Eau Claire County, Wisconsin - Chapter 25: The Public Schools of Eau Claire, 1914

Chapter 25: The Public Schools of Eau Claire

Provisions for common school education were made at an early date. It is true that oftentimes these provisions were crude. School houses in those early days were frequently simple structures put up out of rough boards and in some cases out of logs, but these primitive structures served their purpose. The first school house in Eau Claire was a building of this type. It was erected during the year 1856. It was not very large, the size being only 16 by 24 feet. The structure was built out of rough boards, and it was located on what is now Barstow street. During the winter of 1856 and 1857 the school was opened to the public. John E. Stillman Avas the first teacher. The number of pupils in attendance was not large. During the following summer the school was taught by Mary Arnold. The register shows an enrollment of fifteen pupils. In those early days the school house was used for various public purposes. In many cases it was the only available structure for religious services. This was also the case in Eau Claire. It was in this small primitive structiire that the Rev. A. Kidder held the first services of the Congregational church. In the autumn of 1857 another school house was erected on the Sparta road, three miles from the village. This was then known as the Olin settlement. In those days town government and county government were practically one. There were no county or city superintendents of schools in those days. It was the period of township superintendents. Frequently there were only two or three towns in a county and sometimes a county consisted of only one town. In 1856 the board of supervisors voted $400 for a school house to be erected in School District No. 2. This district had been recently organized. The school building was erected in 1857 on Farwell street near where Christ's Episcopal church now stands. It Avas during that year that the treasurer of the board, Adin Randall, paid to the treasurer of School District No. 2 .$199.31, the probable cost of the school building. This building was rather commodious consider- iug the demands of the day. It was a structure of 28 by 40 feet, and contained one large room well finished and provisions for another room. This building was used for school purposes for quite a number of years. Later it was sold and used as a Universalist church. This building was so much larger and better than the ordinary school house that for years it was pointed to with considerable pride as one of the great achievements of the village. This school house was also used for various public purposes as well as for school. During 1864 this building was abandoned for school purposes because it was too small. During this same year a much larger and better school house was erected on Farwell street between Emery and Earl streets, opposite Wilson Park. In the seventies, when a high school was organized, this building was used for grade and high school purposes. It was then called the Bartlett High School. It seems that this was the tirst regularly organized school district. It was organized according to the legal provisions of the state by the town board. The east side of the village was then known as School District No. 2. It was in this Bartlett school that really the first graded school work was done. The Rev. J. O. Barrett was the first principal. He continued at the head of this school until the Spring of 1868. During the year 1868 Prof. H. C. Howland was engaged as principal. He served the school district with very marked success. It was during his administration that the high school was organized. It was during the year 1872 that the first high school class was graduated. During Prof. Howland 's administration about 100 students were graduated from this high school. After Prof. Howland 's resignation this school was in charge of Prof. S. Steffcns. He was in charge of the school about one year and resigned in June, 1890. During 1890 the school board employed Prof. Charles Friedel, who served for one year and resigned. In this school district two other school buildings were erected to accommodate the pupils for grade purposes in the outlying portions of the district. One building, the Thorp school, a fourroom structure, was erected in 1884 on the southeast corner of Barland and McGraw streets. The Lockwood school, a two-room structure, was erected in 1889.

School District No. 3, located on the west side of the river, was organized probably during the year 1857. It was really a joint district composed of portions of the towns of Half Moon and Oak Grove. The first school house erected in this district was in 1858 on Niagara sti'eet between Third and Fourth avenues. Miss A. Kidder Avas tlie first teacher. During the summer of

1859 another school house was built iu this district on Fifth avenue and Broadway, where the Alexander school now stands. This old structure was moved across the street during the summer of 1861. It was later built over for a dwelling house. This was the first graded school in District No. 3. The Rev. A. Kidder was the first principal. He taught in this school from 1862 to 1866. He was succeeded by Prof. A. J. Huttou, who was a principal of this school for several years. It was during Prof. Ilutton's administration that a free high school was organized, and he became its first principal; after that he resigned and became one of the members of the facidty of the Platteville Normal school, in which school he sei-ved for nearly a quarter of a century as a state institute conductor. During the year 1879 Mr. Hutton was succeeded by Prof. J. K. McGregor, who held the principalship of this school until the various districts in Eau Claire became united as a city system, at which time he was elected city superintendent of schools. The next school to be erected in District No. 3 was at Shawtown, on the northwest corner of Michigan street and Avenue C. This was erected during the year 1868 to accommodate the people in that section of tbe village. Additions were made to this village from time to time. Later other school buildings were erected in this district ; one in what is now the sixth ward on Cameron and Babcock streets. This building was erected in 1876. In 1891 it was ealarged to double its former capacity. Tlie Lucy Larcom school was erected on Fifth avenue and Walnut street, the Wa.sliington S'Shool on Fifth avenue and Broadway and the Garfield school on Seminary street, between Lake and Bridge streets. This last structure was purchased from the Wesleyan Methodist Society. It was later used temporarily as the first central high school, and was then superseded by the new high school building iu 1892. The north side of the village, with ad.joiniug territory without the village limits, constituted village No. 1, and perhaps in one sense was the first school district or at least a part of it. A little school house at the Dells was erected during 1857. The cost of the building was defrayed out of $400 voted by tlie board of supervisors for a school house in District No. 1, but apparently since the treasurer of the district only received $303 the building was erected at a smaller cost than anticipated by the board of supervisors. Miss Bessie Reed was the first teacher in this school. Later a high school was built in District No. 1, located on Wisconsin and N. Dewey streets. Prof. M. S. Frawley was elected principal of this school in 1880 and continued to hold this position util 1890, when he was elected to take charge of the central high school of the city of Eau Claire. In 1884 this structure was destroyed by fire, together with all its equipment and records, but was immediately rebuilt. During the year 1882 the city purchased from the congregation of St. Patrick's church their school building on N. Barstow street. In 1887 thi.s was converted into a graded school of four departments, and was later known as the Frawley or Eighth "Ward school. The Summit street school was built in 1885 and enlarged in 1888. It had four departments at that time. This was later known as the Tenth Ward school.

It should be understood that u\y to 1890 there were three school districts in the city of Eau Claire. Each school district had its own school government and a separate high school. The high school principal was virtually the educational supervisor of the school district, as well as of his own school. The grading of the schools was partly on the basis of an old course for grading recommended by the state superintendent of public instruction, and partly on outlines furnished by the high school principals of their respective districts. In those days the organization was rather simple. The requirements were not extensive. The main emphasis was placed on reading, Meriting, arithmetic, spelling, geography and history. Much of this woi'k was well done by the more experienced teachers. Some of the high school principals were exceptionally well qualified, as their long term of service helps to indicate. During this period a most remarkable innovation for tliose days had its beginning. A manual training department was instituted by Mr. J. F. Ellis in 1885. This gentleman took great interest in the matter of training the hand as well as the mind. This manual training department was located in the Alexander school. As near as can be ascertained this is the first venture along that line in the United States in a public high school. A Mr. Kennealy was the first teacher in this department. He was succeeded by Mr. Barnes and he in turn by Mr. Swearingen, who remained at the head of this department for quite a number of years. The work was a success from the beginning. The results were far in excess of expectations. A levy of $800 was made to begin with, but the whole of this amount was not used to support the school for the first year. During the second year $1,000 was appropriated. This was more tlian enough to pay expenses. It was demonstrated that the cost was about $900 to run this department for one year. At that time the manual training department never Imd a smaller attend- ance than forty boys and sometimes came near to double that number. Work in manual training has been kept up every since in that building until it was transferred to the high school after the new building was erected in 1892.

City School System

The year 1889 marks a great change in the school affairs in the city of Eau Claire. By an amendment of the charter the old district system was abandoned and the territory of the city was made to constitute one school district, to be known as the School District of Eau Claire. According to the provisions of this charter the commissioners therein provided for constitute the Board of Education. It provides that on the same day each ward in the city shall elect one school commissioner and on the first Monday of July, 1890, and bi-annually thereafter, a similar election shall be held in each of the even numbered wards of the city, and on the first Monday of July, 1891, and bi-annually thereafter, a similar election shall be held in each one of the odd numbered wards of the city. All school commissioners so elected to hold office for two years, except those elected on the first Monday in July, 1889, by the even numbered wards, who are to hold one year. By the provisions of tliis charter all the property vested in the superseded school districts became vested in the School District of Eau Claire. The Board of Education is given the power of organization and general management of the schools. The first Board of Education was composed of the folloAving members: R. H. Chute, president; C. R. Gleason, secretary; First ward, F. M. McDonough ; second ward, C. R. Gleason ; Third ward, 11. C. Howland; Fourth ward, G. Ferguson; Fiftli ward, Charles Alexander; Sixth ward, R. H. Chute; Seventli ward, J. P. Ellis; Eighth ward, T. F. B'rawley. The schools iu Districts Nos. 1, 2 and 3 during the first year of the consolidation were in charge of the principals of the three high schools in their respective districts. Prof. McGregor was elected city superintendent of schools for the entire city during July, 1890. The high schools which had been previously maintained in the city had been placed on the accredited list of the state university three years before their consolidation. The Central High school was also placed on the accredited list. Prof. M. S. Frawley was elected the first principal of the Central High school. He continued to be its principal for twenty-three years, showing that his services were highly appreciated. He saw this school grow from an attendance of a little over 100 students to an enrollment of 650. During his administration the school became accredited to the North Central Association and has always remained accredited to that association to the present day. This has been a i)criod of great extension in high school work, not only in the number of students attending, but in the enlargement of buildings, increase of equipment and expansion of courses of studj; A commercial department and a domestic science departmem were added during his administration.

The number of pupils enrolled in the schools during 1890 were 1,610 males. 1,567 females ; total 3,177. There were six grade school principals and fifty-eight teachers. The expenses for the same amounted to $40,763.42, of which $26,099 was paid out in teachers' salaries and $5,222 for repairs.

The remainder of the educational history of the public schools of the city of Eaii Claire will be grouped under the administrations of the different city superintendents. Since each one of tlu'se administrators aimed to carry out a policy and system of administration, this historj^ will be better understood if presented in that way. Little endeavor will- be made to relate anything more than the events as they occurred and the facts as they are found. During January, 1890, the question of teachers' salaries became a burning question. Some of the salaries of the teachers were raised for the remainder of the year. Some advances Avere allowed to some of the teachers for the rest of that school year. It seems that the matter of school attendance required regulation. Therefore the board passed the following resolution:

"Resolved, By the Board of Education of the School District of Eau Claire, that Rockwell Best, E. O. Waterbury, Edward Carroll, James Glynn, John Farrell and Stephen Skinner are hereby appointed as officers provided for in section 8 of chapter 519 of the laws of 1889, and such officers are hereby directed to take any truant child found on the streets, alleys or other public ]ilaces during school hours to such school conveniently located to the home of such child as may be designated and requested by such parents, provided that such school is not prohibited by any rule or order of the board."

During the early period of this administration many rules and regulations of various kinds seem to have been adopted. Teachers were required to report tardiness to principals. Teach- ers were required to take a record of the temperature of their rooms four times a day. Committees of the Board of Education making reports were required to return petitions, resolutions, accounts or other papers containing the subject matter referred to them to the secretary of the Board of Education. During this year the board passed a resolution requesting the common council to call a special election of the voters of the city of Eau Claire to vote upon the question of issuing bonds to the sum of $40,000 for the purpose of constructing a central high school. The question of increasing teachers' wages seems to have been discussed a great deal during the remainder of the school year. Commissioner Ellis introduced a resolution revising the present curriculum of the several schools of the city. This resolution was adopted and it was later carried out by the city superintendent of schools. The course of study which had been in use up to this time was almost verbatim the same as that used in the city of Milwaukee. This course of study had been prepared by W. E. Anderson, superintendent of schools of Milwaukee. "While there were many good features about this course, it did not fit the city of Eau Claire as well as it should, and therefore a revision of this coarse Avas ordered. The course of study adopted for the high school was the- same as that recommended by the state superintendent of public instruction. At the meeting of June 21 Prof. J. K. McGregor was elected city superintendent of schools and Prof. M. S. Frawley was elected principal of the Central High school. The high school principal was given four assistants to do teaching work in the high school. ]Mr. Swearigen was elected as the head of the manual training department. In September of this j'ear the special committee on school curriculum made its report. The committee on high schools in writing recommended its adoption as reported by Superintendent McGregor and Professors Frawley and Swearigen. The course was ordered printed and went into operation at this time. It was during this year that upon petition of the W. C. T. U. first action was taken in introducing temperance instruction books into the schools. During a meeting on October 27 a petition signed by the pupils of the high school asking for one session per day was received by the Board of Education. Action on this petition was postponed iintil the wishes of their parents could be ascertained. During the meeting on October 28 the question was brought up again and the school day was fixed to begin at 8:30 a. m. and to close at 1:30 p. m. until this order should be rescinded by the Board of Education. This was the first adop- tioii of the one session plan for the high school. During the May meeting of 1891 proposed rules and regulations for the promotion of pupils in the grades and in the high school were presented by Superintendent McGregor. These rules provided for exemption from examination in case a pupil had an examination record of ninety per cent or over in the branches pursued. The promotion standing of eighty per cent for the high school was then adopted. During the meeting of July 9 a special committee appointed by the Board of Education to prepare the necessary papers for making a loan of $10,000 from the trust fund of the state for the erection of the Central High school was presented and adopted unanimously. In addition to this the board at a subsequent meeting made a loan of an additional $20,000, to be used in part for building and furnishing the new high school. During the meeting of September 22 the Board of Education accepted the bid of Edward Siscron for building the high school. This was a very important act, because it resulted in the final establishment of the Central High school for the city of Eaii Claire, which was destined to grow into one of the largest schools of its kind in the state of Wisconsin. Action was then taken to abolish the one session plan in the high school and to return again to the two session plan. This plan did, however, not prove entirely satisfactory. The supporters of the one session plan kept on urging a return of that plan. A great deal of time was devoted to the discussion of this subject at many of the meetings of the Board of Education. The new high school building was completed during 1892. It was open for school pui-poses after promotion during 1893. The building was well furnished with the appliances of the times, and in every respect this building M-as regarded as one of the best buildings of the kind in the state at that time. It Avas during 1893 that a new provision of the laws of the state of Wisconsin, requiring that the entrance doors on school buildings should swing outward, was put into operation. The course of study in vogue during this time was rather general in its nature. For instance, in the first grade there were only a few statements made as to what was to be done in reading, spelling, writing, arithmetic, drawing, oral lessons and object teaching and physical exercises, followed in each case by a few sentences on the matter of methods. Some of the instructions were very good, for instance under physical exercises, recreation and health we find the following statement: The prime object of these exercises is health. Discipline is secondary. Cheerfulness and merriment may be allowed and encouraged as far as compatible with the real purpose of the exercises. Teach the children- plays, and so far as practicable attend the exercises during recess. Study the best means of ventilating the room. The work in arithmetic was always much more fully outlined than that in other subjects. The work in drawing was exceedingly formal and did not mean much more than copying. This was the day of object teaching. Object lessons were a regular feature of the weekly program. Much of this work was excellent, though much of it was too formal to be really interesting, and for that reason in the course of time it lost its value in effectiveness. There were two courses in the high school. One the English- German course and the other the English-Latin course. Both of these were four-year courses. It might be said that the first year's work in the high school, with the exception of bookkeeping and Latin, was grammar grade work. By this it is not meant that this work was unprofitable, but just simply to indicate the aim of the course of study for that time. Algebra was a second year study and there are many good authorities at the present time who think it is better to begin the work in this subject during that year. Physical geography was a third year study and botany a fourth year study. These subjects are now taught much earlier in the course of study. The subject of physics was only a half course where now in most schools it is a one yeai coufse and in some schools a two year course.

During the June meeting of 1896 Otis C. Gross was elected cily superintendent of schools. Prof. M. S. Frawley continued to be principal of the high school during his administration. It is very interesting to note the development which took place during Mr. Gross's administration. The school census did not change very much. It was some over 6,000 during all this time. The enrollment, however, increased from 4,000 to about 4,300. At that time a large number of pupils who are now attending parochial schools were attending the public schools. The number of teachers increased from aboiit eighty to about 100. The total operating expenses increased from about $50,000 to $70,000. The school enrollment increased more rapidly than the school census, and the average daily attendance a little more rapidly than the enrollment, showing that a somewhat larger percentage of children attended school than at an earlier date. During the first year of this administration the school census was 5,903 pupils of school age. The enrollmeut was 3,870. The average daily attendance was 2,828. Tlie number of school rooms sixtyeight, number of pupils per room fifty-seven. Number of grade teachers seventy, special teachers two, salaries of teachers $30,454, and the per capita cost for teaching $7.86. Several items are especially noteworthy : the great difference between the average daily attendance and the enrollment, the large number of pupils per room and the low cost of instruction. In the high school during the same year there were nine teachers, 277 pupils enrolled ; average daily attendance 229, number taking English forty-six, number studying German thirty-nine, number taking Ijatin eighty-two, number of graduates forty-five and the per capita cost of instruction $23.62. Prom 1890 to 1900 the average attendance in the high school has much more than doiibled. The increase in the number of teachers did not seem to keep pace with the increase in the number of pupils, and consequently there was a decrease in the per capita cost of instruction from over $25 down to less than $20. Superintendent Gross in his report of 1903 has the following interesting statements about summer school, physical culture and hand work :

"During the past five years we have had four summer schools conducted for the benefit of the city teachers. Each has been lield in the latter part of August just before the opening of the city schools in Si'IiIi'ihImm-, ami lias been of two weeks' duration. These schools have been suppoi-tcd mainly by contributions from the teachers and appropriations from the Board of Education. Most of the teachers subscribe an amount equal to one daj^'s salary. The board has appropriated each time $100. This has visually placed at the disposal of the superintendent an amount somewhat more than $300 for the expenses of the school.

"Instructors have been secured who were specialists in their lines of work, and who have represented the best and most modern ideas. In this way our teachers have been in almost yearly contact with, and under the instruction of, specialists who have come from the centers of educational thought and influence. This has been one of the most powerful factors tending to improve our schools and to put them into the quite generally progressive and satisfactory condition which characterizes them at present.

The greatest change which has been effected is a change in the spirit of the schools in the attitude of co-operation between teachers and pupils. There is more working together with the teacher as leader and adviser, and less separation into disciplinarian and disciplined. The great disciple of this changed attitude in the schools was the late Col. Francis Parkei', who was president of the Cook County Normal for so many years, and who so influenced the teachers who went out from that school that they became workers with, and leaders of, the children. At each of our summer schools we have had a teacher from the Cook County (now the Chicago) Normal school, and the influence of Colonel Parker has grown among us. The result is that school life is becoming much more pleasant. The children are happier, more responsive, more ready to learn, and more open to the helpful and educational influences of school life.

"Neither the teachers nor the Board of Education can aft'ord to be without the instructive, helpful and inspiring effect of these summer schools. They must be conducted, of course, by the very best instructors obtainable. Their influence will be awakening, progi-essive, vivifying and altogether wholesome.

"Three years ago the Board of Education appropriated i|;100 for purchasing the raw material to be used in constructing phj'sical culture apparatus for use in the school buildings. The apparatus was made in the manual training rooms and put up in the most accessible places near the pupils, usually in the school halls, sometimes in the school rooms.

"In the primary rooms the teachers were encouraged to allow the pupils to use the apparatus at any time when the regular work seemed to drag or when the children's attention had been kept for a considerable time i^pon some one thing, or when they became restless and needed some escape for their pent-up activities.

"The amount of sucli apparatus has been increased from year to year. At present we have climbing ladders in all of the school buildings, and horizontal bars, parallel bars, punching bags, bi-ownie slides, etc., in many of them. About a year ago it was decided to put some apparatus on the school grounds as a standing invitation to all pupils who were not busy in school games during the intermissions. Horizontal bars, parallel bar.s and large swings have been placed on the play grounds, and we have sets of basketball poles ready to be placed in position this fall. We are planning to put up giant strides also early in the coming year.

"The constant use of this apparatvis in and about the school buildings is having a veiy marked efl:'ect on the school life. Teachers say that the discipline is becoming easier every year; that the boys who are overflowing with activity are not so troublesome; that the children in general are much happier and more coiiteuted. We believe that there arc also very important ett'ects iu the line of stronger and more active bodies, better general health, and more normal and teachable minds. The physical culture apparatus deserves a recognized place as a part of the standard school equipment and should be kept in repair and added to, and when worn out should be replaced just as the school desks are replaced.

"During the past year an attempt has been made to extend till' manual training work into the lower grades. Several lines of hand work were taken up with the teachers at the summer scliool, and the teachers were encouraged to undertake such work with the pupils. The Board of Education furnished the necessary material. Tliough the work has been entirely voluntary on the part of the teachers, nearly all have attempted something and the results have been very encouraging. Some of the work has been excellent. The children like it. It teaches them to use their hands. It gives a more practical aspect to all the other school work. It dignifies labor and aids in impressing the greatest lesson of life, which is tliat true living consists in true service.

"We would therefore recommend that such work become a regular part of the school course of study, and that for the present the following outline be followed:

"(The manual work for the seventh and eighth grades is already embodied in our course of study for the manual training and cooking departments.)

"It will be seen that the enrollment and average attendance in tile high school has more than doubled in the past nine years. At present the high school is overcrowded. The assembly room was intended to accommodate 250 pupils, and we have had in the neighborhood of 400 attending during the past year. The overcrowding has become serious and something will need to be done. We shall not know what to do with the numbers that will be promoted from the grades next year. If the board should think of enlarging the present building or of erecting an ovei'- flow building, or annex it would be well to speak of several different needs which we have felt in the present building and which could be provided for in a new part or annex.

"Among these needs are the following: A second or overflow assembly room; additional rooms, such as a forge room, a machine shop and a second mechanical drawing room for the manual training department; a set of two or three rooms such as could be provided in the present gymnasium and cooking room for a commercial department; a chemical laboratory; an opportunity to change the cooking room to a lower floor and thus prevent so much climbing of stairs by the seventh and eighth grade girls; an opportunity to change the gymnasium to the basement in order to avoid the noise incident to having a gymnasium in one of the upper rooms ; closets on the assembly room floor in order to avoid so much stair climbing by the high school girls : an opportunity to change the botany laboratory to a south room on account of needing sunlight for many of the experiments and better light for the microscope work, and an opportunity to change the history and literature class rooms to rooms provided with reading tables and book shelves or adjacent reference reading rooms for the reading and reference work in connection with those departments.

"If the provision for room in a new assembly room and in the number of recitation rooms should be sufficiently generous it would provide for fixture growth and the development of additional departments, such as: A commercial department, a department for sewing and the domestic arts, a department of music and a department of free hand drawing and art work to be connected with the high school.

"After the high school has reached its present size the addition of a few new departments if properly managed need not increase the cost per pupil of mantaining the high school for the reason that the cost of instructing twenty-five pupils in ])ookkeeping or forge work or domestic science need not be more expensive than instructing twenty-five in algebra or history or Latin. Di;i-ing the last semester we have had no less than seven difl'erent algebra classes to accommodate the number taking that subject. This probably means some 150 pupils taking algebra. It is safe to say that in this number twenty-five or more would prefer a commercial course to the one they are taking, and it makes no difference to the taxpayer whether the board hire an algebra teacher or a commercial course teacher, providing lie be secured for an equal salary.

"The present courses iu the high school are better fitted to prepare pupils to enter the professions than for the commercial and industrial occupations. The attendance on the high school has become so great that only a small percentage of the pupils can expect to enter the professions. If our schools would be of the greatest value to the greatest number it is necessary to enlarge the scope of the work in the high school and to provide for the needs of the large class of pupils who do not enter the professions, and we would recommend the gradual introduction and enlargement of departments as indicated in the above report. ' '

During Mr. Gross's administration the domestic science department was added to the high school curriculum. The manual training department was extended and the introduction of special teachers and supervisors was recommended, but this recommendation was not adopted. The high school courses now consisted of a general science course, a Latin course and a manual training course. The study of German was botli in the general science and Latin coui'ses.

During 1904 M. X. Mclver was elected city superintendent of schools. He served in this capacity for two years. Some important improvements were made during his administration. The high school courses were again changed. The changes resulted in the adoption of an English course, a modern classical course, a manual training course, a general science course and a commercial course. The commercial course was a new venture and proved to be successful from the start. During 1904 the school census showed a school population of 6,944 of school age. The total enrollment was 3,744. The average daily attendance 2,949. The number of schools rooms eighty-two, the enrollment per room forty-five, the number of grade teachers eightytwo, special teachers six, the amount paid out for teachers' salaries $43,700, and per capita cost for teacliing based on enrollment a little under $12 per child.

There were fifteen teachers in high school with an enrollment of 583, an average daily attendance of 441, 184 studied English branches, 169 German, 120 Latin and there were fifty-seven graduates.

The architects of this building succeeded in the difficult task of combining the new and the older structure into a beautiful and imposing edifice. This addition to the high school has more than doubled the number of recitation rooms, besides affording an assembly room, capable of seating two hundred people. This room is occupied for study by the junior and senior classes. In the annex is also contained a larger, well lighted gymnasium. No gymnasium teacher has yet been employed, but it is hoped that the board will see fit to engage one in the near future.

Almost the entire third floor of the annex is devoted to science. The change from the cramped quarters in the old building to the generous rooms, with fine equipment, in the new is a pleasing one. It has given an added stimulus to effort in laboratory work and has brought joy to both teachers and pupils.

The present strengtli of our teaching force is due largely to tlie increased emphasis which has been placed upon experience, in addition to the college degree, as a condition of an appointment to a position. The novice has no place in a large high school. Scholarship must ever remain an essential element of the high school teacher's qualification, but it can never take the place of experience added to natural teaching ability. In no educational work can there be greater need of teachers alive to the responsibility of their calling. The training of the adolescent mind requires a generous, sympathetic nature, and it requires tact, judgment and discipline peculiar to the management of youth. The school board is to be commended for the recent increase in tlie teachers' salaries, for the question of salaries has jilways been a serious stumbling block in the way of holding our hesi Teachers.

[n August, 1905, the school board authorized the establishment of a commercial course. This has met a long felt 'want. Its purpose is to furnish a schedule of study especially fitted for those who wish to enter business pursuits. The new course has been made out with this end in view, retaining those subjects which are essential to general cultivation. It was hoped that the opening of this course would attract students to the high school who would otherwise not receive the advantages of a high school education ; and moreover that it would hold a large nupiber who drop out during the freshmen and sophomore years. It is gratifying to report that the course, thus far, seems to be accomplishing the purpose for which it was established.

A strong Glee Club, High School Choral and Mandolin Club have been maintained. They have furnished music for morning exercises, rhetoricals and other special programs. Public entertainments were given by the Glee Club and High School Choral last year and the enthusiasm with which they were received gives sufficient evidence of their excellence.

There has been no abatement in the usual interest always shown in athletics. The football team continues to maintain its position as one of the strongest teams in the state, and it receives the hearty support of the public. The Athletic Club has always shown a disposition to conduct its contests in an orderly and gentlemanly manner. In spite of this, such contests have not been entirely free from the demoralizing influences which usually attend upon games of an exciting nature.

An event of importance to the school was the inauguration of a service of cheap lunches in March, 1904. These lunches are sold at actual cost to the pupils and teachers. The average cost of a lunch is about four cents and the service is entirely selfsupporting. Only the most wholesome food is offered for sale, and the bill of fare is sufficiently varied from day to day to be attractive. Practically all of the pupils buy lunches daily, and it is believed they are thereby enabled to carry the work of our long session without loss of energy. The thanks of everyone interested in the school is due to Miss Clara McNown, who has so faithfully and effectively labored for the success of the lunch counter. The progress in the high school has been marked and continuous ever since its organization. Much of this even progress must be placed to the credit of the long and efficient service of the principal.

W. H. Schulz was elected city superintendent of schools during the July meeting of 1906. M. S. Prawley continued as principal of the high school until the end of the school year for 1912-1913. His record has perhaps not been equaled by any other high school principal in the state of Wisconsin for length of service in the same capacity. He had been high school principal for over thirty years and has had the good fortune to see the consolidation of the high schools into one Central High school, and then to see the development of the Central High school until it reached an enrollment of nearly 700 students. The standing of tlie high school has always been good. It was always accred- ited to the University of Wisconsin, and has remained a member of the North Central Association continuously from the time that it was first admitted to that membership.

In 1907 a new building was built in the First ward. This building was a decided improvement over the older type of building in many respects. Light regulation was better; furnaces in the heating plant are arranged in a battery. It has a fan system and heat regulation. In sanitary provisions it is entirely modern. Since the erection of this school building the heating and ventilation in all the school buildings has been improved and modern heat regulation and ventilation have been put into the Third, Seventh No. 2 and Eighth ward buildings. All the buildings are now supplied with either gas or electricity for lighting purposes. The buildings within recent years have been thoroughly renovated so that they may be considered modern in nearly every respect. The walls are tinted according to the most approved method. They are kept thoroughly clean and sanitary at all times. A great deal has been added in the way of equipment, so that the facilities for teaching have been vastly improved. The free text book system is continued and the supply is liberal and books are always kept in good condition. To bring about these improvements has entailed a great deal of expense, but there is no doubt that it is a good investment. School exhibits are now an annual feature. At these exhibits school work in drawing, arithmetic, spelling, writing, manual training and domestic science is shown to the public. There is always a program rendered by the pupils. These exhibits have always been very popular, as is evidenced by the large attendance that they always bring forth. Quite an elaborate course of study for the grades and in manual training and domestic science was worked out by the superintendent and printed by the Board of Education in 1909. This book contained about 250 closely printed pages. It has been given credit of being the most elaborate course of study for the grades of any school system in the state. The results which have followed have been exceedingly gratifying. All the work in all the branches is outlined on the basis of the divisions of the grades for semesters. This makes it very convenient for reference. The new high school courses which were adopted about the same time were a general course with a great many different electives, and a commercial course with a great many different electives. These courses have not been changed for quite a number of years, because the flexibility and the opportunity for election of .subjects made them on the whole very satisfactory. The choice of subjects made by the students indicates strongly the trend towards those things in courses of study which are more practical aud have a value which can be used in the practical affairs of life as soon as the student leaves school. With the adoption of the new course of study for the grades was brought about a more definite system of grading. This gave freedom to the movement of the stream of progress through the grades from the primary to the grammar grades which was rather unexpected so that now the enrollment in the upper grades is nearly as strong as in the lower grades. It has also demonstrated that boys will stay in school as well as girls if the opportunities of progress are such as appeal to the boy.

In music the supervisor gives his entire time to supervising the work of music in the grades and also in doing some teaching. Some time also is given to the high school.

The supervisor of physical culture gives most of his time to the grades, some to the high school and gives demonstration exercises in the grades for pupils and teachers.

The special supervisor assists in the superintendent's office and in the supervision in some of the subjects in the grade schools. The supervisory force is a strong one and has aided very materially in improving the schools of the city.

The Board of Education adopted a rule which requires that all the new teachers employed in the grades shall be graduates of the advanced course of a state normal school and tliat all the new teachers employed in the high school shall be college graduates or equivalent. This raising of the qualifications of the teachers in the school system has had a very beneficial effect.

In a small way home school gardens were established in 1907. Their number gradually increased. In 1913 there were nearly a thousand of them in the city. The interest and the progress in this line of work has been astounding. The benefits derived are undoubtedly of very great value. Many of the pupils have won prizes at fairs with their garden products. Marketing asso-

In 1912 a new school building was erected in the Ninth ward. This is a beautiful structure, two stories and a basement. Dr. Wiley, after his inspection, pronounced it the most up-to-date building in the country in every respect. He said that he found more of the modern improvements incorporated in it than in any other building he had ever examined and also some features that he had never seen in any other schoolhouse. It has a system of light regulation that has not been equaled in any other place. It has a large auditoriiun for civic social center purposes which is used quite extensively. The school grounds are arranged for playground purposes and are being improved according to the most modern plans and methods of landscape gardening.

Nearly all the school buildings in the city are supplied with pianos and all of them are supplied with Victrolas so that the pupils may listen to the best music of the world. This feature is proving very satisfactory. The school buildings are used for other purposes besides the ordinary school purposes. Many of the buildings are used by the Civic Social Center movement which is proving quite successful, especially in the Second, Sixth, Ninth and Tenth wards.

The Board of Education has generally been a strong body. In recent years this has been especially true. Some of the ablest citizens in the community are giving their time to the service of the schools in their home city. Since the division of the commission form of government, the mayor or some other member of the council is also a member of the Board of Education. Special arrangement exists for cooperation between the schools and the public library. This makes the public library a more valuable factor in the school work of the city. The public library has built up a picture collection M'hicli is constantly used in the city schools.

Much is being done by the teachers to improve themselves in their M'ork. There are regiilar and special teacliers' meetings of various kinds which always bring oiit a full attendance. Much good work is done in these meetings; especially is this true of the special meetings along special lines for grade teachers. Much advancement has been made in recent years in looking after the health of the child both in the schoolroom and on the playground. Playground supervision and playground instriiction are making rapid advancements and are now required of teachers as a part

In order to interest children in developing habits of industry and thrift, provisions have been made for savings accounts for them in the banks. There is no doubt that this will result in much good in the course of time.

Tenth ward, Albei-t Nelson. And for the city at large. Mayor John B. Fleming. Charles H. Henry was president, E. S. Hayes, vice-president, and Emma Schroeder, secretary. During the year Adolph Mellsness was elected to fill the vacancy created by the resignation of Mr. Farr, and J. E. Barron was elected in place of J. M. Charles.^ L. A. BuDalin was elected in place of V. V. Mason. At the annual meeting Dr. E. S. Hayes was elected president, and Albert Nelson, vice-president.

Prof. F. M. Jack was elected lu-incipal of the high school. He began his services with the opening of the school year. Mr. Jack had acquired considerable eminence in his profession before he came into the employment of the Board of Education. He had been science teacher in the Milwaukee high schools, principal of several high schools, city superintendent of schools at Sparta, state inspector of high schools and institute conductor of the River Falls Normal School, in all of which positions he had met with marked success.

During this year the training in physical culture was placed in the hands of a physical director. Mr. W. S. Hansen was elected director. His work has been very successful. For the year 1914-15 Miss Gertrude Krug has been employed as assistant.

In these figures there is to be found a slight increase over last year. The total enrollment for last year was 3,369, and the total number of days attendance 523,682. In punctuality and attendance our school system has always had a good ranking, and it is gratifying to notice that it is still improving in that direction. There has been little to interfere with regular attendance during the year. The health of the school children has been remarkably good. The number of cases of contagious diseases has been very few. Only a small number of pupils withdrew from school during the year to go to work. There seems to be a slow but steady increase in the number of pupils who stay in the elementary schools until they have completed all the work of the grades. Not all of the pupils who complete the work in the grades enter the high school, but the number is very large, being over 90 per cent. This is a much higher per cent than in most other cities.

New courses of study for the high school were adopted and approved by the state superintendent of public instruction. These consist of a general course, a vocational commercial course, a vocational manual arts course and a vocational special course. This will afford a much greater and better opportunity for choice of studies to the students attending this high school. The provisions for those students who do not expect to enter a higher institution of learning are exceptionally fine, and I trust that during the next four or five years a great improvement will take place in better adjustment to the actual needs of the students attending our high school. We must remember that a very large percentage never receive any higher education than that whicli they receive in the high school, therefore, the studies and lines of work pursued should be as practical as possible. Taking all

Public Schools Op Eau Claire 423

During the past eight years our special aim has been to improve the quality of the work done in our schools. Many changes and improvements have been made in courses of study, the selection of better books, the providing of suitable and necessary apparatus. Plans for the stimulation and encouragement of greater educational interests have been worked out. Undoubtedly one of the most important things in an educational system is to have in the schools the right spirit, a spirit of industry, interest and enjoyment. I believe we have made some verj^ marked gains in that direction. I think this is especially evidenced by the decrease in the number of cases of punishment and of difficulties of every kind between teachers and pupils and teachers and parents. A great deal of school work has been introduced which has practical value. The standard of qualifications for promotion has been increased. The standard of qualifications for the new teachers employed by the Board of Education has been increased. The Board of Education has made an astoundingly large number of improvements in the school buildings. Practicall.y all of the ward schools have been put into, a good state of repair. Many improvements have been made in the heating systems and in the lighting of the school buildings, the cleaning of school buildings and in many other features of sanitation. Practically over one-half of . the basement of the high school building has been rebuilt. Two modern, well-equipi>ed ward school buildings have been erected. One of these undoubtedly one of the most complete and perfect to be found anywhere in our country. We have to this effect the testimony of two good authorities of national reputation, namely. Dr. Wiley and George Bruce.

It is sometimes a good thing to make a little review of what has been accomplished in a definite period of time. This may be a soiirce of disappointment or a source of encouragement. I feel no hesitancy whatever in saying that the Board of Education and its administrative officers may well feel proud of what has been accomplished in these years. It is this type of constant effort and seeking to attain higher levels and still greater achievement that produces the most lasting results in real progress.

Following a looking backward naturally comes a looking forward. This looking forward should not be with a desire to loolr merely for something new or for things startling and faddish, but the looking forward should be with a view of finding for the future a place foi" those things which were found wanting in the past and which are an educational necessity which the past has been unable to produce.

With the social and industrial changes which have been taking place in recent years has come the breaking down of an i^lement of training and investigation on the part of the home which in reality amounted to a considerable measure of vocational guidance. The entire removal of the industries from the home to separate workshops and factories has led to a lessening of consideration on the part of school children for an interest in these industries until the time has arrived when a choice must be made, and then the youth is not prepared as well as he should be because of a lack of previous instruction. It seems to me that one of the best ways of approaching the subject of vocational guidance is to give the pupils in the grades and in the high school ample opportunity to obtain definite knowledge of the industrial, commercial and professional life of the communit.y in which they live. This should include a reasonably clear presentation of the preparation required to enter each one of the common vocations. The first course in vocational guidance should be very simple and elementary. The second course should be much more thorough and advanced with a view of allowing a pupil an opportunity to specialize in his investigation whenever he comes to the conclusion that he has practically made a choice. Rightly handled, this may be made a means of affording specific training for a more efficient citizenship. In order, however, to carry ovit a plan of this kind, it will be necessary for the industrial institutions of the city to cooperate with the schools in helping the pupils to such information as might be desirable and also for opportunities of investigation. Perhaps the Civics and Commerce Association would be willing to create a department which is specially designed to cooperate with the schools in promoting this special training in vocational guidance.

Efforts have been made for many years to vitalize tlie elementary and secondary courses of study and it is true much has already been accomplished, but a great deal more improvement is necessary. There is not much use at this step in our advancement to push vocational courses any farther unless the schools can secure the cooperation of industrial, business and professional organizations to aid in the necessary work which must be done in vocational guidance. Vocational guidance must, to a large extent, precede the work in the vocational courses. We now have manual training and domestic science in the grades, sliaping itself over into prevocational work. So is the work in drawing, and even to some extent in music. The time must come when some greater opportunity is offered by the schools for elementary work in horticulture and in agriculture. For, after all, over nine-tenths of the people are going to be interested in either producing from the soil or manufacturing. In the schools of northern Europe a large amount of this practical work is being offered and is closely linked to the back work which they have pursued in the grades and some of the special secondary schools.

We have made a small beginning with home school gardening. This is very valuable but not sufficiently extensive. In these lines of woi-k in the grades and in the high school, the pupils should have an opportunity to demonstrate their mathematics, drawing and science, and to some extent also their bookkeeping. While these applications may not be extensive, they are realistic and, as we have learned by experience, make a decidedly better impression than the mere back work in these same subjects. In order to make our advanced vocational courses in the high school more effective, in the course of time cooperation with institutions outside of the school will be a necessity. With the advanced work in domestic science and manual training sliould go practical work outside of the school. This may be done during Saturdays and portions of the vacation so that the pupil during the two years that lie pursues this advanced work may have more practice than theory. At the beginning of each advanced course there should be a probation period, and if the student finds that it is desirable for him to make a change or if the teacher deems it necessary that he should make a change that a change may be made without any special loss to the student. These courses of work must be well planned ; they must have flexibility; they must have records showing efficiency in the production of each one of the projects which have been completed. The efficiency record should be the largest factor in determining when the course is completed.

Vocational guidance and vocational interest must be replanted ill the home. It may not be possible to make this application very extensive but a great deal of the work which was once done in the home may be revived by the schools if the schools will make a record of what has been done in the home or outside of school. This record should be one giving recognition to the value of certain things well done. In some places specific school credits are granted. This, it has been found, is not necessary. If proper recognition is given, making it a part of the school record, this, with the value of the things produced, seems to be all the encouragement that is necessary. The following tentative projects are suggested: woods showing cross section and longitudinal section, finished and unfinished, the pieces of wood to be four inches in length, giving description of the trees and the uses of the woods.

seeds, giving a description of the plants and their flowers. G. A collection of pictures of 15 different farm animals, giving a description and telling of their uses.

Not very much can be done in teaching people or instructing them how to become thrifty, yet the instructional side should not be entirely ignored. Someone lias said not long ago that the waste of tlu^ American peojile is sufficient to keep the French nation and to provide for their increase in wealth. Another authority made this statement, that the waste of the average American will provide for the sustenance of two of the average population of Germany. Personal thrift seems to have reached its highest advancement in that country, while community thrift and national thrift, from the standpoint of government, seems to liave reached its greatest advancement in France. In England we have examples equally striking, but we have examples also that are the very opposite coming undoubtedly from a commonly accepted principle that everyone must find out how to take care of himself. This principle is undoubtedly correct after a certain measure of ability has been developed, but not before. Through the courses in vocational uiiidancc, the vocational courses and records of home school tasks, it will undoubtedly be possible to stimulate a greater interest in matters of thrift. The fundamental appeal, it seems to me, should be toward saving, and as soon as possible establishing a savings account. Provisions to that effect should be made bj' the Board of Education in making arrangements with the banks of the city. At first this may be a little burden for them to carry, but in the course of time, when this becomes well worked out, the extra eiJort will be paid for and more than paid for in the final results. When once an avei'- age deposit of $15.00 per pupil of those attending school has been secured, it is pretty certain that it may be said that the work is on the safe side and will practically take care of itself for the future. The arrangement for making deposits by the school children and of keeping record should be very simple. I would suggest a credit record on the part of the schools every time that the sum of $5.00 has been exceeded. As much as possible these deposits should come from the earnings of the pupils. Right here there is one danger to avoid. Parents should never pay pupils for attainments in school or attainments in conduct. This appeal is positively wrong. In connection with this saving of money may come the training in the saving of otiier things: saving of school supplies, saving of home supplies, saving of articles of apparel by better care, saving machinery by better care, saving health by better care, saving life by better care, saving losses to the community by helping to do certain things, making provisions for the future by the way of insurance and investments which are bound to increase in value, abandoning habits which are wasteful, and keeping entirely free from hazardous speculations and gambling. In this as well as in the foregoing projects, the cooperation of the patrons of the school is absolutely necessary. As this work is being unfolded in modern civilization, it becomes more and more apparent that the schools must become organized factors, working with the homes and other institutions already in existence, whose aim is in part at least the same as in the schools themselves.

Junior Citizenship

This plan of organizing the school children of our city was begun several years ago. We learned by experience that very practical results could be attained. These organizations are formed when pupils complete the second semester of the fifth school year. The pupils in that division of the grade organize by electing officers similar to the officials of the city. While this organization is being formed, the pupils study a textbook entitled "Junior Citizen." In this textbook they learn all the features of modern city government in its various departments. In addition to this, constant comparisons are made with similar departments in our own city government and also the functions of the different offices and departments of their own school government. This seems to be one of the most interesting pieces of work that we now offer in our graded system. We have thought it best to continue the organizations as the pupils go through school. I have received reports from quite a number of these organizations in which I have been told many things about their Junior Citizen government. One of the fundamental ideas much emphasized is the fact that it is their duty to aid the city government as far as it is in their power to do so. I believe that pupils who have had this kind of preliminary training get much more out of their more advanced studies in civics.

During the school year of 1912-13, according to the laws of the state of Wisconsin, an Industrial Board of Education w;is created consisting of five members: George Blystone, Henry Ijeinenkugel, Oluf Carlstrom, G. A. Burkart, W. H. Schulz.

Mr. Blystoiie was elected president. Later Mr. Blystone removed from the city and Fred Thomas was appointed in his place and elected president of the board, and G. A. Burkart, secretary.

Up to the present time the following departments have been organized. A continuation school for boys and girls under fourteen years of age, an all-day industrial school for boys and girls over fourteen years of age, and evening schools in dressmaking, millinery, shop mathematics, mechanical drawing, bookkeeping and English for foreigners. Prof. W. W. Dixon was elected principal of the school. Miss Martha Gaustad, Eleanor Quigg, Ingabor Sather and Charles Felton were elected teachers for the regular day work. A number of other teachers were elected for the night work. During the two years that the school has existed the attendance has grown from less than 100 to over 200. It has been eminently successful in all its departments. There is no doubt that it has a great future before it.

Eau Claire Business College

For more than one-quarter of a century this school - the Eau Claire Business College - has offered instruction in those educational subjects which specially prepare the student for office and business responsibilities.

The tirst years of its steady growth it made under the name of the School of Shortland and Business, when it changed hands, and its curriculum was broadened.

This college was the first to risk its fortunes with tlie promising and ambitious little city of Eau Claire twenty-seven years ago. With the city it has grown, doing its share toward making it the attractive educational and business marte which it has become - the gate city of the great Chippewa valley and the largest and most important city of western Wisconsin.

Located fortunately, opposite the new postoffice, on South Barstow street, and in its own tine brick building, the college building challenges the attention of all who pass, and its elegantly furnished and well-equipped lecture rooms and commercial halls proft'er a welcome to all visitors and to all who seek to make substantial preparations for a business career.

The rapid expansion in business the last twenty years incident to the unparalleled development of the western and northwestern portion of the United States has completely changed the business ideals of the vast majority of men. Strenuous competition has evolved new methods of business and erected other standards of doing business, and the essentials for an education have concurrently grown.

To meet this change, the Eau Claire Business College lias kept in close touch with the progress of the years, advancing steadily its standards that those who received their business training within its walls might go out and reap the richest reward offered to intellectual toil.

Having this policy as its guiding star, nothing obsolete nor antiquated prevails in its lecture rooms. Its methods of instruction belong to this day and the most capable teachers aro ongaged to amplify those methods.

Its textbooks are modern and conform to the highest .standards; its commercial curriculum has taken on the best ap[iroviMl methods of accounting, and its normal instruction is equal to the best, whether given in high school, normal school or university.

This school may rightly claim a proud place among those educational forces which are making Eau Claire a city educationally equal to any in the Northwest. Its thousands of graduates ai'c now in business or in the offices of business firms, graciously extending the influences of the institution among the expanding communities of this wide "West.

Upon investigation, it has developed that the Eau Claire Business College sustains a curriculum and a staff of teachers fai- in advance of any other college of its kind in this state. It aspires to prepare young men and young women for business. It holds that to simply make them accountants or stenographers is to but half prepare them for the exalted demands of this business age. So it cai-efuUy prepares them in all those subjects which are called into requisition by the accountant, the stenographer, the business manager, the director in corporations, a member of the civil service and the leader in society.

Nor does it allow its superior standards of education to shut out those who seek to improve themselves - even a little. It welcomes those who, having had few educational opportunities, and having small means, would improve their condition, and it, by special personal instruction, helps them to a better conception of the world of affairs.

In a word, this institution seeks to lend a helping hand to everyone who comes within its walls. Its faculty, every member of which is a university trained teacher, is imbued with the idea of service - service that uplifts physically, morally and intellectually. It places its arms around the boys and girls who are entrusted to its care and protects them while it educates them. Good homes are provided for them, their conduct and company are carefully observed, and those influences that uplift are thrown around them.

During the college year just past, for the purpose of giving a wider margin to the students' intellectual vision, a course of lectures has been provided, to be given by prominent educators and leading business men. These were delivered before the whole school.

As conducted, this college takes rank with the most advanced schools of the state. And the best word that can be said for it is that, commendable and substantial as has been its progress, its program calls for larger triumphs in its chosen field.

Hunt'S Business College

Eau Claire can now boast of having a live, modern, up-to-date business school, known as Hunt's Business College, now permanently located in the Gas building in the quarters formerly occupied by the Eau Claire Commercial College. Professor D. L. Hunt is at the head of the institution. He is owner and business manager, also the principal of the department of penmanship and bookkeeping. This gives to the college a prestige that is at once a prophecy and guarantee of abundant success, and insures to the people of this locality a first-class business school for which there has long been a popular demand. Eau Claire is a central point and an ideal location for such a school. It is only at a central point like this that such a school can be maintained, and, besides, no other school can have a Professor D. L. Hunt to put at its head to bring to it the prestige necessary to its success.

For several years Professor Hunt has been a well-known promoter of business college work in Eau Claire. In 1907 he accepted a call to the position of professor of penmanship in the Eau Claire Business College. In a very short time, however, his ability not only as a teacher, but as a business manager became apparent and he was promoted to the position of principal of the business department of the school. He was able to greatly strengthen the school by bringing to it a largely increased patronage from students who desired to be under his tuition as teacher of penmanship and bookkeeping. His fame as a penman and teacher spread rapidly over the entire field. He has marvelous skill as a penman, but his ability and skill as a teacher is no less marvelous, for he has the rare gift of being able to impart to others a generous measure of the skill that has made him so famous. It is one thing to be a penman and another to be able to teach the art to others. An expert penman who is a poor bookkeeper finds no demand for his skill no more than there is for the man who is a good bookkeeper and a poor penman. The two things go together, penmanship and bookkeeping, and as Mr. Hunt combines the two in his method of teaching, his great success as a teacher is accounted for. His success has made him famous all over the country, and his graduates are in demand at good salaries by business men. Indeed, the demand is so great for Professor Hunt's student graduates that he is able to supply only some of the larger ofSces where skill is absolutely demanded, and even then the demand is something like six months ahead of the supply. This is one reason why prospective will have no other teacher, and it follows as a reason why students are so loyally flocking to his school.

The writer of this article in a talk with Mr. Hunt just previous to his writing it learned as a matter of fact that the starting of this school was practically forced on him. Early in January of this year the Eau Claire Business College purchased the good will and fixtures of the Eau Claire Commercial College. Professor Hunt had been the principal of the business department of this school since 1912, albeit during the first year the school was known as the Union College. When, however, the transfer was made to the Eau Claire Business College some fifty or more of the students mutinied and refused to be transferred. Many or most of them had matriculated with the Commercial College because of their desire to be under Professor Hunt's teaching. The rebellious students flocked around Professor Hunt and urged and petitioned him to open a business college of his own, ofl'ering to go with him in a body. They pointed out to him that there was a moral obligation imposed on him to teach them to the end of tlie term inasmuch as it was at his solicitation they joined the school. After careful deliberation Mr. Hunt Anally consented to accept the burden thus imposed on him and some fifty or more of the students followed him to temporary quarters where an organization was efl:'ected and Hunt's Business College was born. The temporary quarters lacked the conveniences and

Public Schools Op Eau Claire 433

The present home of the school is now fitted up with all fixtures and accessories necessary to make a perfect schoolroom adapted to the purposes intended. The schoolroom is splendidly lighted, well ventilated and with modern equipments adapted to the comfort and convenience of the students, the school is on tlie highway to great prosperity.

Professor Hunt came to Eau Claire with a big reputation back of him. He certainly stands at the head of his profession. He is not only one of the best penmen of the country but there ar(! those who lay the broad claim that he is the best penman in the world today, and an examination of his work makes it easy for one to believe that this is true. Even as a small lad back in Indiana where he was born, he was known as the boy prodigy in using the pen. As a child he attracted the attention of penmen all over the country. But not satisfied with the natural skill that was born in him, his love of the art led him to use every available educational advantage that would contribute to perfecting him in the art. He began his career as a teacher when but seventeen years of age and he frankly acknowledges that in teaching others he has himself learned more than he taught his pupils. He has not yet ceased to study and learn, but is progressive, becoming more efficient as the years go by, thoiigh it is hard to understand how he can make any further advancement, for to ordinary observers he appears to have reached a point where there is nothing more for him to learn. He has now given a quarter of a century of the best years of his life to teaching penmanship and bookkeeping as well as the various branches that go with them. He has always had a passion for the West, and at an early period in his career his migratory instincts led him to go west. His westward movements began in 1888 when he visited Hutchinson, Kans., where he spent a year and then spent another year teaching in Topeka. It was while he was at Topeka he took first prize at the state fair for pen work in competition with all the best penmen of the state. He then accepted a call to the position of principal of penmanship and bookkeeping with Depue & Aydelotte's Business College and Normal School. Here again his ability as a penman was shown by his takiiig first prize at the state fair for the best collection of pen work in the state. His great ability as penman and teacher attracted the attention of the management of Ileald's Business College at San Francisco where he succeeded Professor

Fielding Schofield as penman and teacher. He remained with this school for three years and during the time acquired the title of Hunt, the Budget Man, by his introducing the budget system of bookkeeping. This system won great popularity on the Pacific coast as indeed it has wherever it has been introduced, and it might be added here that it is taught here in Eau Claire in Professor Hunt's College. From this school he went to Norristown, Pa., where he was offered and accepted a position as principal in the penmanship department of Schlissler's College of Business, where the budget system of bookkeeping was again introduced and taught by Professor Hunt as a special feature, and was very popular.

But the professor's migratory instincts kept drawing him again toward the West, and we find him next at Oklahoma City, where he acquired the ownership of the business college there which he developed into a great success. After three years at Oklahoma City he sold his college that he might give his time to some business interests that demanded attention. Early in his career he began to understand that it was the dollar saved and not the dollar earned that enriches, so he early began to save and invest his earnings, and his outside business now demanded more attention than he could spare from his school work, so for a time he gave up teaching and made a success of his business the same as he had made with teacliing, but the love of his professional work led him to answer the demands made on him as a teacher which had become so insistent that he could not ignore them, and in 1904 we find him again in the harness. He accepted a position with the business college at "Wichita, Kans., a school that for a long time had been seeking to have the professor on its teaching staff, not only because they desired a good teacher, but rather for the prestige he would bring to the school, for long ere this he had a national reputation. He did good work for this school for he greatly improved the pen work of the college and also introduced the budget system of bookkeeping, which was popular, - as it was wherever taught. Soon after leaving this school he came to Eau Claire.

It may not be out of place to mention here that while yet a young man he was called to the position of penmanship teacher in the Gem City Busmess College, of Quincy, 111., the largest and best school of its kind in the world, a school that would have none but the best teachers obtainable at any price. It might also be added that while filling his engagement with this school he took the opportunity for taking a post-graduate course in bookkeeping, not because lie particularly needed the course, but rather to perfect himself in that branch of this work. While he has been a teacher he has also always been a learner, and he will be a seeker for knowledge in the line of his profession as long as he lives.

The brief histoiy of Professor Hunt's career as penman and teacher is summed up by saying that he has a quarter of a century of experience during which time lie has given to his Avork all of the best there is in him to fit young men and women for life's battles with the world. He has had great success, not only because of his skill, but also because of his unfailing estimate of the human nature he deals with. He adapts his teaching to the nature of the man. Herein lies the secret of his success. He is human and he deals with his students as human beiags worthy of the best he can give them. His students love the man because he is human. He wins his way into their confidence and is able to get out of them intellectually all there is in them.

The writer has given this much of Professor Hunt's history. A sketch of his career is a history of business college work, for he is Hunt's Business College, a school that takes high rank from the verj"- start because he is at its head. Without him it would lapse into mediocrity and in the business world there is no demand for the young man of mediocre attainments.

Stenography And Typewriting

Hunt's Business College has the best teachers in the department of stenography and typewriting. The young man or woman who has a thorough knowledge of penmansliip and bookkeeping can always find a job, but with stenography and typewriting added to these, there is scarcely any limit to the salary he or she is able to command. The slogan of the school is thoroughness and perfection in every department. Hunt's Business College is seeking to graduate men and women who are ambitious and who desire to be at the top. Perfection in every detail is the rule. Trifles make perfection, but pei-fectiou is no trifle. Any school will do for those who merely wish to earn their bread and butter, but this school with high ideals, with great ambitions, is equipped to do things and to teach young men and women who want to do big things in the world of business.