Johnson County, Missouri - Chapter 12: - ' Warrensburg Normal School, 1881

Its Past and Present - The Normal School in America - History of the Inception of the Idea in Missouri - Originators of the Movement - The Act of Incorporation - Strug¬ gle for the Location - Warrensburg Triumphant - Early Difficulties Attending Its Growth - The Organization - Opening of the School - Laying of the Corner Stone of the New Building - Description - Removal of School - Administration of James Johannot - Causes of Removal - Public Sentiment - Administration of George L. Osborne - The Fight Against Matter - Present Condition - Regents - Graduates - Discipline - Course of Study - The Outlook Theoretically and Practically.

The history of the growth of an educational institution within the bor¬ ders of any community is the history of the progress of its civilization. Its status is the status of the peace and dignity of the citizens of that community. As it rises, law and order are uplifted. The fullness of its life marks the depletion of work-house and jail. From the number and kind of schools in a land we may write its record of crime. Ignorance is an ill angel, the brooding shadow of whose wing threatens a government by the people. It writes the Red Letter of our social degradation, and makes the soul, whence should flow the good and beautiful and true, as dry as summer dust. " Education is the temple of liberty and the shrine of law and order." In the nation and in the individual the highest intel¬ lectuality precedes the highest morality. Given, then, a large school and who can measure its influence? The scholar is a teacher of men, if not professionally, then by his influence. The seeds of learning and cul¬ ture are scattered wide and sown deep. New systems arise, and so the power broadens to the beyond. But it is upon the immediate community that the effect is most marked. The clash of minds within its walls echoes in the hearts of those around it. Its shadows fall athwart the blinding sunshine of wasted existences beaten out against the bars of misfortune, and tempers the hearts of men. Speech is elevated, thought is induced, ideals are created - an Athens springs up under its walls, and so Johnson county does tribute to her Normal school, located at Warrensburg.

We enjoy to-day, the labors of countless minds in the fields of thought, and the discoveries of all previous ages. The product of a thousand years' experience in the modes of intellectual progression is ours. Litera¬ ture and science and art have broadened until one life can contain but the fundamental, eternal principles of each.

The history of education passes before us in panoramic view, some of the noblest lives the world has ever known. Through them education became a science. Gradually, from the close of the middle ages down to the present, as the horizon of the world grew wider and wider, and the stream of human life swept on, their toil of pen and heart and tongue brought from chaos the order of harmony and form. They are the great beacon lights to which the student turns, while he bows, unasked, to the truths they have demonstrated.

It took centuries of reform ere the youthful mind was admitted to the mysteries of science. So also was it ages before the world saw that the teacher must be taught.

The Normal school may be regarded as the cap-stone of the highest educational system among the nations. It had its origin in Germany, where also the Kindergarten was born, and where the greatest strides have been taken in that long study of self and nature which make the sum of human life.

Let us glance, for a moment, at the history of Normal schools upon this side of the Atlantic. They had their origin in a pressing necessity. They were demanded by the urgent wants of our system of public education. A government by the people cannot be wise in its adminis¬ tration save the people be wise. Public schools for the masses was the only safety for a republican government. If individual freedom be made a national birth-right, then also is the right to a free and full cultivation, of mental powers under the bond of citizenship, a right inherent in the veiy principles which shape the mighty fabric under which we live. Good teachers became imperative. To teach how to teach was the neces¬ sity. And hence the introduction of the Normal school. And it is a strange coincidence, but worthy of note, that the natal Normal was planted upon the historic fields of Lexington. Upon the same hallowed soil where the first spark of our national independence was struck, arose the crowning work of a free educational system. Each had its origin in a common people and a common sentiment. For freedom walks erect and knowledge never stoops. They are the stars that shape the horo¬ scope of destiny for nations and individuals. The light of liberty only glows with the fires of intellectuality. So that forty years ago when the Normal school was introduced into American soil, the epoch was to be remembered because it marked the elevation of the people and forged another link in the chain that binds us to the eternal principles upon which we base our laws.

In all our states, normal schools have had to struggle for existence. Slander, born of sectional animosity, has been heaped upon them. Jeal¬ ously, begotten of pure greed, has ever stung their early efforts. But, as we have said, created to meet a necessity, they have everywhere risen. Massachusetts was the first state to nurse these schools into effectual work, as she was the first to gather the record so long held of general intelligence and enterprise. The debt she owes to normal schools is thus expressed by one of her own citizens: " I believe normal schools to be a new instrumentality in the advancement of the race. I believe that with¬ out them free schools themselves would be shorn of their strength and their healing power. Neither the art of printing, nor the trial by jury, nor a free press, nor free suffrage, can long exist, to any beneficial or salutary purpose, without schools for the training of teachers. " And he but uttered the conviction of every student of their workings. On Wednesday, July 3, 1839, at Lexington, Mass., the first school was opened? upon a joint proposition of the state and a " merchant prince, " Timothy Dwight, Esq., to donate $10,000 each toward the erection of suitable buildings. By the year 1854, the state had endowed and was supporting four. New York next followed, establishing her first school in 1844. She added the training school, and has now eight normals. Maine and Vermont then followed. And keeping pace with high culture normal schools gradually moved westward. Maryland, Pennsylvania, New Jersey, Michigan, established them. And in 1869, buildings were in process of construction in Indiana, Illinois, Wisconsin, Iowa and Kansas. What then is the history of Missouri in this great movement previous to this time?

It began about 1845, under the administration of Governor Edwards. In writing upon the affairs of the state, he says: " It is a fact, which it is needless to attempt to disguise, that, with our rich soil and genial climate, and all our industry, care and economy, we are not a prosperous and thriving people. The great mass of us are not growing in wealth, nor accumulating many of the comforts, nor even the necessaries of life. " This remarkable state of fact was attributed by him to the ignorance of the people as applied to their various avocations. How then was the evil to be remedied ?

The paramount idea with Governor Edwards was in the upbuilding of the common school. At that time in the history of the state common schools were few and poorly organized. Taxes were but scanty for their support. They were given into the charge of "public hackneys in the

This advice tending to the elevation of the district school was little heeded. Still the attention of the state's law makers was called to the issue.

It was at once seen that no enterprise, no effort, could succeed without direction. The question of financial embarrassment was only a side issue. The great want was, the live, earnest, efficient teacher. There must be knowledge, there must be tact. And it was plain that the necessity was in the education of the teacher.

So important was the matter that at the beginning of the session of the legislature in 1847, the governor was asked to communicate his views upon the subject to the members.

The scheme proposed was too utilitarian to be practical. In substance it was as follows: "The pupil teachers were to have a variety of improved machinery, with which to make experiments upon a farm (to belong to the school,) to be supported at public expense, lectured to and drilled daily in the school room, and then were pledged to teach in the common schools of the respective townships in which they lived for two or three years. "

The educational committee offered a better plan upon the recommenda¬ tion of James S. Rollins, which was to create a professorship of the theory and practice of teaching in the state university to be maintained by appro¬ priation by the state. At the same time the advantages of education were thus set forth: "If we adopt a system of universal education, by means of common schools, we will have better citizens, better laws, and more purity in the administration of public affairs, our liberties would rest on a secure foundation, and commerce, manufactures, agriculture, arts, mechanics and the resources of the country would be improved, and placed in a more prosperous situation. "

These were premonitions of life. It seemed that the words of Channing that, "one of the surest signs of the regeneration of society will be in the elevation of teaching to the highest rank in the community, " were becoming felt. But, "the growth of great ideas is slow." And two decades succeeding, did not witness the foundation of the first school for teachers, and for teachers exclusive^.

Notwithstanding this, new vigor was infused into the common school, and great minds began to probe deeply into the means by which the vast evils could be remedied, and the state ennobled.

From 1861 to 1865, the system of education in Missouri received a severe shock from the " stamp of red battle," in her midst. The storm of war howled furiously across her gentle prairies. Hfcr geographical position made her the "border-land " during the struggle. The hot breath of the fight beat full in her face, and amid the burning and pillage and universal desolation, there was little thought of the schools.

But when the hush of peace spread over the land, there was wondrous reaction. Immigration poured into the state. The song of labor was heard in every valley, and soon the prairies waved with the green and golden grain. Prosperity beamed and commerce ran high. Amid this grand reawakening, normal schools had their birth.

Jn 1869, T. A. Parker, state superintendent of schools, urged in his annual report to the legislature, the creation of normal schools as separate, independent institutions for the training of teachers, as before stated, they were in all the surrounding states. In 1870, when a bill was pending in the general assembly, he says:

It is good statesmanship to refuse no policy, no institution, no law, which strengthen the security of communities and the public faith. On this ground, also, the need of a normal school may be based. It ministers to the stability of the state by increasing and improving the means of enlightenment. The best evidences of the means are those which have survived the period of their exper¬ iment, and having been tried by the tests which determine the public utility of every plan, become historic truths , and as such, are safe counselors, for they are better than a theory developed from present experiment and observation.

Able observers of the American system of public education dwell upon incom¬ plete results, frequently attained, compared with the magnificence of the plan and the vast expense it involves. There is, somewhere, a deficiency - a barrier to the application of the funds to their best advantage. The inference is, that there may be a great machinery of schools, and yet numbers of youth imperfectly educated. The cause of the imperfection is generally attributed to the want of qualifications in teachers. There cannot be a good school without a good teacher. There must then be provision against the employment of ill-qualified teachers, and for supplying those well qualified. * * .

The distinctive feature of the schools sought to be established by the bill now pending in your honorable body, is their graded character. It is proposed to have but little attention given to preparatory instruction in the branches of study taught in the public schools, but thorough training in the methods of the knowl¬ edge previously attained; in a word, schools for teachers, not for scholars. It seems to be best for the condition of schools in this state, that the course of study and training should be short as well as thorough, and directly applicable to the work as now found in the school-room.

To the bill as drawn up, there seemed to be but two objections, viz: that the number of schools proposed was too great, and that the financial condition of the state was not such as would allow the expenditure of the appropriation asked for their maintenance. Amendments to meet the emergency were adopted and the bill passed.

The following extracts, taken from the acts of the assembly of March 19, 1870, will show the original plan of the organization of normal schools in this state:

For the purpose of establishing normal schools, the state is hereby divided into two districts, viz: The counties north of the Missouri river shall constitute the first district; and the counties south of the Missouri river, except St. Louis county, shall constitute the second normal school district. * *. In each of the districts aforesaid, one normal school shall be established, in the county which may offer the greatest inducement by way of buildings and grounds.

The act here grants to cities and counties in which schools are located, the power to subscribe such sums as two-thirds of the qualified voters may direct, and for the payment of said sums, by the issuance of bonds running twenty years, and bearing interest not exceeding ten per cent.

A board of regents, consisting of seven persons, is hereby instituted, to con¬ sist of the state board of education, and four additional persons, two from each normal school district, to be appointed by the governor. One regent shall be appointed for two years, one for four, from each district - all appointments there¬ after for four years. Said board of regents shall have general control and man¬ agement of the normal school - have authority to appoint and dismiss all officers and teachers - direct the course of instruction, designate text-books, etc.

The act further provides an appropriation of five thousand dollars annually, " to be expended for teachers' salaries," and further nominates the minor powers and duties of the regents.

Missouri, after long and patient waiting, this great work has been accomplished. .Not without toil; not without sacrifice; not without weariness of heart. Let us rejoice in the victory, and when the schools are opened, show our appreciation of their blessings, by filling them to their utmost capacity."

The teachers themselves seemed to need them and the outlook was indeed auspicious. There now arose a rivalry among the thriving coun¬ ties north and south of the river to obtain the schools. While the state at large was to be benefitted by their action, the counties in which they were located, must reap from the students transient increase of wealth also.

In the Warrensburg Standard , of June 9, 1870, we find the first editorial mention of the matter in Johnson county. The article sets forth very earn¬ estly the propriety of the county bidding for the school of the second dis¬ trict. An extremely liberal donation is advocated. It is shown conclu¬ sively that the financial condition of the county is most excellent. More railroads through it, are being agitated with good promise of success.

The city of Warrensburg, it is stated, is almost free from debt, while other towns along the Missouri Pacific R. R. are much encumbered. Bounteous harvests are being reaped each year. It is the height of wis¬ dom to make a strong effort to secure the location. Labor and liberality only are needed. Unity of purpose will do the work.

The enterprising citizens of Warrensburg at once begin to agitate the question, and the best history of the location of the school in the southern district is to be gathered from the minutes of the board of regents. The following facts which we shall detail briefly are from this source. The names of the prime movers will appear as we proceed. Upon their unti¬ ring labors no other eulogy need be pronounced than is contained in the ultimate success achieved.

Pursuant to the act of the assembly the first board of regents was as follows: State board, T. A. Parker; supt. public schools, H. B. Johnson, F. Rodman; first district, J. Baldwin and E. B. Neely; second district, J. R. Milner and G. R. Smith.

At a meeting of the above board, held in Jefferson City on December 1, 1870, propositions regarding location were submitted from Johnson and Pettis counties through their respective agents. Geo. R. Smith, in behalf of Sedalia and Pettis county, made an offer of " eighty-five thousand dol¬ lars, twenty-five thousand dollars in lands to be valued by the board of regents, and sixty-five thousand dollars in money." Messrs. W. H. Blod¬ gett and M. U. Foster, in behalf of Warrensburg and Johnson county, offered buildings and grounds to the amount of one hundred and twentyfive thousand dollars on condition of location at Warrensburg. Their proposition was made in the form of a resolution, " on the condition that Warrensburg and Johnson county, on or before the 22d of December make good the offer." This the board resolved was not in " shape " to be entertained. And on a resolution of G. R. Smith, the offer of Pettis county was accepted and the location made at Sedalia. At a meeting on the following day this was reconsidered and the "bids for location opened up to free and fair competition " until the next meeting, which was decided to be holden December 27th, following:

The board continued in session for several days. Mr. Johnson offered, on Friday, December 4, 1870, the following rules, to be observed by those wishing to make bids for the location of such schools, which were adopted by the board:

First: - All counties or municipal corporations desiring to make offers for the location of normal schools are required to present such offers on or before the 26th inst.

Fifth: - The 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 or accepted, shall enter into a contract with the board to the effect, that the buildings to be erected according to the plans and specifications to be submitted by the board, shall be finished and ready for inspection of the board within two years from the signing and delivery of such contract.

bers being present. Arguments were first heard concerning " the legal effect of the former action of the board locating conditionally the normal schools at Kirksville and Sedalia," and then rescinding the resolution. With regard to the school of the second district, John F. Philips appeared as attorney representing the interests of Pettis county, offering a protest, and' Wells H. Blodgett and A. W. Rogers appeared upon the opposite grounds and defended thet recinding act of the board. A motion was made to overrule the protest which was tabled, and under the regular order of business propositions were entertained as follows: Franklin county and Washington offered as follows: "The citizens of said town have voted at a special election called for that purpose, for the town to subscribe one hundred thousand dollars, for the purpose of establishing one of said schools, and the town by its trustees have authorized said sub¬ scription, and also donated ten acres of land for suitable buildings. The lands offered are well worth thirty-thousand dollars." The bid of John¬ son county was as follows:

The undersigned on behalf of the couuty court of Johnson county, Missouri, and the town council of the town of Warrensburg, in Johnson county, would most respectfully submit this, our bid for the location of the state normal school for the Second district of Missouri at Warrensburg in said county and state, that is to say - The sum of two hundred and sixty thousand and thirty-five dollars in money, also, in addition, we are authorized to offer as a site for the buildings and grounds either a twenty acre tract of land within three-eighths of a mile of the business center of the town of Warrensburg, or a forty acre tract of land within three fourths of a mile of the business center of the town and immediately adjoin¬ ing its corporate limits. * * * *

The above bid also provided the "new school building" at Warrens¬ burg as one in which sessions of the school might be held until the nor¬ mal buildings could be erected. The offer was apportioned as follows: $100,000 cash by the county; $50,000 by the town, and $110,035 by private subscriptions. Objection being made by the regents to the man¬ ner in which the private subscription appeared, the agent of Johnson county presented in lieu thereof a bond of fifty-one of the most prominent citizens* of Warrensburg, guaranteeing, and holding "themselves, heirs, administrators and assigns responsible for," the payment of fifty thousand dollars. The bid was thus reduced to two hundred thousand dollars. The Pettis county bid was next considered, which was $50,000 in county bonds and $25,000 in Sedalia city bonds. It is singular to note that at this time the Pettis county debt amounted to $400,000, and that the Sedalia debt would reach almost $250,000, approximately speaking. The advo¬ cates of the different bids were now heard, "Jno. H. Phillips presenting some points against the legality of the bid of Warrensburg, Johnson county, and also against the legality of action of said county in reference to voting their subscription for the normal school." The board then pro¬ ceeded to vote by ballot. "Upon the vote being taken and ballots counted, Sedalia was unanimously chosen as the place for location of nor¬ mal school in second district."

In view of the facts in the case this action was unprecedented, and with¬ out doubt great injustice was wrought by it. The strenuous efforts of the citizens of Johnson county, however, did not cease, and the end was not of Sedalia and Pettis county, the terms of location. Rules were adopted to govern the admission of pupils. And the board adjourned to meet at Jefferson City, January 31, 1871.

At the session of the board beginning January 31, 1871, during the dis¬ cussion of the still disputed point of location, the fact, as the records show, was admitted by one of Sedalia's citizens that there had been no registra¬ tion as provided by law preceding the election held to make the Pettis county bid. Arguments pro and con were again heard, but no further action taken at this time, as the following resolution which was adopted will show: "Whereas, the general assembly of this state has ordered an investigation of the doings of this board; therefore, be it resolved, that the ffirther consideration of the question as to the validity of the Pettis county bid be postponed until after the report of that committee."

Another meeting was held in March with no change of action. In the April following, on the 26th day, a meeting was held at Jefferson City. At this time the board of regents consisted of a state board, comprising J. Monteith, superintendent of public schools, E. F. Weigel, secretary of state, and A. J. Baker, attorney general. First district, E. B. Neeley, N.

G. Ferguson; second district, E. A. Zuendt, and J. K. Milner, with the following officers: E. B. Neeley, president; Edwin Clark, secretary; H. C. Fike, treasurer. The report of the building committee submitted at this time states that as yet Sedalia had provided no buildings suitable for immediate occupancy. Mr. Ferguson offered the following resolution:

H. Blodgett and other citizens of the county of Johnson did, on or about the 29th day of December, 1870, to secure the location of the state normal school of the second district, at Warrensburg, tender to the board a bond for the sum of fifty thousand dollars in lieu of the private subscriptions by citizens of said county, and,

Whereas, The town of Warrensburg did since the date of said bond, at an election held therein, on the 25th day of February*, 1871, vote in favor of sub¬ scribing for the purpose aforesaid, the sum of fifty thousand dollars in addition to the first subscription of fifty thousand dollars by said town, to be tendered to the board of regents in lieu of said bond and all other private subscriptions by citi¬ zens of said county of Johnson, now therefore be it

Resolved , That the said bond of the citizens aforesaid, be and the same is hereby ordered to be delivered up and returned to the signers thereof, and the same is and shall be from this date, deemed and considered as withdrawn, and the said additional subscription of fifty thousand dollars voted by the town of Warrensburg as aforesaid, be and is hereby received and substituted in its place. Which was adopted.

This evinces remarkable spirit upon the part of the citizens of this county, and forever places Johnson in the front rank of those who have advocated in this state a full system of free public education. There was mystery in the original action of the board, and it seemed at once to settle the location. Still the act which incorporated the schools defined, in a measure, the powers of acceptance upon the part of this body. To an observer at this time, in the light of the proceedings as here detailed, there can be no doubt that Johnson county, by her efforts, rightly owned the location. The people of Johnson county seemed working against great odds. A new board had now been appointed, and from this they hoped for and obtained redress.

Of the members named as duly qualified on the preceding page, there were present at this meeting, which is an important one, the following: A. J. Baker, E. F. Weigel, J. R. Milner, Ira Divall, N. G. Ferguson, and Prof. Neeley. The following are the resolutions offered by Att'y-Gen. Baker, and adopted by the board:

Whereas, The normal school for the second normal district of Missouri, was located at Sedalia, on the faith of a subscription of county bonds, which the board at the time supposed to be legal; and, whereas, it has since been ascer¬ tained that no valid election was held authorizing the issuance of said bonds; and whereas, in other respects the county of Pettis and city of Sedalia have not complied with the conditious of said location; therefore

Resolved , That the offer of the county of Johnson and the city of Warrens¬ burg, for the location of the normal school of the second district be accepted, and that the normal school of said second district be now located at Warrensburg, Johnson county, Mo., upon the condition that a good warranty deed to the site of twenty acres immediately south of the city of Warrensburg, and adjoining thereto, be at once made to this board, for the erection of a building on said site, of the cash value of two hundred thousand dollars, to be completed within eighteen months from this date according to the plans and specifications of this board; and to their satisfaction; provided that it be understood by and between the parties to said contract, that in the event of the failure of said county to erect said building within the time of the value specified in this resolution, then this board shall have the power to change such location.

The county clerk had empowered R. Baldwin as agent of the county, and at this time a contract, in keeping with the foregoing resolution, was signed by him and by the president of the board of regents. The deed of M. U. Foster to the twenty acre tract of land was examined, accepted, and ordered recorded.

Resolved, That the normal school for the second normal district be hereby declared established at Warren sburg, Mo., within the meaning of the law, and the president of this board is hereby directed to forward to the state auditor a voucher for the sum of twenty-five hundred dollars on the state treasurer in favor of the treasurer, of the board for the second district, and that said school be opened and put in operation on the 10th day of May next.

Henry C. Fike was elected treasurer of the second district, and pursu¬ ant to the tenor of the resolution, an election of teachers was had. Geo* P. Beard, A. M., was elected principal; E. A. Angell was elected first assistant, and Mrs. Louisa Boggs, second assistant.

The public school building previously referred to was leased, and actual school-room work commenced at the appointed time. There were forty pupils in attendance at the opening.

On Tuesday, May 16, the grounds for the location of the building within the grant of twenty acres were staked. Thos. Walsh, of St. Louis, being the architect, and James Fitzgibbons, the contractor. The vim with which these operations commenced, promised an early completion.

The state normal school is at last irrevocably located at Warrensburg. The struggle has been long and bitter and determined. From the 8th of December, 1870 to the 26th of April, 1871, a period of over four months, it has engaged and occupied the best and most untiring energies of the keenest intellects of two counties. So completely have the advocates of the Warrensburg location been absorbed iu this grand scheme for advancing the prosperity of the town and county, that they have cheerfully sacrificed their own personal interests at home. They have quietly and silently submitted to villification and abuse, which was both ungenerous and uncalled for. They have permitted their busi¬ ness affairs to become sadly disarranged for want of attention. They have lis¬ tened unmoved to the frenzied exultations of personal and political enemies. But they have never swerved from their great pnrpose. They have gone stead¬ ily on, turning neither to the right nor to the left, trusting that in the end, results would command the approval of a generous public. A triumphant suc¬ cess has crowned their efforts and with this they are satisfied.

These words were timelv and but did justice to those whose labors had brought about the location. The location in the first district at Kirksville, Missouri, remained unchanged.

And now it seemed that a new era in education had come. And while the localities in which the schools were planted, were rejoicing, the great state at large witnessed the consummation of its law, and placed another gem in its coronet of fame.

In the meantime, a session of about six weeks had been held and eighty-seven students had been enrolled in that short time. Student teachers were early attracted to it, and all things augured well for the prosperity of the school.

At a meeting of the board of regents held in Kirksville, on June 22, 1871, George P. Beard was re-elected principal for the ensuing year, with the same corps of assistants, with one exception - Miss Lucy J. Maltby was elected instead of Mrs. Boggs declined.

The occasion of the laying of the corner-stone of the new building, was a brilliant event in the history of Warrensburg and Johnson county. All over the state the eyes of educators were turned to the seat of the new enterprise. At no time since, nor before, was there such a crowd of people gathered within the city. And in the vast concourse were many from remote parts of the state, interested in education, and drawn thither by this " departure," for the planting of normal schools in Missouri, marks an educational revival. The following account of the day, taken from the St. Louis Republican , fully illustrates the features of the celebration.

According to announcement several months previously, the corner-stone celebration of the Normal University of Missouri, located at Warrensburg, Johnson county, took place on Wednesday, the 16th inst. * * *

Soon after the location of the school had been determined upon, those having the work in charge, resolved that its importance demanded some special event of sufficient interest to bring its managers and patrons together, and allow them to consult upon and discuss the movement in which they had become engaged. The corner-stone was the thing of all others symbolical of the work, so far as it had progressed, the objects of the enterprise and the support required for its permanency and prosperity in the future. The corner-stone it was then, and it was resolved to lay it with public ceremonies. It was a happy thought of the school men, and they lent their energies to make the affair a grand success. They raised committees which were characterized by life and spirit, and were quickly organized and earnestly at work. The fraternity of free masons were invited to lay the corner-stone with their simple but impressive ceremonies, and they accepted the part in the proceedings so cordially tendered them. The foundations were excavated, and the building soon grew above the ground. Everything was in complete readiness when the 16th of August came, and with it came by far the largest concourse of people ever assembled in Warrensburg.

This thriving city contains between 4,000 and 5,000 people of its own right, and it is safe to say its population was more than doubled on that day, and its carriages and wagons and horses were increased fourfold. The whole country round poured its sinews, its manhood, and its beauty into the young city among the hills, surrounded on all sides by rolling prairies, not wild, but waving their banners of corn and vine as tokens of high culture. This is the distinguishng feature of the bright landscape of which Warrensburg forms the crown, quietly seated on its green hills. The prairies sweep around in an unbroken border, and as far as the eve can reach, the country is dotted with the marks of life, com¬ fort and content. The railroad traffic hums through it at stated intervals, and reminds the people that there is a world outside of their happy borders, or it is probable they would never care to explore the regions beyond. What a delight¬ ful place for the retiring occupationsof a school. * * *

The procession began to move at 11 A. M., and was three miles in length under march. There were four bands of music doing duty in various divisions of the procession. * * * * *

The line of march took the procession by a large number of beautiful resi¬ dences, which are a peculiar and pleasing feature of the city. The grand officers were escorted by a detachment of knights templar and royal arch masons. * * * * Arrived at the spot, the great crowd gathered around and occu¬ pied every possible elevation from which a view could be obtained, however dis¬ tant. It was a very orderly and deeply interested concourse of people. The grand master introduced the ceremonies with a few remarks pertinent to the occasion, and the corner-stone was laid with the usual masonic ceremonies.

Following this there were many addresses. The fever of politics and the flush of patriotism are wont to chain the eager ear and lead the will¬ ing heart. But it is a grander spectacle than this, and one that burns deeper into the memory, to see thousands hang breathless upon the magic words that paint the glowing pictures of intellectual liberty. Gathered here were many who had beat down the thistle and planted the flower of this coming civilization. With what unmeasurable pride might they not justly listen to these glad tidings of a better day. We quote largely from the addresses, because they best set forth the original aim and scope of the institution. Wm. T. Harris/the champion educator of Missouri, was present and said:

To-day I am proud to be a citizen of Missouri. For while I remember that there have been established, long since, normal schools in Massachusetts, New York, Pennsylvania, and in other sister states, I do not think their corner-stones were laid with the popular manifestations we have seen to-day. A new era is hereby inaugurated, and we pioneers, far out here on the borders of civilization, to-day lift up our flag with the inscription: ' Capital and education are one in their interests.' The history of the establishment of this normal school shows beyond a doubt that this is the conviction of the people of this and the adjoining counties. No such convictions have taken bold of the masses in any eastern state. Here to-day I see the 'solid men' of the community - the farmer, the mechanic, the manufacturer, the merchant, the professional man, their wives and children - the whole community, in short - forming a far more universal mass meeting than political interests ever drew together.

The significance of this, my fellow-citizens, lies in the fact that we have here realized fully the democratic idea of the government of the people, by and through the people, and for the people; so that each being that wears the human form shall have his right to an education, shall have an opportunity afforded him to develop all there is in him of talent and energy, and climb as high as his use¬ fulness to the community extends.

Fifteen hundred and fifty years ago the emperor of Rome saw flaming in the western sky a cross with the inscription, iIn hoc signo vincesS In this sign you shall conquer. To-day you elevate the standard of popular education and estab¬ lish here the institution which is its germinal principle and its symbol.

We have formally laid the corner-stone of an educational edifice, and the edifice itself is the corner-stone of a vast educational system. This view, and it is the true one, a hundred fold magnifies the importance of the work here begun. A school is founded for the training and culture of teachers, whose high office it is to mold the characters of the young men and young women of the state, upon whom the state's weighty responsibilities are soon to fall.

It is one thing to know, another to teach. A scholar may be graduated by any of the celebrated and endowed institutions of learning with the highest honors, and yet not know the alphabet of teaching. Teaching is a science in itself, and is so recognized and treated by our public school system. Gradu¬ ates of universities generally enter what are termed the " learned professions,'* or drift into affluence, ease and obscurity; but comparatively few of them ever become school-teachers.

Whence, then, are the teachers to come to meet the pressing throngs of hu¬ manity on the threshold of active life? They must be made. Teaching must be taught. The province of the normal school is to teach to teach. From the na¬ ture of its work, its course and method must be peculiarly its own.

High schools, seminaries and colleges educate men and women for the general business of life. The Normal school qualifies them for the profession of an in¬ structor. It is the indispensable ground work of the whole superstructure of the public school system, as it is extending itself over our broad land, and is of the first necessity to its efficacy and continued prosperity.

Again, Col. N. J. Colman thus sounded the clarion note that gave birth to the great movement that resulted in the legislative act of incor¬ poration :

The value of good teachers is beginning to be fulJy appreciated. Good schools cannot be had without good teachers. Teaching is a profession, as much so as law, divinity or medicine. To make lawyers, doctors and divines, we have schools especially devoted to those professions - so to have teachers, good teachers, we must have schools devoted to the education and preparation of teachers for their high and important profession. For this purpose this beautiful edifice on this beautiful and commanding sight is to be erected.

Heretofore we have been largely dependent on other states for good teachers; hereafter we shall be able to turn out as good teachers as any other state - our own sons and daughters - and give them an honorable profession in which they can be productive of great good. Our state is unsurpassed in the great sisterhood of states in her agricultural and mineral wealths - the basis of all real prosperity - and soon must be in her manufacturing and commercial resources. Let us see that her educational interests keep pace with all her other great interests; that she becomes as conspicuous in educational facilities, and in the intelligence, enterprise and morality of her people as she is conspicuous in her material wealth. Let her be as noted in the galaxy of states. To effect this object we must look to our common schools; they are the props which support the whole educational edifice; if these are weak and inefficient the whole super¬ structure will be a failure.

The ceremonies of the day were closed by the following fitting remarks from Geo. P. Beard, the newly elected president. Mr. Beard addressed himself to the people, and pointed out their duties toward the school. After adecade of unusual prosperity has passed, his words may yet be read with interest and profit:

It is fitting that the people of Warrensburg and Johnson county celebrate the corner-stone laying of their pecuniary and social prosperity, so eminently sym¬ bolized in the ceremonies of to-day. Your children and their children, to the remotest generations, will reap the fruits of this institution, in all that goes to make home pleasant, life desirable and labor profitable. Not to this community alone, but to this broad commonwealth comes the blessing of a new era of edu¬ cational progress, and in the dawn of a new era of intelligence - a broader empire of mind over matter - a more lucrative application of capital and labor, in the industrial interests of the state, a higher social culture, a nobler type and standard of manhood, a broader, better citizenship - these, as the legitimate results of right education for all the people, are prophesied in this corner-stone to-day. It is, therefore, peculiarly appropriate that representatives of all classes of peo¬ ple, from the remotest borders to the center of the state, participate, as you do to-day, in this celebration.

Let the foundation of this institution be laid in the hearts of the people. Let an affectionate zeal for the weal of this school characterize every citizen of this broad commonwealth. It is in the strictest sense the people's college. Nourish it as such. Be proud that you have each invested something of your strength, something of your nerve, something of your substance, something of your bene¬ dictions and prayers in this institution. No one, no few men can make it to prosper - it must be what you, the people, make it.

Will you patronize, will you encourage, will you stand by it? If so, be assured that those who have been called to watch and administer its affairs will work all the more earnestly and effectually for the consciousness that their efforts are sup¬ plemented and their hands upheld by those for whom they work. The sure foundation of future prosperity, the present assurance of a future complete suc¬ cess of this institution, is found in the God-speed and good-will of the people, by whom, and for whom, this superstructure shall be reared.

Foster this infant institution into a vigorous youth, up to a glorious maturity. Be content with nothing short of a first class school. Build broad, firm and high of the best material you can command. Let there be here a vitalizing cen¬ ter of educational growth that shall send its life-pulse into every school and home in the state.

It will be profitable to pause at this point, and glance for a moment at education in Missouri. The year of 1871 is one of the most remarkable in its history. The starved body is rejuvenated. Life pulses through every fibre of its being.

We find that during this year the university receives a new impetus. The agricultural college and school of mines are made a part of it. Sym¬ metry begins to mark its development.

Normal schools are established, the vitalizing power of the system is set in operation, that which shall build up the decaying tissues is beginning to rush through all the various arteries, and under the magic of "method" the common schools begin to put on a new form. From these centres, circles of harmony widen. A new purpose imbues the hearts of the people.' Con¬ ventionality in the school is thrown aside. The electric fire of progress flashes throughout the thoughts of men, and the scientific toiler with the soul stands enthroned.

The tidings of this armoring of the brain go abroad. Geographically " the imperial state of the union," Missouri begins her march to the front. Lawlessness slinks to the borders. Strong currents of immigration sweep across her prairies. Soon, barns are bursting with the garnered grain, and cattle roam upon a thousand hills. The network of railroads thickens. Vast commercial enterprises are projected. The press becomes an intel¬ lectual motor. Mines yield up untold wealth. In a word, the voice of Missouri becomes eloquent and powerful, and thrills through every sister state.

For it is written in the eternal principles of experience, that the glitter¬ ing aegis of education must shield every commonwealth ere law abides and love endures.

And now we shall pass hastily over that portion of the history of the Warrensburg normal, relative to the expenditure of the money appropri¬ ated, and the erection of the building. Censure is the province of no writer, and only the office of facts; while stigma can only brand itself as the iron sears.

At a meeting of the board of regents, at Warrensburg, on December 19, 1871, a committee of the town council appeared before them, and "explained to the board why they would not stand by their former sub¬ scription," and, "stated in effect that the citizens were dissatisfied with the manner in which the funds had been squandered, and had no confidence in the architect or contractors," and further averred that "if it were placed in their hands, the building would undoubtedly be completed in time."

The board refusing to interfere in this dispute between the council on the one hand, and the agents of the town and contractors on the other, and adjourning, the work upon the building ceased.

Later, the board extended the time for completion, upon condition that $50,000 be placed in the hands of the treasurer of the board. This failed to be accepted.

At a meeting, held June 19, 1872, Messrs. Fike, Moorman, Jetmore, and Gen. Cockrell, a committee, representing the citizens, proposed to raise $45,000 (an amount sufficient to enclose the building and finish the

This, with the modifications of heating apparatus for the entire building, furniture for the completed story, the board accepted, which, if accepted on the part of the town, before the 1st of August, 1872, forever located the school.

The bonds were created, placed in the hands of the treasurer of the board, accepted by the board, and the school located upon the old site in Warrensburg, without recourse of the regents to change.

For the scholastic year of 1872 and 1873, James Johonnot, of New York, was elected principal, and was authorized "to select and nominate his own assistants, subject to the approval of the board." The assistants chosen were L. H. Cheney, Emma Dickerman, and Marion Johonnot.

James Johonnot was, in many respects, a remarkable man. His genial¬ ity, his culture, and his great executive ability won him many friends, and made his work of upbuilding a success. He came with the best methods of the east, and re-organized the entire working of the school. He lec¬ tured through the state extensively, and drew attention to the school, and its members soon increased. He held, as the fundamental principle, upon which he based his course of study, that the highest culture is reached through the sciences.

His labors were continued almost a year in the public school building, where the school was originally opened, and, when the close of the first year came, there seemed to be no shadow of distrust of his work.

During the year of 1872 and 1873 the new normal structure had been inclosed, and the first story made ready for occupancy. A committee of the board of regents passed upon it, and accepted the same, releasing the contractor.

A description of the building may not here be out of place. It is Lombard-Venetian in style, and in general contour is a copy of educational in¬ stitutions of Europe in vogue at the time of its erection. With little broken surface it stands upon an oblong 130 feet by 80, five stories in height, including the basement and mansard roof. The footing courses of the foundation are of Osage City blue lime-stone and slate flag-stone material, which is impervious to water, and hard as iron. The remain¬ der of the foundation consists of an excellent quality of sandstone, found in the vicinity of Warrensburg. The basement story reaches to the surface, and is surrounded by a moat with terraces of blue-grass, presenting a rich and handsome appearance. The front facade of the structure is also of Warrensburg sandstone, highly polished, and light gray in color. The trimmings and caps are of Junction City stone, buff-colored, very hard and durable. The three sides are of the finest quality of St. Louis pressed brick. The mansard roof, with Dormer windows and galvanized iron ornaments, completes the edifice. The general effect of it is impos¬ ing, and standing, as it does, upon a slight eminence, the eye is struck with the purity of the architecture. The massiveness of the Lombard is lightened by the graceful Gothic arch of the Venetian. The inside finish of the completed portion is in natural woods, in oil, presenting a high de¬ gree of richness. The remainder will be made in imitation of this. Throughout, the building is heated by steam. The campus is large, and well laid out. That portion forming the front approach is especially beau¬ tiful, with its sinuous gravel walks and soft, green sward; its rich shade of tender, young forest trees, and shapely evergreens; its flower-beds and ornamental vases.

From the catalogue of the scholastic year of 1872 and 1873 we find that in the normal department alone (there being at this time a preparatory de¬ partment connected with the institution, consisting of pupils belonging to the higher grades of the public schools of the city) there were enrolled one hundred and sixteen students, a remarkable showing, considering the cramped condition in the old building. The same document thus sets forth the objects of the school - the scope of its particular work:

" The great object of all normal instruction is to give to teachers a train¬ ing that will make them intelligent and successful in their professional work. It includes a knowledge of the branches taught, of the methods of teaching, and of the principles that underlie methods. In the organiza¬ tion and administration of the Warrensburg school these objects will be kept constantly in view, and every other consideration will be subordinated to their accomplishment. Pupils not prepared in the branches of science will first receive thorough and systematic instruction for the purpose of giving them a basis of culture, which will enlarge their mental capacity, and will be of use in their future work. Instruction in each of the branches of science will be accompanied by the presentation and discussion of methods of teaching, so that students graduating from any study will know the facts concerning it, the order in which they are arranged, the manner of presenting the subject, and the reason why one method of pre¬ sentation is better than another."

In the course of study, as here tabulated, natural history and the natural sciences receive the largest attention. Special attention is also given to drawing, as most essential in the teacher's work, while psychology, having to do with the processes of thought, is made a part of both the elementary and advanced work, as indispensible to the true trainer.

James Johonnot, principal and instructor in professional teaching; S. H. Cheney, vice-principal and instructor in mathematics and natural science; H. H. Straight, instructor in natural history and German; Lucy D. Maltby, instructor in algebra and grammar; Emma D. Straight, in¬ structor in drawing and botany; Frances H. Cheney, principal of training school, and instructor in primary methods; Marion Johonnot, instructor in language and history; Mary F. Houghton, principal of preparatory de¬ partment; Laura P. Cambell, instructor in arithmetic and penmanship; Mary Neet, instructor in geography and reading; G. M. Cole, instructor in vocal music; Mrs. G. M. Cole, instructor in instrumental music.

* S. H. Cheney was elected to the principalship of the Southeast Mis¬ souri Normal School, at Cape Girardeau, and accepted the position, f J. J. Campbell, of Warrensburg, was elected professor of language and literature. So that the faculty for 1873 and 1874 was as follows:

James Johonnot, principal, and instructor in professional teaching; H. H. Straight, instructor in mental philosophy and natural history; J. J. Campbell, instructor in geometry and language; Lucy J. Maltby, in¬ structor in algebra and grammar; Emma D. Straight, instructor in draw¬ ing and botany; Marion Johonnot, instructor in language and history; Mary F. Houghton, instructor in arithmetic and algebra; Mary V. Neet, instructor in geography and reading; Louis Harr, instructor in German; G. M. Cole, instructor in vocal music; Mrs. G. M. Cole, instructor in in¬ strumental music.

The catalogue for 1873-74 shows an enrollment of 398 students. From Principal Johonnot's report upon the work of the school for this year, we take the following paragraph, which in the light of future events, is important:

" The science of true living, or of good conduct in life, forms an essen¬ tial item in the professional course. The most important aim in all educa¬ tional work is the formation of good character. To accomplish this work, teachers should have a knowledge of the basis of human rights and duties, and the nature of all social relations. Upon this knowledge

* Prof. L. H. Cheney was a man ot wonderful vitality and energy. Long a teacher, he won high renown in his profession. He was universally beloved and respected for his untiring devotion to the cause of education, and his marked abilities. He filled the office of principal successfully for two years in the Southeast Missouri Normal, when, on a sum¬ mer excursion for recreation, and the study of fossils, he fell a martyr to science by being crushed by a falling embankment at Cumberland Gap.

f Prof J. J. Campbell had for years been principal of the public schools in Warrens¬ burg, and had molded and shaped the city system of instruction to a state of high excel¬ lence.

The entire faculty, as given above, was re-elected for the scholastic year of 1874 and '75. The total enrollment was 408 students. The same geaeral plan of instruction was pursued. The same objects were kept constantly in view. At the close of the year, the Board of Regents (consisting at that time of John Monteith, State Supt., Wm. McLean, G. W. Longan, A. W. Ridings, Wm. P. Greenlee, Henry C. Fike and Dr. Samuel Martin), elected the following faculty for the ensuing year of 1875 and '76:

G. L. Osborne, principal, and instructor in professional teaching; R. C. Norton, instructor in mental philosophy and natural history; J. J. Camp¬ bell, instructor in ethics and language; W. F. Bahlmann, instructor in mathematics and german ; Miss Ida M. Carhart, instructor in drawing and botany; Upton Perrine, instructor in commercial department; Mrs. M. W. Fisher, instructor in arithmetic and history; Miss Hattie Floyd, instructor in geography and reading.

It is true that slander flutters forth upon an unheeded breath, but the poisonous exhalation never dies. Words that are spoken lightly often burn deep, and the scar is never erased.

What James Johonnot believed as to his destiny, or as to the powers that be, is above all, his own right to know. The writer of this, who knew him well, does not presume to fathom his soul. But throughout the district the impression had grown that the Warrensburg normal school inculcated infidelity. Where it started, who propagated it, few could tell. But the story flew upon the whispered words, was magnified, until the baleful circle lessened to its very doors. The administration in its power to do good and effective work, and to upbuild the young school, was, in truth, powerless. Upon these grounds, if upon no other, the action of the board was to the best interests of the institution.

Justice demands that it be written here that the only principles impressed upon the students under Johonnot's rules were - entire freedom of thought, the inborn right of man, love of labor, and the highest ethical morality. Neither in-fidelity nor Christianity was taught . The peculiar nature of the broad-spread system of public education, and our constitutional law, had induced the belief in many prominent educators that this was the only plan in keeping with the liberties of a republic. To this school James Johonnot belonged, and time early proved that the maintenance of his honest con¬ viction caused the sacrifice of his position before the people. No stain rested upon his character.

When the action of the board became known, an indignation meeting of the citizens of Warrensburg was held and Col. T. T. Crittenden, Dr. T. J. Wright, and A. A. Moore, presented in its behalf this resolution to the board:

Be it resolved , That, whereas, we believe the action of the board, this after¬ noon, if not reconsidered, will result disastrously to our school; therefore, in view of the emergency, we send to you the united appeal of the parents and ^axpayers of this community to reconsider you action, and retain the present fac¬ ulty, under whose present management the school has attained its present high position.

The board of regents of the second normal school district hereby acknowledge the receipt of the petition just passed your body, and have given the same a careful and most respectful consideration.

The board desires to show all possible deference to the wishes and feelings of the citizens of Warrensburg, and will hold itself always in readiness to do so. The board has notified Mr. Greenwood* of its action in electing him, and asked his acceptance of the presidency of the normal school, and it now feels that, though it may have the abstract right to recall its election and subsequent noti¬ fication, yet it could not do so with any proper regard for consistency, dignity, or due self-respect. Nor does this board believe that the citizens of Warrens¬ burg would ask of it a degrading sacrifice. Should Prof. Greenwood not accept in due time, or, if from other cause, the board of regents should see fit to review its action, it will gladly listen to what views or expression of feeling the citizens of Warrensburg may think proper to make.

f Geo. L. Osborn came to assume the responsible position of president when the public feeling in the immediate vicinity of the school augured ill for his personal success. He came - a Christian gentleman - an experi¬ enced educator - an earnest, untiring laborer in his chosen field, and won success where few could have succeeded. At a time when a false step would have resulted disastrously to himself and to the interests of the fG. L. Osborne was born in Fayette county, Pennsylvania, December 18, 1835. He was reared upon a farm . After having taught school for a time, he entered college at Waynesburg, at the age of twenty, with litde to enal »le him to complete his education, save his indomitable will and perseverance. Dependent upon his own resources, there were many interruptions in his school life. On this account his degree of A. M. was not taken until after the war. At school he was always a hard student, developing a preference for math¬ ematics. In 1861, Mr. Osborne married Miss Sarah V. Swisher, of Marion county, West Virginia. After teaching for a number of years in the higher graded schools of Pennsyl¬ vania, he was, in 1865, elected professor ot mathematics in the South-Western Normal Col¬ lege of that state. In 1868, he took charge of the public schools of Macon, Mo., and in 1871 assumed the same position in Louisiana, Mo. In 1875 he was elected to the position now held. A careful and conscientious student, a rigid disciplinarian, personally kind and mild-tempered in manner, ceaseless in his active duties, he will always merit success.

school, he bore out the course that duty and conviction laid down, and the close of the first years' administration marked a triumphant success. In overcoming the many obstacles that lay in the onward pathway of the school, in organizing and enforcing changes in the objects, the discipline and government, the course of study, the general public contour of the school; he was assisted by an excellent and experienced corps of teachers. *Prof. R. C. Norton had won a most enviable reputation in Missouri as a leader among teachers. Long years of practice had made him a living power in the school- room, and a manager of ability. fProf. Campbell was one of the ripest scholars in the west, absorbed with his work, effi¬ cient and tireless. ^Prof. Bahlmann was perfectly conversant with the languages taught, an excellent historian, earnest in manner and genial in the class-room. Harmony pervaded the movements of the faculty, and under the new administration in this first year (closing in June, 1876), there were enrolled four hundred and fourteen students. From the annual cat¬ alogue, we extract this as to the object of the school:

" This institution is designed to prepare teachers for the public schools of the state. The course of study embraces both academic and profes¬ sional training.

* R. C. Norton was born in Hiram, Ohio, June 16, 1840. He early became a student- .teacher. Entering the army before completing his education, he became a member of Gen. Garfield's regiment, and was present at the siege of Vicksburg, where he won an envi¬ able record by his gallant action. Prof Norton is a graduate of Eureka College; Illinois. Receiving an honorable discharge on account of protracted sickness, he continued teach¬ ing, spending part of his time at civil engineering. In 1864 he married Miss M. L. Mason, and in 1865 removed to Trenton, Mo. Here he assumed charge of the public schools, hold¬ ing the position until 1875, when he was elected to the vice-principalship of the normal school. He is now principal of the 8. E. Mo. Normal.

f J. J. Campbell was born in Huntington county, Pa., October 5, 1840. At the^age of eighteen he entered Jefferson college. Graduating in three years, he studied theology at the Western Theological Seminary in Pennsylvania, graduating here also, but never enter¬ ing the ministry. In 1867, he was a teacher in Tuscarora xlcademy, Juniata county, Pa. In August, 1870, he married R. Annie French, of Philadelphia, and in September of the same year, removed to Warrensburg, becoming principal of the public schools. In 1875, he became a member of the normal faculty of said district sehool, where he still remains.

X W. F. Bahlmann, of German parentage, was born in New York City, August 24, 1886. After eleven years training by tutors and in private schools, he spent two years in the uni¬ versity of the city of New York. At nineteen he became a teacher in Virginia, but soon returned to New York, and sailing for Europe, spent eighteen months in German univer¬ sities. Returning to America in 1860, he went to Louisiana and became a tutor. In 1861, he went to Virginia, and volunteered in the confederate service. In 1868 he removed to Missouri, locating in Lexington, as teacher of the high school . He also taught German and became principal of public schools. In 1875 he was elected to S. Mo. N. school, where he still labors.

law for the public schools of Missouri. II. To extend the course to such other branches as are best calculated to lay the foundation for a broad and liberal culture. III. To combine with the foregoing, such practical instruction in school organization and management, principles and methods in teaching and order of studies, as will enable the student to secure the best possible results when he assumes the duties of teacher; and IV. By a more careful study of standard authors, on the philosophy of education, supplemented by judicious lectures, to impart correct and comprehensive views of the true end of education."

At a meeting of the state superintendent, R. D. Shannon, the princi¬ pals of the three state normals, respectively, J. Baldwin, G. L. Osborne, L. H. Cheney, held December 28, 1875, the following measures to secure uniformity of work in Missouri, were recommended to the several boards of regents for adoption:

" I. That fourteen years be the minimum age at which students shall be admitted to the normal schools. II. That the standard for admission be as follows: A fair knowledge of reading, spelling, the use of lan¬ guage, descriptive geography, and arithmetic as far as percentage. III. That a model school^ or school for practice, be established as soon as practicable, in connection with each normal school, in which nor¬ mal students shall be required to teach before graduation. IV. That an examination for candidates for graduation, be held near the end of each scholastic year, by the state superintendent and the three presidents of the normal schools, upon the results of which, graduation shall depend. V* That the diplomas of graduation from the elementary course and the full course, be different in form and general appearance, the former bearing in bold type, the words 'elementary course.' VI. That the course of study in the normal schools be uniform."

For 1876 and '77 the same faculty was retained entire, and no change has been made since, save in some of the lower grades. Four hundred and eighty-one students were in attendance. This is the largest annual enrollment since the existence of the school.

At this time the state appropriated annually for the maintenance of her normal schools, $22,500 ; $7,500 to each. They were all in a prosperous condition, so prosperous, indeed, as to excite the envy of other institutions of learning.

The greatest struggle of their lives was yet to be gone through with. Normal schools, as institutions for the preparation of efficient, complete teachers, were to be tried bv the crucial test of most adverse criticism. The old question, as to whether the schools should teach matter as well as method , was again to be discussed, and in a manner to threaten their very existence as then organized. Their course of study was to be established!

An eminent educator in Missouri led the attack. It was claimed that the office of normals, under the intent of the law, was simply to supply teachers for the district schools of the state, and that to do this in a wor¬ thy manner, only necessitated the " Elementary Course," with the princi¬ ples of a correct presentation of the subjects therein contained. The " Advanced Course," it was held, belonged only to the university and academies.

Educators throughout the state took sides upon the vital question, affecting as it did the great system. R. D. Shannon state superintendent, was the champion of the schools, and most ably defended them upon their present basis, and pointed out elearly the selfish bias which led the oppo¬ sition. The arguments for a complete education of the teacher as pro posed under the existent plan, were palpable, and though the fight* was carried into the legislature, where an appropriation for their maintenance was pending, the schools came through the fire unharmed. There was also a belief growing in this body, at this time, that they were an unnec¬ essary expense to the state - that no direct benefit accrued from the expenditure - but the better judgment of the thinking portion prevailed and this fallacy was exploded.

From a journal published at this time, we take the following arguments in favor of the schools teaching matter sufficient to make the teacher sent forth, a true scholar:

"He who studies with a view to the presentation of a subject in the school room, will not study it as he does who wishes to learn simply. The student teacher will observe all the beauties and deformities of the subject, that he may preserve the one and guard against the other. He will out¬ line it. He will perfectly master it. He will study its adaptation to m ind culture. He will fasten upon that mode of presentation best calculated to lead out the faculties. In a word, he will study it to teach it. To the teacher, matter is just as necessary as the marble to the sculptor. The teacher who goes into the district school, should go full-armed for his work. He should be an efficient teacher and not of that class who

He should be not merely a teacher of the alphabet, he should be un edu¬ cator. "As the twig is bent, the tree inclines." . More work should be

*In this eonnection, it is right to record the valliant services of Hon. P. C. Farr, from Johnson county, who bravely and eloquently met every advance of the enemy, and to whom lasting credit, is due.

put upon the moulding of the child into the student, than upon the stu¬ dents entire life. The teacher then in the district school has the import¬ ant work to do in education. How needful a broad culture! What a danger of narrowness!

Again, the position of the Missouri normals was thus ably defended, in a paper read before the National Teacher's Association, in 1880, by Prof. G. L. Osborne.

"It is claimed that academic training properly belongs to the literary institution, and that the normal school in assuming to instruct in language, mathematics or natural science, is for that reason venturing beyond its proper sphere. True, our academies, seminaries and colleges address themselves largely to this work, but it does not necessarily follow that they do it by exclusive right. The fact alone does not make it their special prerogative. If any principle of education is well established in this country, it is that the professional school, whatever its kind, may legiti¬ mately teach those branches which underlie and immediately effect the successful practice of that profession. This is true of the military school, the naval academy, the law school and the medical college; and why not the normal school, also? The military school, in all that pertains to the management of troops, both in the garrison and in the field, imparts actual instruction in those branches of science which are essential to the successful practice of the profession of arms. The naval academy is con¬ ducted on the same principle. The law school prescribes a course in let¬ ters, as essential to the intelligent practice of law. The medical college, although possibly less exacting, makes similar claims; and there is no good reason why the normal school should constitute an exception to this rule. Its claims are surely as pointed as in any of the cases above cited.

" This is a question of expediency in which each case should be decided on its merits; and until our literary institutions thoroughly occupy the field, furnishing the kind and degree of training needed, it cannot be used as an argument against the right of the normal school to give "instruction in subject-matter." Indeed, it seems to me, that under any circumstances, the normal school would clearly have the right to give such instruction as would harmonize the academic with the didactic training, thus giving unity to the professional culture.

" This point is not established. It is natural for those preparing for any given work, both to desire and seek the best training attainable for the purpose. If this claim were well founded, the demand for academic train- ing in the normal school would gradually diminish, and, finally, cease, the supposed evil correcting itself by force of circumstances. But, on the contrary, the demand seems quite as urgent now as in the beginning. My experience has been that those who have received the greater part of their academic training in other schools, usually rank among the most unsatis¬ factory of our graduates. The exceptions are rare. The training is apt to be unsymmetrical. In one case the student has been rushed forward in Latin, and the higher mathematics, while English and the natural sciences have been slighted. In another, the attention has been directed to advanced study, and the elements neglected; and, worse than all, the knowledge is apt to be of the mechanical, text-book order, which dis¬ courages original thought, accepts everything on authority, and almost disqualifies the student for effective work as a teacher. Until these evils are corrected, the normal school will be compelled to give academic train¬ ing in self-defence. * * * The object of normal schools is the same everywhere - to promote civilization by furnishing a class of trained teachers, skilled in every phase of school work. The details of manage¬ ment and execution only, are, in different countries, adjusted to the politi¬ cal circumstances and educational needs. In all, we find three distinctlymarked lines of training: Academic, didactic, and practice teaching. These are equally professional, for all are taught with especial reference to the teachers work. In fact this is the focal point upon which every exercise is directed. The professional education of the teacher, then, comprehends a symmetrical training in all these departments. Anything short of it impairs the unity of culture, and in that degree injures his use¬ fulness as a teacher."

There was no reduction of the annual appropriation at the meeting of the assembly in 1879. And the feeling of opposition has diminished much more rapidly in the two j^ears succeeding this climax than it had grown during the two previous years. The almost universal success which has attended the actual work of the graduates of the normals throughout the state has demonstrated incontrovertibly the soundness of their position, and it is safe to say that the question as above revealed will never again more than passing notice.

George L. Osborne, president, intellectual and moral philosophy and school economy; Richard C. Norton, mathematics and natural history; John J. Campbell, English language and literature; William F. Bahlmann, ancient and modern languages; Miss Ida M. Carhart, drawing and botany; Miss Kate Lowen, geography and United States history; John T. Paden, assistant in mathematics; John N. Summers, penmanship.

With the exception that William Sanburn was also an assistant in mathematics during 1878 and 1879, the above was the faculty for the years 1877 and 1878, and 1878 and 1879. The attendance during the lat¬ ter year numbered 349. This rapid decrease was owing to influences entirely without the school. It will be remembered that this was the beginning of "hard times" in Missouri, consequent upon many disasters.

At this stage of the history of these schools in Missouri, we cannot better estimate their accepted worth than by the following statement made to the legislature by State Supt. R. D. Shannon:

" The normal schools have done more for the improvement of public education in Missouri, by furnishing better teachers to the common schools, and more of them, within the last six years, than has been accom¬ plished by all other agencies combined, for twenty years."

Since the inception of the system the Warrensburg school has suffered, for want of room. An effort was made, in the report above alluded to, to call the attention of legislators to the fact, but of this no notice was taken.

At the last ^biennial session of the legislature the sum of $10,000 was appropriated toward completing the building, which, it will be remem¬ bered, was left unfinished in 1871, after a squandering of one hundred and forty-five thousand dollars of the peoples money. The second and third stories will be immediately putin readiness for occupancy, and it is believed that with these extra accommodations a new era of prosperity will dawn.

The total number of graduates during the past decade in the elemen¬ tary course is 312, and in the advanced course is 78. It will be interest¬ ing to note the gradual increase as marked in the succeeding table:

credit is due here to Hon. John W. Harmon, who advocated this measure before that body with skill and earnestness. The fight was made against decided odds, brought about by a combination of party issues and the baneful spirit of retrenchment .

In connection with this table it must be remembered that there are fully 1200 teachers now engaged in actual work in the state who have received training and instruction in the school.

Among these gentlemen, * Henry C. Fike, Esq., has had the largest official connection with the school, having been the treasurer of the board for the second district when it included the state officers and but two regents from each district. He is now secretary of the present board.

Always active, earnest and laborious, he has most efficiently discharged the trust imposed in him by the state, and has largely promoted the wel¬ fare and the onward progress of the school.

Regarding the last year's work of the school it can be said that it was marked with unusual prosperity. It is true, that the able corps of instruc¬ tors, lost a laborious teacher in Prof. R. C. Norton, who, early in the year, accepted the presidency of the Cape Girardeau normal. But extra work upon the part of the remainder, together with that of those elected to fill his position, overcame the attendant difficulties. The students were noted for their excellent demeanor, honesty of purpose, and depth of study. The commencement was brilliant and witnessed by a large concourse of visi¬ tors from abroad.

The legislature having increased the appropriation to $10,000 annually for the ensuing two years, additional professional help will be engaged to the material advancement of the students and the needed release of the old force.

In the matter of discipline, the school possesses the most admirable reg¬ ulations. Arbitration can nowhere be seen. The student is thrown upon his own responsibilities, with reason as his guide, and only such rules of conduct as would guide the thoughtful one in any upright walk of life are required. The highest code of ethics only is sought to be impressed. The ultimate relation of the pupil to humanity prompts this, for it is held

* Thanks are here tendered to Mr. Fike for the free use of the records of the institution which he has most carefully preserved throughout his term of office.

The course of study as has been shown before is broad and thorough, and through all its various branches is enunciated the principle, that "man must conquer knowledge for himself by a rigid struggle with himself." In the beginning of the work, one idea is stamped forcibly upon the mind, that labor is the key that unlocks all mystery. In this way harmony per¬ vades, and no exacting purpose actuates scholar or teacher. The fact is never lost sight of that the student-teacher is but a storehouse of thought through which others are to seek the way to life.

The matter of graduation is unmistakably pointed out to be only the stepping of a single, unattended contestant into the arena of action. It is taught that the battle of life is fought in soul-land, and that the weapons are truth and beauty. When the student is sent forth as a teacher one truth is imbued into his very nature - that the material with which he deals is more precious than the remnant of creation, more powerful than the mysterious elements.

As a factor in the educational system, what is to be the future of the normal school? We cannot but think that these predictions of another year will be fulfilled:

The normal school must come to be held the keystone of the arch that bends above our liberties, for in its ideal perfection lies the matchless sym¬ metry of all other institutions. And as the scope of human knowledge becomes broader, and as the laws of mental action are discovered from the chaos of what is now the unknown, so must the work mount nearer and nearer to the bosom of the sun of infinite revelation.

Striving to look through the future of the individual school, whose history we have recited, we are brought back to the thoughts with which we started. The ray of light that pierces the heart of a rosebud, may shake the ether depths of a far distant universe; and from a pebble that ruffles the features of the placid lake, rush the wavelets that kiss the circling shore. The multiform destinies of idle words are fathomless, and the influence of directed effort is infinite. Let us believe that the song of labor which the soul sings within its walls will be heard again in the symphonies of hearts divine, yet uncreated.