announced that "the Regents 
 have placed a sufficient sum of money in the hands of the Faculty 
 to purchase all necessary chemical and philosophical apparatus".!^ 
 
 The growth of the laboratories from this small beginning was 
 very slow. This was due to the fact that no appropriation was 
 made for the purchase of scientific apparatus until 1899. Up 
 that year all the money expended for laboratory appliances was 
 derived from entertainments like those given for the library, and 
 from the incidental fund. Though this fund amounted to several 
 thousand dollars each year, it was drawm upon for so many things 
 that the amount that could be used for the laboratories was 
 very small. Donations of various kinds, particularly of speci- 
 mens, were frequently received. 
 
 The small room that stands directly east of the chapel was 
 the place where all the apparatus and specimens for the study of 
 the sciences were kept. This room was called the cabinet room 
 or the museum. In the course of a few years it was filled with 
 apparatus and geological, botanical, and zoological specimens. 
 Many of these specimens were contributed by the students who 
 gathered them during the vacations and brought them to the 
 school at the opening of the following terms^^. 
 
 The cabinet room was the only laboratory which the school 
 afforded until the heating plant was removed in 1899 from the base- 
 ment and installed in its present quarters to the rear of the building. 
 After that was done, two rooms were fitted up in the basement, 
 
154 State Normal School History. 
 
 one for chemistry, the other for physics. Some increase was made 
 in the apparatus used in these laboratories, but until 1899 the 
 amount was very small. Notwithstanding that, some very excel- 
 lent work was done in them owing to the skill of the men who had 
 them in charge. Experiments in the X-rays were performed in the 
 physics laboratory very shortly after they had been discovered!'^. 
 
 Until recent years, as has already been noted in another 
 chapter, all the sciences except physics, which was joined to mathe- 
 matics, were grouped in one department called the natural science 
 department. With the formation of the three distinct depart- 
 ments of physics and chemistry, of zoology, and of botany and 
 agriculture, there has been an increase in the number of labora- 
 tories and in the equipments of each. This improvement has been 
 made possible by the special appropriations that have been made 
 by the Legislature since 1899. 
 
 The new building, for which a special appropriation of $50,000 
 was made by the recent Legislature, will be used largely by 
 the science departments. In it all the laboratories and recitation 
 rooms of these departments will be located. This additional 
 room will add greatly to their efficiency. 
 
 NOTES. 
 
 1. Catalogue, North Missouri Normal School, 1868-69, p. 22. 
 
 2. Catalogue, State Normal School, Kirksville, 1871-72, p. 20. 
 
 3. Ibid, 1872-73, p. 20. 
 
 4. Ibid, 1873-74, p. 20. 
 
 5. Ibid, 1873-74, p. 21; N. Mo. Register, Jan. 14, and Feb. 18, 1875. 
 
 6. Faculty Minutes, Feb. 1, 1871; Aug. 30, 1873; Aug. 31, 1874; Sept. 
 13, 1875; Sept. 10, 1877; Sept. 5, 1879; Aug. 30, 1880; Sept. 5, 1881. 
 
 7. The Tattler, Jan. 23, 1875. 
 
 8. Preface in the Catalogue of the Library of the State Normal School 
 Kirksville, 1891. 
 
 9. Kirks^d^e Journal, June 26, 1890. 
 
 10. KirksviUe Democrat, Aug. 13, 1897; Normal Message, Sept. 1897, 
 p. 24. 
 
The Library and the Laboratories. 155 
 
 11. Fourth Annual Circular of the North Missouri Normal School: Cat- 
 alogue, State Normal School, Kirksville, 1871-72, p. 7; 1872-73, p. 3. 
 
 12. Laws of Missouri, 1873, p. 79. 
 
 13. Catalogue, State Normal School, Kirksville, 1899-1900, p. 7. 
 
 14. Catalogue, North Missouri Normal School, 1868-69, pp. 22-23. 
 
 15. Catalogue, State Normal School, Kirksville, 1871-72, p. 20. 
 
 16. Ibid, 1872-73, p.. 20; 1873-74, p. 21; 1874-75, p. 26; 1878-79, p. 28; 
 1879-80, p. 24. 
 
 17. Kirksville Democrat, March 27, and April 3, 1806 
 
CHAPTER XII. 
 
 THE FACULTY. 
 
 In this chapter it is planned to give a sketch of the founder 
 of the school, of each of his associates in its establishment, and 
 of each of the succeeding Presidents, and to give a complete list 
 of all those who have been regular members of the faculty with 
 their terms of service in the school. 
 
 President Joseph Baldwin.* 
 
 Joseph Baldwin was born at New Castle, Pennsylvania on 
 October 31, 1827^. On his mother's side he was of Scotch Irish 
 descent, on his father's side of Quaker descent. Tradition has 
 it that the founder of the Baldwin family in this country came 
 with William Penn to Pennsylvania. 
 
 His early education was obtained in the district school, and 
 his preparatory education for admission to college at Bartlett 
 Academy, Newcastle, Pennsylvania. In 1848 he entered Bethany 
 College, Virginia, from which he was graduated with the A. B. 
 degree in July, 1852. Among his instructors in this institution 
 was Alexander Campbell, then in his prime. 
 
 In August, 1852 he was married to Miss Ella Sophronia 
 Fluhart of Ohio. Immediately after their marriage, they came 
 to Missouri, and in the fall he opened the Platte City Academy in 
 Platte county of this state. In the next year, he and his wife 
 undertook the management of a ladies' boarding school at Savan- 
 nah, Missouri, and maintained it for three years. In 1856 he 
 helped to organize the Missouri State Teachers' Association in 
 St. Louis, and was elected Vice President. The meeting was 
 attended by Horace Mann, from whom he drew a great deal of 
 helpful and stimulating inspiration. 
 
 After having spent four years in Missouri, he returned to 
 his native state and spent one year there, part of his time con- 
 
 *For a picture of President Baldwin, see the frontispiece. 
 
The Faculty. 157 
 
 ducting the Lawrence County Normal School and the rest of the 
 time attending the Millersville Normal School. From Pennsyl- 
 vania he went to Indiana, where within the next ten years he 
 conducted several private Normal Schools; one at Burnettsville 
 from 1857 to 1859, one at Kokomo from 1859 to 1863, and one at 
 Logansport from 1864 to 1867. The interval between his schools 
 at the last two places was spent in the Union army. 
 
 The story of his coming to Kirksville in 1867 and opening a 
 Normal School in the building known as Cumberland Academy 
 and maintaining it as a private institution for over three years, 
 has already been told^. There has also been related much of his 
 life from the time the school became a state institution down to 
 the close of his administration, inasmuch as whatever history 
 the school had during that period centered largely about his per- 
 sonality. There remains only to relate briefly his career after 
 leaving Kirksville, and to make some estimate of his life and 
 character. 
 
 In the summer of 1881, President Baldwin was elected to the 
 Presidency of the Sam Houston Normal Institute at Huntsville, 
 Texas. He had been engaged by the commissioner of the Pea- 
 body Fund to go to Texas in July of that summer and do insti- 
 tute work. While he was there the above election took place. Though 
 greatly regretting to leave Missouri, President Baldwin felt that 
 it was best to accept the position that was tendered him. Con- 
 ditions in Texas were then very much as they had been in Mis- 
 souri in 1867 when he came to Kirksville to establish a normal 
 school. The Sam Houston Normal Institute was at the time the 
 only State Normal School in Texas, and had been established 
 only two years. There was a chance to open up a field that was 
 practically new, and that appealed very strongly to the pioneer 
 instincts of the man. This was not, however, his onlj^ reason for 
 going. For some years he had been the object of petty jeal- 
 ousies and harassing persecutions, and he had come to realize 
 that his position in this institution was being undermined by some 
 who assumed to be his friends. There was before him, therefore, 
 the prospect that this opposition, which was altogether unde- 
 
158 State Normal School History. 
 
 served, would result in his being displaced some time sooner or 
 later. Doubtless this and his natural aversion for any conflict 
 in which his own personal interests were involved, had very much 
 to- do with his decision to leave the state and accept the Texas 
 proposition. 
 
 President Baldwin remained with the Sam Houston Normal 
 Institute for ten years, from 1881 to 1891. At the beginning of 
 that period the school had a faculty of seven teachers and an 
 attendance of 200. At the close, it had a faculty of eleven 
 teachers and an attendance of 398^. These are some of the evi- 
 dences of the success that attended the work of President Bald- 
 win in his new field. 
 
 In 1891 he was elected to the newly created chair of pedagogy 
 in the University of Texas, and was continued in this position 
 until 1897 when he was made Professor Emeritus of Pedagogy in 
 that institution. He died on January 13, 1899 in Austin, Texas, 
 where he was buried. 
 
 The life of President Baldwin is an illustration of what a man 
 with a few great ideas and the willingness to work, may accom- 
 plish. It can not be said of him that he was a broadly learned 
 man or a man of great versatility. Yet it must be acknowledged 
 that as the result of long and deep thinking on some of the funda- 
 mental educational questions of the day, he reached some very 
 sound and definite conclusions of his own, for the realization of 
 which he spent the whole of his life. This constitutes the basis 
 of his greatness. 
 
 He believed most firmly in the absolute necessity of the very 
 best possible elementary and secondary education, and to this end 
 he advocated a thorough and scientific preparation of the teach- 
 ers for that work. The efforts which he put forth to bring about 
 these results have had a marked influence upon the educational 
 systems of Indiana, Missouri, and Texas. 
 
 As has already been said he was by instinct a pioneer. To 
 him there was something decidedly fascinating in a field of labor 
 that had been heretofore unoccupied. By nature he was emi- 
 nently fitted to arouse enthusiasm on the part of others for a new 
 
The Faculty. 159 
 
 system, and to lead them to assist him in getting it adopted. As 
 an organizer of new work he was not surpassed. 
 
 However, his success in further developing an established 
 work was not as great as in initiating it. For this he was not 
 always solely responsible. Had he received the support he should 
 have received from the Board of Regents in the last years of his 
 administration in this institution, he might have done much more 
 than he did. 
 
 Very few school Presidents have been able to command and 
 maintain the loyalty and respect of the students as he did. He 
 attained this through the confidence he placed in them and the 
 sympathetic interest he took in their ambitions and enterprises, 
 thus making each student feel that he was his personal friend. 
 This explains why his name has always been held in sacred mem- 
 ory by those who were under his direction. 
 
 The frank and unsuspecting nature of the man made him 
 liable to be imposed upon by designing persons. Thinking all 
 men were as honest as himself, he frequently found himself badly 
 defrauded and abused. Occasionally he was led into situations 
 which gave his enemies an opportunity to attack and abuse him 
 while at the same time he generally refused to defend himself 
 or to expose those who were injuring him. He was not without 
 faults. He was but human. However, in the light of the great 
 service which he did for the state and the purity of the motives 
 that always actuated his life, these imperfections appear as in- 
 significant. 
 
 His work was not confined to the school room. He 
 was frequently before the public as a platform orator, speak- 
 ing chiefly on educational topics. He was an elder in the Chris- 
 tian church and occasionally preached and performed other re- 
 ligious services. There were very few districts in northeast Mis- 
 souri in which he had not spoken to the people in some way or 
 other. He was very active in the educational associations of 
 the state and nation, and appeared frequently in their discussions. 
 He was a frequent contributor to some of the leading educational 
 journals, at one time assisting in the editing of the American 
 
160 State Normal School History. 
 
 School Journal. He wrote two works on pedagogy; one was en- 
 titled ''School Management," the other, ''Elementary Psycholo- 
 gy." These books have been used extensively in this country and 
 were adopted by the government of Canada for the schools of that 
 country. His "School Management" was translated into Spanish 
 for use in the schools of Mexico and the Republics of South America. 
 
 In making up her list of great benefactors, Missouri must 
 always include the name of Joseph Baldwin. Coming to the 
 state at the close of a war that had greatly injured it, he spent 
 fourteen years of the best period of his life in building up its 
 school system, and in that time "accompHshed more for the cause 
 of popular education than any other man in the state." As 
 yet formal recognition has not been made of his services to the 
 state. It is hoped that the time is not far distant when something 
 may be done towards the erection of a monument which will be 
 worthy of the man and the work he did for the people of this 
 state. 
 
 Professor Frank L. Ferris. 
 
 It is a matter of serious regret that this sketch must be brief, 
 owing to the fact that all efforts to obtain material sufficient for 
 a complete account of Professor Ferris and his wife have failed. 
 It is also a matter of regret that no pictures of them have ever 
 been found. 
 
 Professor Ferris was born about 1840 in the state of New 
 York. After his marriage, he and his wife were engaged in teach- 
 ing private schools in several towns in Indiana, among which 
 were Idaville, Burnettsville, and Logansport. It was while they 
 were at the last two places that President Baldwin formed their 
 acquaintance and frequently visited their schools. Being highly 
 pleased with the work they were doing, he consulted with them 
 regarding his contemplated normal school in Missouri, even before 
 he decided to come to the state to seek out a location. Just be- 
 fore starting on his trip which finally brought him to Kirksville 
 in February, 1867, he made conditional arrangements with them 
 to the effect that if he should decide to establish a school in this 
 state they would assist him in the work. 
 
The Faculty. 161 
 
 These conditional arrangements were made permanent as 
 soon as President Baldwin came to definite conclusions as to what 
 he was going to do. Professor Ferris and his wife moved to Kirks- 
 ville during the spring of 1867, and during the summer he assisted 
 President Baldwin, Professor Nason, and Professor Greenwood 
 in canvassing this part of the state for students for the new 
 school. 
 
 Professor Ferris was Principal of the Model School that was 
 connected with the institution and taught the subjects in the 
 grammar department of the "Model" and in addition geography, 
 penmanship, and drawing in the normal department. Mrs. 
 Ferris was the principal teacher in the intermediate department 
 of the Model School. They remained with the institution nearly 
 three years. 
 
 After leaving the school, Professor Ferris was Principal of 
 the Kirksville public schools for at least one year .He finally 
 moved west on account of his health, and died of consumption 
 in Denver on November 18, 1873*. His wife survived him sev- 
 eral years. 
 
 Professor Ferris was an excellent teacher. He was an 
 ordained minister in the Universalist church, but never served a 
 congregation as pastor. 
 
 On coming to Kirksville to begin his work in the North Mis- 
 souri Normal School, he interested two of his young friends in 
 Indiana to come to this school, and to board with him and his 
 wife. One of these young men was Mr. B. F. Heiny, who is still 
 living in Kirksville and is cashier of the National Bank of Kirks- 
 ville. From him most of the data in this sketch has been ac- 
 quired. The other young man was Mr. H. C. Langiey, now a min- 
 ister in California, 
 
 Professor William P. Nason.* 
 
 William Pinckney Nason^ was born in Fairfield District, 
 South Carolina, on May 16, 1824. Until he was twenty four years 
 old, he lived on the farm, most of the time with his parents. His 
 
 *For a picture of Professor Nason, see )iage 33. 
 
162 State Normal School History. 
 
 ■elementary education was acquired in the district schools of his 
 neighborhood. On leaving the farm in 1849 he spent most of the 
 year in school, part of the time in a small college at Fayetteville, 
 Tennessee, and part of the time in an academy in Oktibbeha county, 
 Mississippi. In the summer of 1855 he attended South Hanover 
 College in Indiana. This closed his career as a student in school. 
 
 His first teaching was done in Pontatoc county, Mississippi 
 in the fall of 1849. When he finished this work, he decided to 
 explore Texas, and so spent from January to August, 1850 in 
 roaming over Texas on a mustang. In the fall of that year he 
 went to Oktibbeha county, Mississippi, and taught a school there 
 for two winters. 
 
 After this experience in teaching he decided he would study 
 medicine, and actually made a start in that direction. The 
 death of his favorite brother who was a physician, caused him to 
 give up the idea altogether. He then returned to teaching and 
 continued in the profession regularly until 1887. 
 
 From 1852 to 1867 he was engaged in district or private 
 school work in a number of states. In the winter of 1852-53 he 
 taught in Switzerland county, Indiana, and from the fall of 1853 
 to the spring of 1857 he was engaged in a district school in Carroll 
 county, Kentucky. 
 
 In the spring of 1857 he left Kentucky in company with his 
 fellow townsman, Mr. W. T. Baird, and came to Kirksville, Mis- 
 souri. They had been induced to come here by some friends who 
 had preceded them to this county. They made the trip by boat 
 from Carrollton, Kentucky to LaGrange, Missouri, and by horse- 
 back from the latter place to Kirksville, arriving here on March 
 22, 1857. 
 
 Immediately on reaching Kirksville, Professor Nason secured 
 a school three miles northwest of town, and taught it during that 
 spring and summer. In the fall he opened a school in Kirks- 
 ville and continued it until the fall of 1860. This school was 
 held at first in a rented building, but in 1858 he built a school 
 house of his own on the northeast corner of Buchanan and Florence 
 streets. The building was a one story affair, and was arranged 
 
The Faculty. 163 
 
 so that it could be divided into three recitation rooms or be opened 
 out as one room. The school was supported in part by what 
 public revenues existed for public education, but chiefly by 
 tuition fees. The enrollment was as high as one hundred and 
 thirty at one time, and two or three assistants were always em- 
 ployed. 
 
 In the fall of 1860 Professor Nason rented his building to the 
 Kirksville Presbytery of the Cumberland Presbyterian church, 
 in which the Academy, which the Presbytery had already 
 organized, was to continue until its new building, then in process 
 of erection, was completed. He spent the winter of 1860-61 
 in teaching a country school northeast of town. In the follow- 
 ing winter he resumed his school work in Kirksville, making use 
 of his own building, Cumberland Academy having meanwhile 
 died out. 
 
 In the summer of 1862 he moved to Wisconsin and taught in 
 Dartford and vicinity until March, 1865, when he returned to 
 Kirksville where he held a spring and summer school. In the 
 fall of that year he went to Kentucky and taught a three months 
 school, and then went back to Wisconsin and taught a school for 
 a few months in the vicinity of his former schools of that state. 
 After making a visit to his father's family in Mississippi in the 
 spring of 1866, he returned to Kirksville, and in the fall opened 
 a school in the Free-Will Baptist church which stood then on the 
 site of the present M. E. Church, South. 
 
 He was engaged in this school when Professor Baldwin came 
 to town in February, 1867 in search of a suitable location for a 
 normal school. He very shortly agreed to become one of the fac- 
 ulty of the new school, in fact he was the first of the local teachers 
 with whom Professor Baldwin made arrangements for that purpose. 
 For twenty years he was connected with the school, serving most 
 of the time as Vice President and one year, 1881-82, as Acting 
 President. He had charge of the classes in English and generally 
 taught a number of other subjects until at least 1879-80. 
 
 He was a strict disciplinarian, and it frequently fell to his 
 lot to administer the rules regulating the conduct of the students. 
 
 12 
 
164 State Normal School History. 
 
 Many an old student will remember his experience in ''Number 
 Six" for being tardy at school. He was exacting in the require- 
 ments of the class exercises, and was very open in his criticism 
 of those who failed to come up with their duties. Notwithstand- 
 ing this sternness in the class room, he was greatly loved and re- 
 spected by the students. His" sincerity, his sympathetic interest 
 in the welfare of the students, and his exemplary life won the 
 esteem and confidence of all who came under his direction. 
 
 On severing his connection with the school, he took up 
 pastoral work, serving several different charges in the Cumber- 
 land Presbyterian Church in this section of the state. He had 
 been ordained as a preacher in that church in 1869, and frequently 
 filled various engagements while teaching in the Normal School. 
 During 1870-71 he supplied the C. P. Church in Kirksville, under- 
 taking however none of the pastoral work. He gave up his pas- 
 toral engagements in 1892 and has never assumed any other since 
 that time, though he has frequently officiated at various religious 
 services and does so yet occasionally. 
 
 In 1889 he became interested in a private school at LaBelle, 
 Missouri, called Western College, and continued in that until Feb- 
 ruary, 1891, when he was forced to give it up owing to ill health. 
 This proved to be his last school work. 
 
 In June, 1902, the Board of Regents, at the recommendation 
 of President Kirk, made Professor Nason, Professor Emeritus of 
 Ethics, and ordered that his name should appear in the faculty 
 list of the school under this title during the remainder of his life. 
 In doing this the Board has placed itself on record as recognizing 
 his valuable services in the first twenty years of the institution, 
 much to the satisfaction of his friends and former students. 
 
 Professor Nason has been twice married. His first wife was 
 Miss Sarah Cowan of Wisconsin, to whom he was married on 
 January 23, 1859. She died on February 10, 1864. On June 
 12, 1866, he was married to Mrs. Thompson of Kirksville, both 
 ot whom are still living in this place, full of years and of honor. 
 
The Faculty. 165 
 
 Professor James M. Greenwood.* 
 
 James Mickleborough Greenwood^ was born in Sangamon 
 comity, Illinois on November 15, 1837. His youth was marked 
 with a great deal of privation, owing to the disastrous effects of 
 the panic of 1837 on the possessions of his father. He attended 
 the district school of his neighborhood from the time he was ten 
 until he was sixteen. During this period he showed his fondness 
 for mathematics, that branch of learning for which he has since 
 made himself particularly famous. 
 
 In 1852 he came with his father's family to Adair county, 
 Missouri, settling on a farm southeast of Kirksville. Here he 
 found the educational advantages very poor, perhaps less than 
 those of his old home in Illinois. The nearest school was seven 
 miles distant, so that his study in the next few years was carried 
 on almost exclusively at home. To the small family library which 
 contained a few standard English authors, he added a few 
 volumes which he purchased from the library of a man who had 
 recently died, using the proceeds from the sale of a calf in making 
 the purchase. Among these books were Vergil, Stoddard's 
 Latin Grammar, Salkeld's First Spanish Book, Butler's Analogy, 
 Olmstead's Philosophy, and Davies' Algebra, Geometry, and 
 Surveying. By studying these books, unaided and alone, he 
 managed to make a start in Latin, Spanish, and the higher 
 mathematics. In addition to this, he read everythiiig he could 
 beg, buy, or borrow within miles of where he lived. All these 
 books were of a serious nature. Up to his twenty-seventh year 
 he had read only two novels. Meanwhile he spent a good deal of 
 his time in working on the farm and hunting, thus contributing 
 to his physical strength. 
 
 He first thought he would prepare himself for the legal pro- 
 fession, and actually made a start in that direction, but shortly 
 give up the idea and took to teaching. His first school was in 
 Adair county. Owing to his youth, being only sixteen years old 
 at the time, some of the students sought to give him trouble, but 
 he succeeded in overcoming all diffi<;ulties. 
 
 *For a picture of Professor Greenwood, see page 35. 
 
166 State Normal School History, 
 
 In 1859 he entered a Methodist Seminary at Canton, Mis- 
 souri, at that time one of the strongest educational institutions 
 in the northeastern part of the state. There he made a splendid 
 record as a student. Being queerly dressed he was made the 
 object of ridicule by some of the other students, but this only in- 
 creased his efforts to excel in his work. In April, 1858, he was 
 compelled to withdraw from school owing to ill health, and never 
 entered again. 
 
 After leaving the Seminary, he spent several years on his 
 father's farm. On November 1, 1859, he was married to Miss 
 Amanda McDaniel, who was then teaching in Kirks ville. In 1862 
 he enlisted in the Missouri militia and served in it for over a year. 
 During the winter of 1863-64 he taught school in Lima, Illinois. 
 At the close of this work, he re-enlisted in the Missouri militia 
 and remained in it until December 10, 1864. 
 
 He then returned to Adair county and was employed to teach 
 a three months school near his home. Owing to the small pox 
 which broke out in the neighborhood, he had to give up this school 
 long before it was due to close, whereupon he obtained employ- 
 ment for a short time in the Circuit Clerk's office in Kirksville. 
 The next two years, 1865-1867, were spent in teaching, the first 
 one at Lima, Illinois, and the second in Knox county, Missouri. 
 
 At the close of the school in Knox county, he returned to his 
 father's farm and prepared to settle down to farming and cattle 
 raising, having about given up altogether the idea of teaching. 
 But in a very short while he was interested in the normal school 
 which President Baldwin had decided to open in Kirksville, and 
 he and his wife consented to become members of the faculty. 
 The story of the arrangements that were made between Pres- 
 ident Baldwin and Professor Greenwood and his wife has already 
 been told'^. 
 
 Professor Greenwood and his wife remained with the school 
 until June, 1870. They then resigned to take charge of Mount 
 Pleasant College at Hunstville, Missouri, to which position they 
 had been unanimously elected without application on their part. 
 They were connected with this institution until January, 1871, 
 
The Faculty. 167 
 
 at which time they returned to Kirksville and resumed their 
 work in the Normal School, it having been made a State institu- 
 tion the month before. At the time when the school was adopted 
 as a state institution, the Regents informally offered the Presi- 
 dency to Professor Greenwood, but he declined it on the ground 
 that acceptance would be equivalent to ingratitude to President 
 Baldwin. 
 
 His connection with the school was a very close one. He 
 shared very actively in the labors of President Baldwin in the 
 annual canvass in this part of the state for students, and was very 
 prominent in the campaign in Adair county on the voting for the 
 bonds to secure the adoption of the school as a state institution. 
 His teaching was scholarly and inspiring. Many an old student 
 of the early days of the school will testify to the helpfulness which 
 he derived from contact with him. 
 
 In June, 1874, Professor Greenwood resigned his position 
 in this school, having been elected unanimously and without his 
 application, to the Superintendency of the Kansas City Public 
 Schools, a position which he still occupies. When he went to 
 Kansas City, he found the schools in a great deal of discord but 
 in a short time he succeeded in bringing about harmony, and thus 
 put the schools on a sound basis. Under his management the 
 the public school system of that city has come to be regarded as 
 one of the strongest and best in the country. 
 
 Superintendent Greenwood is a mathematical scholar of 
 some note, having established his reputation in that line through 
 his teaching and his mathematical treatises. He has written a 
 number of pedagogical works in addition to numerous magazine 
 articles on a great variety of educational topics. He has been 
 very prominent in the Teachers' Associations of the state and 
 nation, having held the Presidency of each association in addi- 
 tion to a number of other offices, and having appeared frequently 
 in the programs of both. His executive ability has been highly 
 exemplified in the successful management of the schools of Kansas 
 City for over thirty years. 
 
 Mrs. Greenwood severed her connection with this institution 
 
168 State Normal School History. 
 
 in June, 1872. She died in Kansas Cit}^ a little over a year ago. 
 
 President Joseph P. Blanton. 
 
 Joseph Philip Blanton^ was born in Cumberland county, 
 Virginia, on January 29, 1849. His father was a large planter and 
 owned numerous slaves. On the death of his mother when he 
 was seven years of age, he was sent to Kentucky and placed under 
 the care of his brother, the Reverend L. H. Blanton, then pastor 
 of the Presbyterian Church at Versailles. He attended a public 
 school near Danville, and later the Academy at Versailles. At 
 the breaking out of the Civil War in 1861, he returned to his home 
 in Cumberland county, Virginia. Here he attended "Oldfield" 
 schools, and prepared for college under private tutors. 
 
 In the autumn of 1864, he entered the Freshman class of 
 Hamp den-Sidney College. The conditions upon which students 
 were permitted to attend college in Virginia at that time, were 
 that they should be enlisted as provisional soldiers of the Con- 
 federacy; they were furnished with arms and munitions of war 
 by the government, were required to drill two hours a day on the 
 campus, and were subject to the call of the government to de- 
 fend exposed places and repel the raids of the enemy. He con- 
 tinued in college under these conditions until the spring of 1865 
 when he joined the Army of Northern Virginia on its retreat from 
 Petersburg to Appomattox. After the surrender he returned 
 home, and in the fall of 1865 re-entered college, from which he was 
 graduated in 1869 with the A. B. degree. In 1881 upon the pre- 
 sentation of a thesis, his alma mater conferred on him the A. M. 
 degree, and in 1897 the degree of LL. D. was conferred by Central 
 University of Kentucky. 
 
 After his graduation in 1869, he went to Kentucky and taught 
 two years in country schools, one near Paris and the other near 
 Lexington. In 1871 he was elected to the chair of Latin and 
 Greek in Watson Seminary at Ashley, Pike county, Missouri. In 
 1874 he became the Principal of Parker Seminary of Troy, Mis- 
 souri, and two years later combined the seminary with the public 
 schools of the place. Students came from long distances to at- 
 
PRESIDENT JOSEPH P- BLANTON 
 (From a crayon portrait made in 1886.) 
 
170 State Normal School History. 
 
 tend this school, many from New Orleans and the southern part 
 of Louisiana. 
 
 In 1870 he was elected to the Superintendency of the public 
 schools of Mexico, Missouri. He thoroughly re-organized these 
 schools and developed them to a high degree of excellence. Among 
 other things, he introduced the study of vocal music into all the 
 grades as early as 1879. No other schools of the state except St. 
 Louis were, at the time, teaching this subject. He also founded 
 a public school library, which the Board of Education named 
 in his honor. 
 
 In the summer of 1882 he was elected President of the State 
 Normal School at Kirksville, where he remained for nine years. 
 Being a man of brilliant literary attainments he devoted him- 
 self to encouraging the students to do a great deal of general 
 reading in the very best of literature. To this end, he made extra 
 efforts to enlarge the library and succeeded in placing in it over 
 one thousand volumes of standard works in addition to what 
 had already been acquired. His administration is also marked 
 by an increased activity in the work of the literary societies, by 
 the introduction of the military system of discipline in the school, 
 and by the re-establishment of the "Model School "in which nor- 
 mal students were given actual training in teaching. 
 
 In 1891 he resigned the Presidency of this school to accept 
 the chair of Pedagogy in the University of Missouri. Subse- 
 quently he was elected Dean of the Department of Education in 
 the University, Avhich position he resigned in the fall of 1898 to 
 accept the presidency of the University of Idaho. 
 
 In 1900 he abandoned educational work and engaged in the 
 life insurance business in San Francisco, California. At present 
 he is the General Agent of the Prudential Life Insurance Compa- 
 ny for Missouri, and resides in Columbia. 
 
 President William D. Dobson. 
 
 William Davis Dobson^ was born in Tusculum, Tennessee, 
 on November 27, 1848. His boyhood was spent on the farm, 
 and like all farm boys he received his elementary education in 
 
PRESIDENT WILLIAM D. DOBSON 
 
 (From a photograph taken about 1895.) 
 
172 State Normal School History. 
 
 the district school. For a short time before the civil war he at- 
 tended the academy of Tusculum College, but was forced to 
 remain out of school during the whole of the period of the war. 
 In 1866 he entered Greenville and Tusculum College of Green- 
 ville, Tennessee. This institution had been formed by the union 
 of the Greenville and the Tusculum colleges, and is today one of 
 the oldest institutions of learning in the country, having been 
 founded over one huDclred years ago. He was graduated from 
 it in June, 1870, with the B. S. degree. 
 
 After leaving college, he studied law for two years at Green- 
 ville and was admitted to the bar at that place in 1872. In 
 August of that year, he came to Missouri with the intention of 
 practicing law, but he was shortly led to change his plans and 
 take up the profession of teaching. His first school in this state 
 was at Lindley in Grundy county. He spent the year 1872-73 
 in this school. In the fall of 1873, he was elected first assistant 
 in the public school of Trenton, Missouri, under Superintendent 
 R. C. Norton, and served in that capacity for two years. When 
 Superintendent Norton was elected to the chair of mathematics 
 in the State Normal School at Vv^arrensburg in the summer of 
 1875, Professor Dobson was elected to the Superintenclency of 
 the Trenton school, which he retained until June, 1880. From 
 Trenton he went to CarroUton and served as Superintendent 
 there from 1880 to 1890. During this period he was County 
 Commissioner of Carroll county for nearly six years. In 1890 
 he was made Superintendent of the Moberly schools, and in the 
 following year he was elected to the Presidency of the State Nor- 
 mal School at Kirksville to succeed President Blanton. 
 
 President Dobson remained at the head of the school until 
 June, 1899, when he was placed in charge of the newly created 
 department of history and political economy. He held that 
 position for one year, at the end of which he severed his connec- 
 tion with the school and began the study of osteopathy in the 
 American School of Osteopathy. He was graduated from this 
 institution in June, 1902, and was immediately elected to the 
 chair of chemistry in the school, which position he still fills. 
 
The Faculty. 173 
 
 President Dobson has been honored by his ahiia mater, 
 Greenville and Tusculum College, with two honorary degrees; 
 the degree of A. M. was conferred upon him in 1878, and that of 
 LL. D. in 1893. The last was granted as a recognition of his 
 literary and professional abilities and his success as a teacher. 
 
 During his Presidency of this institution he placed particular 
 emphasis upon the professional work of the school, and dis- 
 couraged in every way the attendance of those students who did 
 not intend to teach at all. He made special efforts to re-enlist 
 the interest and support of the students of President Baldwin's 
 administration, in which he met with much success. He took a 
 special pride in the care of the campus and succeeded in mak- 
 ing many very important improvements in it. 
 
 President Dobson was very active in the State Teachers' 
 Association of Missouri for many years, and served as President 
 in 1890. He has been a prominent member of the Cumberland 
 Presbyterian Church for several vears. He was married to Miss 
 Mantie Britton on July 5, 1878. 
 
 President John R. Kirk. 
 
 John Robert Kirk^o was born in Bureau county, Illinois, 
 on January 23, 1851. In 1856 his father moved his family to 
 Missouri and settled on a farm in Harrison county. He received 
 his early education in the district schools of his neighborhood and 
 in the Bethany High School. He entered the State Normal 
 School at Kirksville in April, 1873, and attended at irregular in- 
 tervals until he was graduated in June, 1878. 
 
 As a teacher he has filled a variety of positions. In 1873- 
 74 he taught a rural school in Harrison county and in 1875-76 
 he was first assistant in the school at Moulton, Iowa. He was 
 Superintendent at Bethany from 1876-81, at Moulton, Iowa, 
 from 1881-85, and at Bethany again from 1885-88. In 1888-89, 
 he served as Principal of the Adams School in Kansas City. 
 From 1889 to 1891 he was teacher of mathematics and history 
 in the Kansas City High School. The next two years he spent 
 as Superintendent at Westport, returning to the Kansas City 
 High School in September, 1896. 
 
PRESIDENT JOHN B. KIRK 
 
 (From a photograph taken in 1901.) 
 
The Faculty. 175 
 
 From January, 1895, to January, 1899, he served as State 
 Superintendent of schools, havmg been elected to that, office in 
 the fall of 1894 on the Republican ticket. At the expiration of 
 his term of office, he was made Examiner of High Schools for the 
 University of Missouri, which position he retained until July, 
 1899. when he resigned to accept the Presidency of the State Nor- 
 mal School at Kirksville. 
 
 President Kirk has been aggressively active as an advocate 
 of many educational reforms, including music, drawing, manual 
 training, agriculture and other forms of art and of industrial edu- 
 cation in all kinds of schools. He has also advocated elective 
 courses of studies and the rational use of all forms of college 
 athletics, including daily gymnasium work for girls and field work 
 for young men. He has taken great interest in the work of the 
 rural schools. His model for rural school houses is probably 
 more extensively used than any other in the country. 
 
 For years he has been actively identified with the State and 
 the National Educational Associations and other educational 
 organizations. He is probably as well known in the educational 
 circles of the country as any other man in the state. 
 
 He has been an ardent student all his life, particularly in 
 pedagogical subjects. He has frequently pursued courses in the 
 Universities of Missouri and of Kansas at the same time he was 
 teaching. He has traveled extensively both in America and 
 Europe. 
 
 As President of this institution his administration has been 
 particularly successful, both educationally and financially. He 
 has been very skillful in presenting the needs of the school to the 
 Legislature, and has done a great deal personally towards getting 
 favorable consideration of the same. Through these increased 
 appropriations, he has been able to enlarge the faculty and add 
 to the equipments of the school quite materially. 
 
 He was married to Miss Rebecca Idella Burns on July 15, 1875. 
 
PROFESSOR GENTRY MISS OWEN 
 
 (lb82- ) (1882-iy04j 
 
 PROFESSOR NASON 
 
 (1867-1887) 
 
 MISS PREWITT PROFESSOR ROSS 
 
 (1883-1904) (1880-1900) 
 
The Faculty. 
 
 177 
 
 The Faculty Roster. 
 
 The original faculty of the North Missouri Normal School 
 was composed of the following persons: Joseph Baldwin, W. P. 
 Nason, J. M. Greenwood, F. L. Ferris, Mrs. Amanda Greenwood, 
 and Mrs. L. D. Ferris. 
 
 The following is a complete list of the members of the faculty 
 in the order of their appointment from the beginning to the 
 present time with the period of service of each member^i: 
 
 Sept. 
 
 Sept. 
 
 Jan., 
 
 Sept., 
 
 Sept., 
 
 Sept., 
 
 Sept., 
 
 Sept. 
 
 Joseph Baldwin, 
 W. P. Nason, 
 
 J. M. Greenwood, 
 
 F. L. Ferris, 
 
 Mrs. Amanda Greenwood 
 
 Mrs. L. D. Ferris, 
 
 S. M. Pickler, 
 
 Rev. J. S. Boyd, 
 
 Rev. John Wayman, 
 
 George Frankenberg, 
 
 Mrs. J. S. Boyd, 
 
 Sue Thatcher, 
 
 A. H. John, 
 
 Frank M. Fiuhart. 
 
 Laura Gleason, 
 
 Mary Norton, (Mrs. McClellan,) 
 
 Hattie Comings, (Mrs. J. R. Milner,) 
 
 J. T. Smith, 
 
 C. H. Bigger, 
 
 Helen Halliburton, (Mrs. McReynolds,)Sept. 
 
 Kate F. Rowland, Sept. 
 
 Mollie Bowen, Sept. 
 
 Mary Woodsworth, Sept. 
 
 Mrs. Mary Blackman, Sept. 
 
 H. F. Wilhams, - Sept. 
 
 S. S. Hamih, Sept. 
 
 C. H. Butcher, Sept. 
 
 Miss Stephan, 
 
 Mary Murtfeldt, 
 
 Mrs. Mary Williams, 
 
 W. H. Baker, 
 
 J. U. Barnard, 
 
 Sept., 1867 to June, 1881. 
 
 Sept., 1867 to June, 1887. 
 
 / Sept., 1867 to June, 1870. 
 
 t Jan., 1871 to June, 1874. 
 
 Sept., 1867 to June, 1870. 
 
 , 1867 to June, 1872. 
 
 , 1867 to June, 1870. 
 
 1868 to June, 1873. 
 
 1868 to June, 1869. 
 
 1868 to June, 1870. 
 
 1868 to June, 1869. 
 
 1868 to June, 1870. 
 
 1868 to June, 1870. 
 Sept., 1869 to June, 1870. 
 Sept., 1869 to June, 1870. 
 Jan., 1871 to June, 1872. 
 Sept., 1871 to June, 1872. 
 Sept., 1872 to June, 1874. 
 Sept., 1872 to June, 1873. 
 
 1872 to June, 1873. 
 
 1872 to June, 1875. 
 
 1872 to June, 1873. 
 
 1872 to June, 1873. 
 
 1872 to June, 1873. 
 
 1872 to June, 1875. 
 
 1872 to Mch., 1876. 
 
 1873 to June, 1874. 
 1873 to Sept., 1877. 
 
 Sept., 1873 to June, 1874. 
 Sept., 1872 to June, 1874. 
 Sept., 1873 to June, 1874. 
 Sept., 1874 to June, 1875. 
 Sept.. 1874 to June, 1887. 
 
 Sept. 
 
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 13 
 
180 State Normal School History. 
 
 B. S. Potter, Jan., 1875 to June, 1879. 
 M. T. Henderson, Sept., 1875 to June, 1882. 
 Emmir Thompson, (Mrs.Hannah,) Sept., 1874 to Dec. 1875. 
 G. W. Krall, Sept., 1875 to June, 1879. 
 Alta Wescott, (Mrs. McLaury,) Apr., 1876 to June, 1876. 
 J. W. Shryock, Apr., 1876 to June, 1882. 
 Helen E. Swain, Sept., 1876 to June, 1877. 
 T. Berry Smith, Sept.. 1877 to June, 1878. 
 E. R. Booth, Sept., 1879 to June, 1880. 
 
 C. H. Ford, Sept., 1878 to June, 1882. 
 Ahce Heath, (Mrs. C. W. Proctor,) Sept., 1879 to June, 1881. 
 John T. Paden, Sept., 1879 to Aug., 1884. 
 Ada Oldham, Sept., 1879 to June, 1882. 
 Anna H. Grigg, Sept., 1879 to June, 1880. 
 M. M. Thomas, Sept., 1878 to June, 1879. 
 
 E. B. Seitz, Sept., 1879 to Oct., 1883. 
 Chas. Ross, Sept., 1880 to June, 1900. 
 Martha W. Prewitt,(Mrs. Doneghy,) Sept., 1881 to June, 1882. 
 J. P. Blanton, Sept., 1882 to June, 1891. 
 Ermine Owen, Sept., 1882 to June, 1904. 
 Mrs. A. E. DeVine, Sept., 1882 to June, 1883. 
 
 B. P. Gentry, Sept., 1882 to present. 
 
 S. Augusta Jayne, Nov., 1882 to June, 1887. 
 
 Hortense Snyder, Nov., 1882 to June, 1884. 
 
 C. S. Sheldon, Sept., 1883 to June, 1893. 
 O. E. McFadon, Sept., 1883 to June, 1886. 
 Mary T. Prewitt, Sept., 1883 to June, 1904. 
 P. A. McGuire, Sept., 1883 to June, 1884. 
 Carrie Eggleston, Feb., 1884 to June, 1885. 
 G. W. McGinnis, Sept., 1884 to Feb., 1886. 
 Miriam B. Swett, Sept., 1885 to June,1888. 
 Libbie K. Miller,(Mrs. Traverse,) Sept., 1885 to June, 1886. 
 J. I. Nelson, Feb., 1886 to Feb., 1891. 
 W. F. Dann, Sept., 1887 to June, 1892. 
 J. T. Muir, Sept., 1887 to Jan., 1894. 
 
 F. A. Swanger, Sept., 1887 to June, 1894. 
 Mary Wight, Sept., 1888 to June, 1889. 
 Marguerite Pumphrey,(Mrs. Smith,) Sept., 1888 to June, 1894. 
 
 ^ ^, r Sept, 1888 to Feb., 1889. 
 
 Edgar S. Place, | gept_^ IggO to June, 1891. 
 
 Clara Figge, Sept., 1889 to June, 1891. 
 
 R. B. Arnold, Sept., 1891 to June, 1897. 
 
 Carrie Hatton, Sept., 1890 to June, 1891. 
 

 The Faculty. 
 
 IJ 
 
 W. D. Dobson, 
 
 
 Sept. 
 
 , 1891 to June, 1900. 
 
 Marian Shackelford, 
 
 
 Sept., 
 
 , 1891 to June, 1892. 
 
 G. H. Laughlin, 
 
 
 Sept., 
 
 , 1892 to Nov., 1895. 
 
 C. W. Proctor, 
 
 
 Sept., 
 
 , 1893 to June, 1897. 
 
 J. W. Forquer, 
 
 
 Sept., 
 
 , 1893 to June, 1898. 
 
 R. C. Norton, 
 
 
 Jan., 
 
 1894 to June, 1900. 
 
 J. H. Scarborough, 
 
 
 Sept., 
 
 , 1894 to June, 1899. 
 
 Mrs. Anna E. Seitz, 
 
 
 Sept., 
 
 , 1894 to June, 1898. 
 
 Wilham Richardson, 
 
 
 Jan., 
 
 1896 to June, 1900. 
 
 L. S. Daugherty, 
 
 
 Sept., 
 
 , 1897 to present. 
 
 Halhe Hall, (Mrs. E.M. 
 
 Violette,) 
 
 Sept., 
 
 , 1897 to June, 1902. 
 
 Ruby Westlake,(Mrs. Freudenberger,) Sept., 1897 to June, 1900. 
 
 J. E. Weatherly, 
 
 Kathryn Garwick, (Mrs. Rogers), 
 
 Margaret DeWitt, 
 
 John R. Kirk, 
 
 Ophelia A. Parrish, 
 
 E. M. Violette, 
 
 J. T. Vaughn, 
 
 Carrie Ruth Jackson, 
 
 A. P. Settle, 
 
 H. Clay Harvey, 
 
 M. Winnifred Bryan, 
 
 Frances Tinkham, 
 
 Cass Baer, 
 
 Ahce Adams, (Mrs. W. J. Shepard,) 
 
 Susie Barnes, 
 
 Luther Winchester, 
 
 W. J. Shepard, 
 
 W. P. Nason, (Professor Emeritus,) 
 
 Montana Hastings, 
 
 E. M. Goldberg, 
 
 Sadie Westrope, 
 
 M. Olive Greer, 
 
 T. Jennie Green, 
 
 R. M. Ginnings, 
 
 D. A. Lehman, 
 
 J. D. Wilson, 
 
 Blanche Scott, 
 
 Lizzie Fowler, 
 
 Margaret Linton, 
 
 S. S. Carroll, 
 
 Minnie Brashear, 
 
 Sept., 1899 to present. 
 Sept., 1898 to Jan., 1900. 
 Sept., 1898 to June, 1899. 
 Sept., 1899 to present. 
 Sept., 1899 to present. 
 Sept., 1900 to present. 
 Sept., 1900 to present. 
 Sept., 1900 to present. 
 Sept., 1900 to present. 
 Sept., 1900 to present. 
 Sept., 1900 to present. 
 Sept., 1900 to present. 
 Sept., 1900 to June, 1903. 
 Sept., 1900 to Aug., 1903. 
 Sept., 1900 to present. 
 Sept., 1901 to June, 1902. 
 Sept., 1902 to Aug., 1903. 
 Sept., 1902 to present. 
 Sept., 1903 to present. 
 Sept., 1903 to present. 
 Sept., 1903 to present. 
 Sept., 1903 to present. 
 Sept., 1903 to present. 
 Sept., 1903 to present. 
 Sept., 1903 to present. 
 Sept., 1903 to present. 
 Sept., 1903 to present. 
 Sept., 1903 to present. 
 Sept., 1904 to present. 
 Sept., 1904 to present. 
 Dec, 1904 to present. 
 
 Other facts concerning the faculty will be brought out in 
 connection with the. chapter on the ''Growth of the School." 
 
182 State Normal School History. 
 
 NOTES. 
 
 1. The data used in this sketch have been drawn largely from a mem- 
 orial prepared by Superintendent Greenwood on the life of Dr. Baldwin which 
 was published in the N. E. A. Proceedings, 1899, pp. 23-24. The conclu- 
 sions reached on his life and character are the author's. 
 
 2. See pages 30-38. 
 
 3. Reports of the U. S. Commissioner of Education,' 1881, p. 382; 1891, 
 p. 1454. 
 
 4. North Missouri Register, Dec. 14, 1873. 
 
 5. Professor Nason has corroborated all the facts contained in this 
 sketch concerning himself. 
 
 6. Most of the facts in this sketch have been taken from HoUister and 
 Norman's "Five Famous Missourians" in which one whole chapter is de- 
 voted to Professor Greenwood, and from the sketch of him in the Cyclopedia 
 of Missouri History. Professor Greenwood has vouched for the reliability 
 of most of the facts related in these two accounts. 
 
 7. See pages 34-36. 
 
 8. The facts in this sketch of President Blanton have been corroborated 
 by him. 
 
 9. The facts in this sketch of President Dobson have been corroborated 
 by him. 
 
 10. The facts in this sketch of President Kirk have been corroborated 
 by him. 
 
 11. This list has been compiled from the faculty lists in the catalogues 
 and biilletins of the schools from 1868-69 to the present time. 
 
CHAPTER XIII. 
 
 THE RULES AND REGULATIONS OF THE SCHOOL. 
 
 In considering the administration of the school, it will be 
 necessary to begin with January, 1873, the time when the school 
 moved into the building which had then been newly constructed, 
 owing to the fact that the details of the rules and regulations of 
 the school prior to that time are practically wanting. In order 
 that the matter may be presented in the clearest manner possible, 
 it will be considered according to the administrations of the four 
 Presidents of the school. 
 
 Among the regulations of the school during President Bald- 
 win's time, was the requirement that all the students should be 
 present at the chapel exercises which were held early in the 
 morning. The first thing that was done in these chapel exercises 
 was the calling of the roll. This was accomplished through the 
 divisions into which the students were grouped. Every student 
 was numbered and assigned to divisions, each of which had its reg- 
 ular place in the chapel. Lentil a few years ago the floor of the 
 chapel was arranged very differently from the way it is now. 
 The platform was long and narrow and stood at the west end of 
 the chapel, part of it on one side of the west door and part on the 
 other side. The seats were arranged in ten long rows, all facing 
 the west. The students of each row constituted a division. 
 When the students came into the building in the morning they 
 went first to the wardrobes and thence directly to the chapel. 
 The young ladies sat on one side of the room, the young men on 
 the other. While the students were seating themselves, the mem- 
 bers of the faculty took their places on the platform, each one 
 just in front of the division which was in his charge. When 
 order was had, the roll was called by the faculty division leaders 
 through the student section leaders. Each division was sub- 
 divided into two or three sections. For each of these sections a 
 student was appointed as leader. On the signal from the division 
 
184 State Normal School History. 
 
 leader, the different section leaders of that division arose, noted 
 those absent from their sections, and reported those absentees 
 usually at once by calling out their individual numbers to the 
 division leader. This process was repeated for each of the divi- 
 sions^. The roll of the school was thereby called in two or three 
 minutes at the most, a much shorter time than was required by 
 the old method of actually calling all the names alphabetically 
 as had been the custom when the school occupied the North 
 Missouri Normal School building. The regular chapel exercises 
 followed the roll call. 
 
 At the close of the days' work the students again assembled 
 in the chapel. It- is not clear whether the roll was called at this 
 session or not. From this afternoon assembly the students dis- 
 persed to their homes or boarding places. 
 
 Promptness at roll call was greatly emphasized. As a sort 
 of encouragement to the practice of that virtue, penalties of 
 various sorts were imposed for irregularities in attendance. At 
 one time it was ordered that the doors of the chapel should be 
 locked when the signal for the roll call should be given^. Those 
 coming while the chapel exercises were going on, were to remain 
 down stairs in the wardrobes until the close of the exercises, and 
 then be brought into the chapel and be publicly reproved by the 
 President. Those coming after the chapel exercises were over, 
 were to be reproved the next day. In addition, five per cent was 
 to be deducted from the deportment for each tardiness^. Later 
 it was ordered that tardy students should forfeit the privileges 
 of the school for the whole day and have their names read out in 
 chapel*. 
 
 The divisions were used as convenient means of lecturing 
 the students concerning their conduct. The records state fre- 
 quently that the division leaders were instructed to meet their 
 divisions, evidently in different class rooms, and advise them 
 about their conduct^. 
 
 The rules about leaving the building during school hours 
 were very strict. Every one was required to be in the building 
 during every recitation period of the day, unless excused by some 
 
The Rules and Regulations of the School. 185 
 
 member of the faculty. To provide for those who chanced to 
 have any vacant periods, study classes were instituted. These 
 classes were held in the chapel. At first they were presided over 
 by students who were selected by the faculty for that purpose^. 
 This arrangement did not work satisfactorily. Study classes 
 were, therefore, abolished and every student was required to take 
 as many recitations and drills as there were recitations periods 
 in the day''. Later the study hall was revived, but it was put in 
 charge of different members of the faculty^. 
 
 The rules concerning communication during school hours 
 were likewise very strict. Students communicating with each 
 other during recitation hours, either in the rooms or in the halls, 
 were likely to suffer a reprimand before the faculty or some other 
 penalty^. So essential to the good of the school was non-commu- 
 nication during school hours considered, that a clause incorpora- 
 ting a promise to abstain from communication, was included in 
 1872-73 in the pledge which every student was required to take 
 on entering school. The pledge had heretofore included merely 
 a promise to comply with the general regulations of the school 
 and to remain in school until the close of the term, and a declara- 
 tion of the intention to teach in the public schools of the state. 
 The clause on the general regulations was amended in 1872-73 
 so as to read as follows: "1 pledge my honor to use my best 
 efforts to comply with the regulations of the school requiring 
 regularity, promptness and decorum, and prohibiting unneces- 
 sary noise, immorality, and communication during school hours^o, " 
 The coupling of offenses in the last line is interesting. 
 
 Though the demerit system, whereby each offense or viola- 
 tion had its specific penalty, was not in vogue during President 
 Baldwin's administration, the deportment of the students was 
 reckoned in percentages and was affected by the violations com- 
 mitted. The idea of President Baldwin was to have as few rules 
 as possible. The great principle, "Do right," was made to take 
 the place of arbitrary rules^i. Penalties were seldom prescribed 
 in advance of the violations of rules. Generally each case wag 
 taken up and disposed of according to its peculiarities and with 
 
r ■ 
 186 State Normal School History. 
 
 the view always to discouraging its recurrence. However, there 
 is evidence that towards the close of President Baldwin's admin- 
 istration there was a tendency towards the demerit system. 
 This is seen in his recommendation to the faculty that each mem- 
 ber should note down in a memorandum book the violations of 
 the rules by the students, so that it might be possible to determine 
 what the deportment of the candidates for graduation would be. 
 Any student having below 90 per cent in his deportment was 
 ineligible to graduation i2_ 
 
 A system of school tactics which provided in detail for the 
 uniform management of the classes, was worked out and adopted 
 in 1879. This system prescribed how the students should go to 
 the board from their seats, how they should return to their seats, 
 when they should raise their hands and when they should lower 
 them, in what order they should be dismissed, and so on^^. It 
 is true the system was adopted primarily as the proper method 
 for the management of the common schools. But it is to be re- 
 membered that according to the ideas of the times, whatever 
 suited the common schools was equally suitable for the normal 
 schools. Moreover, there are evidences that the details of this 
 system were carried out in the management of this school at 
 least towards the close of President Baldwin's administration^^. 
 This fact is interesting to us because it shows again the tendency 
 at this time to a rigid and uniform system which was character- 
 istic of the next two administrations of the school. 
 
 Shortly after President Blanton took charge in September," 
 1882, he completely re-organized the administration of the 
 schoolis. His re-organization was along the line of rigid rules, 
 uniform penalties, and strict surveillance over the students by the 
 faculty. The system which he thus fastened upon the school re- 
 jnained for nearly twenty years. 
 
 The first change introduced had to do with the divisions. 
 The students were grouped in divisions according to their ad- 
 vancement in school. Each division met in the room of its leader 
 early every morning and spent forty minutes in study. At 8:25 
 the roll was called by the teacher in charge. After the roll call, 
 
The Rules and Regulations of the School. 187 
 
 the students in company with their division leaders marched to 
 the chapel for devotional exercises^^. There was no attempt to 
 seat the students in the chapel by the new divisions. The young 
 men sat on one side, the young ladies on the other. Generally 
 they were arranged so that the smallest sat in front and the 
 largest in the rear. At the close of the chapel exercises the 
 students marched to various rooms where their first recitations 
 were held. 
 
 Study classes were maintained usually in the chapel for those 
 who happened to have vacant periods during the day. These 
 classes were presided over by students at times and at other times 
 by members of the faculty^^. 
 
 In the first part of President Blanton's administration, the 
 students assembled in the chapel at the close of the day for dis- 
 missal as it had long been their custom to clo^^. But very shortly 
 they were required to meet at the close of the day in their division 
 rooms and there answer to a second roll call^^. From these 
 division rooms they marched out of the building to their homes. 
 
 The duties of the division leaders were considerably in- 
 creased by this new arrangement. In addition to keeping a 
 record of those who were tardy at roll call or absent altogether, 
 and advising those in their charge as to matters of conduct^o, 
 the division- leaders collected the weekly study reports of the stu- 
 dents, saw that the students signed the pledge that was printed 
 on their program cards, or certificates as they were then called, 
 looked after those that were sick, and placed "gems of literature" 
 on the black board in the division rooms^i. Every Monday 
 morning short passages from the best of literature were placed on 
 the board. At the end of the week the students were required 
 to recite these "gems" from memory. Sometimes they were 
 recited in the chapel either by individuals or by divisions^^. 
 Later the duty of giving lessons in spelling and etymology was 
 added to these other duties of the division leaders^^^ 
 
 Mention has been made of the weekly reports of the stu- 
 dents. These were an innovation. Each student was required 
 to state in a report each week how many hours he had recited, 
 
188 State Normal School History. 
 
 how many hours he had studied, what Sunday school and church 
 services he had attended^*. These reports were abandoned in 
 a few years^^. As far as is known, this is the only feature of the 
 newly organized system that was given up by President Blanton. 
 The most interesting change that was made was that regard- 
 ing the deportment of the students. By this change the demerit 
 system in all its rigor was established. According 'to this sys- 
 tem definite rules of conduct and definite penalties for every 
 violation of these rules, were established. The penalties were 
 usually assessed by deducting so much from the deportment 
 grade, some of which were as follows^^: 
 
 1. Absence from school without excuse, 10 per cent. 
 
 2. Tardiness in the morning, 5 per cent. 
 
 3. Leaving lines without permission, 3 per cent. 
 
 4. Talking, laughing, or other disorder in the line, 3 per cent. 
 
 5. Talking in the halls at any time except at rests, 3 per cent. 
 
 6. Heavy walking over the floors of the building, 3 per cent. 
 
 7. Talking or any disorder in the wardrobes, 3 per cent. 
 
 8. Spitting on the floors or stairways, 3 per cent. 
 
 9. Throwing paper or litter on the steps, in the hall, 
 
 or on the yard, 3 per cent. 
 
 10. Failure to go at once to studyroom in the morning, 3 per cent. 
 
 11. Any irregularity or disorder about the halls, ward- 
 
 robes, or grounds not mentioned in the preceding 
 statements, 10 per cent. 
 
 12. Disorder or talking in study classes, 3 percent. 
 Special effort was made to enforce the rules concerning con- 
 duct in the halls. In order that the violators of these rules might 
 be detected, members of the faculty were stationed early in the 
 morning as monitors in the halls and in the wardrobes to observe 
 the students as they passed to their division rooms and as they 
 later marched into and from the chapeP^. 
 
 Each week the members of the faculty reported to the di- 
 vision leaders the disorders they had seen in the halls, wardrobes, 
 chapel, study hall, and classrooms, and whatever disorders out- 
 side the building that had come under their notice^s. On an 
 
The Rules and Regulations of the School. 189 
 
 immense blackboard which stood above the chapel platform, a 
 copy of the record of these reported disorders was made. In this 
 way the student came to know which of his disorders had been 
 detected, and how much he had to suffer for them. Violations of 
 the rules affected not only the standing of the individual who 
 committed them, but also the standing of the division to which 
 he belonged^^. By making the standing of the whole division 
 depend upon the conduct of its various members, it was thought 
 that a rivalry would be developed among the divisions which 
 would result in checking the misconduct of the individuals. 
 
 Inasmuch as a rank of 85 per cent in deportment made one 
 liable to suspension from school, it did not take many violations 
 of the rules to bring a student face to face with the faculty to show 
 reasons why he should not be suspended^o. As might be expected 
 the records show that suspensions were frequent. 
 
 Such a system as has been described was undoubtedly injurious 
 to the moral development of the students and was certainly fruit- 
 ful of needless worry and care on the part of the teachers. The 
 rigid rules were a constant temptation to violations. The system 
 of espionage under which the students were placed, inclined them 
 to evasions of the rules. 
 
 The motive that prompted the establishment of such a strict 
 military system was undoubtedly good. It was said that most of 
 the failures on the part of teachers were due to a lack in dis- 
 ciplinary powers. In order, therefore, that all prospective teach- 
 ers might learn the art of discipline, they were to be subjected 
 while students in the normal school to strict rules, uniform 
 penalties, and systematic supervision in all the details of their 
 school life^^. Evidently it was not realized that such a system 
 tended to weaken the individuality of the student, and to make 
 the relation of teachers to the student more like that of a watch- 
 ful drillmaster than that of a sympathetic director or leader. 
 
 When President Dobson took charge of the school in Sep- 
 tember, 1891, no change was made in the system as it had been 
 left by President Blanton, and as far as is known no material 
 alteration was made in it throughout his administration. 
 
190 State Normal School History. 
 
 When President Kirk came to the school in September, 1899, 
 a complete reformation was at once effected. Divisions, study 
 hall, and fixed penalties were all swept away^s. 
 
 Instead of reporting to division leaders, the students go at 
 once on entering the building to their first recitation. Instead 
 of gathering in one place for study during vacant periods, they 
 study wherever they see fit. In place of the many rules regu- 
 lating the conduct of the students, there has been substituted the 
 general principle of good behavior. With the passing of these 
 numerous rules, there has passed also the mihtary system of 
 demerits. The result of these changes has been to remove the 
 restraint that had been placed upon the students by the system 
 of minute faculty surveillance, which constantly tempted many 
 of them to violations just for the sake of violations, and to give 
 to them a large measure of freedom in their conduct, which has 
 constantly encouraged them to proper behavior. 
 
 This is not to be interpreted as meaning that certain definite 
 requirements are not now placed upon the students. For example, 
 promptness in attendance in classes and at the chapel exercises 
 is as much of a requirement today as ever. But the enforcement 
 of these requirements is secured not through a system of defi- 
 nite rules and penalties, but through an appeal to the stu- 
 dents' sense of what is just and proper in regard to these mat- 
 ters. The motive that is developed is that of doing right, not 
 that of avoiding penalties. The success of this system of general 
 rules and of large freedom on the part of the student is its strongest 
 defense. During President Kirk's administration there has been 
 less of misconduct than at any other period in the history of the 
 school. Cases of disorder have arisen, but they have not been so 
 frequent nor have they been so flagrant as in the past. For 
 the improvement of the conduct of the student body in these 
 later years, much credit is to be given to the system which puts 
 a student upon his honor and gives him an opportunity to de- 
 cide for himself as to what is the proper thing to do. 
 
The Rules and Regulations of the School. 191 
 
 NOTES. 
 
 1. Faculty Minutes, Dec. 4, and 26,1873; Feb. 27,1875; Jan. 23,1876; 
 Feb. 6, 1877; Sept. 13, 1878; Jan. 29, 1879. 
 
 2. Ibid, Sept. 25, 1873. 
 
 3. Ibid, Dec. 7, 1874. 
 
 4. Ibid, Dec. 15, 1876. 
 
 5. Ibid, Sept. 11, 1879; Sept. 25, 1879. 
 
 6. Ibid, Jan. 30, 1873. 
 
 7. Ibid, Jan. 19, 1874. 
 
 8. Ibid, Jan. 29, 1879. 
 
 9. Ibid, May 10, 1871; Sept. 14, 1873. 
 
 10. Enrollment Book, 1872-73, p. 101. 
 
 11. Catalogue, State Normal School, Kirksville, 1871-72, p. 21. 
 
 12. Faculty Minutes, Sept. 8, 1879. 
 
 13. Ibid, Oct. 12, 1877. 
 
 14. Ibid, Jan. 25, 1875; Nov. 11, 1879; Sept. 9, 1880. 
 
 15. Ibid, Nov. 14, 1882; Jan. 7, 1884. 
 
 16. Kirksville Democrat, Nov. 23, 1882. 
 
 17. Faculty Minutes, April 5, 1886. 
 
 18. Kirksville Democrat, Dec. 23, 1882. 
 
 19. The roll books of the divisions show markings for both morning and 
 afternoon roll calls. 
 
 20. Faculty Minutes, Nov. 5, 1883. 
 
 21. Ibid, Sept. 15, 1884; Sept. 22, 1883; Sept. 29, 1884; Feb. 18, 1889. 
 
 22. Ibid, Sept. 25, 1882; Jan. 3, 1884; Kirks^^lle Democrat, May 8, 1884; 
 Oct. 23, 1884; Nov. 12, 1885. 
 
 23. Faculty Minutes, Sept. 8, 1890. 
 
 24. Kirksville Democrat, Nov. 23, 1882. 
 
 25. Faculty Minutes, Oct. 4, 1886. 
 
 26. This list of penalties was found in the back of Professor Paden's 
 division register for 1882-1883. 
 
 27. Faculty Minutes, Oct. 4, 1883; Feb. 11, 1884. 
 
 28. Ibid, Nov. 19, 1883. 
 
 29. Ibid, March 20, and 27, 1882; Professor Barnard's division register 
 for 1883-84, fly-leaf. 
 
 30. Faculty Minutes, Jan. 15, 1884. 
 
 31. Ibid, Sept. 9, 1887. 
 
 32. Catalogue, State Normal School, Kirksville, 1900-01, p. 34 
 
CHAPTER XIV. 
 
 THE BOARD OF REGENTS. 
 
 The government of the school is vested in a board of regents, 
 the present organization of which differs quite materially from 
 what it was originally. 
 
 According to the act of the Legislature of 1870 which pro- 
 vided for the establishment of the first two normal schools of the 
 state, the government of both of these schools was placed in the 
 hands of a single Board of Regents consisting of seven persons. 
 It included the members of the State Board of Education, that 
 is the State Superintendent, the Secretary of State, and the At- 
 torney General, and two other persons from each of the two 
 normal school districts, who were appointed by the Governor. 
 In making the first appointments two of the regents were ap- 
 pointed for two years and the other two for four years. There- 
 after all appointments, except those to fill vacancies, were to be 
 for four years^. 
 
 The First and the Second District Normal Schools remained 
 under the control of a single board, as originally organized, until 
 1874. In that year a law was passed which provided for a sep- 
 arate board for each of the two schools. Each board was to con- 
 sist of seven members, six of whom were to reside in the district 
 for which they were appointed, and one of whom was to be a 
 resident in the county in which the Normal School for such dis- 
 trict is located. The State Superintendent was made an ex- 
 officio member of each of the boards. The term of each appointed 
 regent was extended from four years to six years, and it was so 
 arranged that two of these members should be appointed every 
 two years^. 
 
 The substitution of two boards, one for each of the two 
 Normal Schools, in place of the single board for both of them, was 
 evidently in accord with the wishes of the schools. At least this 
 was true of the Kirksville school, as the faculty voted on Decern- 
 
The Board of Regents. 193 
 
 ber 12, 1875 in favor of a separate board for each of the two 
 schools, and ordered that this expression of its opinion be for- 
 warded to Governor Woodson and State Superintendent Mon- 
 teith in response to letters which they had written to the faculty 
 on the matter^. 
 
 The Third District Normal School which was provided for 
 by an act of the Legislature in 1873, was placed under the con- 
 trol of a separate board^. Doubtless this measure had something 
 to do with the abolition of the single board for the First and Second 
 District Schools and the creation of a separate board for each 
 school. 
 
 The question has been frequently raised since this arrange- 
 ment was made whether it would not be better after all to have 
 all three of the Normal Schools of the state under one single Board 
 of Regents. Doubtless there are some very good reasons for having 
 that sort of an arrangement, but apparently there are as many 
 good reasons, if not more, for having a separate board for each 
 school. Uniformity of courses, regulations, and the like might 
 be more easily maintained by one board of control for all the 
 schools, and it is apparently desirable that there should be some 
 degree of uniformity in these things. But at the same time the 
 incentive for one school to excel the others might be largely taken 
 away by this sort of an arrangement. While the three schools 
 are in no sense competitors and should never become such, yet 
 each has its own peculiar work to perform in its own section of 
 the state, and local conditions must always determine more or 
 less its administration. Moreover, it would be undoubtedly a 
 serious disaster to the educational system of the state if each 
 school should have no desire to excel the others in the character 
 of work done and results obtained, and in all probability this 
 desire would be considerably checked if the three schools were 
 under one board of control. 
 
 The Boards of Regents for the three schools were, up to 1889, 
 generally composed of men of the same political party as that 
 in power in the state. In that year a law was passed which pro- 
 vided that not more than four of each board, including the State 
 
194 State Normal School History. 
 
 Superintendent of Schools, should belong to the same political 
 party, and the Governor was instructed in his subsequent appoint- 
 ments to change the personnel of the board so as to bring about 
 this desired end as soon as possible^. This arrangement did much 
 to eradicate whatever tendencies there were to strict partisan- 
 ship, and has largely prevented its recurrence. 
 
 The officers of the Board are President, Vice President, Sec- 
 retary, and Treasurer, each of whom is elected for a term of two 
 years. The Secretary has usually been some member of the 
 Board. The Treasurer has always been some one outside of the 
 Board. From 1871 to 1893, W. T. Baird was Treasurer. Since 
 1893, the Treasurership has rotated among R. M. Ringo, B. F. 
 Heiny, and W. T. Baird, each holding the office for two years in 
 the order named^. 
 
 The Board holds its regular annual meeting at the close of 
 the school year, and generally holds a mid-year meeting, some- 
 time in January or February. The election of the faculty occurs 
 at the regular annual meeting'^. 
 
 The Board has two standing committees, the executive com- 
 mittee and the committee on teachers, text books, course of study, 
 catalogues, and library. These committees consist of three mem- 
 bers each and are appointed by the President of the Board for a 
 term of two terms. The executive committee has authority to 
 supervise the buildings and grounds, to direct all necessary and 
 unforeseen repairs and improvements, and to purchase supplies 
 for the same. The committee on teachers, text books, course of 
 study, catalogues, and library has the authority to examine into 
 the character and qualifications of applicants for positions as 
 teachers, to report upon the work of the faculty,, to recommend 
 changes in the courses of study and in text books, to supervise the 
 publication of the catalogues and to plan means for developing 
 the library. 
 
 There is annually appointed an auditing committee to in- 
 vestigate the records, books, and accounts of the Secretary, 
 Treasurer, and Executive Committee, and report its finding to 
 the Board. 
 
The Board of Regents. 
 
 195 
 
 The President of the school is an ex-officio member of the 
 standing committees, but has no vote in any of their proceedings. 
 
 The Board is required to make an annual report in August 
 to the State Superintendent concerning the condition of the 
 school. It is also required to make a biennial report to the Legis- 
 lature at the opening of each session. This report must contain 
 an itemized statement of the expenditures of the biennial period 
 and an estimate of the needs of the school for the next two years. 
 
 As a usual thing the Regents have been very active in securing 
 the needed appropriations from the Legislature for the work of 
 the school. 
 
 The original board was composed of the following persons: 
 
 First District — E. B. Neeley St. Joseph. 
 
 J. Baldwin Kirksville. 
 
 Second District — G. R. Smith Sedalia. 
 
 J. A. Milner Springfield. 
 
 State Board of T. A. Parker State Superintendent. 
 
 Education — Francis Rodman Secretary of State. 
 
 H. B. Johnson Attorney General. 
 
 The following is a complete list of the Regents of the school, 
 their addresses, and the length of the terms which they have 
 served or have yet to serve: 
 
 E. B. Neeley, St. Joseph, Dec, 1870, to Jan., 1874 
 
 J. Baldwin, Kirksville, Dec, 1870, to Jan., 1871 
 
 G. R. Smith, Sedalia, Dec, 1870, to Nov., 1871 
 
 J. R. Milner, Springfield, Dec, 1870, to Jan., 1874 
 
 T. A. Parker, State Supt., Dec, 1870, to Jan., 1871 
 
 Francis Rodman, Secy, of State, Dec, 1870, to Jan., 1871 
 
 H. B. Johnson, Atty. Gen., Dec, 1870, to Jan., 1871 
 
 B. G. Barrow, Macon, Jan., 1871, to Apr., 1871 
 
 Ira Divoll, State Supt., Jan., 1871, to June, 1871 
 
 N. G. Ferguson, Louisiana, Apr., 1871, to Jan., 1874 
 
 John Monteith, State Supt., June, 1871, to Jan., 1875 
 
 E. F. Weigel, Secy, of State, Jan., 1871, to Jan., 1874 
 
 A. J. Baker, Atty. Gen'l., Jan., 1871, to Jan., 1873 
 
 E. A. Zeundt, Jefferson City, Nov., 1871, to Jan., 1874 
 
 H. Clay Ewing, Atty Gen'l., Jan., 1873, to Jan., 1874 
 
 J. M. DeFrance, Kirksville, Jan., 1874, to Jan., 1875 
 
 Bartlett Anderson, Memphis, Jan., 1874, to Jan., 1877 
 
 G. L. Osborne, Louisiana, Jan., 1874, to Jan., 1876 
 
 14 
 
196 
 
 State Normal School History. 
 
 D. S. Hooper, 
 J. M. McKim, 
 John Oldham, 
 R. D. Shannon, 
 Andrew ElHson, 
 A. M. Alexander, 
 J. D. Vincil, 
 
 W. B. Hays, 
 Ben Eli Guthrie, 
 J. S. Erwin, 
 T. C. Campbell, 
 W. E. Coleman, 
 Sumner Boj^nton, 
 
 E. 0. Hannah, 
 •George Giller, 
 George Hall, 
 A. D. Risdon, 
 L. E. Wolfe, 
 
 M. W. Laughlin, 
 John R. Kirk, 
 0. J. Chapman, 
 R. N. Bodine, 
 Scott J. Miller, 
 J. W. Martin, 
 C. C. Fogle, 
 S. M. Pickler, 
 A. W. Mullins, 
 W. T. Carrington, 
 J. M. Hardman, 
 G. A. Goben, 
 Reuben Barney, Sr., 
 Reuben Barney, Jr., 
 John H. Wood, 
 
 Kirksville, 
 
 Newark, 
 
 Kirksville, 
 
 State Supt., 
 
 Kirksville, 
 
 Paris, 
 
 Mexico, 
 
 Lancaster, 
 
 Macon, 
 
 Kirksville, 
 
 Kirksville, 
 
 State Supt., 
 
 Greencastle, 
 
 Moberly, 
 
 Kirksville, 
 
 Trenton, 
 
 Kirksville, 
 
 State Supt., 
 
 Monroe City, 
 
 State Supt., 
 
 Breckenridge, 
 
 Paris, 
 
 Chilhcothe, 
 
 Kirksville, 
 
 Lancaster, 
 
 Kirksville, 
 
 Linneus, 
 
 State Supt., 
 
 Edina. 
 
 Kirksville, 
 
 Chillicothe, 
 
 Chillicothe, 
 
 Jan., 1874, to Jan., 1877 
 Jan., 1874, to Jan., 1891 
 Jan., 1874, to Jan., 1880 
 Jan., 1875, to Jan., 1883 
 Jan., 1875, to Mch 
 Jan., 1876, to Jan. 
 Jan., 1877, to Jan. 
 Jan., 1877, to Jan. 
 Jan., 1878, to Jan. 
 Jan., 1880, to Jan. 
 Jan., 1883, to Jan. 
 Jan., 1883, to Jan. 
 Jan., 1887, to Jan. 
 Jan., 1889, to Jan. 
 Jan., 1891, to Jan. 
 Jan., 1891, to Jan. 
 Mch., 1891, to Jan. ,1893 
 Jan., 1891, to Jan., 1895 
 Jan., 1893, to Jan 
 Jan., 1895, to Jan 
 Jan., 1895, to Jan 
 Jan., 1895, to Jan 
 Jan., 1897, to Jan., 1907 
 Jan., 1897, to Jan., 1903 
 Jan., 1899, to Jan., 1901 
 Jan., 1899, to Jan., 1905 
 Jan., 1899, to Jan., 1911 
 Jaii., 1899, to Jan., 1907 
 Jan., 1901, to Jan., 1907 
 Jan., 1903, to Jan , 1909 
 Jan., 1903, to Mch., 1903 
 Apr., 1903, to Jan., 1909 
 Jan., 1905, to Jan., 1911 
 
 1891 
 1883 
 1878 
 1899 
 1889 
 1891 
 1887 
 1891 
 1895 
 1895 
 1897 
 1903 
 
 1899 
 1899 
 1899 
 1897 
 
 Shelbina, 
 Regents McKim, Ellison, Alexander, Hays, Guthrie, Erwin, 
 Boynton, Hall and Mullins have each served more than one term. 
 State Superintendent Shannon and Coleman served each two 
 terms, and Superintendent Carrington is now in his second term. 
 To Judge W. B. Hays belongs the credit of having been on the 
 Board longer than any other member, having served twenty two 
 years. Dr. J. M. McKim and Judge Andrew Ellison are next in 
 length of service, having been on the Board seventeen and sixteen 
 years respectively. Regents Boynton, fSHTTP, and Barney, Sr., 
 died while members of the Board. 
 
The Board of Regents. 197 
 
 NOTES. 
 
 1. Laws of Missouri, 1870, pp. 134-6. 
 
 2. Ibid, 1874, pp. 143-4. 
 
 3. Faculty Minutes, Dec. 12, 1873. 
 
 4. Laws of Missouri, 1873, pp. 79-81. 
 
 5. Ibid, 1881, p. 1894. 
 
 6. See the lists of the members and officers of the Board of Regents in 
 the catalogues from 1871-72 to the present time. 
 
 7. The authority for this paragraph and the two following is the Rules 
 of the Board of Regents, adopted in June, 1899. 
 
 8. Catalogue, State Normal School, Kirksville, 1871-72, p. 3. 
 
 9. See the lists of the members of the Board of Regents in the catalogues 
 from 1871-72 to the present time. Judge Barrow and Superintendent Divoll's 
 names do not appear in these lists. Their membersliip is verified by the 
 Minutes of the Regents. 
 
CHAPTER XV. 
 
 THE CAMPUS AND THE BUILDINGS. 
 
 The campus of this institution was donated to the state by 
 Messrs. Morris and Richter of this city. It contained originally 
 fifteen acres. The opening up of streets along the north and south 
 ends have cut it down to about fourteen acres. As it was a corn 
 field at the time it was donated, a great deal of work was neces- 
 sary in order to make it suitable for school purposes. 
 
 The first improvements were begun in the spring of 1873, 
 shortly after the school had occupied its new building. This 
 included fencing, grading, the laying out of walks, the making 
 of a lake out of the ravine that ran from east to west across the 
 campus, and the building of two bridges across the lake. The 
 expense thus incurred was paid for out of the funds of the school^. 
 
 The next improvement was that of planting trees and putting 
 the campus down in blue grass. As far as is known all the trees 
 of the campus were donated either by prominent nurserymen or 
 by the faculty and the students. The work of planting them was 
 done largely by the faculty and the student themselves. Nearly 
 every student in school in the year or two following the occupa- 
 tion of the building, had something to do with the securing and 
 planting of a tree^. A number of classes planted groups of trees, 
 the most noted of which was the group of evergreens planted by 
 the class of 1876 in the shape of a star^. A few of the trees of 
 this group are still standing near the lake west of the bridge. 
 
 The work of planting trees was continued regularly every 
 spring for several years, and was renewed occasionally until 
 1887. It was frequently the case that the setting out of a tree 
 was made the occasion of certain formal ceremonies or exercises*. 
 
 The part thus played by the students in the beautifying of 
 the campus developed in them a peculiar attachment for it which 
 those of a later time can not fully appreciate. Many an old stu- 
 dent has derived a great deal of pleasure by returning to the 
 
SCHOOL 
 GARDEN 
 
 JANITOR'S RESIDENCE 
 
 ATHLETIC FIELD 
 
 ^ 
 
 Plot of the Campus, March, 1905. 
 
 (Scale, 160 feet to the inch.) 
 
200 State Normal School History. 
 
 campus and visiting the tree which he planted and for which he 
 cared while in school. 
 
 Sometime during the year 1887-88, Professor M. G. Kern of 
 the U. S. Agricultural Department visited the school and, after 
 carefully investigating the grounds, made a design showing how 
 the needed improvements should be made. For several years 
 efforts were made to get the Legislature to appropriate funds to 
 carry this design into effect, but all in vain^. Instead of being 
 improved, the campus was allowed to fall into neglect towards 
 the close of the eighties. Doubtless the lack of funds was the 
 chief cause for ithis condition of things. But the campus appears 
 to have been more or less abused through the privilege extended 
 to certain persons in town to use it as a pasture ground for their 
 cows at night, and it was frequently strewn with litter that had 
 been left from the picnics that were held there. 
 
 When President Dobson took charge of the school in Sep- 
 tember, 1891, among the first problems he took up was the campus. 
 He succeeded in doing a great deal towards improving it. It was 
 closed as a pasture and picnic ground, and many of the trees 
 were removed where they had grown up too thick. A special 
 appropriation was secured from the Legislature for the granitoid 
 walk which runs from the main entrance on the street directly 
 to the building, and for an iron bridge across the lake'^. The 
 new walk took the place of numerous, winding gravel and cinder 
 walks, and the new iron bridge took the place of the old wooden 
 one. At the same time the lake was extended to the east, and 
 deepened and widened on the west. 
 
 It is a great misfortune that certain changes have been 
 made in recent years which have materially and perhaps per- 
 manently injured the appearance of the campus. The annex 
 which was built in 1901, was located in such a way as to prevent 
 it from showing itself to the best advantage and at the same time 
 has ruined the stately appearance of the old building. The 
 laying out of the athletic field in the northwest corner of the 
 campus, essential as it is to the welfare of the school, has marred 
 the natural beauty of the grounds. 
 
The Campus and the Buildings. 201 
 
 The main building was originally heated by a hot air furnace 
 which was located in the basement^. In a few years this was 
 exchanged for a hot water plant^. In 1883 the present system 
 of steam heat was installed^*^. A few years later the boilers were 
 moved from the basement and put in an engine house south of 
 the building^i. The system was enlarged and modified in 1901, 
 when the annex was built^^. 
 
 Some important changes have been made in the chapel. 
 The desks which w^ere first used as seats were taken out of the 
 chapel in 1893 and the present opera chairs were put in their 
 placei3_ The platform stood originally at the west end of the 
 chapel, partly on one side of the door at that end and partly on 
 the other. In the fall of 1899 the platform and the seats were 
 arranged as they are today. The gallery at the east end was built 
 in 1894i4_ An extension of the gallery along the south side will 
 be made in a short time. 
 
 The pictures of the chapel which accompany this chapter 
 give a very good idea of the original and the present arrange- 
 ments. 
 
 The basement of the main building was originally used for 
 the heating plant only. In 1883 the unused portions were fitted 
 up for the model schooU^. When the heating plant was moved 
 from the basement, the space it had occupied was fixed up as a 
 chemical laboratory and was used for that purpose until 1899. 
 When the annex on the northeast of the main building was com- 
 pleted in 1901, the training school, excepting the kindergarten 
 department, was transferred to it. 
 
 At the present time the main building contains on the base- 
 ment floor the agricultureal laboratories, the kindergarten de- 
 partment, a recitation room in English, and toilet and store rooms; 
 on the first floor, the manual training department, the zoological 
 laboratory, and recitation rooms in mathematics, history, Latin, 
 and pedagogy; on the second floor, the Y. M. C. A. rooms, the 
 Philomathian hall, the music room, the chemical laboratory and 
 recitation room, and the chapel; on the third floor, the Senior 
 and the Websterian halls, and the elocution room. The annex 
 

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204 State Normal School History. 
 
 contains on the basement floor the gymnasium and the recita- 
 tion rooms of the lower grades of the Training School; on the 
 first floor, the President's office and the recitation rooms of the 
 upper grades of the Training School; on the second floor, the Y. 
 "VV. C. A. room, the physical laboratory, recitation rooms in English 
 and the library. 
 
 In the last report of President Kirk to the Legislature, the 
 value of the buildings, grounds, and equipments was estimated 
 as follows^S; 
 
 1. Value of buildings .' $75, 000.00 
 
 2. Value of boiler house, smoke stack, and tunnel 1, 500.00 
 
 3. Value of boiler plant, three tubular boilers 3, 150.00 
 
 4. Value of books and furniture in library 5, 500.00 
 
 5. Value of laboratory appliances and fixtures 2, 500.00 
 
 6. Value of furniture exclusive of library furniture. ... 3, 000.00 
 
 7. Value of campus 30, 000.00 
 
 Total, $120,650.00 
 
 The estimate on the buildings is far below their actual cost. 
 
 The main building cost $100,000 and the annex $30,000. The 
 
 difference between the cost and estimated value of this item alone 
 
 is $55,000. 
 
 The Legislature of 1905 appropriated $50,000 for a new 
 building. At the time of this writing, March, 1905, it has not 
 been definitely decided where it will be located. There is a 
 strong desire on the part of some that it be attached to the 
 main building on the west. When completed it will be used largely 
 for the sciences. It will also include the administrative offices 
 of the school and a gymnasium for boys. It will greatly relieve 
 the crowded condition of the other buildings and will make 
 possible some needed rearrangements in the recitation rooms. 
 
 In addition to these improvements a model rural school 
 house is to be erected immediately, mention of which has already 
 been made. 
 
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 O -g 
 
 rn 
 
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 ■< 
 
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 crt 
 
 
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The Campus and the Buildings. 207 
 
 NOTES. 
 
 1. Catalogue, State Normal School, Kirksville, 1873-74, p. 5. 
 
 2. Ibid, 1874-75, p. 3; North Missouri Register, April 2, 1874. 
 
 3. North Missouri Register, April 27, 1876. 
 
 4. Ibid, March 13, 1876; Kirksville Democrat, April 15, 1886; June 3, 
 1886; May 14, 1887; Faculty Minutes, March 17, 1882; Catalogue, State Nor- 
 mal School, Kirksville, 1888-89, p. 36. 
 
 5. Catalogue, State Normal School, Kirksville, 1888-89, p. 36; 1889-90, 
 p. 37; 1890-91, p. 36. 
 
 6. Kirksville Democrat, Sept. 23, 1892; Dec. 9, 1892; Mch. 20, 1893. 
 
 7. Ibid, June 7, 1895; Aug. 30, 1895: Laws of Missouri, 1895, p. 20. 
 
 8. Catalogue, State Normal School, Kirksville, 1871-72, p. 5. 
 
 9. Ibid, 1875-76, p. 3. 
 
 10. Ibid, 1883-84, p. 29. 
 
 11. Laws of Missouri, 1887, p. 6; 1889, p. 3. 
 
 12. Catalogue, State Normal School, Kirksville, 1901-02, p. 42. 
 
 13. Laws of Missouri, 1893, p. 20; Kirksville Democrat, May 12, 1893. 
 
 14. Kirksville Democrat, July 20, 1894. 
 
 15. Laws of Missouri, 1883> p. 6. 
 
 16. Biennial report of the State Normal School, Kirksville, for 1903- 
 04, to the Legislature of 1905 p. II. 
 
CHAPTER XVI. 
 
 THE ALUMNI. 
 
 This institution has every reason to be proud of its grad- 
 uates. Barring a few instances, the young men and women,who 
 have pursued its courses of study to the end,have reflected great 
 credit upon the school. 
 
 The material is not at hand to make a definite statement as 
 to the exact percentage of graduates who have pursued the pro- 
 fession of teaching, but it is safe to say that it is very large. 
 Through these graduates, the influence of this institution has 
 been plainly felt in the educational system of this state and also 
 of many other western states, particularly of California. During 
 the seventies many of the graduates of this school were induced 
 to go to California, and in a short time they began to exercise a 
 strong influence upon the public school system of that great state. 
 
 It is in Missouri, however, that the school has had its greatest 
 influence, and this is as it should be. Its graduates have occu- 
 pied many of the most important positions in the public school 
 system of the state. They have filled some of the best superin- 
 tendencies outside of St. Louis and Kansas City, they have been 
 Principals in the ward schools and teachers in the high schools 
 of many of our best cities, including both St. Louis and Kansas 
 City. Since 1883 graduates of this school have filled the office 
 of State Superintendent. Many of the graduates have been very 
 active in the State Teachers' Association and have done much 
 towards moulding its opinions on various educational matters. 
 
 Of those who never took up the profession of teaching at 
 all or turned from it after a few years, many have risen to prom- 
 inence in other professions in this and other states, and are today 
 reflecting great credit upon their alma mater. 
 
 The graduates of the school are given as follows by classes^. 
 
210 State Normal School History. 
 
 Post Graduates. 
 
 degree master op arts and of philosophic didactics, 
 
 1874— *0. P. Davis. 
 
 1875— *W. E. Coleman, W. N. Doyle, C. B. Daughters, J. C. Stevens 
 
 DEGREE MASTER OF ARTS AND PROFESSIONAL TEACHER. 
 
 1876— J. U. Barnard, C. W. Bigger, Thomas Cloyd, J. M. White. 
 
 DEGREE MASTER OF ARTS AND DIDACTICS. 
 
 1878— J. F. Chandler, Ada Oldham, C. W. Thomas. 
 
 1879 — Jennie Burton, G. W. CuUison, Ella Carothers (Mrs. Dun- 
 
 egan), W. T. Carrington, N. B. Henry, Maggie Thompson 
 
 (Mrs. Henry), E. E. Hohopeter, R. S. lies, A. R. Orr, W. H. 
 
 Vaughn. 
 1880 — John Barton, Julia Lester (Mrs. Bos worth), Manlove Hall, 
 
 John R. Kirk, Lowa Phelps (Mrs. Murdy), F. P. Primm, 
 
 Thos. E. Sublette, Serelda Gilstrap (Mrs. Thomas). 
 1881— J. C. Doolev, *S. D. Ellis, C. L. Ebaugh, H. McGarry, *C. 
 
 M. Polley, G. A. Smith. 
 1882— A. B. Carroh, J. A. Guttery, *J. S. McGhee, I. N. Matlick, 
 
 Flora Northrup (Mrs. Scheurer), S. H. Soper, Duke E. 
 
 Wright (Mrs. Herron), W. E. Tipton, A. B. Warner. 
 1883— T. S. Cox, C. E. Foster, W. R. HoUoway, Lulu Sharp (Mrs. 
 
 Corley) . 
 
 DEGREE MASTER OF SCIENTIFIC DIDACTICS. 
 
 1884— W. B. Anderson, Olivia Baldwin, S. A. Conway, F. W. 
 
 Guthrie, Charles Riggie, R. R. Steele. 
 1885 — Cora Baldwin, Selden Sturges. 
 1888— H. C. Long. 
 1889— Aven Nelson. 
 
 1892 — Wm. D. Grove, Mary Trimble Prewitt, F. A. Swanger. 
 1893 — Adaline Bell, Frank Wisdom Hannah, Marguerite Pumphrey 
 
 (Mrs. Smith), Walter H. Payne, Louise M. Trimble, John 
 
 A. Whiteford. 
 1894— R. B. Arnold, C. W. Bowen, Fannie Gentry (Mrs. Lobban). 
 1896— Minnie Brashear, W. L. Riggs, J. H. Grove, J. A. Koontz. 
 1897 — Fannie K. McCoy, Sophia C. Y/atson. 
 1899— Z. Fletcher Wharton. 
 
 1900— A. B. Coffee, Geo. M. Laughlin, Anna M. Wood. 
 1901— Thos. J. Kirk, G. W. Pendergraft, A. P. Vaughn. 
 1902— Essie Holmes, H. H. Laughlin. 
 
 "^Deceased. 
 
The Alumni. 211 
 
 degree — master op pedagogy. 
 1903 — E. Alta Allen, Mayme Foncannon, Mabel Gibbons, R. 
 
 Emmett Hamilton. 
 1904— Ada Greenwood McLaughlin, Alethea Ringo, Frances 
 
 Miller, Nora B. Phillips. 
 
 Graduates. 
 
 degree bachelor of philosophic didactics. 
 
 1872— *0. P. Davis, W. N. Doyle, W. F. Drake, I. N. Matlick, 
 
 J. T. Smith, J. C. Stevens, *Vincent Stine, Selden Sturges, 
 1873— C. W. Bigger, *W. E. Coleman, C. B. Daughters. 
 
 DEGREE BACHELOR OF ARTS AND PHILOSOPHIC DIDACTICS. 
 
 1874— W. H. Baker, J. U. Barnard, G. W. Cullison, iThomas 
 Cloyd, Sue Forsythe (Mrs. Eaton), Helen Halliburton 
 (Mrs. Sam McReynolds), Julia Lester (Mrs. Bosworth), 
 *Emmir Thompson (Mrs. 0. E. Hannah), J. M. White. 
 
 1875 — J. R. Bradley, Jennie Burton, B. T. Hardin, R. S. lies, 
 *A. H. Jamison, *J. S. McGee, J. S. McPhail, A. R. Orr, 
 
 F. P. Primm, Lizzie Roe (Mrs. Carpenter), C. W. Thomas, 
 Alta Wescott (Mrs. McLaury). 
 
 1876— John Barton, J. F. Chandler, SalHe C. Callaway, (Mrs. 
 Larkins), W. T. Carrington, W. C. Ferrell, N. B. Henry, 
 E. L. Harpham, E. O. Larkins, Ada C. Oldham, Lowa 
 Phelps (Mrs. Murdy), H. C. Rutherford, *Minnie Smoote, 
 0. M. Thompson, Maggie Thompson (Mrs. Henry). 
 
 1877 — Ella Carothers (Mrs. Dunnegan), Irene Cumberlin, Serelda 
 Gilstrap (Mrs. C. W. Thomas), E. E. Hollopeter, W. D. 
 Oldham, R. V. Seward, W. H. Vaughn, E. H. Walker. 
 
 1878— Anna Baldwin (Mrs. G. W. Sublette), J. C. Dooley, *S. D. 
 Ellis, Charles L. Ebaugh, *H. A. Fink, Rebecca E. Hubbell, 
 Manlove Hall, John R. Kirk, H. McGary, *C. M. Polley, 
 
 G. W. Sublette, Thomas E. Sublette. 
 
 1879— W. B. Baker, Cora B. Baldwin, (Mrs. Hastan), A. 0. Da- 
 man, Anne Dysart, Addie M. Green (Mrs. Britton), Rice 
 Knox, R. E. Oldham, C. P. Perham, G. A. Smith, A. B. 
 Warner, Z. F. Wharton. 
 
 1880—1. F. Atterbury, Olivia A. Baldwin, A. B. Carroll, C. E. 
 Foster, T. L. Herbert, H. Johnson, Flora Northrup (Mrs. 
 Scheurer), *S. H. Soper, W. E. Tipton, Edmonia D. Wright 
 (Mrs. Herron). 
 
 1881— W. B. Anderson, T. S. Cox, Ada M. Greenwood (Mrs. Mc- 
 Laughlin), E. H. Hatch, W. R. Holloway, W.F.Link, R. B. 
 
 15 
 
The Alumni. 213 
 
 Loudon, L. S. Mitchell, E,. F. Sallee, D. D. Sayer, Lulu 
 
 B. Sharp (Mrs. Corley). 
 
 1882— J. O. Allison, Nellie Bagg (Mrs. Glaize), S. A. Conway, Ida 
 Frankland, F. W. Guthrie, J. L. Holloway, J. W. Jones, 
 
 C. Higgle, R. R. Steele. 
 
 1883 — J. S. Erwin, Aven Nelson, Lura Owen (Mrs. Lon Mitch- 
 ell), J. N. Pemberton, Mary T. Prewitt, Lottie T. Spencer 
 (Mrs. O'Neil.) 
 
 DEGREE BACHELOR OF SCIENTIFIC DIDACTICS. 
 
 1884— R. W. Barrow, J. D. Brown, B. F. Carroll, S. A. Crook- 
 shanks, Miriam Davis (Mrs. Mitchell), Mary Griffith, J. H. 
 Grove, J. F. Hohday, R. E. Johnston, H. C. Long, W. H. 
 Miller, Libbie K. Miller (Mrs. Traverse), Carrie Randall 
 (Mrs. Thwing), H. B. Shaiii, Mamie Sharp (Mrs. Simpson), 
 F. A. Swanger, Nettie Willard (Mrs. Hovey). 
 
 1885— R. B. Arnold, R. E. Barnard, A. M. Boyd, C. C. Childress, 
 Silas Dinsmoor, W. W. Griffith, W. D. Grove, Mary Howell 
 (Mrs. Finegan), AUie Link (Mrs. Whitacre), 0. M. Mitchell, 
 F. M. Patterson, Fannie Riggs (Mrs. Long), Isom Roberts, 
 J. J. Steele. 
 
 1886 — S. P. Bradley, A. J. Bradsher, J. J. Brmiimitt, Jennie 
 Edwards, Ella Evans, Kate Funk (Mrs. Simpson), Nannie 
 Garrett, *Fannie Graer (Mrs. J. W. Martin), G. M. Hohday, 
 Etta L. Johnston (Mrs. Kiggins), A. E. Kennedy, C. M. 
 Kiggins, Mary L. Northcutt (Mrs. Locke), L. M. Phipps, 
 Stacy G. Porter (Mrs. Miller), W. T. Porter, A. L. Pratt, 
 J. F. Pratt, *L A. Price, J. A. PuUiam, Paul Sanford, J. 
 M. Simpson, Minnie Smith (Mrs. Fowler) , T. J. Updyke, 
 J. J. Watson, J. D. Wilson. 
 
 1887 — G. Bellamy, Adaline Bell, Charles Cornelius, Mollie Cham- 
 bliss, W. B. Edwards, Andrew Erickson, G. W. Fisher, 
 Georgia Funk (Mrs. Meyers), Ella Funk, Mattie Hannah 
 (Mrs. Humphreys), U. G. Humphreys, A. L. Holiday, 
 W. L. Holloway, G. E. Jamison, Nannie Key (Mrs. Dufur), 
 Eugene Link, E. D. Luckey, C. K. McCoy, Geo. F. Nason, 
 Marguerite Pumphrey (Mrs. Smith), Belle Plumb, Walter 
 A. Pavne, Ella Rolofson, Laura Seals, *Ida Thompson 
 (Mrs. Price). 
 
 1888— E. E. Barnett, H. S. Bruce, Molhe Chancellor, E. L. Cooley, 
 Lissie Funk, George R. Funk, Sallie Gex (Mrs. Roberts), 
 H. C. Harvey, Morgan H. McCall, Fannie Mackoy, A. L. 
 McKenzie, Lula Patterson, Marie W. Patterson, D. L. 
 Roberts. Prudie Risdon (Mrs. Tihery), Molhe Reed (Mrs. 
 
214 State Normal School History. 
 
 Cooley), Minnie Reed, S. M. Snodgrass, Alma Smith 
 (Mrs. J. B. Dodson), Pauline C. R. Stone (Mrs. Rozelle), 
 Eva White. 
 
 1889 — Isabel Ellison (Mrs. Vinsonhaler) , Wm. Eiring, Fannie 
 Heald, C. W. Haman, Frank Hannah, E. T. Hubbard, 
 Genie Nolan, George H. Owen, Lucv Patterson (Mrs. 
 Motter), W. L. Riggs, Ella Woods, W. W. Walters. 
 
 1890 — J. T. Aldridge, Emma Ammerman, C. W. Bowen, Julia B. 
 Ellison (Mrs. Hill), Charles Eiring, Fannie Gentry (Mrs. 
 Lobban), Sue Greenleaf, George Gex, Nina Heald (Mrs. 
 McClure), Lizzie Harvey, Emma Poe, Adelia Richmond, 
 Louise M. Trimble, John A. Whiteford, Emily Watson. 
 
 1891— Geo. Finley Burton, E. 0. Doyle, C. P. Guthrie, Jennie 
 Green, Mary Gerard, J. C. Hennon, Kate Hammond, 
 Lillian H. Heald (Mrs. Richmond), Blanche Heiny, *W. A. 
 Muir, Rosa Patterson (Mrs. West), J. E. Petree, Allie 
 Ross (Mrs. Suggett), Ida Stafford (Mrs. Geo. F. Burton), 
 C. A. Savage. 
 
 1892 — Catherine Allen, Minnie Brashear, Ruby Dorothy Bowen 
 (Mrs. J. A. Cooley), Jennie E. Cole, Robert Lee Eberts, 
 Nellie Matilda Evans, Thomas Alonzo Hays, Cassandra 
 Emma Hubbard, Evan Richard Jones, Metta May McCall, 
 Louis Edward Petree, Geo. Arthur Radford, Oliver Stigall, 
 *Caddie Smith, Lundy Byron Smith, Lida Athleen Shultz 
 (Mrs. Risdon), Ellen Eliza Van Home, Sophia Campbell 
 Watson, Anna Stafford Western. 
 
 1893— Charles Bagg, Delia Baird, L. Ahce Bond (Mrs. Christie), 
 Clarence Alva Blocher, *Maggie Crawford, Allie Davis, 
 Mae DeWitt (Mrs. Hamilton), Martha DeWitt, Emeline 
 Fee, Meade Ginnings, Benjamin F. Guthrie, Mamie Har- 
 rington (Mrs. Schwartz), Ruth Jeffers, James Alva Koontz, 
 Chas. Murphy, *John R. Musick, John Davis Marr, Camile 
 Nelson, *Henry E. Patterson, Calvin Henry Paul, J. T. 
 Ronald, Alethea Ringo. 
 
 1894 — Geo. Washington Atterberry, Hubbard Blair, Wm. Batch- 
 elar, Mary Porter Burks, Alice Elzira Downing, Warren 
 Mitchell Duffie, William Samuel Eller, Lena Edelen, Julia 
 Emma Freeland, Mary Marguerite Fisher, Benjamin 
 Franklin Gordon, Lina Gore, George Mark Laughlin, Francis 
 Marion Motter, Sadie Martin, John Wilfley Oliver, Martha 
 Owen, William Charles Thompson, Lena Minerva Trow- 
 bridge (Mrs. Payson), Anna Wood. 
 
 1895 — Fred William Alexander, James Perry Boyd, Thomas 
 
The Alumni. 215 
 
 Austin Craghead, Enoch Marvin Drinkard, Samuel Rodgers 
 Dillman, Alva E. Dowell, Dorothea Caroline Foncanon 
 (Mrs. E. C. Grim), Ezra Clarence Grim, Jesse Bird Hatcher, 
 Kate Bell Hawkins, Anna C. Hill (Mrs. Wright), Louis 
 Ingold, Lycla McKay, Frances Miller, Joe Shelby Maddox, 
 James Thomas Mc(jee, John Henry Nolen, Maud Owen, 
 Fred Benjamin Owen, Gertrude Phillips, Lena Lucile 
 Storm (Mrs. Emory Green), Ambrose Dudley Veatch, 
 Julia Alberta Wardner. 
 
 1896 — Frank Buckner, Ida Brashear, Manville Carothers, Jennie 
 Huffman, Homer A. Higgins, J. A. Hook, Arthur Lee, 
 Mabel Mennie, George Byron Novinger, Louise Rex, 
 Ledrew Esper Ryals, Nell Stone (Mrs. Brace), Zorado 
 Snelling, Arthur T. Sweet, S. E. Seaton. 
 
 1897— W. S. Boyd, John C. Bohne, P. E. Burns, C. C. Blue, E. C. 
 Bohon, Aida Evans (Mrs. Buckmaster), Fred Fair, E. E. 
 Funk, Mayme Foncannon, Harry L. Green, J. L. Gallatin, 
 Myrtle Harlan, Ada Harlan, Frank Heiny, John H. Hoefner, 
 Virginia Holderman, Essie Holmes, Eugene Lake, C. W. 
 Murphy, Milton McMurry, H. E. Neese, Martha Petree, 
 Victor Parrish, 0. A. Petree, *McDonald Petree, F. H. 
 Potter, Nora Phillips, G. W. Pendergraft, Saida Ragsdale, 
 Carrie Reynolds (Mrs. Conner), A. H. Smith, Lilah Town- 
 send, S. E. Terpening, A. P. Vaughn, W. I. Woodson. 
 
 1898 — Amy Brown, Claude S. Brother, Ardella Dockery, Sallie 
 Davis, May Evans, A. D. Foster, A. S. Faulkner, Kate 
 Holdswortii, Hattie Lyon, R. N. Linville, J. D. Luther, 
 *0. H. Lind, Birdie Miller, JuHa McBeth, Lilly Northcutt, 
 Anna Pile, Albert Pratt, Ethel Ringo (Mrs. J. E. Weather- 
 ly), Mary Sullivan, W. E. Shirley, Ray Seitz, W. B. Thorn- 
 burg. 
 
 1899— Cordelia Ashlock (Mrs. Brown), Pansy Bowen (Mrs. H. H. 
 Laughlin), Delos Austin Bragg, Cora C. Buchanan, Gwyn 
 H. Baker, Ellen J. Crockett, Lottie Christine, Lida Corken, 
 Ada Carnahan, John A. DeTienne, Jean Eames, Ida May 
 Finegan, Mabel Gibbons, J. A. Goodwin, Oscar Ingold, 
 Wm. Horace Ivie, Mayme Lorenz, Bess Hannah Link, Zoe 
 McDowell, G. W. Pauly, Mrs. Lena Pauly, Julia Louise 
 Porter (Mrs. Garth), Jessie Ray, Frank K. Surbeck, E. 
 Claude Smith, John B. Stigall, Nannie Thomas, Britt 
 Payne Taylor, Jas. Hornbuckle Turner. 
 
 1900 — Alice Adams (Mrs. W. J. Shepard), Susan Luella Ander- 
 son, Florence Baker, Susie Barnes, E. Grace Omer (Mrs. 
 
216 State Normal School History. 
 
 Bohrer), Genevieve Bovard, J. A. Carmack, Adah Blanche 
 Caskey, W. Lemuel Cochrane, Leota Lillian Dockery, 
 Joseph C. Dougherty, Ella Evans, Alice Foncanon, E. H 
 Gipson, Blanche Hall, Robert Emmett Hamilton, Davella 
 Hendricks, Jacob Wilhelm Heyd, Essie Hill, Vida Jenkins, 
 Roxana Howard Jones, Harry H. Laughlin, N. June Lemon, 
 Sadie Lemon, Emma Long, Elsie Mae Martin, N. F. Mc- 
 Murry, Mary MiUer, J. C. Moorman, Myra Mills, May E. 
 Northcutt, Walker S. Pemberton, Lida Powell, Sunie 
 Roberts, Mathilde B. Rombauer (Mrs. Henry), Elea B. 
 Scott, Rose A. Shantz, Rosa May Smith, Stella Stone, P. 0. 
 Sansberry, Mary A. Talbot, James Harrison Turner, Fred 
 W. Urban, William C. Urban, Jessie B. Vaughn, Inez 
 Webber, Sadie Westrope, Virginia Louise White (Mrs. 
 Graham), Lena Wilkes. 
 
 1901— Eff a Allen, Edna Baker, Basil Brewer, Artie Keller Cleave- 
 land, Anna Margaret Earhart, Cassius V. Eaton, Anna 
 Ely, T. M. Evans, Eugene Fair, Alta Lee Gih, Mary C. 
 Greenwood, *Mabel Gilhousen, Wannee A. Hall, G. L. 
 Hawkins, Vena Hennon, M. Braxie Hull (Mrs. Alsdorf), 
 E. Gertrude Johnston (Mrs. Oliver Stigall), Nelson Kerr, 
 Robt. L. Kirk, Thos. J. Kirk, Alta Lorenz (Mrs. Eugene 
 Fair), Mittie W. Mason, F. L. McGee, Elmer A. McKay, 
 T. M. Mitchell, Pearl Moulton, Susan Nicholas, Lettie 
 Petree, Nora Elma Petree, Mary Porter, Minnie Reed, 
 Erma Reedal, N. Reuben Riggs, Lucy Rudasill, Robert 
 A. Scott, Enoch B. Seitz, B. P. Six, J. A. Taylor, Leonard 
 M. Thompson, Cora L. Walker, Mamie Willard, Bessie S. 
 Wittmer, Jessie M. Wright. 
 
 1902— Mattie Adams, E. Alta Allen, H. T. Allen, S. W. Arnold, 
 Sara F. Buchanan, George Crockett, M. E. Derfier, C. E. 
 Dickson, Fanny Dulaney, Bert L. Dunnington, *Sadie M. 
 Elwood, Bertha Evans, Marcy Carmen ' Fisher, Francis J. 
 Gibbons, Ottie M. Greiner, Ahce F. Erwin, Clyde Hennon, 
 Frank Heyd, T. W. Imbler, M. Elizabeth Johnston, Maud 
 M. Kennen, Clara Miller, A. R. Morgan, LiUian Neale, 
 N. H. Randall, Ida F. Ray, Audrey D. Risdon, Eva Rob- 
 bins, Libbie Smith, Isadore Smoot, Martha E. Sparling, 
 David Stanley, J. M. Stelle, Geo. J. Stringer, Jennie Town- 
 send, June Wack, Gertrude Watson, Eunice Wilkes. 
 
 DEGREE BACHELOR OF PEDAGOGY. 
 
 1903 — Grover C. Allen, Bertha Allison, Kate Ashlock, Loa E. 
 Bailey, Ray Barker, Clara Blackwell, Jessie Brewer, 
 
The Alumni. 217 
 
 Leona Brown, Clay L. Carter, G. N. Dance, Roy L. Gard- 
 ner. Ada 0. Harmon, Gertrude Heller, Chas. A. Heryford, 
 Russell E. Holloway, Cloe F. Johns, Grace Jones, I. Allen 
 Keyte, Lucy C. Kirby, Eunice Virginia Link (Mrs. P. W. 
 Bonfoey), R. V. Markland, Thos. Marksbury, Mabel Mc- 
 Hendry, Carrie Mills, R. L. Minton, Blanchie Moore, L. A. 
 Moorman, vS. E. Morlan, N. Mabel Owen, 'Lelah Popple- 
 well, Tilden Powell, Eugenia Ringo, L. D. Roberts, Grace 
 Rucker, Susie Sailing, Christine Tall, Sarah E. Thomas, 
 Myrtle Traughber, Lillian Louise Weedon, Bessie Wells 
 (Mrs. Grant), Edna Edith Wilson. 
 1904 — Charlotte Bain, V/. J. Banning, Clara Belle Bassett, Vera 
 Blake, M. A. Boyes, Roma Brashear, Eleanor Breier, 
 Margaret Brewer, Sam C. Brightman, DeEtta Broad- 
 bent, Sallie Brown, J. E. Burch, S. E. Calvert, S. A. Coff- 
 man, Cora Collier, Daphne Crawford, Cannie Damron, 
 Lucie Davis, Julia Estelle Dockery, C. V. DowTiing, F. W. 
 Dralle, Hallie Eisiminger, E. J. Ford, Leon Fraizer, Lura 
 Gilbreath, C. T. Goodale, Harry Hall, Eula Hull, Lena 
 Hutcherson, Ida Jewett, Louise Johnson, Ruble Kay, D; 
 Kittel, Lydia Koennemann, Bessie Leazenby, Anna Lotter, 
 H. A. Lemon, V/. M. McClain, J. A. Miller, Lowa Miller, 
 Herbert Mitchell, Fred Morgan, Jessie Nicholas, E. J. 
 Powell, Mrs. Tilden Powell, Julia Proctor, C. A. Roberts, 
 William Robertson, W. J. See, Daisy Seaber, Raymond 
 Shoop, Tress Surbeck, May Spivey, C. E. Temple, Cather- 
 ine Zimmerman. 
 
 NOTES. 
 
 1. This list of graduates has been carefully compiled from catalogues 
 beginning with the one for 1872-73. It is, therefore, free from many of 
 the errors that have been appearing in the lists of graduates in the cata- 
 logues and bulletins of late years. 
 
CHAPTER XVII. 
 
 COMMENCEMENTS. 
 
 Inasmuch as the closing exercises of the early years of the 
 school were very different from what they are today, it will be of 
 interest to note what they were at first and trace the changes that 
 have been made in them from time to time. 
 
 At the close of the first year, 1867-68, there were no gradu- 
 ates. Hence the closing exercises were very brief. As far 
 as our information goes they were confined to oral examinations 
 which were held on the last two days of the session. As these 
 examinations were intended as a display rather than a test from 
 which the final standing of the students was determined, the pub- 
 lic was cordially invited to attend them. The newspapers of the 
 time state that a large number responded to the invitation^. 
 
 No record has been found of the closing exercises of 1869 
 and of 1870. In all probability they consisted largely each year 
 of the above mentioned public examinations. It is likely that 
 those of 1870 included some sort of an ''exhibition" in which 
 the fifteen young men, who were graduated that year in the 
 ''modern college course abridged," participated^. 
 
 The closing exercises of 1871 were the first held after the 
 school had been adopted as a state institution. From the news- 
 paper accounts of them at the time, there seems to have been 
 some extra efforts to make them befit the newly endowed insti- 
 tution. There were no graduating exercises, but there were the 
 usual public oral examinations which extended through five days, 
 and in addition there were, during the evenings of the week, " ex- 
 hibitions ' ' by the students and addresses by men who were prom- 
 inent in the educational and political circles of the state. Among 
 those who were specially mentioned for their addresses were 
 Superintendent W. T. Harris, then of St. Louis, Major J. B. 
 Merwin of the American Journal of Education, and President 
 Baldwin^. 
 
Commencements. 219 
 
 The closing exercises of 1872 differed from those of preceding 
 years in that they inckided, in addition to what had come to be 
 the customary events of the season, the graduating exercises of 
 the first class in the four years' course. The closing exercises 
 of this year constituted, therefore, the first regular commencement 
 of the school. The program included not only an oration from 
 each of the eight members of the graduating class, but also an 
 oration from each of the four young men who were graduating 
 in the three years' course and from three representatives of the 
 two year's class who had been chosen by the faculty for that duty. 
 In all there were fifteen orations besides the address by State 
 Superintendent Monteith and the presentation of the diplomas 
 by President Baldwin*. 
 
 This arrangement formed an important precedent. From 
 1872 to the present time the four and the two years' classes have 
 had some sort of graduating exercises in which all the members 
 of the classes or certain ones designated by the faculty took 
 part, and from 1872 to 1892 the representatives of the three 
 years' class appeared regularly at some time during the com- 
 mencement exercises. At first it was the custom for the 
 representatives of these three classes to perform their duties 
 at the same gathering, but later these duties were divided so as 
 to occur at two or more different times. Until recent years the 
 faculty always designated those or most of them at least, who 
 should take part in these exercises. 
 
 The commencement of 1873 was the first to be held in the 
 present chapel. It is further distinguished from those of former 
 years by the introduction of the annual reunion^. The reunion 
 was an informal social gathering of the old students who had re- 
 turned for the commencement exercises, and of the students who 
 were just finishing the year's work. It was held in the chapel, 
 generally on the evening of the day on which the graduating ex- 
 ercises of the four years' class had been given. For several years 
 after the reunion was established, it constituted one of the most 
 enjoyable features of the commencement season. Usually a pro- 
 gram, which was more or less informal and which aimed at enter- 
 
220 State Normal School History 
 
 tainment only, was rendered. A regular number on this pro- 
 gram, in the early years at least, was the promenade which some- 
 times lasted as long as two hours®. Reunions seem to have been 
 held regularly from 1873 to 1900'^. Since 1900 they have been 
 discontinued. 
 
 As far as is known, the commencement of 1874 was the first 
 to include among its events a special entertainment by one of the 
 literary societies. The honor of introducing this feature belongs 
 to the Philomathean Society^, and as it happens the entertain- 
 ment given at this time by this society was its first effort in public. 
 This entertainment set another important precedent; for until a 
 few years ago it was the custom for one and sometimes for two 
 of the societies to present a special program during commence- 
 ment week, or just immediately preceding it^. 
 
 During the commencement week of 1875, the first annual 
 entertainment by the Alumni Association was held. This associa- 
 tion had been formed in June, 1874, but nothing was clone at that 
 time beyond organizing and arranging for the program for the 
 next year^". This program was rendered one evening during the 
 commencement week of 1875. It consisted of varied literary 
 exercises by certain members, the most important of which was 
 an address by the President of the association^i. Since 1875 
 the Alumni association has held some sort of an annual gathering 
 every year excepting 1900 and 1904. At these gatherings the 
 annual entertainment has been a fairly regular feature. The 
 program has usually consisted of addresses by different members 
 of the association, one of which has been the annual address by the 
 president^^. Once or twice an address by some orator of national 
 reputation was substituted for the numerous addresses of the 
 members of the association^^. At different years, arrangements 
 were made for two or three conferences during the afternoons of 
 commencement week, in which various pedagogical problems 
 were discussed^^. These conferences were generally interesting 
 and profitable to those who attended. Beginning in 1877^5, the 
 alumni association has generally provided some sort of a repast 
 for those in attendance and their invited guests. These repasts 
 
Commencements. 221 
 
 have been all the way from the simplest refreshments to a very 
 formal banquet. 
 
 By 1875 a regular program of events for the commencement 
 season, had become fairly well established. These events in- 
 cluded public oral examinations which were yet intended more 
 for display than for determining the final standing of the students, 
 literary society entertainments, graduating exercises of the different 
 classes, addresses by prominent speakers, meetings of the alumni 
 association, and annual reunions. No change of any importance 
 was made in the above list of events until 1883. 
 
 During President Blanton's administration some important 
 changes were made in the exercises of the commencement season. 
 In the first place, the baccalaureate sermon was introduced. The 
 first one was delivered in 1883 by the Rev. Mr. Wilkie of Col- 
 umbia!^. Since that year the baccalaureate sermon has been a 
 regular event of every commencement^'^. In the second place, the 
 public oral examinations were abolished in 1883-84 and have 
 never been revived. In the third place, the contests in oratory 
 for the Regents medal and in declamation for the Baird medal 
 were moved down to the commencement week instead of being 
 held some weeks or months before that time. This change was 
 made in 1886^^. From that year down to a few years ago when 
 they were discontinued, these contests formed very important 
 features of the commencement program. 
 
 The only change of any importance in the events of commence - 
 ment week during President Dobson's administration was the 
 dropping out of the exercises of the three years' class in 1892. 
 This class had not received diplomas or certificates since 1884, but 
 the custom of having it present a program at commencement 
 time was continued until 18921^. 
 
 The field day exercises which were established in 1895 and 
 which have been held regularly every year [since, have 
 usually been held some days before the opening of the com- 
 mencement season, and hence cannot be properly considered as 
 among the events of the commencements. 
 
 With the exception of the elimination in 1892 of the exercises 
 
222 State Normal School History. 
 
 of the three years' class, the program of commencement events 
 remained unchanged from 1887 to 1900. 
 
 In 1900 and 1901 a number of radical changes were made in 
 the commencement program. In the first place, each of the 
 classes adopted the custom of having class day exercises apart 
 from their graduating exercises. The former have consisted of 
 the orations and essays which had formerly been given at the 
 graduating exercises, and other numbers such as declamations, 
 musical selections, class histories, and the like. These duties 
 have been performed by persons selected solely by the class. 
 The graduating exercises have been given over to the address to 
 the class by some prominent speaker whom the class had chosen, 
 and to a very informal presentation of diplomas. In the sec- 
 ond place, the exercises by the literary societies and the con- 
 tests in declamation and oratory, the reunions, and the custom 
 of assigning first and second honors in the graduating classes 
 have been discontinued. 
 
 From the foregoing account we have seen that the closing 
 exercises of the school began with public oral examinations, that 
 they were gradually extended until they included a great variety 
 of events, and that since 1900 the tendency has been to shorten 
 the commencement season and to simplify the exercises. No 
 effort has been made to relate the details of each commencement. 
 Such would have necessitated much repetition. Peculiar in- 
 terest, however, is attached to the commencement of 1893 be- 
 cause of "Baldwin Day." This matter will be considered in the 
 chapter on ''Special Events." 
 
 The salutatorians and valedictorians of the graduating classes 
 from 1872 to 1899 inclusive, during which time it was customary 
 to award commencement honors on the basis of scholarship, are 
 as follows^O; 
 
Commencements. 
 
 223 
 
 Class 
 
 Salutatorian 
 
 Valedictorian 
 
 1872 
 
 J. T. Smith 
 
 J. C. Stevens 
 
 1873 
 
 C. W. Bigger 
 
 W. E. Coleman 
 
 1874 
 
 Helen Halliburton . 
 
 J. U. Barnard 
 
 1875 
 
 Alta Wescott 
 
 R. S. lies 
 
 1876 
 
 W. C. Ferrill 
 
 John Barton 
 
 1877 
 
 W. D. Oldham 
 
 Serelda Gilstrap 
 
 1878 
 
 Anna Baldwin 
 
 John R. Kirk 
 
 1879 
 
 Annie Dysart 
 
 A. B. Warner 
 
 1880 
 
 A. B. Carroll 
 
 W. E. Tipton 
 
 1881 
 
 D. D. Sayers 
 
 W. R. Holloway 
 
 1882 
 
 R. R. Steele 
 
 J. L. Holloway 
 
 1883 
 
 Mary Prewitt 
 
 Aven Nelson 
 
 1884 
 
 R. W. Barrow 
 
 Libbie Miller 
 
 1885 
 
 R. B. Arnold 
 
 Silas Dinsmoor 
 
 1886 
 
 Nannie Garrett 
 
 Mary Northcutt 
 
 1887 
 
 G. W. Fisher 
 
 E. D. Luckey 
 
 1888 
 
 David Roberts 
 
 Frances Mackoy 
 
 1889 
 
 Ella Woods 
 
 G. H. Owen 
 
 1890 
 
 John Whiteford 
 
 Louise Trimble 
 
 1891 
 
 Ida Stafford 
 
 J. E. Petree 
 
 1892 
 
 R. L.Ebberts 
 
 Ellen Van Home 
 
 1893 
 
 Meade Ginnings 
 
 B. F. Gutherie 
 
 1894 
 
 Lena Edelen 
 
 F. W. Motter 
 
 1895 
 
 Dollie Foncanon 
 
 E. C. Grim 
 
 1896 
 
 S. E. Seaton 
 
 Nell Stone 
 
 1897 
 
 Mamie Foncanon 
 
 Martha Petree 
 
 1898 
 
 A. B. Pratt 
 
 A. S. Faulkner 
 
 1899 
 
 B. P. Taylor 
 
 Lottie Christine 
 
 NOTES. 
 
 1. Kirksville Journal, June 18, and July 2, 1868. 
 
 2. Fourth annual circular of the North Missouri NormalSchool. 
 
 3. North Missouri Register, June 1, 15, 22, 29, and July 27, 1871. 
 
 4. Ibid, June 20, and July 4, 1872. 
 
 5. Ibid, June 19, 1873. 
 
 6. Ibid, July 2, 1874; June 24, 1875; June 22, 1876; June 28, 1877. 
 
 7. See the calendars of events in the catalogues of the school from 1877- 
 78 to 1899-1900. 
 
 8. North Missouri Register, June 18, 1874. 
 
 9. See the announcement of the society entertainments in the cata- 
 
224 State Normal School History. 
 
 logues of the school. 
 
 10. Alumni Record, Vol. I, p. 15. 
 
 11. The Tatler, Kirksville, June 19, 1875. 
 
 12. Alumni Record, Vol. I, pp. 15, 17. 
 
 13. Ibid, pp. 47, 65. 
 
 14. Commencement programs for 1879, 1888, 1892, 1893. 
 
 15. Alumni Record, Vol. I, p. 19. 
 
 16. Kirksville Democrat, June 21, 1883. 
 
 17. Ibid, June 17, 1886. 
 
 18. The baccalaureate preachers to the school have been as follows- 
 1883, Rev. W. Y. Wilkie; 1884, Rev. Dr. Pope Yeaman; 1885, Rev. Dr. John 
 Mathews; 1886, Rev. Dr. H. B. Ridgeway; 1887, Rev. Dr. W. H. Black; 
 1888, Rev. J. H. Garrison; 1889, Rev. Stephen Green; 1890, Rev. Dr. S. M., 
 Neill; 1891, Rev. Geo. W. Miller; 1892, Rev. Dr. M. J. Breaker; 1893, Bishop 
 E. R. Hendrix; 1894, Rev. Dr. B. P. FuUerton; 1895, Rev. Dr. W. H. 
 Black; 1896, Rev. Dr. WiUiani Short; 1897, Rev. Dr. T. D. WaUace; 1898, 
 Rev. Dr. A. S. Embree; 1899, Rev. W. J. WiUiamson; 1900, Rev. Dr. I. S. 
 Hopkins; 1901, Rev. Dr. W. H. Black; 1902, Rev. I. N. McCash; 1903, Rev. 
 W. H. Starr; 1904, Rev. Dr. E. C. Gordon. 
 
 19. Faculty Minutes, Jan. 21, 1892. 
 
 20. The names of the. salutatorians and valedictorians of the various 
 classes have been secured largely from the newspaper accounts of the com- 
 mencements from year to year. 
 
CHAPTER XVIII. 
 
 CONTESTS IN ORATORY AND DECLAMATION. 
 
 Contests for prizes in oratory and declamation were unknown 
 in this school until 1880. In that year Judge A. J. Ellison founded 
 a contest in oratory, and Mr. W. T. Baird founded one in decla- 
 mationi. In the course of time many other contests were estab- 
 lished by other persons and maintained by them for many years. 
 At the present, however, none are maintained. As these con- 
 tests were of much interest to the students at the time they were 
 given, it has been thought advisable to give some attention to 
 them. 
 
 The prize in oratory was presented by different persons at 
 different times. From 1880 to 1882 it was given by Judge A. J. 
 Ellison^, from 1883 to 1893 by the Board of Regents^, and from 
 1894 to 1901 by Mr. R. M. Ringo^. The prize offered by Judge 
 Ellison was a twenty dollar set of Shakespeare; that offered by 
 the Regents and by Mr. Ringo was a twenty dollar gold medal. 
 This contest was at first open to both the young men and the 
 young women of the junior and senior classes. Later it was 
 confined to the young men only of these classes. The contest- 
 ants were elected by the literary societies. From 1880 to 1885 
 these contests were held on February 22; from 1886 to 1901 
 they were held sometime during commencement week. 
 
 The winners of the contests in oratory were as follows^: 
 Ellison Prize: 
 
 1880— Edmonia D. Wright. 
 
 1881— Edwin Hatch. 
 
 1882— J. L. Holloway. 
 Regents Medal: 
 
 1883— Aven Nelson. 
 
 1884— V/. C. Long. 
 
 1885— W. T. Porter. 
 
 1886— L. M. Phipps. 
 
226 State Normal School History. 
 
 1887— F. B. Christie. 
 
 1888— H. S. Bruce. 
 
 1889— J. S. Arnote. 
 
 1890— J. C. Hennon. 
 
 1891— E. R. Jones. 
 
 1892— A. D. Veatch. 
 
 1893— J. A. Koontz. 
 RiNGO Medal: 
 
 1894— T. A. Craighead. 
 
 1895— F. W. Alexander. 
 
 1896— C. S. Brother. 
 
 1897— B. P. Taylor. 
 
 1898— J. B. Stigall. 
 
 1899— J. G. Brown. 
 
 1900— Enoch Seitz. 
 
 1901— Nelson Sears. 
 The contest in declamation which was established by Mr. 
 Fiaird in 1880, was open at first to the young men and women of 
 the sophomore class^. In 1889 a special contest in declamation 
 for young men was established, and after that year the Baird 
 contest was confined to the young women of the sophomore 
 class"^. The contestants were elected by the societies. The prize 
 was at first a fifteen dollar set of English poets, later it was a 
 fifteen dollar gold medal. The contest was held in the first years 
 sometime early in May, but in later years, it was given during 
 commencement week. It was discontinued after 1900. 
 
 The winners of the Baird declamatory contest were as fol- 
 lows^: 
 
 1880 — Miss Jennie Dodson. 
 
 1881— Miss Nettie Willard. 
 
 1882 — Miss Fannie Riggs. 
 
 1883— Miss Kate Clark. 
 
 1884 — Miss Laura Featherstone. 
 
 1885— Miss Ida Fowler. 
 
 1886— Miss Alma Smith. 
 
 1887 — Miss Jessie Burton. 
 
Contests in Oratory amd Declamation. 227 
 
 1888— Miss Fannie Gentry. 
 
 1889— Miss Kitty Allen. 
 
 1890 — Miss May me Harrington. • 
 
 1891— Miss Mattie Blanton. 
 
 1892— Miss Mabelle Etter. 
 
 1893 — Miss Grace Jamison. 
 
 1894— Miss Anna McAffee. 
 
 1895 — Miss Cora Buchanan. 
 
 1896— Miss Ardella Dockery. 
 
 1897— Miss Kathryn Maxwell. 
 
 1898— Miss Lucy Rudasill. 
 
 1899 — Miss Josephine Buchanan. 
 
 1900— Miss Eloise Duty. 
 In 1889 another declamation contest was established for the 
 young men of the sophomore class. The reason that was assigned 
 for this special contest for young men, was that the young ladies 
 had been regularly successful in winning the prize offered by Mr. 
 Baird. In order, therefore, that the young men might have a 
 chance to win a medal in declamation, Mr. E. W. Stephens of 
 Columbia established in 1889 a contest for them^. It has just 
 been noted above that in the same year the Baird contest was 
 confined to the young ladies. The prize in the new contest was 
 a fifteen dollar gold medal. For the first two years it was given 
 by Mr. Stephens; from 1891 to 1893 and from 1898 to 1900 it was 
 given by the faculty of the school, who paid for it out of the library 
 fund; from 1894 to 1897 it was offered by Mr. F. A. Swanger. The 
 prize has been variously known as the Stephens, the Library, and 
 the Swanger medal. The contestants were elected by the literary 
 societies. The contest was always held sometime early in May. 
 It was discontinued after 1900. 
 
 The winners of this declamation contest were as follows^°. 
 Stephens Medal: 
 
 1889— C. B. Foncanon. 
 
 1890— J. C. Burton. 
 Library Medal: 
 
 1891— Ben Scofield. 
 
228 State Normal School History. 
 
 1892— Frank Harris. 
 
 1893— B. P. Taylor. 
 SwANGER Medal: 
 
 1894— A. B. Elliott. 
 
 1895— S. M. Payne. 
 
 1896— Ray Seitz. 
 
 1897— L. E. Floyd. 
 Library Medal: 
 
 1898— J. G. Brown. 
 
 1899— M. A. Romjue. 
 
 1900— M. D. Boucher. 
 Besides these regular contests, there~were a few others which 
 were maintained for short periods of time. In 1889, a second 
 oratorical contest was founded by the firm of Font and Bean who 
 offered a twenty dollar gold medal for the best oration on some 
 patriotic subject^ i. In the following year, this firm was dis- 
 solved, and the prize was given that year by the Zetosophian 
 Society^2_ jf it was ever offered afterwards, no record has been 
 found of the fact. The winners of the prize have not been 
 ascertained. 
 
 In 1888 an essay contest was founded by Dr. G. A. Goben 
 and was maintained by him for three years, the prize being a 
 twenty dollar gold medal. The rules of the contest were some- 
 what unusual. At the beginning of the school year, the Presi- 
 dent of the school announced a list of subjects from which 
 each contestant chose the subject on which he would write. At 
 a given day in the following April, all the contestants met in the 
 chapel and there wrote their essays without notes or help of any 
 kindi3. In April, 1890, these rules were changed so that the 
 contestants were allowed to write their essays privately and with 
 whatever help and notes they cared to use. The change was 
 made because the end sought under the original rules had not 
 been realized inasmuch as the contestants had been in the habit 
 of preparing their essays beforehand, committing them to mem- 
 ory, and then reproducing them from memory on the day of the 
 contesfi^. The prize for this contest was given by Mr. H. G. 
 
Contests in Oratory and Declamation, 229 
 
 Parcell in 1891^^, after which it was discontinued. A full list of 
 the winners has not been secured. 
 
 In 1898 and 1899, another essay contest was maintained 
 by Funk and Wagnall, who offered a thirty dollar set of Musick's 
 Novels for the best essay on some subject in American history. 
 The prize was won by Miss Janie Anderson in 1898 and by Mr. 
 L. M. Cox in 189916. 
 
 In 1885, a prize of fifteen dollars in money was offered by 
 the President and the Secretary of the school to the student who 
 would pass the best examination on a certain prescribed course 
 of reaclingi'^. One of the principal efforts made by President 
 Blanton while connected with the school was to get the students 
 to read extensively in the best literature. In order that they 
 might be encouraged to do this, he drew up at the beginning of 
 each year a strong course of reading and offered a prize to the 
 student who should pass the best examination on it at the close 
 of the year. The prize was given regularly until the end of 
 President Blanton 's administration's. Unfortunately no record 
 of the winners of the prizes has been found. 
 
 In 1895 a prize in spelling was established by President 
 Dobson and Professor Ross, the secretary of the faculty. The 
 prize was a Webster's Unabridged Dictionary and was offered 
 to the one who made the best grade in spelling for twenty weeks. 
 It was given regularly until the end of President Dobson's 
 .administration's. A complete list of the winners has not been 
 found. 
 
 In addition to these contests which were all strictly local in 
 <5haracter, there were two others which were connected with the 
 Inter Normal Oratorical and Declamatory Association of Mis- 
 ;souri. This association was founded in March, 1897 by the three 
 .State Normal Schools of the state. Its chief object was to hold 
 each year contests in oratory and in declamation, in each of which 
 each Normal School of the state was to be represented by one 
 cbntestant^o. The winner of the oratorical contest was to repre- 
 sent the state in the Inter State Contest which was maintained 
 by the Normal Schools of Wisconsin, Iowa, Illinois, Kansas, and 
 Hissouri^i. 
 
230 State Normal School History. 
 
 In order that the school might be represented to the best 
 advantage m the state association, a local oratorical league was 
 formed in the fall of 1897^^ Under the constitution adopted, 
 this association was composed of all the students of the school, 
 and oratorical and declamatory contests were held annually to 
 determine who should represent the school in the Inter Normal 
 contest of the state^^. 
 
 The first contests of the local league were held on January 
 14,1895. The contest in oratory was won by Mr. B. P. Taylor and 
 that in declamation by Miss Cora Buchanan^^. In the Inter 
 Normal contests which were held at Warrensburg on March 25, 
 both representatives of this institution won. These contests 
 were attended by a large delegation of students from Kirksville. 
 
 As the representative of Missouri, Mr. Taylor took part in 
 the Inter State Normal Contest which was held in Normal, 
 Illinois, on May 6. First honors in this contest were awarded 
 to the representative from Kansas. Mr. Taylor was given first 
 rank in delivery by all the judges, and tied with the representa- 
 tive from Wisconsin in thought. However, on casting up the 
 ranks by percentages, Mr. Taylor was awarded third rank^s. 
 
 On March 31, 1899 the second annual contest of the Inter 
 Normal Association of Missouri were held in Kirksville. A large 
 delegation of students came from Warrensburg and a small one 
 from Cape Girardeau. The representatives of the school were 
 Mr. O. K. Ingold in the oratorical and Miss Hazel Musick in 
 the declamatory contest. The oratorical contest was decided 
 in favor of Mr. Mc El vain of Warrensburg. Miss Musick won 
 for the school the first honors in declamation^e. 
 
 The third annual contest of the Inter Normal Association 
 were held at Cape Girardeau. Only a small delegation attended 
 from this school. The representatives were Miss Lena Wilkes 
 in declamation and Mr. M. A. Romjue in oratory, both of whom 
 were awarded second rank. First honors went to Mr. Veath of 
 Cape Girardeau in declamation and to Mr. Whitelaw of War- 
 rensburg in oratory 27. 
 
 Because of the financial failure of these contests at Cape 
 Girardeau, they were discontinued. 
 
Contests in Oratory and Declamation. 231 
 
 The period when contests m oratory and declamation were 
 at their height in this institution, was during the administrations 
 of Presidents Blanton and Dobson. The discontinuance of 
 these contests is largely due to President Kirk who holds that 
 much more is to be gained from debates than from orations and 
 declamations. He furthermore disapproves of the motive which 
 the prizes in the oratorical and declamatory contests usually 
 develop in the contestants^^. His administration has, therefore, 
 been marked by an increased interest and activity in debates. 
 This is seen in the debating clubs that have been organized in 
 the school and in public debates that have been held between 
 the clubs and between this institution and the State Normal 
 School of Nebraska. 
 
 The debates with the State Normal School of Nebraska 
 were maintained for four years, beginning in May, 1901. Two of 
 them were held in Peru, Nebraska, and two in Kirksville. The 
 honors were evenly divided when these debates were discontinued, 
 each school having won two of them. The representatives 
 of this institution were L. M. Thompson, B. P. Six, and L. C. Rust 
 in 190129; W. T. Allen, Leon Fraizer, and M. E. Derfler in 190230; 
 L. A. Moorman, J. A. Murphy, and Gertrude Heller in 190331; 
 and A. M. Swanson, Leon Fraizer, and Ida Jewett in 1904^2. 
 In 1901 the representatives were chosen by the literary societies; 
 in the other years they were selected by a series of preliminary 
 debates, each society or debating club having its share of con- 
 testants. Usually the faculty chose two from the student body 
 at large as contestants. 
 
 It is a matter of regret that these debates were discontinued. 
 They were the means of stimulating the students to much of strong 
 thinking and brought the schools of the two states into close and 
 friendly relations. 
 
 NOTES. 
 
 1. Faculty Minutes, Feb. 28, 1879; Catalogue, State Normal School, 
 Kirksville, 1879-80, p. 27. 
 
 2. Ibid. 
 
 3. Catalogue, State Normal School, Kirksville, 1883-84, p. 26; also 
 subsequent catalogues under the subject "Medals" until 1893-94. 
 
232 State Normal School History. 
 
 4. Catalogue, State Normal School, Kirksville, 1894-95, p. 10; also sub- 
 sequent catalogues under the subject "Medals" until 1900-01. 
 
 5. Kirksville Journal, Feb. 26, 1880: Graphic, Feb. 25, 1881: Journal, 
 March 2, 1882: Democrat, March 1, 1883; Feb. 28, 1884; Feb. 26, 1885; June 
 17, 1886; June 16, 1887; June 14, 1888: Graphic, June 14, 1889: Journal, 
 June, 19, 1890; June 11, 1891: Democrat, June 17, 1892; June 16, 1893; June 
 
 15, 1894; June 14, 1895; June 12, 1896; June 11, 1897; June 10, 1898; June 
 
 16, 1899; June 15, 1900. 
 
 6. Catalogue, State Normal School, Kirksville, 1879-80, p. 27. 
 
 7. Faculty Minutes, Apr. 21, 1890. 
 
 8. The names of the winners for the years 1880 to 1897 were secured 
 from the program of the contest in 1898. The names of the winners from 
 1898 to 1900 were secured from the Kirksville Democrat, June 10, 1898; 
 June 16, 1899; June 15, 1900. 
 
 9. Kirksville Journal, May 9, 1889; Faculty Minutes, Apr. 21, 1890. 
 
 10. Kirksville Journal, May 9, 1889; May 8, 1890; May 7, 1891: Demo- 
 crat, May 13, 1892; May 12, 1893: Journal, May 10, 1894: Normal Message, 
 May-June, 1895, p. 126: Democrat, May 8, 1896; May 14, 1897; May 13, 1898: 
 Normal Message, May, 1899, p. 118: Democrat, May 17, 1900. 
 
 11. Catalogue, State Normal School, Kirksville, 1889-90, p. 34. 
 
 12. Faculty Minutes, Feb. 10, 1890. 
 
 13. Catalogue, State Normal School, Kirksville, 1888-89, p. 32. 
 
 14. Faculty Minutes, Mch. 31, 1890. 
 
 15. Catalogue, State Normal School, Kirksville, 1890-91, p. 23. 
 
 16. Ibid, 1898-99, p. 8; program of commencement of 1899. 
 
 17. Catalogue, State Normal School, Kirksville, 1887-88, p. 30. 
 
 18. Ibid, 1891-92, p. 34. 
 
 19. Ibid, 1894-95, p. 10; 1898-99, p. 8. 
 
 20. Normal Message, Sept.-Oct., 1897, p. 25; Apr., 1898, p. 74. 
 
 21. Constitution, Inter State Normal League, p. 14. 
 
 22. Normal Message, Sept.-Oct., 1897, p. 25. 
 
 23. Constitution, Oratorical League, Kirksville, (adopted Oct. 25, 189T 
 pp. 2, 4, 8. 
 
 24. Normal Message, Jan., 1898, p. 119; Mch., 1898, p. 37. 
 
 25. Kirksville Democrat, May 13, 1898. 
 
 26. Normal Message, Apr., 1899, pp. 82-83. 
 
 27. Ibid, Apr., 1900, pp. 103-106; Mch., 1900, p. 60. 
 
 28. Bulletin, State Normal School, Kirksville, June 1901, p 39 
 
 29. Mnameion, 1901, p. 73. 
 
 30. Echo, 1902, p. 133. 
 
 31. Bulletin, State Normal School, Kirksville, June 1903, p. 24. 
 
 32. Echo, 1904, p. 171. 
 
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CHAPTER XIX. 
 
 THE LITERARY SOCIETIES. 
 
 The history of the Hterary societies of the school begins with 
 the first year of its existence. In that year, the Normal Literary 
 Society was organized^, and since then the institution has never 
 been without several literary societies or debating clubs. 
 
 In the eight years of the school, a great many literary so- 
 cieties have been formed. How many there were in all is not 
 known. The order in which they were founded, as far as our in- 
 formation 'goes, is as follows: Normal, Newtonian, Excelsior, 
 Independent, Philomathean (formerly called the Baldwin Insti- 
 tute), Nason Institute, Phi Alpha, Philadelphia, Tyro, Nucleus, 
 Nonpareil, Nota Bene, Qui Vive, Centennial Sisters, Senior, and 
 Zetosophian. Many of these societies died very shortly after 
 they had been organized. Others maintained themselves with 
 much credit for several years before succumbing. Out of the 
 entire number, only two, the Philomathean and the Senior So- 
 cieties, have survived to the present time. Not one of the societies 
 which were organized while the school was a private institution 
 lasted more than ten years. The oldest society in school today 
 dates back to 1873 at which time the school had been a state in- 
 stitution for over two years. 
 
 Concerning the first society, the Normal Literary Society, 
 very little is known beyond the fact that it was organized in the 
 first year of the school and that traces of it are found occasionally 
 down to 18722. 
 
 Concerning the second society, the Newtonian, a few inter- 
 esting facts have been found^. It was organized in the fall of 
 1868, and was composed of many of the strongest students in 
 school. Among them were W. N. Doyle, J. T. Smith, J. C. Stevens, 
 0. P. Davis, G. W. Cullison, W. L. Bristow, G. C. Lyda, and 
 Selden Sturges. This society was given to holding frequent 
 public debates which aroused a great deal of interest on the 
 
Literary Societies. 235 
 
 part of the students and the people of the town. Among these 
 public debates was a series between the members of the society 
 and some of the citizens of the town early in 1875 on the question 
 of "high license" which was then being agitated in the commu- 
 nity. 
 
 During the year 1875-76, the society declined rapidly, owing 
 to the fact that the members who had been connected with it and 
 had maintained it by their activity for so long a time, were all 
 graduated by June, 1875. Some effort was made to reorganize 
 it in January, 1876, but that proved ineffective, as the society 
 appears to have dropped out of existence after the close of 
 the school year 1875-76. 
 
 The Excelsior Society was organized in all probability in 
 1868-69 and continued until about the close of 1875-76. It was 
 the great rival of the Newtonian and had a lifetime apparently 
 equal in length with it*. 
 
 By the spring of 1872, four societies were in operation. These 
 were the Normal, the Newtonian, the Excelsior, and the Inde- 
 pendent^. The latter appears to have been organized during 
 1871-72. By the spring of 1873, there were eight societies. They 
 were the Newtonian, the Excelsior, the Baldwin Institute, the 
 Nason Institute, the Phi Alpha, the Tyro, the Nucleus, and the 
 Nonpareil^. Apparently the Normal and the Independent So- 
 cieties had died, or perhaps they had been merged into one of 
 the new ones. This large increase in the number of the societies 
 was due to the fact that the faculty had decided that the students 
 should be organized into as many societies as there were mem- 
 bers of the faculty. 
 
 Of the new societies that were then organized, only one 
 developed into anything of importance. That was the Baldwin 
 Institute'^. It was so named because it fell to the lot of Presi- 
 dent Baldwin to take charge of those who had held out against 
 the decree of the faculty that all the students should join some 
 society, and organize them into one. Among those who were 
 the original members were Chas. W. Thomas, W. T. Carrington, 
 Thomas Jamison, W. R. Springer, J. L. Wilson, F. B. Stout, R. H. 
 
236 State Normal School History. 
 
 Waggener, W. E. Tompkins, and Miss Flora Harvey. Accord- 
 ing to the testimony of one of this number, those who consti- 
 tuted the charter members of the new society were a very indiffer- 
 ent and unpromising set of students. The young men were 
 known as a "rough house crowd." Notwithstanding all these 
 facts, the society soon grew into a strong organization. During 
 1874-75, it changed its name from Baldwin Institute to Philo- 
 mathean Society, and from that time to the present it has been 
 an important factor in the life in the school. 
 
 The faculty's plan of establishing as many societies as there 
 were members of the faculty did not succeed. Within two years 
 the number of societies had been reduced from eight to four^, 
 and apparently every student had not joined some society through- 
 out these years, the regular announcements in the catalogues that 
 every one should do so, to the contrary notwithstanding^. In 
 the fall of 1877, a new means of enforcing compulsory member- 
 ship in the societies was adopted. It was arranged that all stu- 
 dents who were not working members of some of the regular 
 societies, should be required to spend at least one hour each Friday 
 afternoon in rhetorical exercises under the direction of the mem- 
 bers of the facultyi'\ The enforcement of this arrangement 
 made the literary societies of the time over crowded. In order 
 to relieve the situation, two new societies were organized by the 
 students. These were the Senior and the Zetosophian Societies. 
 
 On November 2, 1877 a petition was presented to the faculty 
 by a group of students asking that they be permitted to organize 
 a literary society which should be known as the ''Senior Society." 
 The faculty immediately granted the request^^. Some time dur- 
 ing the same day on which the petition was granted by the fac- 
 ulty, the petitioners met in room number five and effected a tem- 
 porary organization by electing Mr. J. C. Dooley, Chairman, and 
 Miss Alice Orr, Secretary^^. The petition as it appears upon the 
 records of the society bears the names of thirty-five men and 
 nineteen women, but it is thought these names constitute the first 
 year's membership and not merely those who actually presented 
 the petition to the faculty^^. The first few meetings were taken 
 
Literary Societies. 237 
 
 up in perfecting the organization of the society. It was not until 
 November 23 that its first literary program was ; rendered^*. 
 This society is still existing and is in a flourishing condition. 
 
 Sometime during the year 1877-78, evidently during the 
 middle of the year, the Zetosophian Society was organized. Mr. 
 D. N. Kennedy is the only one of the charter members whose 
 name is known. The society was named by Professor T. Berry 
 Smith, who was then a member of the faculty and who is now 
 professor of chemistry and physics in Central College at Fayette, 
 Missouri. On being asked by the students who organized the 
 society to suggest a name, he recommended Zetosophian, a word 
 which he had coined from two Greek words, zeto, to seek, and 
 sophia, wisdom, and had given to a literary society in Prichett 
 Institute at Glasgow, Missouri, in 1871 while a student there. 
 This suggestion was adopted, and the society was forthwith called 
 the Zetosophian Society^^. This organization remained until 
 the fall of 1901 when it. was permanently dissolved. 
 K '. With the establishment of these two societies in 1877-78, 
 that gave the school at least six societies provided none of the 
 older ones had died out during the year. However, in a short 
 time, at least by 1882-83, there were only three societies, tLe 
 Philomathean, the Senior, and the Zetosophian^^. If any other 
 literary societies have been organized in the school since that 
 date, no record has been found of them. The catalogues from 
 1883-84 to 1900-01 mention only the three above named. 
 
 It remains now to say something about matters of common 
 interest to all of the societies. 
 
 Up to five years ago they were under strict faculty super- 
 vision. Members of the faculty were expected to attend regu- 
 larly the meetings of the different societies at different times, and 
 to offer advice pertaining to the work that was being done. Often- 
 times they were assigned duties on the programs, and sometimes 
 they served as society officers. Reports were regularly made by 
 them to the faculty as a whole, concerning the condition of the 
 societies^'''. 
 
 As far as is known, membership in the societies was optional 
 
238 State Normal School History. 
 
 with the students in the first years of the school. In a short time 
 after it became time a state institution, the policy of compelling 
 the students to belong to the societies was adopted. As has 
 already been seen, this was the occasion of the formation of several 
 new societies and ultimately of the "rhetoricals." The "rhetor- 
 icals" were at first for the benefit of those who would not vol- 
 untarily join a society. The work performed in them was sim- 
 ilar to that done in the societies and was under faculty super- 
 vision. By 1883-84, at least, membership in the societies was 
 restricted to the more advanced students, and the " rhetoricals " 
 were then reserved for those who would not join a society or were 
 not eligible^^. Any member of a "rhetorical," after having been 
 connected with it long enough to show fitness for membership in 
 some literary society, might secure from the President of the 
 school, on the recommendation of the rhetorical leader, a certifi- 
 cate of dismissal from the " rhetorical' " and of - permission to 
 apply for membership in the society of his choice. This was 
 the arrangement for several years, beginning at least as early as 
 1895-96^^. Miss Owen and Miss Prewitt had charge of the " rhetor- 
 icals" for years. 
 
 The regulations which compelled the students to belong to 
 either a society or a rhetorical and which placed both organiza- 
 tions under faculty control, made the duties performed in them 
 a part of the regular school exercises. This arrangement was 
 defended on the ground that the prospective teacher needed some 
 special training in public speaking, which was sometimes demand- 
 ed of the teacher in the common schools, and in apt and impressive 
 expression in the task of teacning^o. 
 
 The societies held their meetings during the first few years 
 of the school on Friday evenings. Soon the custom arose to hold 
 them on the afternoons of the last school day of the week, either 
 Friday or Saturday as the case might be, from two or three to 
 five o'clock. Under President Dobson's administration the 
 meetings were held on Friday afternoons during the last two 
 regular recitation periods of the day, the work of the whole school 
 having been suspended for that time every week. 
 
Literary Societies. 239 
 
 This system of faculty supervision, of required membership 
 either in some society or in a "rhetorical," and of sessions during 
 school hours was vigorously opposed by President Kirk from 
 the beginning of his administration^!. The system was there- 
 upon abandoned. Members of the faculty were no longer re- 
 quired to attend the society meetings, membership became once 
 more optional with the students, ''rhetoricals" were abolished, 
 and the literary sessions of the societies were held at night. As 
 to the effect of these sweeping changes upon the societies, some- 
 thing will be said later in this chapter. 
 
 The meetings of the societies of the early clays of the school 
 were usually held in the various recitation rooms of the build- 
 ing. The Newtonian Society held its session one year in the 
 public school building. As far as is known this is the only in- 
 stance when a society used any other building than that of the 
 school for its regular weekly meetings. 
 
 The Senior and the Zetosophian Societies secured halls on 
 the third floor during 1881-8222. The Philomathean Society 
 apparently secured the hall it occupies today on the second floor 
 at about the same time. On obtaining permanent quarters, each 
 society began the work of making them comfortable and inviting. 
 In this work, a great deal of rivalry existed among the societies, 
 especially in the early nineties. Each hall w^as nicely papered, 
 curtained, and carpeted; each was fitted up with suitable furni- 
 ture, including chairs, tables and secretaries. Very shortly each 
 purchased an organ, and later a piano. Everything was done to 
 give the halls the appearance of a home and to make them at- 
 tractive to the members and to visitors. Appropriate dedicatory 
 exercises were held on occupying the halls for the first time or on 
 the completion of extended improvements which were subse- 
 (juently made. 
 
 The meetings of the societies have always been open to vis- 
 itors. In fact visiting the societies was, until recent years, en- 
 couraged by the faculty, and the societies felt themselves highly 
 complimented if their meetings were attended by numerous vis- 
 
240 State Normal School History. 
 
 itors. " Remarks from visitors " has long constituted one of the 
 regular events of the sessions. 
 
 The work done by the societies was of the usual character. 
 The weekly programs consisted of essays, declamations papers, 
 orations, debates, music, etc. At times, the music was furnished 
 by orchestras or choirs organized in the societies as well as that 
 rendered by individual members. In the early years of the school, 
 a great deal of prominence was given to the debate. As time passed 
 on, the other features were emphasized more than the debate. 
 Occasionally the program included an unusual number, such as a 
 charade; such was generally for amusement alone. 
 
 In addition to their weekly meetings, the societies have been 
 accustomed to give annual entertainments, in the preparation of 
 which they have spent much of their time and energy. The pro- 
 grams on these occassions have generally consisted of two parts. 
 The first part has been made up of the usual literary numbers. 
 The second part has usually consisted of some play or a part of a 
 play; at times something rather heavy was attempted, not always 
 with the greatest of success. Occassionally two or more societies 
 would unite in giving a joint entertainment. Generally a small 
 admission fee was charged for these entertainments, and the money 
 realized was used to defray expenses of the entertainments or to 
 aid in the regular work of the societies. 
 
 The contests in oratory and in declamation were, as has already 
 been seen^^^ usually confined to the members of the societies. 
 The various contestants were chosen either by elections in the 
 societies or by preliminary contests. The contests were first 
 held in 1879-80 and were continued until 1901-02 inclusive. 
 
 Much that has been done towards maintaining the student 
 publications of the school, has been done through the literary 
 societies. This matter will be discussed in a subsequent chapter^*. 
 
 There are at the present time two literary societies, the Phil- 
 omathean and the Senior, and three debating clubs, the Webster- 
 ian, the Claytonian, and the Demosthenonian. The debating 
 clubs are composed of men only and have been organized 
 within the last six years. Their origin has been due largely to the 
 
Literary Societies. 241 
 
 policy of President Kirk, who, on coming to the management of 
 the school in the fall of 1899, discarded the policy of former ad- 
 ministrations towards the literary societies^^. He not only 
 opposed compulsory membership in the societies and faculty 
 supervision over them, but he also believed that the students 
 were spending too much energy on the kind of work that was 
 then being done in these societies, and that it would be best to 
 employ that energy in class room work and in debates. The im- 
 mediate effect of this sudden change was the lessening of inter- 
 est in the societies. Under this decline of interest, one of the 
 societies, the Zetosophian, succumbed in the fall of 1901. It was 
 not until two or three years had elapsed that the other societies 
 adjusted themselves to the new order of things. Since then, 
 they have taken on new vigor, much to the profit of the mem- 
 bers. There is promise at present of a long life of usefulness 
 on the part of both of these societies. 
 
 At the same time the societies were passing through this 
 change, debating clubs were organized. Four in all have been 
 established, the Websterian, the Claytonian, the Twentieth 
 Century, and the Demosthenonian. Of these only one, the 
 Twentieth Century Club, has suspended. These clubs have been 
 the means of developing the debating powers of the young 
 men who have composed them. They have given good evi- 
 dence of this training through 'the public debates which have 
 been held between the clubs and between this school and the 
 State Normal School of Nebraska. 
 
 The Websterians, now occupy the hall which was formerly 
 the Zetosophian hall. The other two debating clubs have as yet 
 no special halls of their own. 
 
 NOTES. 
 
 1. Catalogue, North Missouri Normal School, 1868-69, p. 2.3. 
 
 2. Ibid, 1868-69, p. 23; North Missouri Register, Dec. 28, 1871; Cat- 
 alogue, State Normal School, Kirksville, 1872-73, p. 23. 
 
 3. Mr. R. S. lies, one of the members of this society, is authoiity for 
 
242 State Normal School History. 
 
 the facts concerning it. Mention is frequently made of it in the newspapers 
 of the time. See also the catalogues of the school for 1869-70, p. 23; 1871-72, 
 p. 21; 1875-76, p. 28. 
 
 4. See catalogue references as given in foot note 3. 
 
 5. Catalogue, State Normal School, Kirksville, 1872-73, p. 23. 
 
 6. Ibid, 1873-74, p. 31. 
 
 7. Mr. C. W. Thomas, one of the charter members of the society, is the 
 principal authority for this paragraph. See his letters, dated April 25 and 
 May 17, 1904, in the archives of the school. See also Normal Message, Sept.- 
 Oct., 1897, p. 32; Mnameion, 1901, p. 51. 
 
 8. Catalogue, State Normal School, Kirksville, 1875-76, p. 28. 
 
 9. Ibid, 1876-77, p. 28. 
 
 10. Ibid, 1877-78, p. 30. 
 
 11. Faculty Minutes, Nov. 2, 1877. 
 
 12. Records of Senior Society, 1877-81, p. 10. 
 
 13. Ibid, p. 9; Sen-Zet-Phi, 1894, p. 88. 
 
 14. Records of Senior Society, 1877-81, pp. 10, 11, 14, 16. 
 
 15. Zetosophian Message, 1893, p. 2; Normal Message, Mch., 1895, p. 45. 
 
 16. Catalogue, State Normal School, Kirksville, 1883-84, p. 28. 
 
 17. See the catalogues of the school under heading "Literary Societies" 
 tfom 1868-69 to 1898-99 inclusive. The faculty minutes show the manner 
 of the supervision of the faculty over the societies. 
 
 18. Catalogue, State Normal School, Kirksville, 1883-84, p. 28. 
 
 19. Ibid, 1895-96, p. 9; 1896-97, p. 8; 1897-98, p. 22; 1898-99, p. 7. 
 
 20. Ibid, 1887-88, p. 30; in loco in other catalogues from 1888-89 to 1898- 
 99 inclusive. 
 
 21. Ibid, 1899-00, p. 6. 
 
 22. Records of Senior Society, 1881-85, pp. 9, 11, 13, 17, 21, 25, 27; 
 Sen-Zet-Phi, 1894, p. 55. 
 
 23. See the chapters on " The Contests in Oratory and Declamation." 
 
 24. See the chapter on "The Student Publications." 
 
 25. Catalogue, State Normal School, Kirksvihe, 1899-00, p. 6; 1900-01 
 p. 33; Bulletin, June, 1902, p. 37; June, 1903, p. 24; June, 1904, p. 18. 
 
CHAPTER XX. 
 
 ATHLETICS. 
 
 Since the beginning of the school, some attention has always 
 been paid to some form of indoor and outdoor athletics. Until 
 recent years the greatest emphasis was laid upon the former. 
 
 The earliest form of these indoor exercises was calisthenics. 
 Mention is made of them in the second annual catalogue^, and it 
 is evident that they were maintained continuously as a regular 
 part of the work of the school down to 1899^. For many years: 
 the daily drill in calisthenics came at about ten o'clock in the 
 morning. Later the time was changed to the noon hour. The 
 whole school was compelled to assemble for these exercises which 
 lasted about fifteen or twenty minutes. They were abolished in 
 the fall of 1899. 
 
 The work in the elocution classes included some form of 
 light gymnastics, at least since 1892^. For this work, some 
 special apparatus was secured. 
 
 The school was without a gymnasium until December, 1901, 
 at which time the annex on the northeast of the main building 
 was completed. In this annex, a gymnasium room, 40 feet wide, 
 60 feet long, and 24 feet high was built*. A beginning has been 
 made towards equipping it with the proper apparatus. At the 
 present, voluntary classes in gymnastics are formed each quar- 
 ter, and are directed in their work by certain members of the 
 faculty. In all probability, the new building, for which an 
 appropriation was made by the Legislature of 1905, will contain 
 another gymnasium room which will be used exclusively by the 
 young men. The present one will then be used by the young 
 women only. 
 
 The outdoor sports that have been maintained by the stu- 
 dents of this institution, are baseball, football, basket ball, tennis, 
 and field day exercises. In the early days of the school, base 
 ball seems to have been the only form of outdoor athletics, in 
 
 17 
 
244 State Normal School History. 
 
 which the students indulged. It further appears that all match 
 games in base ball were then confined to teams that were made 
 up in the school. Not until recent years have they been played 
 with other schools. 
 
 The old fashioned football made its appearance in the school 
 as early at least as 1882^. It was a very popular game/ and was 
 decidedly beneficial as it allowed the participation of many stu- 
 dents in it. Later when the Rugby game became popular in 
 other institutions in the state, all attempts to introduce it in this 
 school were strongly opposed by the President, and it was not 
 until the fall of 1899 that it was allowed to be played. For the 
 last few years, the school has been able to maintain a fair football 
 team and to keep it free from professionalism. Games in re- 
 cent years have been played with college and university teams 
 only. In them the school has met with fairly good success. 
 
 Basket ball has been popular with both the young men and 
 the young women at times in recent years, but tennis has never 
 appealed to them in any noticeable way for any length of time. 
 
 Ever since 1895, Field Day has been held each year during ■ 
 the month of May or June under the auspices of the Normal 
 Athletic Association. The exercises of the day have included 
 dashes, hurdles, jumps, shot put, hammer throw, discus throw, 
 pole vault, and the like. Sometimes some miscellaneous events 
 have been included, among which the faculty race has frequently 
 been an enlivening feature of the day. 
 
 Generally prizes have been offered by the citizens of the 
 town for each event in the field day exercises, and also a medal 
 has been awarded since 1895 to the contestant who received the 
 highest number of points in the various events. The winners 
 of this medal have been as follows: 1895, F. B. Owen; 1896, 
 Frank Connor; 1897, Willie Seitz; 1898, Henry Bledsoe; 1899, 
 Alva Willoughby; 1900, W. 0. Daniel; 1901, Enoch Seitz; 1902, 
 George Crockett; 1903, J. A. Miller; 1904, John Sparling. 
 
 In the early days of the school the outdoor games were played 
 on the campus. When the campus grew up with trees, these 
 games and exercises were held outside. In 1903, a large athletic 
 
Athletics. 245 
 
 field was made in the northwest corner of the campus by clearing 
 away the trees and levelling the ground. 
 
 In addition to the above forms of physical exercises, the 
 military department, which was organized in the fall of 1904, 
 affords a very important means of physical development. It is 
 intended to make it a very important part of the school. 
 
 NOTES. 
 
 1. Catalogue, North Missouri Normal School, 1868-69, p. 23. 
 
 2. Ibid, 1869-70, pp. 22-23; Catalogue, State Normal School, Kirks- 
 ville, 1873-74, p. 18; see also the daily programs in the catalogues from 1883- 
 84 to 1898-99 inclusive. 
 
 3. Catalogue, State Normal School, Kirksville, 1892-93, p. 41. 
 
 4. Bulletin, State Normal School, KirksviUe, 1902-03, p. 6. 
 
 5. Kirksville Democrat, Sept. 28, Nov. 23, and Nov. 30, 1882; May' 
 3, 1883. 
 
 6. Normal Message, April, 1895, p. 94; May-June, 1895, p. 101. 
 
 7. Kirksville Journal, May 23, 1895: Normal Message, June, 1896, p. 
 140; May, 1897, pp. 126-127: Kirksville Journal, May 26, 1898: Normal 
 Message, June, 1899, p. 126. 
 
CHAPTER XXI. 
 
 STUDENT PUBLICATIONS. 
 
 An account of the enterprises of the students of the school 
 would be incomplete if it did not include something about their 
 publications. 
 
 It was a long time before the students maintained publica- 
 tions which were distinctly their own. In the early years of the 
 school they were accustomed to make extensive use of the col- 
 umns of the North Missouri Register and the Kirksville Journal, 
 the two newspapers of the town. The "Normal Column" appeared 
 in both of these papers in the the early seventies, and was main- 
 tained for five or six years with considerable regularity^. Each 
 of the editors of these papers secured each year the services of one 
 or two students to edit the "Normal Column" in his paper. 
 Generally the student editors for the two papers showed a great 
 deal of rivalry. The "Normal Columns" contained accounts 
 of the happenings in school, papers on various subjects, chiefly 
 pedagogical, and occasionally letters from old students. At 
 times it served as a sort of teachers' bureau^. Gradually the 
 articles took on a good deal of hostility towards the management 
 of the school, and because of this, the Regents ordered that no 
 student should act as editor of these columns^. For some time 
 after this rule was passed, the columns were edited by old normal 
 students who were out in the field teaching. They still contained 
 items about the school, though these items were sometimes a week 
 or two old. Because of the amount of normal news that was 
 contained in these columns, many of the students on leaving school 
 were in the habit of subscribing for these papers, and were thus 
 enabled to keep in touch with the affairs at school. The "Nor- 
 mal Columns" were discontinued in 1877. 
 
 Since that year accounts of various events have appeared 
 from time to time in the local papers, but no attempt has been 
 made to revive the normal column in which minor matters as 
 
Student Publications. 247 
 
 well as those of more importance might be recorded through reg- 
 ular student editors. 
 
 The first student publication of the school was the ''Mid- 
 summer "4. This was a sheet of four pages, and was issued in 
 June, 1888 by the rhetorical class, number five. It contained 
 some news items of the school, but was largely taken up with the 
 best papers that had been written by members of the ''rhetorical" 
 during the year that was just closing. It was the intention to 
 make this an annual publication, but it was never carried out. 
 
 In June, 1893, the Zetosophian Society issued a souvenir 
 publication, entitled the Zetosophian Message^. It was a large, 
 paper bound magazine, and contained thirty pages which were 
 filled chiefly with papers by the members of the society and 
 items concerning the principal events of the year. The most 
 valuable article in it was a sketch of the society by one of its old 
 members. The original intention of the society was to issue this 
 publication at the close of each school year, but by the time 
 June, 1894 rolled around, it changed those plans and united with 
 the other two societies in publishing a magazine which was called 
 the Sen-Zet-Phi^. This name was formed by joining the initial 
 syllables of the names of the three societies. The Sen-Zet-Phi was 
 larger than the Zetosophian Message of the year before, but the 
 matter contained in it was of the same character. It was intended 
 by the societies to publish this magazine as an "annual" each 
 June, but the establishment of a monthly paper at the opening 
 of the school year caused them to give up this plan. 
 
 This monthly paper was called the Normal Message'^. It was 
 published from September, 1894 to April, 1900. For sometime 
 prior to its establishment, it was felt by many of the students that 
 there was a need for such a publication. Some agitation on 
 the subject was begun in the societies in the spring of 1894, but 
 it was not until September, 1894 that the societies adopted plans 
 for the publication of a monthly paper. Among other names 
 suggested for it was "Sen-Zet-Phi," but finally the name "Nor- 
 mal Message" was chosen. The paper contained on an average 
 from twenty-five to thirty pages a month. Two volumes appeared 
 
248 State Normal School History 
 
 each year. News items from the societies and from the school in 
 general, papers by the students, and occasional articles con- 
 tributed by members of the faculty, made up its contents from 
 month to month. The editors-in-chief in- the order in which they 
 served were F. J. Storm, A. D. Veatch, A. H. Smith, B. P. Taylor, 
 A. S. Faulkner, A. B. Pratt, O. H. Lind, W. H. Ivie, E. C. Smith, 
 J. C. Moorman, and J. M. Stelle. The Message suspended pub- 
 lication in April, 1900, because of the lack of support by the stu- 
 dents and of the discouragement by the administration of the 
 school. Since then no effort has been made to revive it. 
 
 The first illustrated year book, the Mnameion, was issued in 
 June, 1901. It was due to the enterprise of Mr. Olney Bondurant, 
 who personally assumed the financial losses it entailed. The 
 book contained pictures of the Board of Regents, the members of 
 the faculty, the classes, the societies, and the various athletic 
 teams. Appropriate sketches accompanied the various pictures. 
 
 Since 1901, two other year books have been published. They 
 have borne the title of "The Echo." The first one was issued 
 in May, 1902, and was due largely to the efforts of Mr. J. M. 
 Stelle, the editor-in-chief. The second appeared in May, 1904. 
 Mr. W. J. Banning was the editor-in-chief and President Kirk 
 was the financial manager. The two numbers of the Echo 
 compare favorably with the ''annuals" of the leading colleges in 
 point of matter and style. It is to be hoped that this publica- 
 tion will appear regularly. 
 
 The various student publications are an important source 
 of information concerning the history of the school. In them one 
 may get very good ideas of what the students were thinking, 
 their organizations, and their manner of life in school. Fortu- 
 nately a complete file of these publications has been acquired, 
 and are now a part of the archives of the school. 
 
 NOTES. 
 
 1. See the North Missouri Register from 1871 to 1877. The files of 
 the Journal have been destroyed; some of the Normal Columns of one or two 
 
Student Publications. 249 
 
 years were preserved by Mr. John R. Musick and put into a scrap book 
 which is today in the archives of the school. 
 
 2. North Missouri Register, May 18, 1876. 
 
 3. Ibid, July 1, 1875. 
 
 4. Copies of this pamphlet are in the archives of the school. 
 
 5. One copy of the Zetosophian Message is in the archives of the school. 
 
 6. Two copies of the Sen-Zet-Phi are in the archives of the school. 
 
 7. A complete file of the Normal Message is in the archives of the school. 
 
 8. Copies of the year books are in the archives of the school. 
 
CHAPTER XXII. 
 
 THE CHRISTIAN ASSOCIATIONS. 
 
 There are connected with the school at the present time two 
 rehgious organizations which are maintained solely by the stu- 
 dents. These are the Young Men's Christian Association and 
 the Young Women's Christian Association. 
 
 As yet these associations are not ten years old, the Y. W. C. A. 
 having been organized in May, 1895 and the Y. M. C. A. in March, 
 1896. Prior to that time there may have been occasional re- 
 ligious organizations connected with the school. There is strong 
 evidence that such an organization existed in the latter seventies 
 and the early eighties^. However, it was composed of both 
 young men and young women and had no connection with the 
 state Y. M. or Y. W. C. A. organizations. If any other religious 
 association was maintained in the school prior to 1895, no traces 
 of it have been found. 
 
 The Y. W. C. A. of this institution was organized on May 
 16, 1895 by Miss Helen Barnes, State Secretary. The associa- 
 tion started with a membership of 74, of whom 67 were active 
 members. Miss Zoe Snelling was the first President^. 
 
 The association was scarcely organized when the school 
 closed for the summer vacation. On the opening of school the 
 following fall, only 14 active and associate members returned to 
 take up the work^. Notwithstanding this discouraging outlook, 
 the little band of young women continued the work that had been 
 begun, and succeeded in laying the foundation for the present 
 organization. 
 
 The membership for the different years has been as follows: 
 May-June, 1895, 74; 1895-96, — ; 1896-97, 55; 1897-98, 29; 1898- 
 99, 49; 1899-00, 36; 1900-01, 44; 1901-02, 106; 1902-03, 128; 
 1903-04, 199; 1904-05, 175. 
 
 The Presidents of the Y. W. C. A. have been as follows: 
 1894-95, Miss Zoe Snelling; 1895-96, Miss Cora Childress (Mrs. 
 
The Christian Associations. 251 
 
 Ginnings); 1896-97, Miss Tillie McGinnis; 1897-98, Miss Margaret 
 Lindsey; 1898-99, Miss Lyda Corken; 1899-00, Miss Susie Barnes; 
 1900-01, Miss Mattie Sparling and Miss Mittie Mason; 1901-02, 
 Miss Rose Wells; 1902-03, Miss Eunice Link (Mrs. Bonf oey) ; 
 1903-04, Miss Tress Surbeck and Miss Elsie Kirk; 1904-05, Miss 
 Ina Holloway and Miss Jessie Murray. 
 
 The Y. M. C. A. was organized on March 3, 1896 by Mr. 
 Gordon who was then State Secretary of Missouri. It began 
 with a charter membership of 37, of whom 34 were active mem- 
 bers. Mr. J. W. Hatcher was the first President*. 
 
 The membership for the different years has been as follows^: 
 March to June, 1896, 39; 1896-97, 56; 1897-98, 44; 1898-99, 29; 
 1899-00, 74; 1900-01, 90; 1901-02, 104: 1902-03, 130; 1903-04, 
 168; 1904-05, 131. 
 
 The Presidents of the Y. M. C. A. have been as follows^: 
 March to June, 1896, J. W. Hatcher; 1896-97, C. W. Murphy; 
 1897-98, 0. H. Lind; 1898-99, J. A. DeTienne; 1899-00, S. W. 
 Arnold; 1900-01, T. M. Mitchell; 1901-02, C. T. Goodale; 1902-03, 
 C. T. Goodale; 1903-04, C. T. Goodale and V. E. Dickson; 1904-05, 
 W. M. Wells. 
 
 The work of the two associations is very similar. It is direct- 
 ed along religious and social lines. Religious services are held 
 every Sunday afternoon by each association. Usually these 
 meetings are led by different student members. Joint meetings 
 of the two associations are held monthly, generally for the con- 
 sideration of some topic in connection with missions. In addi- 
 tion to these devotional exercises, classes are organized in each 
 association for the study of the Bible and of missions. Usually 
 these classes have been conducted by student leaders. 
 
 The social work of the associations is an important factor 
 in the life of the school. It begins at the opening of every school 
 year through the reception committees that meet the incoming 
 new students at the trains and assist them in getting boarding 
 places and in arranging their work. Receptions are occasionally 
 given by each of the associations during the year, through which 
 means the students are brought into pleasant social contact with 
 
252 State Normal School History. 
 
 each other. There is at least one joint reception given each year 
 by the two associations to the whole student body. 
 
 The associations were at first without any halls or rooms of 
 their own, owing to the crowded condition of the school. They 
 were accustomed to hold their religious meetings in the different 
 society halls or in some of the rooms in the churches in the town. 
 However, when the annex on the northeast of the main building 
 was completed in December, 1901, it became possible to assign 
 to the associations the quarters they have at present''. The 
 Y. M. C. A. has two rooms on the second floor of the main build- 
 ing west of the chapel. The Y. W. C. A. has one room on the 
 second floor in the northwest corner of the annex. Each asso- 
 ciation fitted up its quarters with appropriate furnishings. On 
 completing the repairs necessary to make its hall suitable for use, 
 theY. M.C. A. held special dedicatory services on March 29, 1902. 
 At these services, addresses were made by State Secretary Burt 
 and College Secretary Moore^. These halls are used for the 
 various gatherings of the associations and as reading rooms. 
 They are under the direction of appropriate committees. 
 
 During the summer of 1903, the Y. W. C. A. rented a house 
 in town and fitted it up as an association house. In this house 
 one member of the faculty and some of the leading members of 
 the association have their rooms. This enables them to direct 
 its work more efficiently. In this house the State Secretary and 
 other association guests are entertained, and in it many Bible 
 classes hold their meetings. The house serves as out-in-town 
 headquarters for the association^. 
 
 Since 1899-00, the Y. M. C. A. of this institution has main- 
 tained jointly with the association of the American School of 
 Osteopathy a lecture course. The object of this course has been 
 primarily to bring to the town each year a series of lectures and 
 entertainments of high rank. The course began with four num- 
 bers but has long contained six numbers each year. So far the 
 associations have realized something in the way of net proceeds, 
 but the making of money has been an entirely secondary object^". 
 
 The associations have for a number of years sent delegations 
 
The Christian Associations. 253 
 
 to the Lake Geneva Conferences during the summer. The Y. M. 
 C. A. has always had a good representation at the state conven- 
 tions, and the Y. W. C. A. had the same when that association 
 maintained state conventions. These conferences and conven- 
 tions have been the means of inspiring the delegates and indi- 
 rectly awakening a new interest in the work on the part of the 
 entire membership. 
 
 In November, 1903, the State Y. M. C. A. Convention met 
 in Kirksville in response to the urgent invitation of the associa- 
 tions of this school, of the A. S. 0., and of the high school. 
 There was a large attendance of delegates from all over the state, 
 and a strong program was rendered. The local associations were 
 generous in their hospitality, having arranged not only for the 
 entertainment of the delegates but for several social functions, in- 
 cluding a banquet for the student delegates. The business men 
 of the town tendered a banquet to the delegates from the city 
 and the railroad associations. The convention was an important 
 event in the life not only of the students but of the community^!. 
 
 NOTES. 
 
 1. Catalogue, State Normal School, Kirksville, 1879-80, p. 28; Kirks- 
 ville Democrat, December 12, 1884. 
 
 2. Normal Message, October, 1895, p. 42. 
 
 3. Ibid. 
 
 4. Records of Y. M. C. A. 1896-1902, pp. 1-6. 
 
 5. Ibid, pp. 1, 19, 31, 48, 60-61, 100-02, 124-30, 154-61, 188-93, 54-55; 
 1903-04, pp. 86-99. 
 
 6. Mnameion, 1901, p. 67. 
 
 7. Bulletin, State Normal Scliool, Kirksville, June, 1902, p. 11. 
 
 8. Echo, 1902, p. 85. 
 
 9. Bulletin, State Normal School, Kirksville, June, 1904, p. 21. 
 
 10. Catalogue, State Normal School, Kirksville, 1900-01, p. 35; Bulletin, 
 June, 1901, p. 41; June, 1902, pp. 15-16; June, 1903, pp. 20-21; June, 1904, 
 p. 88. 
 
 11. Ibid, June, 1904, p. 19. 
 
CHAPTER XXIII. 
 
 SPECIAL EVENTS. 
 
 In this chapter it is proposed to relate certain interesting and 
 yet disconnected events in the history of the school, for the nar- 
 ration of which no suitable opportunity was found in the pre- 
 ceding chapters. 
 
 The Rebellion of 1876. 
 
 An interesting incident is connected with the commence- 
 ment of 1876. It grew out of the dissatisfaction of the young 
 men of the two years' class over the selection of their representa- 
 tives on the commencement program. The faculty had chosen 
 three young ladies and one young man as the representatives of 
 this class. The young men of the class protested strongly against 
 this unequal representation of the two sexes. 
 
 Realizing the humor in the situation, the young men of the 
 senior class planned a practical joke on their disgruntled school- 
 mates. Accordingly they hauled an old cannon from the town 
 to the campus one evening, put a placard on it bearing this dire 
 threat, "Justice or Blood — Boys of the Two Years' Class," and 
 pointed it towards the President's office. The joke was the source 
 of much amusement to all the students and the faculty. It even 
 inspired one student who was poetically inclined to pen a few 
 rhymes about it. Some said that the faculty was led to recon- 
 sider its first decision about the representation of the class and 
 to vote to have three young men as well as three young ladies as 
 representatives, because it feared the wrath of the indignant 
 sophomores^. 
 
 The Baldwin Silver Wedding. 
 
 The twenty-fifth anniversary of the wedding of President 
 Baldwin and his wife was celebrated in the Normal chapel on 
 Wednesday evening, October 31, 1877^. A general invitation 
 had been extended to the public to attend. At an early hour the 
 chapel was filled to overflowing by the friends of President Bald- 
 win and his wife. 
 
Special Events. 255 
 
 Special decorations had been made for the occasion. The 
 platform was decorated with plants and cut flowers. A great 
 arch was erected in the middle of the platform, from the center 
 of which was suspended a wedding bell. Festoons of evergreens 
 were arranged in appropriate places about the chapel. 
 
 After the assembly had gathered, it was announced that 
 President Baldwin and his wife would receive their friends in the 
 reception room. After greetings had been exchanged, the guests 
 returned to the chapel. Whereupon Professor Shryock played 
 a wedding march during which the wedding procession entered 
 the chapel. First came Professor Nason, then the children of 
 President and Mrs. Baldwin who strewed flowers in the pathway 
 of their parents who came immediately after them. The children 
 took their places on the right end of the platform, while Presi- 
 dent and Mrs. Baldwin stood beneath the arch. The ceremony 
 was then pronounced by Professor Nason. 
 
 Following the ceremony, a program was rendered. This 
 consisted of musical selections, among which was an original 
 song especially prepared by Professor Shryock for the occasion, 
 an original poem, Avhich had also been especially written for that 
 occasion, by Professor T. Berry Smith, and congratulatory ad- 
 dresses. Among these addresses was one by Mr. J. M. DeFrance 
 of Kirksville, who in behalf of the citizens of the town presented 
 to President Baldwin and his wife an elegant silver tea set as a 
 token of their appreciation of the services they had rendered the 
 community. Congratulations on behalf of the students were 
 extended by Miss Hubbell. 
 
 When the program had been completed, a clamor was raised 
 in the audience on the part of some for a speech from President 
 Baldwin, much to his embarrassment. Professor Nason relieved 
 the situation by coming forward and explaining that President 
 Baldwin was a timid bride groom and could not respond. 
 
 The company very shortly dispersed after the completion of 
 the program. The occasion proved to be a very pleasant one and 
 showed very plainly the affection with which President Baldwin 
 and his family were held by the community. 
 
256 State Normal School History. 
 
 Memorial Services. 
 
 Four members of the faculty died while in the service of the 
 school. They were Professor Seitz, Professor Paden, Professor 
 Nelson, and Professor Laughlin. Special memorial services were 
 held in the normal chapel for the first two of these. 
 
 The services in memory of Professor Seitz were held on Sun- 
 day afternoon, October 21, 1883, about two weeks after his 
 death^. An immense audience filled the chapel. Special ad- 
 dresses were made by President Blanton, Professor Nason, and 
 Rev. Dr. Mitchell. A life size portrait of Professor Setiz which 
 the students had had made, was presented to the school by Mr. 
 J. H. Grove of the senior class. The portrait was accepted by 
 President Blanton. 
 
 The memorial services for Professor Paden"*, who died on 
 August 16, 1884, were held on Sunday afternoon, November 2. 
 The program consisted chiefly of a sketch of Professor Paden 
 by Professor Barnard, and addresses by Professor Nason and by 
 President Osborne of the Warrensburg Normal School under 
 whom Professor Paden had graduated. President Blanton was 
 to have made one of the principal addresses but was deterred by 
 sickness. A life size portrait was presented by Mr. W. D. Grove 
 on behalf of the students to the school. At the close of the ser- 
 vices in the chapel, a large number went to the cemetery and 
 decorated the grave. 
 
 Columbus Day. 
 The four hundredth anniversary of the discovery of America 
 by Columbus was fittingly celebrated by the schools and the 
 citizens of Kirksville^. The exercises included a procession 
 through the streets of the town and a program in the normal 
 chapel. The procession was comiDOsed of the students from the 
 Normal School, the Business College, and the public schools, of 
 the Knights of Pythias, of a drum corps, and of other citizens 
 from the town. After marching over the principal streets of the 
 town, the procession filed into the normal chapel where the fol- 
 lowing program was rendered: 
 
Special Events. 257 
 
 1 . Song Public School 
 
 The Star Spangled Banner. 
 
 2. Essay '. Miss Marguerite Crawford 
 
 Representative from Philomathean Society. 
 
 3. Declamation Mr. W. L. Hamrick 
 
 Representative from Zetosophian Society. 
 
 4. Music Normal Band 
 
 5. Recitation Miss Gertie Baum 
 
 Representative from High School. 
 
 6. Recitation and Gymnastics, 
 
 Representatives from Model School. 
 
 7. Recitation Miss Ella Graves 
 
 Representative from Senior Society. 
 
 8. Address Professor W. R. Holloway 
 
 Representative from High School Faculty. 
 
 9. Address Professor G. H. Laughlin 
 
 Representative from Normal Faculty. 
 10. Music— My Country 'tis of Thee. 
 
 The crowd in attendance was estimated at about one thous- 
 and five hundred. 
 
 Baldwin Day. 
 
 Of all special days in the history of the school, no other has 
 been of as much interest to the early graduates and students of 
 the school as ''Baldwin Day," June 13, 1893. 
 
 The idea of having President Baldwin visit the school and 
 of making his visit the occasion of a special demonstration, was 
 conceived by President Dobson who, very shortly after taking 
 charge of the school in the fall of 1891, became impressed with 
 the necessity of stirring the interest of the alumni in the institu- 
 tion up to what it had been in former years. It was felt that 
 nothing would accomplish that end more effectively than to have 
 President Baldwin visit the school at some early commencement 
 season and to invite the graduates and former students of the 
 school, particularly those of the early years, to return to their 
 alma mater and participate in the festivities of the occasion. At 
 first, it was planned to have President Baldwin to attend the 
 
258 State Normal School History, 
 
 commencement of 1892, and an invitation to that effect was sent 
 to him by President Dobson. This invitation was accompanied 
 by letters from about fifty graduates who expressed their hope 
 that it would be accepted. Owing to previous engagements, 
 President Baldwin was prevented from accepting the invitation, 
 but he gave his promise to attend the commencement of 1893 
 and authorized the making of an announcement accordingly^. 
 
 The Alumni Association at its meeting in June, 1892 passed 
 resolutions heartily endorsing what the faculty and regents were 
 doing to renew the interest of the alumni in the school, and pledged 
 its hearty co-operation in the plans for the visit of President 
 Baldwin the next year"^. 
 
 In due time, the faculty set apart Tuesday, June 13, of the 
 commencement week of 1893, as ''Baldwin Day," and appointed 
 a committee composed of certain persons in Kirksville who had 
 been students in the school in its early days, to cooperate with 
 the committee on "Baldwin Day" that had been appointed by 
 the Alumni Association^. 
 
 In March, 1893, this local committee issued a circular letter 
 to the former students of the school inviting them, especially 
 the " Baldwin students " to attend the exercisesof "Baldwin Day." 
 Efforts were also made to have present as many as possible of the 
 members of the faculty who were connected with the school under 
 President Baldwin. Plans were made for the entertainment of 
 the old students who would accept the invitation^. 
 
 In response to this invitation, a large number of the students 
 of former days gathered in Kirksville on the day appointed, 
 June 13. No other occasion in the whole history of the school 
 has attracted such an attendance of the old students as did this 
 one. Many came from distant states, some coming from the Pa- 
 cific coast, while every section of our own state was represented. 
 
 The exercises of "Baldwin Day" began at ten o'clock in the 
 morning and continued until late in the afternoon. Immense 
 audiences filled the chapel throughout the day. Badges bearing 
 the picture of President Baldwin, Blanton, or Dobson were worn 
 by the old students present according to the President under 
 
Special Events. 259 
 
 whom they studied or graduated while in the school. Mr. S. M. 
 Pickler, who had been one of the teachers in the school in its 
 earliest years, acted as master of ceremonies. The morning ex- 
 ercises consisted largely of addresses of welcome by Professor 
 Nason on behalf of the citizens of the town and the old students, 
 and by President Dobson on behalf of the faculty and the students 
 of the time, and of a response by President Baldwin. These 
 speeches were largely reminiscent and often very affecting. One 
 account states that "during the speeches nearly every eye grew 
 dim." 
 
 Plans had been made to have a big picnic dinner on the 
 campus at noon, but these were spoiled by a heavy rain which 
 came up just about noon time. Tables were hastily improvised 
 in the recitation rooms on the first floor and the dinner was served 
 on them. 
 
 At two o'clock, the exercises were resumed in the chapel. 
 Most of the afternoon was occupied by brief remarks from many 
 of the old students in response to the query "Where are you 'at' " 
 and "What are you doing." Among those who responded to 
 these queries were Rev. Robert Waggener of Kansas City, Mr. 
 C. C. Fogle of Lancaster, Mr. G. W. Sublette of Minneapolis; 
 Mrs. Amelia Brown of Edina, Mr. C. W. Thomas of Woodland, 
 California, Mr. W. T. Carrington of Mexico, Mr. C. H. Murphy of 
 San Francisco, Mr. J. T. Ronald of Seattle, Mr. J. T. Smith of 
 Livingston, Montana, Mr. W. E. Tipton of Armour, South Da- 
 kota, Mr. A. B. Warner and Mr. G. W. Cullison of Harlan, Iowa, 
 Mrs. Julia Bos worth and Mr. John R. Musick of Kirks ville. It 
 was late in the afternoon when these reminiscent speeches were 
 finished^o. By the close of the day, many an old student had been 
 made to live over the happy scenes of his school life "in the old 
 Normal," and all had been made to rejoice in seeing and hearing 
 once more their former friend and instructor, President Baldwin. 
 
 On Wednesday evening, President Baldwin delivered the 
 annual address to the Alumni Association, speaking on "Edu- 
 cational Economyi^" Following this address, was the annual 
 alumni banquet in the Masonic hall. Special efforts were made 
 
260 ~ State Normal School History. 
 
 to make this banquet noteworthy because of the presence of Pres- 
 ident Baldwin. Over two hundred and fifty guests were present. 
 Toasts were responded to by President Dobson, Mr. W. E. Tipton, 
 Mr. Robert Barrow, Mr. W. T. Carrington, President Baldwin, 
 Mrs. Edmonia Herren, Judge George Hall, Mr. J. F. Chandler, 
 and Mr. J. T. Ronald. Professor G. H. Laughlin presided as 
 toastmasteri^. 
 
 On the following day, President Baldwin took leave of Hs 
 friends and former associates. Many of them he never saw again. 
 In a little over five years he was dead. In order that the proper 
 respect might be paid to his memory, the Alumni Association at 
 it meeting in June, 1899, adopted resolutions setting forth its 
 admiration of his life and work, and devoted one entire evening 
 to memorial services in his honor. Several who had been his 
 close acquaintances, among whom were President Dobson, Mr. 
 John R. Kirk, Mr. J. T. Chandler, and Professor Norton, spoke 
 in eulogy of the departed founder of the school and of the normal 
 school system of the state^^. 
 
 The Inter Normal Contests at Warrensburg in 1898. 
 
 The Inter Normal Contests in oratory and declamation were, 
 as has already been seen in another connection, held for the first 
 time in March, 1898 at Warrensburg. Great preparations were 
 made by the students of this institution for these contests. 
 Over two hundred of them went by a special train to Warrens- 
 burg to lend enthusiasm to the occasion. Happily both the 
 oratorical and the declamatory contests were won by the repre- 
 sentatives of this school, Mr. B. P. Taylor and Miss Cora 
 Buchanan, much to the gratification of the Kirksville students 
 who were in attendance. 
 
 The success of the representatives of the school was made 
 the occasion of considerable demonstration in Kirksville. The 
 returning party from Warrensburg was greeted at the station 
 by a large crowd of students and friends in the town. The en- 
 thusiasm of the crowd showed itself in the usual student yelling 
 and waving of colors. Among other things a carriage had been 
 
Special Events. 261 
 
 provided for the distinguished members of the returning party, 
 President Dobson, Miss Owen, Mr. Taylor, and Miss Buchanan. 
 On getting into the carriage, they were driven around the 
 square, followed by a large procession of students. At the 
 south east corner of the square, the procession stopped, and 
 President Dobson and Mr. Taylor made short speeches in re- 
 sponse to the gracious welcome that had been extended. 
 
 The celebration was renewed by the students when they 
 met the next Monday morning in the chapel. Various members 
 of the faculty made brief remarks about the contests, and Mr. 
 Taylor, at the invitation of President Dobson, responded in a neat 
 speech^^. 
 
 NOTES. 
 
 1. North Missouri Register, May 25, June 1, 22, 29, 1876. 
 
 2. Ibid, Nov. 8, 1877. 
 
 3. Kirksville Democrat, Oct. 25, 1883. 
 
 4. Ibid, Nov. 5, 1884. 
 
 5. Ibid, Oct. 28, 1892; Faculty Minutes, Oct. 3 and 6, 1892. 
 
 6. Catalogue, State Normal School, Kirksville, 1892-93, p. 48. 
 
 7. Alumni Record, Vol. I, p. 73. 
 
 8. Faculty Minutes, Feb. 27, 1893. 
 
 9. A copy of the circular letter that was sent out by the local com- 
 mittee is in the archives of the school. 
 
 10. Kirksville Democrat, June 16, 1893; Journal, June, 15, 1893; Grapliic, 
 June 16, 1893. 
 
 11. Kirksville Journal, June 15, 1893. 
 
 12. A program of this banquet is in tlie archives of the school. 
 
 13. Kirksville Democrat, June 16, 1899. 
 
 14. Normal Message, April, 1898, pp. 69-72. 
 
CHAPTER XXIV. 
 
 THE GROWTH OF THE SCHOOL. 
 
 The Enrollment. 
 
 As a concluding chapter to this work, it has been thought 
 well to present a few tables which will in a way show the growth 
 of the school. 
 
 Generally the public judges a school's growth solely by its 
 enrollment of students from year to year, and it ranks the differ- 
 ent institutions of the same grade according to their enrollment 
 lists. This method may and may not be fair. Sometimes the 
 enrollment may be considerably swelled and yet the facilities for 
 work may be inadequate for the great numbers enrolled or many 
 of the students may be unprepared for what they are attempting. 
 If this should be the case, the increase in the enrollment would be 
 a sign of decline rather than one of progress. Generally speak- 
 ing, the increase in the enrollment of students in this institution 
 and the facilities for work have gone on hand in hand, so that 
 the following table fairly represents the growth of the school from 
 the beginning to the present ; 
 
 *The Model School was suspended from Dec, 1873 to Nov., 1882. 
 
 tNo diploma or certificate has been issued to the juniors since June, 1884. 
 
 JCounting the enrollment of 196 in the branch summer schools at Monroe 
 City, Kahoka, Savannah, and Tarkio in the summer of 1902, the total en- 
 rollment for 1902-03 was 1159. 
 
 §The enrollment in the Model School for 1869-70 is not known; hence 
 the total enrollment as given falls short of what it actually was. 
 
The Growi-h of the School. 
 
 263 
 
 Year. 
 
 Fac- 
 ulty 
 
 Post- 
 
 Gradu- 
 
 ates. 
 
 Gradu- 
 ates. 
 
 Undergraduates 
 
 receiving certificates 
 
 or diplomas. 
 
 Enrollment. 
 
 
 
 Juniors. 
 
 Sophomores 
 
 Normal 
 Department. 
 
 Model or 
 Training Sch. 
 
 Total. 
 
 1867-68 
 
 6 
 
 — 
 
 — 
 
 — 
 
 — 
 
 140 
 
 144 
 
 284 
 
 1868-69 
 
 12 
 
 — 
 
 — 
 
 — ■ 
 
 — 
 
 203 
 
 220 
 
 423 
 
 1869-70 
 
 12 
 
 — 
 
 
 — 
 
 15 
 
 263 
 
 § 
 
 263 
 
 1870-71 
 
 
 — 
 
 — 
 
 — 
 
 — 
 
 321 
 
 68 
 
 389 
 
 1871-72 
 
 7 
 
 — 
 
 8 
 
 4 
 
 13 
 
 434 
 
 48 
 
 482 
 
 1872-73 
 
 12 
 
 — 
 
 3 
 
 10 
 
 14 
 
 470 
 
 53 
 
 523 
 
 1873-74 
 
 10 
 
 1 
 
 9 
 
 10 
 
 21 
 
 668 
 
 33 
 
 701 
 
 1874-75 
 
 9 
 
 4 
 
 12 
 
 18 
 
 42 
 
 709 
 
 * 
 
 709 
 
 1875-76 
 
 10 
 
 5 
 
 14 
 
 14 
 
 28 
 
 627 
 
 * 
 
 627 
 
 1876-77 
 
 9 
 
 — 
 
 8 
 
 12 
 
 18 
 
 592 
 
 * 
 
 592 
 
 1877-78 
 
 8 
 
 3 
 
 12 
 
 8 
 
 27 
 
 534 
 
 * 
 
 534 
 
 1878-79 
 
 10 
 
 10 
 
 10 
 
 17 
 
 49 
 
 458 
 
 * 
 
 458 
 
 1879-80 
 
 11 
 
 8 
 
 11 
 
 14 
 
 45 
 
 513 
 
 * 
 
 513 
 
 1880-81 
 
 11 
 
 6 
 
 11 
 
 14 
 
 32 
 
 492 
 
 * 
 
 492 
 
 1881-82 
 
 10 
 
 8 
 
 9 
 
 13 
 
 42 
 
 481 
 
 * 
 
 481 
 
 1882-83 
 
 11 
 
 4 
 
 7 
 
 17 
 
 40 
 
 446 
 
 103 
 
 549 
 
 1883-84 
 
 12 
 
 6 
 
 17 
 
 27 
 
 51 
 
 501 
 
 181 
 
 682 
 
 1884-85 
 
 12 
 
 2 
 
 14 
 
 -t 
 
 47 
 
 475 
 
 182 
 
 657 
 
 1885-86 
 
 12 
 
 — 
 
 26 
 
 — t 
 
 40 
 
 413 
 
 126 
 
 539 
 
 1886-87 
 
 11 
 
 — 
 
 25 
 
 -t 
 
 35 
 
 421 
 
 111 
 
 532 
 
 1887-88 
 
 11 
 
 1 
 
 21 
 
 — t 
 
 58 
 
 490 
 
 169 
 
 659 
 
 1888-89 
 
 13 
 
 1 
 
 12 
 
 — t 
 
 40 
 
 505 
 
 121 
 
 626 
 
 1889-90 
 
 12 
 
 — 
 
 15 
 
 — t 
 
 44 
 
 520 
 
 100 
 
 620 
 
 1890-91 
 
 13 
 
 — 
 
 15 
 
 — t 
 
 49 
 
 560 
 
 100 
 
 660 
 
 1891-92 
 
 12 
 
 3 
 
 19 
 
 — t 
 
 28 
 
 596 
 
 107 
 
 703 
 
 1892-93 
 
 11 
 
 6 
 
 22 
 
 -t ■• 
 
 32 
 
 606 
 
 112 
 
 718 
 
 1893-94 
 
 12 
 
 3 
 
 20 
 
 — t 
 
 30 
 
 562 
 
 94 
 
 656 
 
 1894-95 
 
 12 
 
 — 
 
 23 
 
 — t 
 
 41 
 
 620 
 
 102 
 
 722 
 
 1895-96 
 
 12 
 
 4 
 
 18 
 
 — t 
 
 42 
 
 623 
 
 115 
 
 738 
 
 1896-97 
 
 12 
 
 2 
 
 35 
 
 — t 
 
 26 
 
 719 
 
 105 
 
 824 
 
 1897-98 
 
 13 
 
 — 
 
 22 
 
 — t 
 
 35 
 
 737 
 
 108 
 
 845 
 
 1898-99 
 
 13 
 
 1 
 
 29 
 
 -t 
 
 43 
 
 739 
 
 103 
 
 842 
 
 1899-00 
 
 14 
 
 3 
 
 48 
 
 — t 
 
 113 
 
 742 
 
 92 
 
 834 
 
 1900-01 
 
 15 
 
 3 
 
 43 
 
 — t 
 
 58 
 
 753 
 
 102 
 
 855 
 
 1901-02 
 
 18 
 
 2 
 
 38 
 
 — t 
 
 84 
 
 757 
 
 94 
 
 851 
 
 1902-03 
 
 19 
 
 4 
 
 41 
 
 — t 
 
 65 
 
 784 
 
 179 
 
 963 
 
 1903-04 
 
 24 
 
 4 
 
 55 
 
 — t 
 
 58 
 
 958 
 
 175 
 
 1133 
 
 1904-05 
 
 25 
 
 
 
 
 
 
 
 
 Total 
 
 
 94 
 
 672 
 
 178 
 
 1405 
 
 20,432 
 
 3,247 
 
 23,679 
 
264 State Normal School History. 
 
 The Summer School. ' 
 
 One of the things that have contributed to an increase in the 
 annual enrollment in the last ten years has been the summer 
 schools. Perhaps it will not be out of place to say something 
 here concerning their history. 
 
 Of the many changes that have been made in the educational 
 system of the country in recent years, the summer school is among 
 the most important. Beginning as an accommodation for those 
 teachers who wished to spend their vacations in special study, 
 it has come to be a regular part of the school work of many in- 
 institutions throughout the country, the benefit of which is en- 
 joyed not only by teachers but by many other classes of students. 
 
 Missouri schools were not long in responding to the demands 
 that were made for summer schools. The State University held 
 its first summer school in 1894, and as far as it is known, this was 
 the first one in the state. In 1895, this Normal School held its 
 first summer school. The matter had been discussed by the 
 faculty prior to the summer of 1894, but nothing was done until 
 December, 1894, when plans for a school the following summer were 
 adopted by the faculty and were later approved by the Regents. 
 
 According to these plans, the summer school opened on June 
 24, 1895 for a period of six weeks, six days in the week. Courses 
 in Latin, mathematics, English, science, and pedagogy were 
 offered. Those who desired to be credited on the records of the 
 school for the work which they did during the summer were 
 limited to two subjects. In each of these two subjects a semes- 
 ter's credit was given. A tuition fee of $12 was charged if two 
 subjects were taken; $8 if only one. These fees were collected 
 by one of summer teachers who acted as treasurer. The ex- 
 penses of the school and the amount each teacher received for 
 his services were pro-rated according to the number of students 
 enrolled in his classes^. 
 
 The summer school remained a private affair among certain 
 teachers in the institution until 1900. In that year the Board of 
 Regents began to assume control of it. A uniform incidental 
 fee of $10, payable in advance to the Treasurer of the Board, was 
 
The Growth of the School. 2^5 
 
 charged of every student. The amount received from the sum- 
 mer school incidental fees was divided among the teachers accord- 
 ing to the number of classes taught by them. The other expenses 
 of the school were provided for out of the general incidental 
 fund of the school. In addition to these changes, the courses of 
 study were extended and the teaching force increased to nine 
 instructors^. 
 
 The special appropriations that were made by the Legis- 
 lature in 1901 and in 1903 for the summer school made it possible 
 to reduce the incidental fee from $10 to $5, and also made it 
 possible to employ nearly the entire faculty on full salary. More- 
 over, the term has been extended from seven and one half weeks 
 to twelve weeks, five days in the week. Students have been per- 
 mitted since 1903 to take four subjects, not more than three of 
 which should require daily preparation. The amount of credit 
 for each subject has been, as before, one semester*. 
 
 In 1902, the school established four branch summer schools^. 
 These were at Kahoka, Monroe City, Savannah, and Tarkio. 
 For two years, the State University had been conducting branch 
 summer schools in different parts of the state with some con- 
 siderable success, and it was felt that the Normal Schools should 
 undertake the same kind of work. 
 
 Each of the branch schools at Kahoka, Monroe City, and 
 Savannah was under the direction of a member of the faculty; 
 the one at Tarkio was under an experienced graduate of the school. 
 The school at Tarkio was the only one to prove a financial success. 
 This fact and the opinion that it would be best to concentrate the 
 energies of the institution in one summer school, are the cause 
 for the discontinuance of the branch summer schools. 
 
 Beginning in the summer of 1905, an important change will 
 be made in the amount of credit for work done in the summer 
 school. According to the arrangements which went into effect 
 in September, 1904, the regular school year has been divided into 
 three quarters of twelve weeks each, instead of two semesters of 
 eighteen weeks each. The summer quarter will be twelve weeks 
 long, and credit given for work that quarter will be the same 
 
266 State Normal School History. 
 
 as that given for any other quarter^. By this arrangement, 
 no difference will hereafter exist in the character of the work 
 of the different quarters of the year. 
 
 The enrollment of the summer schools from 1895 to 1899 in- 
 clusive can not be ascertained with accuracy from the records. 
 It was always small, generally in the neighborhood of fifty. The 
 enrollment since 1899 has been as follows''': 
 
 1900—107. 
 
 1901—200. 
 
 1902—384 (At Kirksville, 188; at branch schools, 196.) 
 
 1903—352 
 
 1904—394. 
 
The Growth of the Schools. 267 
 
 The Income of the School. 
 
 Another index to the growth of the school is its income. 
 While the school was a private institution its maintenance de- 
 pended solely upon tuition fees. Since becoming a state institu- 
 tion its income has been derived from two sources, from appro- 
 priations by the State Legislature and from the incidental fees 
 which have been paid by the students. 
 
 The following table shows the amounts of the appropriations 
 from January, 1871, to the present and the purposes for which 
 these appropriations were made: 
 
268 
 
 State Normal School History. 
 
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The Growth of the School. 269 
 
 The appropriations for repairs were for tlie following purposes: 
 
 1883-84— Painting, $2,431.60; roof, $250.00; heating plant, $10,000.00; 
 total, $12,681.60. 
 
 1887-88— Engine room, $1,227.00; boilers, $900.00; flooring and ceiHng, 
 $999.50; total, $3,126.50. 
 
 1889-90— Engine house, boilers, etc., $2,873.00. 
 
 1893-94— Seats for the chapel, $1,500.00. 
 
 1895-96— Repairs, $1,000.00; improvements, $3,000.00; sidewalks, 
 $1,250.00; total, $5,250.00. 
 
 1897-98— Ceiling, $1,727; smoke stack, $840.00; flooring, $725.00; roof, 
 $2,000.00; tower, $988.00; total, $6,280.00. 
 
 1899-00— Tower, $1,000.00. 
 
 1901-02— Sewer, $200.00; closets, $350.00; repairs, $600.00; floor, $400.00; 
 heating plant, $3,000.00; total, $4,550.00. 
 
 1903-04^Furniture, $1,000.00; improvements, $250.00; repairs and 
 painting, $2,000.00; total, $3,250.00. 
 
 1904-05 — General repairs and improven)ents, $11,260.00; furniture, 
 $500.00; total, $11,760.00. 
 
 The appropriations for buildings were for the following purposes: 
 
 1871-72 — Completion of the building which the Board of Regents had 
 begun to construct with the $51,400.00 in cash donated by Adair coun- 
 ty,$50,000.00. 
 
 1883-84 — Building nine rooms in the basement for the use of the Model 
 School, $3,284.00. 
 
 1901-02 — Erecting new building (the annex on the northeast of the 
 main building), $30,000.00. 
 
 1904-05— Erecting another new building, $50,000. 
 
 For the purpose of comparison, the following tables showing 
 the appropriations for the other two State Normal Schools are 
 given on the following pages. 
 
270 
 
 State Normal School History. 
 
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The Growth of the School 
 
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272 
 
 State Normal School History. 
 
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The Growth of the School. 273 
 
 Some correction in these tables needs to be made. The amounts 
 actually received by the three schools have not equalled exactly 
 the amounts appropriated.. The difference between the amounts 
 received by this school and tlie amounts appropriated for it, has 
 never been great ; neither has it been great for the other two schools 
 until the past two years. In 1903, appropriations were made 
 for new buildings at Warrensburg and at Cape Girardeau. These 
 buildings were not completed within the biennial period for which 
 the appropriations were made; hence it was necessary to re-ap- 
 propriate the portions of the original appropriations that had not 
 been expended. By reason of this, a part of the appropriations 
 for buildings at the two schools has been counted twice in the 
 above tables. 
 
 The exact difference between the total amount appropriated 
 for each institution from January, 1871 to December, 1904 in- 
 clusive and the total amount expended by each institution from 
 these appropriations, is as follows^: 
 
 Amount Appropriated Amount Expended 
 
 Kirksvihe, $538, 795 . 30 $535, 440 . 42 
 
 Warrensburg, 612, 430 . 00 582, 796 . 71 
 
 Cape Girardeau 601 , 734 . 00 522, 455 . 25 
 
 Total, $1,752,959.30 $1,640,692.38 
 
 This furnishes the correction needed to give the proper idea 
 concerning the tables mentioned above, not including, however, 
 the appropriations for 1905-06 as it cannot be known until Jan- 
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 drawn out by the schools. 
 
 As has already been indicated, a part of the income of 
 the school has been derived from incidental fees which have been 
 paid by the students. The following table exhibits the amount 
 that has been received from these fees and from other miscellane- 
 ous sources from January, 1871, to January, 1905. 
 
274 
 
 State Normal School History. 
 
 
 
 
 
 
 
 
 
 
 
 
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276 State Normal School History. 
 
 From the tables presented in this section and in another 
 chapter^, the following summary showing the receipts of the 
 school from all sources and for all purposes from January. 1871, 
 to January, 1905, may be drawn up: 
 
 source amount 
 
 Adair county S 56,240.00 
 
 State of Missouri 535,440.42 
 
 Incidental fees 230,469.65 
 
 Miscellaneous 6,611.75 
 
 Total $828;761.82 
 
 NOTES. 
 
 1. This table has been carefully compiled from the catalogues of the 
 school from 3^ear to year. 
 
 2. Faculty Minutes, April 9, Dec. 17, 1894; March 7, 1895; Normal 
 Message, Sept., 1895, p. 6. 
 
 3. Circular of the Summer School of the State Normal School, Kirks- 
 ville, for 1900. 
 
 4. Ibid, 1901; Bulletin, State Normal School, Kirksville, April, 1902; 
 March, 1903; Sept., 1903. 
 
 5. Bulletin, State Normal School, Kirksville, June, 1902, p. 18. 
 
 6. See pages 126-128. 
 
 7. Bulletin, State Normal School, June, 1901, p. 38; June, 1902, p. 37; 
 June, 1903, p. 84; June, 1905, p. 76. 
 
 8. State Auditor's Report, Jan., 1903, pp. 592-93; Biennial Report of 
 First District State Normal School for 1903-04, pp. 29-31; Ibid for Sec- 
 ond District State Normal School, pp. 23, 26-27; Ibid for Third District State 
 Normal School, pp 41-42. 
 
 9. See page 63. The $1600 item on this page is included in the mis- 
 cellaneous fund in the last table in the book. 
 
INDEX. 
 
 Adair county bonds for State Nor- 
 mal School, 45-48, 61-63; bids 
 for State Normal School, 48-54, 
 58-61. 
 
 Agitation for state normal school 
 system, 2-18. 
 
 Alumni, the, 208-217. 
 
 Alumni association, the, 220-221, 
 258, 259, 260. 
 
 Athletics, 243-245. 
 
 Appropriations, State, for complet- 
 ing building in 1872, 74-75; for 
 library and laboratories, 149-153; 
 for new building in 1903, 151; 
 for new building in 1905, 154, 
 204; for the First District, 268- 
 269; for the Second District, 270; 
 for the Third District, 271; for 
 the three Districts, 272. 
 
 Baccalaureate preachers, 221, 224, 
 note 18. 
 
 Baird medal winners of, 226-227. 
 
 Baldwin Day, 257-260. 
 
 Baldwin Institute; see Philomathean 
 Society. 
 
 Baldwin, President, plans of, for 
 state normal school system, 
 16-18, 94; Vice-President of 
 State Teachers' Association, 19; 
 plans for model school, 29; in- 
 vited to come to Missouri, 30-31; 
 visits Kirksville, 31; canvasses 
 for school, 36; financial loss 
 during first year of school, 37; 
 efforts to secure state normal 
 school legislation, 43; canvasses 
 Adair county for normal school 
 bonds, 47; member of original 
 
 Board of Regents, 49, 50, 52, 
 56; speaks at corner stone lay- 
 ing, 71; views on pedagogical 
 training, 108-109; changes course 
 of study, 109-119; library, US- 
 ISO; sketch, 156-160; rules and 
 regulations of school, 183-186; 
 commencements, 218-221; silver 
 wedding, 254-255. 
 
 Buildings, 68-81, 144-145, 201-204. 
 
 Bonds of Adair county for State Nor- 
 mal School, 45-48, 61-63. 
 
 Blanton, President, secures certifica- 
 tion, laws, 100-101; changes 
 course of study, 119-121; re- 
 stores Model School, 144; library, 
 149-150; sketch, 168-170; rules 
 and regulations of school, 186- 
 189; commencements, 221; con- 
 tests, 231. 
 
 Bids for State Normal Schools, 49-51, 
 53-55, 59-60. 
 
 Calisthenics, 243. 
 
 Campus, the, 67, 196-200. 
 
 Canvassing for the school, 36. 
 
 Carson bill, the, 11. 
 
 Certification, the, of graduates of 
 State Normal Schools prior to 
 1887, 98-100; laws of 1887 and 
 1889, 100-101; attempts to re- 
 peal these laws, 82-83, 90-91. 
 
 Chapel, the, 201. 
 
 Class day, 222. 
 
 Columbus day, 256-257. 
 
 Commencements, 218-223, 257-60. 
 
 Construction of old building, 68-76, 
 74-75. 
 
 Controversy between Adair and Liv- 
 
278 
 
 State Normal School History. 
 
 ingston counties, 50-51, 53, 55-56 
 
 58-61. 
 Contests, 221, 225-231, 229-30, 240, 
 
 260-261. 
 Corner stone, laying of, 68-71. 
 Courses of study at the beginning, 
 
 105-109; changes in, since 1871, 
 
 109-128; opposition to, 88-89; 
 
 in the summer school, 264-266. 
 Cumberland Academy, 25-29. 
 
 Davis, State Supt., recommendations 
 of, for state normal school sys-" 
 tem, 10-11. 
 
 Debates and debating clubs, 231, 
 240-241. 
 
 Dedication of building, 1873, 77-78. 
 
 Degrees, 107-108, 115-116, 117-118, 
 121, 128-130. 
 
 Departments, Academic, 132-141. 
 
 Dobson, President, views of, con- 
 cerning courses, 121-122; librarj% 
 150; sketch, 170-173; campus, 
 200; commencements, 221-222 
 contests, 231; plans Baldwin 
 Day, 257. 
 
 Edwards, Governor, plans of, for 
 
 state normal school system, 4-9. 
 Echo, 248. 
 
 Ellison prize, winners of, 225. 
 Enrollment, tlie, 37, 85, 143, 262-263, 
 
 266. 
 Entertainments by literary societies, 
 
 220, 240. 
 Ewing, Secretary, urges adoption of 
 
 state normal school sj'stem, 10. 
 Examinations, the, b}^ examining 
 
 committee, 99-100; public oral, 
 
 218, 221. 
 Extension of the state normal school 
 
 system, 94-96. 
 Excelsior literary societ}^ the, 235. 
 
 Faculty, the original, 32-36; in Jan- 
 uary, 1871, 58; assignment of 
 subjects, 137-140; Training 
 School teachers, 143-145, 147; 
 sketches, 156-175; roster, 177- 
 181; favors separate Boards of 
 Regents, 192-193; annual elec- 
 tion, 194; supervision over liter- 
 ary societies, 236-237, 239; in- 
 crease, 263. 
 
 Ferris, Professor, 32, 36, 143, 160-161. 
 
 Field day, 244. 
 
 Finances of the school, 267-276. 
 
 Goben medal, 228. 
 
 Graduates, the, 92, 211-217, 263. 
 
 Greenwood, Professor, 34-36, 47, 
 
 58, 91, 165-168. 
 Griggsby, J. J., 30. 
 Growth of the School, the, 262-276. 
 
 Haynes, Miss Virginia, school of, 26. 
 
 Haynes, Professor, address of, 91. 
 
 Henry, State Supt., recommenda- 
 tions of for state normal school 
 system, 10. 
 
 Incidental fees, 264-265, 274-275. 
 Income of the school, 267-276. 
 Inter Normal Contests, 229-30, 260- 
 261. 
 
 Johnson countj^ bid for State Normal 
 
 School, 49-50, 58. 
 Johnson vs. Parcels, 74, note 7. 
 
 King, Governor, alludes to need of 
 state normal school system, 9. 
 
 Kirk, President, defends State Nor- 
 mal Schools in 1895, 91; changes 
 courses, 121-130; Training School 
 145-147; model rural school, 
 146-147; library, 151-153; sketch 
 173-175; rules and regulations. 
 
Index. 
 
 279 
 
 190; commencements, 222; con- 
 tests and debates, 231. 
 
 Laboratories, 153-154. 
 
 Lecture course, Y. M. C. A., 252. 
 
 Library, 148-153. 
 
 Library medal, winners of, 227-228. 
 
 Lincoln Institute, 42. 
 
 Linder, Judge, 47, 49, 52-54, 56. 
 
 Literary societies, 220, 234-241. 
 
 Livingston county bids for State 
 Normal School, 49-50, 52-55, 
 59-60; invokes legislative inter- 
 ference, 58-61. 
 
 Location of First and Second Dis- 
 trict Schools, 48-56, 58-61. 
 
 Martin, Secretary, recommends state 
 
 normal school system, 9. 
 Medals, 225-229. 
 Merwin, Major, 18, 30-31. 
 Midsummer, the, 247. 
 Minor, Secretary, recommends state 
 
 normal school system, 3-4. 
 Military department, 245. 
 Mnameion, 248. 
 Model School, the; see the Training 
 
 School. 
 Model rural school, 146-147. 
 Monteith, State Supt., 71, 77, 98. 
 Nason, Professor, 32-34, 36, 47, 58, 
 
 144, 161-164, 255, 256. 
 Newtonian literary society, 234-235, 
 
 239. 
 Normal column, 246. 
 Normal literary society, 234. 
 Normal Message, 247-248. 
 Normal professorship for the State 
 
 University, 9-10. 
 Norinal school legislation, attempted, 
 
 prior to 1870, 12-13, 40; act 
 
 of 1870, 40-45, 192. 
 Normal school system, attempts to 
 
 abolish, 81-82, 90; attempts to 
 
 extend, 94-96; in U. S. in 1870, 
 1, 21. 
 
 North Missouri Normal School, 36, 
 38, 56. 
 
 North Missouri Normal School asso- 
 ciation, 29, 38, 63. 
 
 Opening of North Missouri Normal 
 
 School, the, 36. 
 Opposition to State Normal Schools, 
 
 81-92. 
 Oratorical league, the, 230. 
 
 Paden, Professor, 256. 
 
 Parcels, W. H., 52, 56. 
 
 Parker, State Supt., plans of, for 
 state normal school system, 
 13-15, 94; issues certificates to 
 class of 1870, 101, note 3. 
 
 Pedagogical courses, 114-116,119-121. 
 
 Pettis county, bid of, for State Nor- 
 mal School, 49, 58. 
 
 Philomathean literary society, 220, 
 235-237, 239. 
 
 Post-graduate courses, 117-118; post- 
 graduates, 210-211, 263. 
 
 Private schools, opposition of, to 
 State Normal Schools, 83-85, 
 87, 90-91. 
 
 Rebellion of 1876, the, 254. 
 Regents, Board of, 48-51, 56, 66-68, 
 
 71-73, 109, 128, 192-196, 246, 
 
 264-265. 
 Regents medal, winners of, 225-226. 
 Report of legislative committee of 
 1871, 58-61; of 1872,73-74; of 1887,85. 
 Reunions, 219-220. 
 Rhetoricals, 236, 238-239. 
 Ringo medal, winners of, 226. 
 Rules and regulations, 183-190. 
 
 Salutatorians, 223. 
 
 Sands, Judge, 45, 47, 56, 62. 
 
280 
 
 State Normal School History. 
 
 Second District State Normal School, 
 
 58, 192, 270, 272-273. 
 Seitz, Professor, 256. 
 Senior literary society, 234, 236- 
 
 237, 239. 
 Sen-Zet-Phi, 247. 
 
 Shannon, State Supt., 77, 91-92, 99. 
 Site of the School, 56, 66-67. 
 Smith, Professor T. Berry, 237, 255. 
 Special Events, 254, 261. 
 St. Louis City Normal School, 31, 
 
 38, note 13. 
 Starke, State Supt., recommends 
 
 state normal school system, 10-13. 
 Student pubhcations, 240, 246-248. 
 Stephens medal, winners of, 227. 
 Sub-normal department, 118-120, 
 
 124. 
 Summer school, 264-266. 
 State Superintendent, 2, 192, 193. 
 Swanger medal, winners of, 228. 
 
 Teachers' Association, State, 18-23, 
 
 75-76, 91, 208. 
 Third District State Normal School, 
 
 94-95, 193, 271-273. 
 Training School, 86-87, 103-104, 115- 
 
 117, 143-147, 263. 
 
 University, State, 89-90, 101, 264. 
 Undergraduates receiving diplomas 
 
 or certificates, 263; see also 
 
 degrees. 
 
 Valedictorians, 223. 
 Vote of Adair county on normal 
 school bonds, 47-48. 
 
 Y. M. C. A., 250-253. 
 Y. W. C. A., 250-253. 
 
 Zetosophian Uterary society, 228, 237, 
 
 239, 241, 247. 
 Zetosophian Message, 247. 
 
^Y 22 1905