Nodaway County, Missouri - Chapter 11: Educational Development of the County, 1910

Chapter 11: Educational Development of the County

To make an accurate and conscientious record of the important events that have occurred in the history of a people is to confer a permanent benefit upon them and supply material for profitable thought.

There is nothing in the progress of the civilization of a people the result of mere chance or that is not influenced by definite and fixed laws of develop¬ ment. from the study of which the welfare of a people is chiefly promoted.

History contributes, perhaps, more than any other branch of study to a proper understanding of these laws; and, in this, it performs its most im¬ portant function and aids most largely in the promotion of progress. He who so interprets the meaning of passing events as to be able through such interpretation to forecast the future, has caught the true historic spirit and become a benefactor to those who share in the results of his labors. It is, therefore, a matter of supreme importance to those who shall, in the future, inherit this goodly land with all its attendant blessings and privileges result¬ ing from the establishment of wise institutions, to know what their ancestors did and thought and felt in the execution of their purpose to transmit to their descendants this goodly heritage of laws, institutions, manners, customs and homes here in the heart of the Middle West.

One is bewildered in his effort to select from the vast aggregation of ma¬ terial at his disposal, on the subject assigned, the most important incidents and events as well as the best method of dealing with them. He will, there¬ fore, content himself with the selection of such material as, in his opinion, will be most serviceable to the end in view - an explanation of the general trend of the educational thought of this people as shown in the institutions established and in the rules and machinery with which they are operated.

However, the author of this chapter on the History of Education in Nodaway County congratulates himself on the fact that the subject has been considered of such importance and has been so amply and ably treated by educational experts of this section of the state, that he cannot go far astray

The history of one's own country bears a proportionate importance to the history of the nation; but the leading events in the progress of a locality are generally not so well known and preserved by the residents as are those of the nation, yet the interest taken in the former is greater than that taken in the latter.

A complete understanding of the history of the pioneer days of a Mis¬ souri county, with their explorations, hardships, adventures, pleasures and successes in a new land, followed by an appreciative knowledge of subsequent developments from immature and tentative conditions to that of permanent domestic, agricultural, mercantile and educational life, naturally leads up to a more intelligent conception of the history of the state, as a whole, or of the nation as an entirety. It tends, also, to create a healthful local pride and in¬ terest in the advancement and upbuilding thereof which aids in the welfare not only of the locality but of the nation as well.

It shall be the aim of the writer of this chapter to be accurate if not ele¬ gant; to give in a fair and unprejudiced manner a true statement of facts relating to educational affairs; and, in the discussion of men and measures, if his too vagrant fancy shall lead him far into that fruitful field, to resist the common temptation to exaggerate the importance of his own pet theories while he depreciates those of others.

A government such as ours, to merit respect and perpetuity is essentially based on the intelligence of its people, who by their own votes make and un¬ make national, state and municipal administrations, and outline and determine bv their ballots the policy to be pursued in any of these divisions of govern¬ mental power. Without intelligence a conscientious ballot cannot be cast, or, rather, an ignorant citizen with an honest conscience for a monitor will de¬ cline to vote at all, so that civic duty well discharged and intelligence enough to understand that duty are correlative terms. To train the youth of the land so that they may become useful, self-sustaining, patriotic men and women is the first duty of the state. It is obedience to the law of national self-pres¬ ervation as well as the creation of agencies by which the growing masses may enjoy the fruits of intelligently-directed labor, whether manual or men¬ tal. The safety of the state, the sanctity of the home, the progress of the age. the exalted standard of social and political example for which a selfgoverning people is looked to by less favored and differently governed peo¬ ples, all rest for support, in a very large measure, upon popular education, of which the public school system is the cornerstone.

Strictly speaking, a review of the educational progress of the state at large does not belong to the history of Nodaway county, yet the influences actively operating in the state are felt in each county and have produced, with here and there modifying local influences, very similar results. So that it is highly proper to show from a state-wide viewpoint the influences that have shaped educational progress in each county of the state.

My purpose is to so arrange the matter used in this narrative as to present in systematic order the most important facts connected with the development of educational affairs in Nodaway county and leave a permanent record of results attained for the benefit of those who mav have occasion to labor in this fruitful field in the future.

To accomplish this end I will speak first of the public school system of the state, embracing the rural schools, the high schools, the normal schools and the State University; and, while these are not all found in any one county of the state, they are so related to one another in their progress toward their present state of development that a general view of the system in its entirety is necessary to an intelligent view of any part of it.

Public Schools Of The State

The best that can be done in following the above method of treatment is to merely summarize the chief characteristics of the several periods and furnish data for some more pretentious history of the rise and progress of the educational thought of the people of Missouri.

Rural Schools

The act of Congress in 1812 constituting Missouri a separate territory provided that "schools and the means of education shall be encouraged and provided for from the public lands of the United States, within said territory in such manner as Congress may deem best."

The act authorizing the formation of a state government provided that every section numbered 16 be set apart to the use of the schools. This act added to the above seventy-two sections of saline land, making in all one million two hundred fifty-four thousand two hundred acres. This land formed the foundation of Missouri's magnificent permanent school fund.

Following the above plan then of indicating the progress of educational development in the state, let it suffice for the purpose of the present chapter that in 1808 the territorial Legislature incorporated the St. Genevieve Acad¬ emy, the first regularly organized school in the state.

During the Territorial period, then, we find that schools were established in accordance with the act of Congress cited above at St. Genevieve, St. Louis, Jackson, Potosi, New Madrid and a few other places along the Mississippi and in the lead regions of southern Missouri. But one special requirement was made in regard to teachers, equipment or course of study. The St. Gene¬ vieve Academy should teach French and English at all times.

The congressional act admitting Missouri to the Union said, "Schools shall be forever encouraged and the Legislature shall take steps to preserve from waste or damage such lands as have been granted, or shall hereafter be granted for use of the schools, and all school funds shall be applied in strict conformity to the grant. One or more schools shall be established in each township as soon as necessary and practicable, where the poor shall be taught gratis."

State legislation from 1820 to 1839. in compliance with the congres¬ sional act of admission, concerned the sale of school lands and the investment of funds. Many schools were incorporated during this period and the State University established.

In 1835, upon the urgent recommendation of Governor Dunklin, who may justly be called the father of the Missouri school system, laws were passed providing for the organization, regulation and perpetuation of the common schools of Missouri. These schools were to run six months in the year under the direction of a board of three trustees, with power to employ teachers, to appoint visitors and to make all necessary arrangements for the schools as far as justified by the funds.

The Legislature of 1837 provided for the investment of the saline land fund in Missouri Bank stock. This investment was augmented by the prof¬ its on deposits of surplus United States revenue apportioned to the school funds of the states. Under this law the interest was to be added to the prin¬ cipal until the permanent fund amounted to five hundred thousand dollars, after which the income was to be distributed to the schools annuallv.

5. Prescribed course of study; reading, writing, arithmetic, English, grammar, geography and such other branches of education, theology excepted, as the funds justify.

4. The creation of the office of state superintendent of schools, to be filled by joint ballot of the Senate and House of Representatives. Peter Glover served from 1839 to 1841, when the office was abolished and the duties assigned to the secretary of state. The office was re-established in 1853 and with well defined powers and duties. County supervision was also provided for at this time and every congressional township was made a school district unless the voters chose to divide it into not more than four sub-districts. The excellent provisions established by this law would have brought out splendid results but for the failure to provide for supplementing the public funds by local taxation adequate to the successful maintenance of the schools. This omission of course proved a fatal defect. There were two excellent reasons that strongly suggested the necessity for local taxation. The first and more apparent was the actual need for a larger school fund than that promised by the state and general government if the schools should fully meet the ends for which they were established. Another and a more deeply seated reason lay in the repugnance felt by an independent citizenship towards any system that looked like mendicancy.

That self-sustaining energy and thorough self-reliance characteristic of the hardy pioneer who built up our Western civilization instinctively revolted at the thought of becoming the recipient of benefits not gained by his own unaided effort. And then, too, there was still that feeling of caste inherited from Old World traditions hardly worthy, as we now think, of serious con¬ sideration, influencing the minds of the good citizens against that sort of promiscuous mingling of all classes of people such as became necessary in our public schools.

Hence it came about that the local aid given to the schools later on made them efficient and adequate to the increasing demands upon them, and also reconciled the average citizen to a condition of society the propriety of which he at first had grave doubts.

We have all come at last to notice how beautifully and harmoniously our public school system aids in the development of our special type of civilization and in the preservation of our form of government through the assimilation of the heterogeneous elements that crowd upon us from every part of the old world. Someone has said, "We can hardly conceive of two grander and more potent promoters of civilization than the free school and the free press. They would indeed seem all that is necessary to the attainment of the happiness and intellectual growth of the republic and all that was necessary to liberalize and instruct.

"Every year commends them the more earnestly to the fostering care of our state and national legislatures, adds to their popularity and to the es¬ teem in which they are held by all classes of our people."

7. Course of study for five classes, giving each class its due propor¬ tion. The following subjects were included : Orthography, reading, writ¬ ing, mental arithmetic, written arithmetic, geography, English composition, English grammar, declamation, natural philosophy, history, algebra, chemis¬ try, geology, mineralogy, surveying, rhetoric, intellectual philosophy, logic, astronomy, etc.

The founding of school libraries and teachers' circulating libraries, the establishment of five normal schools and the organization of teachers' insti¬ tutes by Superintendents Henry, Davis and Clarke.

In 1855 the State Teachers' Association was organized. This has proved to be one of the most important factors in promoting the cause of education in the state. In these meetings subjects vital to educational interests are discussed, influences are brought to bear upon the legislation tending to mould and shape progress and enthusiasm is aroused that results in permanent uplift and intellectual betterment.

The first county association of teachers was held in Clay county in 1856. The Missouri Educator, a journal devoted to education, was started in 1858.

From 1861 to 1865 was a very gloomy period so far as the progress of education was concerned. Appropriation for school moneys were stopped, schools were suspended and school houses were destroyed.

During the period intervening from the reorganization of the schools immediately following the Civil war to the third constitution in 1875, much was accomplished. Laws were enacted by the Legislature, authorizing :

In 1870, Superintendent Parker was succeeded by Ira Devol, of St. Louis, who soon after resigned and was succeeded by Montieth, who served until 1875, when he in turn was succeeded by R. D. Shannon, who served until 1882. Since then Coleman, Kirk, Carrington and Gass have suc¬ cessively served as superintendents of schools for the state, under whose intel¬ ligent and active supervision the schools have greatly prospered, until they have become not only the pride of her own citizens, but are recognized as among the best in the Middle West.

One of the most important movements inaugurated in the state system, about this time, was the establishment of graded schools of a high order, in cities and towns, villages and country districts.

This chapter has concerned itself chiefly hitherto with the general trend of educational thought and the progressive development of the system in the state at large ; but, as it does not come within the scope or purpose of this work to proceed further with that history than is necessary to an intelligent appreciation of local progress, attention will now be called more particularly to the educational affairs of our own county.

The Maryville Public Schools

These schools have been noted for their efficiency and excellence of management from the beginning. As a rule, the care of these schools has been entrusted to the oversight of our most enterprising and public-spirited citizens, whose sole purpose was to make of them the very best possible.

A somewhat commodious, brick building, containing, at first, four rooms, to which additions from time to time were made until there were as many as eight rooms, the whole costing about sixteen thousand dollars. It was located between Wall and Vine streets, north of and bordering on State street, fronting west. There were, at that time, about two acres of land in the campus belonging to the public and dedicated to public school purposes.

This building continued in use and was considered adequate to the needs of the Maryville independent school district until the year 1883, when a more commodious and elegant structure was erected at a cost of about forty-three thousand dollars, containing twelve rooms, heated by steam and quite well equipped with apparatus for elementary work in the natural sciences. At the time of its erection this building, together with its ample grounds and other up-to-date provisions, was the pride and boast of the community ; and, in¬ deed, was, in most respects, a very notable example of the enterprise of the men at the head of the school affairs of that early period.

This effort to provide for the education by the public of the children of the community was still further supplemented, in 1892. by the erection of three ward school buildings, substantial brick structures, each containing three rooms, in which the grades were housed as far as to the fifth, thus affording relief to the overcrowded condition at the Central building. A still further manifestation of the educational zeal and enterprise of our citizenship is seen in the present magnificent Central school building, erected in 1908, on the site of the old Central building. This building surpasses, in architectural beauty and adaptability to the needs of the school for many years, any building hith¬ erto erected for school purposes in this section of the state. It is a splendid monument to the enterprise of our board of education. Its heating apparatus, ventilating facilities and general equipment are a great credit to the city of Maryville.

Prof. C. A. Hawkins is the efficient superintendent of these schools, under whose management the prosperity of the schools has been continuously progressive. He is supplied by the board of education with a complete corps

The members of the high school faculty are as follows : C. A. Hawkins, superintendent; Miss Grace Wolcott, principal, mathematics; Miss Lillian Lindholm, Latin; Miss Laura Hawkins, history and literature; Miss Alicia Keeler, literature: Miss Emma Lee Molton, history; Miss Florence Briggs, science; Mr. Carl McGee, manual training; Miss Hazel Petty, history.

The grade teachers at the Washington school are : Miss Eva Mont¬ gomery, Miss Mary Ford, Miss Jettie Condon, Miss Alice Orcutt. Miss Mayme Dooley, Miss Goldie Airy, Miss Nettie Craig, Miss Vernie Felter, Miss Stella I. Smith, Miss Lelia Bonewitz.

Burlington Junction

The people of Burlington Junction, in the northwestern part of the county, have evinced a very commendable zeal in fostering educational enter¬ prises. As early as about 1880, before the development of their public school system had become sufficient to meet the educational aspirations of that enter¬ prising community, there was built up in their midst and liberally patronized a private school, dedicated to the development of advanced educational ideals. This school was conducted by that indefatigable young enthusiast and edu¬ cator, Prof. J. J. Bryant, under whom the school reached a high degree of usefulness and developed an educational spirit, the results of which are seen today in the very excellent class of citizens of that community. The present efficient public school system of that little city is such as to fully meet the most exacting educational needs and has long since rendered other educational facilities unnecessary. They have a very excellent building, which will he enlarged from time to time as their needs require.

The following sketch of the Hopkins public schools was supplied bv that capable and genial gentleman, T. W. Porter, who has served so long and so admirably as their secretary. Among other things named in the report given by Mr. Porter are these: "Concerning private schools, of which you have inquired, I may say we have none; only had special terms to fill out when terms of the public schools were too short.

"About our public schools, it may be said that it is shown by the records that before the city of Hopkins was laid out, the then residents of what was known as Hopkins independent district had erected a small school building near the banks of the One Hundred and Two river, just north of the city limits, in about the year 1869. Said building was sufficiently large for the purpose intended and was well furnished for that day.

"We find no records to show who was the first teacher at that time up to 1871, when Miss Emma Rose, of Wisconsin, was elected teacher, and it is known that her efforts resulted in a very successful school. The following year after the city of Hopkins was laid out and incorporated the school board found the need of more room and. on demand of the patrons deserving and desiring to have the school site removed to a more centrally located place, did so by moving the said building to a new site on the east half of block 37, within the city limits, where was built another room, thus creating a call for an additional teacher. C. W. Floria was elected principal and Miss Rose, assistant, for the years 1871 -'72.

"In 1873, better facilities were needed and the directors were again forced to select a new site and build a larger school building. Through the kindness and liberality of Samuel McFarland, the founder of the city of Hopkins, who gave them a beautiful site in the eastern part of the city, there was then erected a commodious two-story, four-room, frame building, at a cost, including furniture and fixtures, of about three thousand dollars. Pro¬ fessor Floria and Miss Rose were continued in charge of the schools up to 1875. The result was successful and the board authorized, by a vote, to issue bonds to the amount of eleven thousand dollars, payable as follows : three thousand dollars in five years ; four thousand dollars in ten years, and four thousand dollars in fifteen years, drawing six per cent, interest. This was to build on the old site a six-room, brick building, with basement and library and recitation rooms. The same is our present building, except there has been added complete new furniture and real slate blackboards in all the rooms ; it is said now to be one of the neatest and best kept school buildings in the entire state. The approximate cost of this structure was about ten thousand, five hundred and sixty dollars ; furniture and slate blackboards, one thousand, nine hundred and forty dollars, making a total of twelve thous¬ and, five hundred dollars. Its present value is fourteen thousand dollars.

Fast And Present

"In October, 1875, it was organized and known as 'Hopkins Independent' school district, when the directors on the board were: Luther Stewart, pres¬ ident, George H. Hatalong, secretary, Harrison Myers, Philip Dale and S. W. Gerard.

"The records go on to show that the schools were in a prosperous con¬ dition up to 1892, when, the patrons feeling the need of better facilities and more room, on petition, the board called a special election for the purpose of voting bonds for a six-room, brick building. This election was held May 19. 1892.

"The present (1910) corps of teachers are: G. F. McKinney, superin¬ tendent; Maud C. Horton, first assistant; Katherine McNulty, second assist¬ ant; Elizabeth McCormick, fifth department ; Nellie Hudson, fourth depart¬ ment; Edith B. Kime, third department; Ethel Aiken, second department; Golda Roach, first department.

Barnard Schools

Barnard has a good building and has maintained good schools through all the years reaching back to the early establishment of the public school system of the county. Some of our most worthy citizens, now engaged in other employments, have been principals from time to time of these schools, and many of the most promising young men and women of the county have been started along the upward grade in life through the salutary influence of the training received in the Barnard public schools.

Among other towns of the county, equally alive to the importance of public education and equally alert in availing themselves of the advantages derived from public school education, may be named Graham, Parnell, Guil¬ ford, Quitman, Ravenwood, Skidmore, Clearmont and Pickering, each of which has supplied itself with up-to-date and ample educational equipments and facilities for articulation with the course at our .State University, and inducements are thus afforded and incentive offered for the acquisition of the higher courses of instruction.

County supervision, adopted during the second term of the present county superintendent. Prof. W. M. Oakerson, has contributed more, per¬ haps, than any other one educational factor to the accomplishment of these excellent results. Too much praise cannot be given to this efficient and zeal¬ ous public official for the progress made in the public schools of the county.

The following is a roster of their teaching force as given by their principal: William R. Lowry, principal; Rose A. Collins, grammar depart¬ ment; Laura Coggins, intermediate department; Besse Wray, primary de¬ partment.

Since the adoption of county supervision of schools for the county, a long-desired change, brought about by popular vote in 1906. the improve¬ ment in these schools has been very satisfactory, under the wise and efficient management of Superintendent W. M. Oakerson, the present incumbent.

5. A movement toward the consolidation of rural schools, by which economy in the expenditure of money and better teaching service are secured.

6. The founding of libraries and reading circles and the holding of teachers' meetings for the improvement of the members of the profession and for the building up of a broader and more catholic professional spirit.

7. The offering of prizes by public-spirited citizens of the county for essays by pupils, the best method of procedure in the management of agri¬ cultural affairs, and for the best specimens of agricultural products.

All these things are now regarded as a necessary part of the education of the people of this grand agricultural section and also are conducive toward keeping the young people on the farm.

The school enumeration has not kept pace with other lines of progress, having fallen off somewhat in the last decade, there being at present eight thousand, six hundred and three whites enumerated between the ages of six and twentv, and thirtv-five colored children.

A uniform course of study for rural and village schools, providing for quarterly and final examinations, graduation and diploma. This gives defi¬ niteness to the work and encourages boys and girls to attend high schools and colleges. It will result, ere long, in filling the normal schools to overflowing, the colleges will greatly enlarge their enrollment and our university will be led. to seek means to keep down an attendance so large that they cannot pro¬ vide for their maintenance.

County Commissioners And Superintendents

Rarely has such progress been had in education in any of the counties of Missouri as that under the highly efficient management of Prof. W. M. Oak¬ erson. the present county superintendent. Splendid advancement is seen along every line of progress promotive of healthful uplift in the rural schools of the county, and Mr. Oakerson is unremitting in energy in his efforts to provide the very best and evinces a rare degree of intelligence and foresight in seeing the things that are best. These schools are now wide awake, the very best teachers are secured and an advance of fifty per cent, is seen in the betterment of conditions.

The Northwest State Normal

For a period covering about thirty years the question of establishing a school for the training of teachers had been agitated by the people of this section of our state, which reached its culmination in the passage of a bill at the session of our State Legislature in 1905.

This bill received the signature of Governor J. W. Folk on the 25th day of March, 1905, and immediate steps were taken to put in action the machinery through which its provisions should be enforced.

In accordance with the provision of the bill creating the Northwest, or Fifth District Normal, a commission to select a site for the new normal was appointed by the governor, consisting of C. C. Foyle, of Lancaster; Edmund McWilliams, of Plattsburg; C. A. Calvird, of Clinton; J. W. Cox, of Mon¬ roe City, and J. C. Jones, of Columbia.

This commission, after visiting the several places which had offered in¬ ducement to secure the normal location, decided in favor of Maryville, and announced the tender of eighty-six acres of land and fifty-eight thousand dollars in cash on the part of Maryville.

A board of regents, consisting of six members, was thereupon appointed to take charge, in behalf of the state, of these bequests and manage whatever other interests might be involved in the organization and operation of the institution thus established.

The following were named by the governor as constituting the first board of management of the Northwest Normal: Hon. C. J. Colden, Mary¬ ville, president, term expires January, 1911 ; Judge W. D. Rusk, St. Joseph, term expires January, 1911 ; Hon. W. F. Rankin, Tarkio, term expired Jan¬ uary, 1909; Hon. I. R. Williams, Savannah, term expired January, 1909; Dr. A. H. Vandivert, Bethany, term expired January, 1907; Dr. J. C. Tracy, Mound City, term expired January, 1907; Hon. W. T. Carrington, state su¬ perintendent of schools and ex-officio member of this board.

The first faculty selected were: Frank Deerwerter, president; Eudor Mather, training department; T. B. Ford, English department; W. W. Gallaher, civics and pedagogy; George H. Colbert, mathematics; Jesse Lewis, history; B. M. Stigall, science; J. R. Hale, Latin: B. F. Duncan, economics and Latin; Alpha Bigley, drawing and manual training; P. O. Landon, music; H. M. Cook, physical culture and elocution; Kate McClement, elementary studies; A. F. Fisher, physiology; Martha B. Clark, librarian; J. H. Felt, architect.

Much praise is due to the intelligent foresight and persistent energy of the citizens of Nodaway county in their initiatory efforts in promoting this normal school interest from the time of its inception to the period of the location of the school in Maryville.

This spirit of harmony and hearty co-operation prevailed up to the end of the first year of the school, when a sharply accentuated and bitter con¬ troversy arose over the presidency of the institution, resulting in the dis¬ placement of the then head of die school and the substitution of another in the position. The factional spirit thus engendered continued to grow in vir¬ ulence during the incumbency of the new head of the school, covering a period of two years, when it resulted in his removal, together with a large number of the members of the faculty who were supposed to be involved in the heated controversy.

Realizing the extent of the injury sustained through this unfortunate controversy, there seems to be a disposition among the factional leaders to drop it and lend their energies henceforth toward the accomplishment of the great work had in view by some of the people from its first inception - the building up of a great teachers' training school in northwestern Missouri.

The school has been very inadequately housed during the first years of its existence, being under the necessity of using the old Methodist Episcopal seminary building, erected in the early eighties by the Northwest conference of Missouri, but now a part of the normal property, and such other rooms as the state was able to secure about the city of Maryville; but the mag¬ nificent new building, erected at a cost of about three hundred and twenty-five thousand dollars, and one of the best in the state, will be ready for occupancy at the beginning of the first term of 1910-1 1.

Present Officers And Faculty

At the meeting of the board of regents, held at Maryville on May 24. 1910. the following officers and instructors were chosen: Dr. H. K. Taylor, president, for a period of two years ; George H. Colbert, department of math¬ ematics; S. E. Davis, chair of pedagogy; John E. Cameron, chair of agri¬ culture ; Albert Hogan, assistant in agricultural department ; V. I. Moore, superintendent of athletics; Miss Theodosia Raines, department of English; Miss Emma G. Leake, chair of applied pedagogy and supervisor of the training department; Miss Martha Reade, departments of Latin and European history; W. A. Rickenbrode (registrar), music and bookkeeping; Miss Hettie Anthony, domestic science; Mrs. M. B. Clark, librarian; Frank Zimmerer, art ; T. H. Cook, elementary school and American history ; Miss Hope Lytle, critic teacher, training school ; Miss Edna Randall, expression and physical culture; Miss Carrie Hopkins, primary critic; Miss Kate Helwig, teacher in elementary school ; Miss Dorothy Bean, stenographer.

In concluding this chapter the writer desires to say that it is by no means free from those defects that will inevitably creep into a narrative covering such a widely diversified field ; nor does he think the field has been entirely gone over; but contents himself with the hope that he has aided, somewhat, in preserving the trace of facts that may become of vital importance to those who may write the history of this, perhaps the greatest of civilizing agencies, the public school system of Nodaway county.

The author of this chapter on education acknowledges his indebtedness to Professor Shackleford, of the Cape Girardeau Normal School, for valuable suggestions relative to the division into periods of the progress of educational development in Missouri.

Tion, Missouri

The history of this school district begins long before the time of the town of Burlington Junction; when "Where we now sit surrounded by all that em¬ bellishes civilized life" belonged to the sun-lit rolling prairies of the "Platte Purchase," and was chosen by the people from Ross county. Ohio, for part of the famed Ohio Settlement.

The first school house of which we have an accurate account was built of logs and stood on the corner south of the residence of William Houston. It was furnished with seats made of slabs, with legs, but without backs. One surviving pupil of that school says the rounding sides of the slabs were on the upper side for solid comfort.

This same pupil says he wished to study the second book of algebra, having finished the first in Ohio ; the teacher said his certificate did not call for algebra, but that he would help the pupil. But it soon was a case of pupil helping teacher.

Col. J. H. Davis and Austin Jones each gave one hundred dollars toward the building. J. J. Davis gave the ground for the new building; this plot of ground was on the corner east of the William Houston home. Desks and seats for two pupils each were made and the furnishings were up to date for the times. It served for the Methodist meeting house until the church was built on the William Walker farm on a lot just west of the cemetery in 1872.

The Ohio settlement, of which this district was a part, was built on the solid foundation of religion and education. It left an heritage worthy to be emulated by the present inhabitants of the town and community.

After the town of Burlington Junction was started the country school house was too small to accommodate all pupils and rooms in town were oc¬ cupied bv the school. A long, wooden building, called the Wigwam, was used by two of the departments for a time.

In the spring of 1881 a school meeting was held in the country school house at which it was decided to organize an independent district, with six directors and entitled to certain privileges. Three men were elected to com¬ plete the organization and obtain a site for the erection of the building. These men were Dr. T. A. Hunt, George H. Hotalling and J. Hartzell Heriff, with J. H. Bryant as clerk of the board.

The town lot company offered a block as a gift to the district. The ground which they wished to give was not a really desirable situation, so the board selected the block on which the school house now stands and paid two hundred dollars for the privilege of the choice. It was then part of a corn¬ field with not a tree near it.

The wisdom of the choice has long been apparent, for it is conceded that Burlington Junction has the most beautiful school grounds in Nodaway county.

Let the city acquire a half block north or west of this and include the intervening streets, plant it in trees and flowers, take out some of the un¬ sightly trees that are crowding the east walk avenue, lay out tennis court, ball grounds, and outdoor gymnasium, the result would be, with comparative little cost, a campus, city park and assembly ground that would add beauty, healthfulness and moral tone to the town.

When the grounds were secured the frame school house was moved into town and put on it ; an addition somewhat larger was built, making room for two departments. The primary department was located in a building that had been the lumber yard office on West Main street, where the residence of Will Jones now stands.

The cyclone in June, 1883, which laid desolate a strip of country including this section, destroyed, with many other buildings, the school house. It was a mass of ruins, hevond hope of repair. The board decided to build a fourroom, brick building. Bonds were voted for it at a special election called for the purpose. It was late in the season before the work was begun and it was not ready for occupancy until the spring of 1884. Four teachers were employed and some years later the house was arranged to accommodate the fifth room.

It is not easy to express the condition of public opinion and affairs dur¬ ing the next few years. The town was new ; the people had come from many different states and from England, Germany and the Isle of Man ; there was a diversity of opinion; there were jealousies, clashes and bickerings over town and school matters. One school election was very exciting and hinged upon which of the two banks had most friends in the district, as each bank wished to have custody of the school funds. Times were close and taxes high ; available funds for the teachers' wages were small ; but the bonds were paid as they came due and better times for the school seemed imminent.

In the meantime the walls of the school house showed signs of weaken¬ ing. Rods were put through the house from wall to wall. During high winds the school would be dismissed. The board forbade the assembling of the school in the second story; and finally, in 1899, the building was con¬ demned as being unsafe. There was still a small indebtedness on it.

Bonds were voted for a new building and the old indebtedness covered by them. The building was erected, which is now occupied by the school, a structure whose foundation and walls seemingly will withstand an earthcpiake. The rooms were ready for occupancy late in the fall of 1899. Since then the sixth room has been furnished and also a room in the basement fitted up for a laboratory, minus a good deal of apparatus hoped to be obtained in the near future.

The library is furnished with books suitable for the use of all grades of the school. Each year additions are made to it, the latest being a set of fine encyclopedias.

The bonds for the building will be finally paid in 1911, only two more payments being due and these being lower than the former payments. More room and a larger number of teachers are needed to bring the school to a higher plane of efficiency.