(Front Cover)

FIRST DISTRICT NORMAL SCHOOL BULLETIN

KIRKSVILLE, MISSOURI JUNE, 1916

(Page i)

Working Calendar

1916-17

Classification of Students...................Wed, Sep. 6
Class Work Begins............................Thurs, Sept. 7
Fall Term Ends...............................Tues, Nov. 28
Winter Term Begins...........................Tues, Dec. 5
Adjournment, Winter Vacation, 3:00 p. m......Thurs, Dec. 21
Session Resumes, 8 a.m.......................Wed, Jan. 3
Winter Term Ends.............................Thurs, Mar. 1
Spring Term Begins...........................Wed, Mar. 7
Baccalaureate Sermon.........................Sun, May 20
Spring Term Ends.............................Wed, May 23
Summer Term, Program Making..................Wed, May 30
Summer Term, Class Work Begins...............Thurs, May 31
Summer Term Ends.............................Wed., Aug. 8

(Page 1)

BULLETIN OF THE FIRST DISTRICT NORMAL SCHOOL KIRKSVILLE, MISSOURI

FOUNDED BY JOSEPH BALDWIN AS THE NORTH MISSOURI NORMAL SCHOOL, SEPTEMBER 2, 1867

ADOPTED AS THE FIRST DISTRICT NORMAL SCHOOL, DECEMBER 29, 1870 UNDER ACT OF 
THE GENERAL ASSEMBLY, APPROVED MARCH 19, 1870
OPEND AS THE FIRST DISTRICT NORMAL SCHOOL, JANUARY 1, 1871

VOLUME XVI NUMBER 6

JUNE, 1916

Publisht Monthly by the First District Normal School

Enterd as second class mail matter April 29, 1915, at the post office at Kirksville, Missouri, 
under the Act of Congress of August 24, 1912.

(Page 2)

BOARD OF REGENTS

REGENT EX-OFFICIO

HON. HOWARD A. GASS, State Superintendent of Public Schools, Jefferson City

REGENTS APPOINTED

C. W. Green.................Brookfield
J. H. Wood..................Shelbina
J. O. ALLISON...............New London
BEN FRANKLIN................Macon
ALLEN ROLSTON...............Queen City
H. M. STILL.................Kirksville

OFFICERS OF THE BOARD

C. W. GREEN...................President
BEN FRANKLIN..................Vice-President
H. M. STILL...................Secretary
C. G. YOUNG...................Treasurer

STANDING COMMITTEES

WOOD, FRANKLIN, STILL..........Executiv
GASS, ALLISON, ROLSTON.........Teachers

2

(Page 3)

FACULTY 1916-1917

OFFICERS OF ADMINISTRATION

JOHN R. KIRK ..... PRESIDENT AND SUPERVISOR OF PRACTICE SCHOOLS.
LL. D., Missouri Wesleyan College; LL. D., Park College.

PAUL OWEN SELBY ..... REGISTRAR.
Graduate, Normal School, Kirksville; student, Northwestern University.

MAE WILSON ..... SECRETARY-REGISTRAR.
MARY ELMA POOLE ..... SECRETARY.
MRS. JO WALKER HUMPHREY ..... ADVISER OF WOMEN.

TEACHING FACULTY

AMBROSE PORTER SETTLE ..... DEAN OF FACULTY, PROFESSOR OF ENGLISH.
Ph. B., McGee College; graduate student, Harvard University.

WARREN JONES ..... ASSOCIATE PROFESSOR OF ENGLISH.
Graduate, Illinois State Normal University, Normal, Illinois; A. B., University of Illinois; 
graduate student, University of Illinois; graduate student, University of Chicago.

CLAUDE MERTON WISE ..... ASSOCIATE PROFESSOR OF ENGLISH .
A. B. in Education, Normal School, Kirksville; graduate studies, Washington University, St. 
Louis; graduate studies, University of Chicago.

RALPH WALDO NOYER ..... ASSOCIATE PROFESSOR OF ENGLISH.
A. B., University of Indiana; A. M., University of Indiana; graduate student, University of 
Indiana; graduate student, Columbia University, New York.

BLANCHE FRANCES EMERY ..... ASSOCIATE PROFESSOR OF ENGLISH.
Graduate, Normal School, West Virginia; A. B., University of West Virginia; graduate student, 
University of Chicago.

IDA ADELE JEWETT ..... ASSOCIATE PROFESSOR OF ENGLISH.
Graduate, Normal School, Kirksville; B. S. in Education, University of Missouri; graduate 
studies, University of Missouri.

ALICE DE ETTE MANN ..... ASSOCIATE PROFESSOR OF ENGLISH.
A. B., Epworth University, Oklahoma City; Ph. B., University of Chicago.

ZETA COOK MAYHEW ..... ASSOCIATE PROFESSOR OF ENGLISH.
(Summer term 1916) A. B., Normal School, Warrensburg; B. S. and Diploma in English, 
Columbia University, New York; Graduate student, Columbia University; Graduate student, 
University of Chicago.

JACOB WILHELM HEYD ..... PROFESSOR OF GERMAN.
Graduate, Normal School, Kirksville; A. B., University of Missouri; Ph. M., University of 
Chicago.

____________ ..... TEACHING SCHOLAR IN GERMAN.

TALITHA JENNIE GREEN ..... PROFESSOR OF LATIN.
Graduate, Normal School, Kirksville; A. B., University of Missouri; A. M., University of 
Missouri; graduate student, University of Chicago; Fellow in Latin, University of Chicago.

____________ ..... TEACHING SCHOLAR IN LATIN.

3

(Page 4)

C. ROY JACCARD ...... PROFESSOR OF AGRICULTURE.
B. S. A., Kansas State Agricultural College.

EDGAR ARTHUR WRIGHT ...... ASSOCIATE PROFESSOR OF AGRICULTURE.
B. S. in Education, Normal School, Kirksville.

JAMES ELLISON ...... ASSOCIATE PROFESSOR OF AGRICULTURE.
Student College of Agriculture, University of Missouri, 1914-15, 1915-16.

WILLIS JOSEPH BRAY ...... PROFESSOR OF CHEMISTRY.
Graduate, Normal School, Cape Girardeau; A. B., University of Missouri;
B. S. in Education, University of Missouri; A. M., University of Missouri.

DAVID E. NEALE ...... TEACHING SCHOLAR IN CHEMISTRY.

________________ ...... TEACHING SCHOLAR IN CHEMISTRY.

MARY E. KOLL ...... PROFESSOR OF HOME ECONOMICS.
Student, University of Illinois; B. S., University of Chicago.

FLORA SNOWDEN ...... ASSOCIATE PROFESSOR OF HOME ECONOMICS.
Graduate, Normal School, Dayton, Ohio; B. S., Teachers College, Columbia University.

JAMES STEPHEN STOKES ..... PROFESSOR OF PHYSICS AND PHYSIOGRAPHY,
CHAIRMAN DIVISION OF SCIENCE.
B. S., University of Missouri; Pd. B., University of Missouri; M. S., University of Missouri; A. 
M., Harvard University.

________________ ...... TEACHING SCHOLAR IN PHYSICS.

EUGENE MORROW VIOLETTE ...... PROFESSOR OF EUROPEAN HISTORY, CHAIRMAN DIVISION 
OF HISTORY AND GOVERNMENT.
A. B., Central College; A. M., University of Chicago; graduate student, Harvard University; 
graduate student, University of London.

EUGENE FAIR ...... PROFESSOR	OF AMERICAN HISTORY AND GOVERNMENT.
Graduate, Normal School, Kirksville; A. B., University of Missouri; A. M., University of 
Missouri; graduate student, Columbia University, New York.

ANDREW OTTERSON ...... PROFESSOR OF CIVICS AND HISTORY.
Ph. B., Beloit College; graduate student, University of Wisconsin; Certificate of Excellence, 
School of Music, University of Wisconsin.

JOSEPH LYMAN KINGSBURY ...... PROFESSOR OF ANCIENT HISTORY.
A. B., Dartmouth College; graduate student, University of Chicago; Fellow in History, 
University of Chicago.

FELIX ROTHSCHILD ...... PROFESSOR OF SOCIOLOGY.
A. B., University of Missouri; graduate student, University of Wisconsin; graduate student, 
University of Chicago; graduate student, Columbia University.

BYRON T. JOHNSON ...... ACTING PROFESSOR OF AMERICAN HISTORY AND GOVERNMENT 
(1915-16).
A. B., University of Missouri; B. S. in Education, University of Missouri.

_______________ ...... TEACHING SCHOLAR IN HISTORY.

WILLIAM HENRY ZEIGEL ...... PROFESSOR OF MATHEMATICS.
A. B., Missouri Valley College; A. M., University of Missouri; graduate student, University of 
Chicago.

BYRON COSBY ...... ASSOCIATE	PROFESSOR OF MATHEMATICS.
A. B., University of Missouri; B. S. in Education, University of Missouri; A. M., University of 
Missouri; Graduate student, University of Chicago.

4

(Page 5)

GEORGE HAROLD JAMISON ...... ASSOCIATE PROFESSOR OF MATHEMATICS.
Graduate, Normal School, Kirksville; B. S., University of Chicago; graduate student, 
University of Chicago.

CHARLES A. EPPERSON ...... ASSOCIATE PROFESSOR OF MATHEMATICS.
A. B. University of Missouri; B. S. in Education, University of Missouri; A. M., University of 
Missouri; Fellow University of Missouri; Fellow Rice Institute, Houston, Texas.

PAUL OWEN SELBY ...... PROFESSOR OF COMMERCE.
Graduate Normal School, Kirksville; student, Northwestern University.

VERA FINEGAN ASSOCIATE ...... PROFESSOR OF COMMERCE.
A. B. in Education, Normal School, Kirksville; graduate Gregg School, Chicago; graduate 
student, University of California.

NELL WALKER ...... PROFESSOR OF PHOTOGRAPHY AND SPANISH.
Student University of Missouri thru Junior year; Private student of Spanish in Mexico three 
years.

IRVING ROTCH BUNDY ...... LIBRARIAN AND PROFESSOR OF LIBRARY ECONOMY.
A. B. Colgate University; graduate student, University of Wisconsin.

LULA CRECELIUS ...... ASSISTANT, PICTURES AND PERIODICALS.
Graduate, Normal School, Kirksville; student, University of Chicago; student, George 
Peabody College for Teachers, Nashville, Tennessee.

META GIL ...... REFERENCE ASSISTANT.
Graduate, Normal School, Kirksville; student, University of Missouri.

HELEN GRANT GRAY ...... CATALOGER.
Graduate, Normal School, Kirksville; Student, Library School, Riverside, California.

SYLVA GLEN BROWNE ...... LIBRARY ASSISTANT.
B. S. in Education, Normal School, Kirksville.

HARVEY LEE McWILLIAMS ...... PROFESSOR OF PHYSICAL EDUCATION FOR MEN. 
Graduate, Normal School, Kirksville; LL. B., University of Missouri; graduate student, 
University of Wisconsin.

WINIFRED MAUDE WILLIAMS .........PROFESSOR OF PHYSICAL EDUCATION FOR WOMEN.
Graduate, Cornell School of Oratory, Mt. Vernon, Ia.; Ph. B., Cornell College; Ph. B., 
University of Chicago; student, Emerson College of Oratory, Boston; student, Chicago 
Normal School of Physical Education; student, Chautauqua, N. Y., Normal School of Physical 
Education; graduate student, University of Chicago.

R. W. HANS SEITZ ...... PROFESSOR OF MuUSIC.
Student, Gymnasium Leipzig, six years; Voice under Bodo Borchers, Leipzig, and Prof. J. 
Stookhausen, Frankfurt-on-the-Main, Germany; theoretical subjects under Prof. Jadassohn, 
Leipzig; Cello under Fr. Gruetzmacher, Dresden; Elocution and Acting under Ernst von 
Possart, Munich; student, University of Leipzig, three years; Anatomy, Physiology and 
Laryngology at University of Leipzig under Dr. von Tischendorff; Degree of Professor of 
Music, University of Leipzig; for five years Royal Opera singer in Dresden (Germany).

JOHN LAFON BIGGERSTAFF ...... ASSOCIATE PROFESSOR OF MUSIC.
Student with Hans von Schiller and with Mrs. Metz (pupil of Moszkowski); Harmony with 
Adolph Brune; Clarinet with Eberhard Ulrici; Piano Tuning and Repairing with Ernest R. 
Rosen; Theory with H. B. Maryott.

5

(Page 6)

JOHANNES GOETZE ...... ASSOCIATE PROFESSOR OF MUSIC.
Student of Band Instrument, Government Band School, Dusseldorf and Cologne; Piano and 
Violin, Cologne Conservatory under Ferdinand Von Hiller; in Cologne Orchestra, one year, 
under Johannes Brahms.

PHRADIE ALICE WELLS ...... TEACHING SCHOLAR IN MUSIC.
Graduate, Normal School, Kirksville.

MARY FRANCES SHOUSE ...... TEACHING SCHOLAR IN MUSIC.
Graduate, Chicago Music College.

HERBERT A. McKEAN ...... PROFESSOR OF MANUAL ARTS.
Graduate, Normal School, Normal, Illinois; B. S. in Education, Teachers College, Columbia 
University; A. M., Teachers College, Columbia University.

GRACE LYLE ...... PROFESSOR OF FINE ARTS.
Student, Teachers College, St. Louis, one year; Student, Museum of Fine Arts, St. Louis, one 
year; A. B. in Education, Normal School, Kirksville; graduate studies, Columbia University; 
studies, Art Institute, Chicago.

LENA ESTELLE PATTERSON ...... ASSOCIATE PROFESSOR OF FINE ARTS.
A. B., Ohio University, Athens; B. S. in Education, Normal College of Ohio University, Athens; 
student, Art Institute, Cincinnati, Ohio; student, Art Institute, Chicago.

WILLIAM ARTHUR CLARK ...... PROFESSOR OF EDUCATION AND PSYCHOLOGY,
CHAIRMAN DIVISION OF EDUCATION.
A. B., Normal University, Lebanon, Ohio; Pd. D., Normal University, Lebanon, Ohio; A. M., 
with honor, Harvard University; Ph. D., cum laude, University of  Chicago; LL. D., Hastings 
College, Nebraska.

MARK BURROWS ...... PROFESSOR OF RURAL EDUCATION.
A. B., Normal School, Kirksville.

ROSAMOND ROOT ...... ASSOCIATE PROFESSOR OF RURAL EDUCATION.
Life Certificate, Michigan State Normal College, Ypsilanti, Michigan; student, University of 
Michigan; Ph. B., University of Chicago.

THURBA FIDLER ...... TEACHER IN DEMONSTRATION RURAL SCHOOL.
Graduate, Normal School, Kirksville; student, University of Chicago.

SUSIE BARNES ...... DIRECTOR	OF PRACTICE SCHOOLS.
A. B. in Education, Normal School, Kirksville; B. S., Columbia University; graduate studies, 
University of Chicago.

EUDORA HELEN SAVAGE ...... SUPERVISOR OF ENGLISH IN PRACTICE SCHOOL.
Student, University of	Chicago; B. S. in Education, Normal School, Kirksville.

LAURIE DOOLITTLE ...... SUPERVISOR OF HISTORY AND GEOGRAPHY IN PRACTICE SCHOOL.
Student, Drake University; student under Col. Parker, Chicago; student, University of 
Chicago; B. S. in Education, Normal School, Kirksville.

GENEVIEVE KIRKBRIDE ...... SUPERVISOR IN PRIMARY GRADES.
Graduate, Law Kindergarten College, Toledo, Ohio; student, University of Chicago.

CLARICE EVANS ...... SUPERVISOR IN PRIMARY GRADES AND PROFESSOR OF INDUSTRIAL 
ARTS.
Graduate, State Normal School, Danbury, Connecticut; student, School of Practical Arts in 
Teachers College, Columbia University.

OLIVE PAINE ...... SUPERVISOR OF KINDERGARTEN.
Ph. B. in Education, University of Chicago; graduate Student, University of Chicago.

6

(Page 7)

(Page 8)

STANDING COMMITTEES OF THE FACULTY

(Reorganized each year in May; term of service one year, beginning in September.)

(Member first named on each committee is chairman.)

ATHLETICS: Mr. McWilliams, Mr. Epperson, Mr. Kingsbury.
BULLETINS: Mr. Violette, Mr. Jones, Miss Lyle.
CALENDAR: Mr. Jamison, Mr. Goetze, Miss Williams.
CREDENTIALS: Mr. Fair, Miss Green, Mr. Heyd. (Dean Settle, Ex-officio Advisory Member.)
EXAMINATIONS: Miss Root, Mr. Stokes, Mr. Wise.
EXCESS AND DIMINISHT CREDITS: Mr. Bray, Miss Snowden, Mr. Violette.
EXTENSION COURSES: Dr. Clark, Mr. Burrows, Miss Crecelius, Miss Root, Mr. Settle.
FACULTY ADVISORS: Mr. Biggerstaff, Miss Emery, Miss Savage.
HEALTH: Mr. Bray, Miss Evans, Miss Koll.
LIBRARY: Mr. Bundy, Dr. Clark, Mr. Fair, Miss Jewett, Miss Savage.
NOMINATIONS: Mr. Heyd, Miss Barnes, Mr. Burrows, Miss Doolittle, Mr. Violette.
RECOMMENDATIONS: Mr. Cosby, Mr. Burrows, Miss Doolittle, Mr. Noyer, Mr. Otterson.
SCHOOL COMMUNITY ENTERTAINMENTS: Mr. Violette, Miss Fidler, Miss Gill, Miss Kirkbride, 
Miss Patterson, Mr. Seitz, Miss Snowden, Mr. Wise.
STATE AND COUNTY CERTIFICATES: Mr. Stokes, Miss Mann, Mr. Selby.
STUDENT AID AND EMPLOYMENT: Mr. Jaccard, Miss Finegan, Mrs. Humphrey, Mr. Zeigel. 
(Dean Settle, Ex-officio Member.)
VISITING STATE EDUCATIONAL INSTITUTIONS: (Kirksville Member) Mr. Zeigel.
President Kirk ex-officio member of all committees.

8

(Page 8a)

(Page 8b)

Photographic View of Buildings
Original Building, Baldwin Hall, in Center, Completed in January, 1873 Library Hall, at Left, 
Completed in December, 1901 Science Hall, at Right, Completed in May, 1906
MODEL RURAL SCHOOL, MANUAL ARTS HALL, FARM COTTAGE, SCHOOL FARM, GREENHOUSE AND SCHOOL GARDENS 
AT THE REAR.

(Page 9)

ENTERING THE NORMAL SCHOOL

When To Enter. All students entering the Normal School for the fall term should if possible 
get into Kirksville on Tuesday, September 5, and complete arrangements for room and 
board. Wednesday, September 6, will be devoted to the making of programs. It is highly 
important that students enter each term on the first day of the term.

Credit For Work Previously Done. Graduates of accredited four-year high schools are 
expected to enter the freshman Normal School year. Graduates of such high schools who 
have attended accredited institutions of college grade receiv advanced standing from such 
institutions of college grade semester hour for semester hour. Students having credits from 
any accredited high schools, academies, or colleges, receiv advanced standing for the 
several studies taken in all such institutions unit for unit and semester hour for semester 
hour. Hence the classification of all such students in the Normal School would seem to take 
care of itself automatically.

Some difficulties arise in the case of students having and bringing grades from unaccredited 
schools. By agreement among state educational institutions, quoted elsewhere in this, 
bulletin, the students from unaccredited high schools and colleges take examinations in 
their former studies in order to secure their advanced standing in such studies.

But the faculty members of the Normal School are reasonably well acquainted with 
conditions in most of the unaccredited schools as well as in the accredited schools. They will 
therefore, for the sake of expediting business, undertake to make programs for all students 
at the date of entrance, presumably September 6. They will undertake to start each new 
student at the point in each study from which he or she can profitably and satisfactorily 
pursue that study; for the real question on admitting a student to a new school is the 
question as to what that student can most

9

(Page 10)

profitably do for the improvement of his or her educational status.

Finding and Testing Oneself. The first few meetings of a new student with new classmates 
are of the nature of "try outs," or efforts to discover whether the new student belongs with 
the new class. This is peculiarly the case with students from the shorter courses in the 
unaccredited schools. Hence during the first few days of the term a good many of the 
younger students will by advice of teachers be changed from one class to another. After 
some two weeks, practically all will find themselvs to be where they belong.

It might be thought that rigid preliminary examinations would save all this trouble. But such 
is not the case.

Examinations For Advanced Standing. The paramount item of business, for each student on 
entering a new school is to get started in studies most desirable for his or her permanent 
advancement. Hence the plan given in the preceding paragraf.

It is, however, desirable for each student to discover and know definitly at the earliest 
possible date what permanent credit should be receivd for studies of each and every kind 
taken in the various unaccredited schools which may from choice or necessity have been 
attended. Therefore, Saturday, September 9, is set apart as examination day for the fall 
term. Provision will be made for examinations on that day so that all the students from 
unaccredited schools of every kind may, if they desire, discover their standing in all the 
studies in which they believ themselvs to deserv credit and which they do not desire to 
pursue again.

It may be well to note that the student may have one year or nine months in which to take 
examinations in all studies unaccredited, but it is also well to notis that examinations must 
be taken during the first week of a term and examinations are not to be taken in the lower 
forms of a study after pursuing the higher forms of that study and it will doutless be clear 
that the earlier all examinations are taken the better for the student. It is understood that 
stu-

10

(Page 11)

dents formerly in attendance at the Normal School who have not secured all desired 
advanced standing will be given reasonable time in which to take their examinations. It is 
not the purpose to place any students at a disadvantage by any ex post facto agreements.

Prepare Credentials in Advance. It is especially recommended that students secure from the 
registrar several days or weeks in advance a blank in which to have all their high school and 
college credits inserted by former teachers or officials of schools formerly attended, so that 
on presenting themselvs for entrance and program making at the Normal School, they may 
be able to show with the greatest possible definitness just what their former studies coverd, 
where such studies left off and where their new studies ought to begin. All students should 
do this regardless of whether the schools they formerly attended were accredited or 
unaccredited. They should secure a sufficient number of blanks to contain the statements of 
all credits in all the schools above the eighth grade which they may at any time have 
attended.

Students are especially urged to have their credentials definitly and correctly stated, 
showing: first, the number of months attended in every school above the eighth grade; 
second, every study pursued, the number of months in every study, the number of periods 
per week and the length of periods in every study; third, if possible, the number of UNITS OF 
CREDIT secured in studies of high school grade and the number of SEMESTER HOURS of 
credit in studies of college grade.

Faculty Members Make Programs. All members of the faculty are to be in the men's 
gymnasium from 8 to 12 a.m. and from 2 to 5 p.m. on Wednesday, September 6, for 
the purpose of assisting students in making their programs. The entire procedure is very 
simple. No student will feel lonesome for many minutes, because there will be several 
hundred others who will also be new to the situation. The former students are so sociable 
and agreeable that the new

11

(Page 12)

student soon feels very much at home. Faculty members and president and dean and 
registrar and clerks are all very easy to approach. It is the purpose of all of us to greet the 
new student as in memory we recall the greeting which we ourselvs receivd from genial and 
friendly teachers in the years gone by.

Beginning of Classroom Exercises. Recitations or classroom exercises begin, according to the 
daily program, at 8 a. m. Thursday, September 7. It is very important to enter classes at that 
time. Entering later is bound to mean some loss both to the individual students and to the 
class. It is during this first day in the classrooms that students learn definitly what textbooks 
they should purchase. It is not a good thing to purchase textbooks or supplies until after the 
first day in the classes.

The Student's Official Program. The student's official program is issued in duplicate over the 
signature of the president of the institution. Prior to the issuance of such program, the 
student must secure a receipt from the registrar of the institution, showing that the proper 
incidental fee has been paid.

Textbooks. Students: should not purchase textbooks until after the first classroom exercise. 
It is well to bring textbooks and reference books formerly used and studied. These will be 
helpful.
Incidental Fee. The incidental fee is $7.50 per term paid in advance; or $20.00 for three 
consecutiv terms paid in advance; or $25.00 for four consecutiv terms paid in advance. No 
program is made until the incidental fee is paid. The registrar will collect the incidental fee 
and give receipt for the same.

Admittance to Athletic Contests. All students paying the above mentiond fees will for the 
time coverd by the fees be admitted to contests on the athletic field in which the Normal 
School is a participant. Athletics tickets heretofore issued will remain good for the time 
coverd by the same.

12

(Page 13)

No Return of Fees. Incidental fees are not refunded or made to apply for any period 
excepting that for which the fees are paid.

Value of Dally Program Card. The daily program card is a receipt for the incidental fee. It 
contains agreements which the student promises to keep. It must be exhibited to the 
teacher of each class that the student enters. It must also be presented at the offis when 
alterations are desired in the student's program. It must at all times be identical with the 
duplicate on file in the president's offis.

Rooms and Meals. Rates for rooms vary widely, running all the way from $.50 to $2.00 per 
week per student. Meals cost from $3.50 to $4.00 per week. Rooms for fight housekeeping 
may be had at reasonable rates which vary according to accommodations.

Three important rules governing rooming houses:
1. Rooming houses must be exclusivly for men or exclusivly for women.
2. Treatments for women students in rooming houses must be chaperoned when given by 
men.
3. A parlor must be provided in all rooming houses for young women.

Inquiries for rooms either for men or women should be addrest to Mrs. Jo Walker 
Humphrey, Adviser of Women.

Leaving Town. Students on enrolling sign agreement that they will not during the term leave 
Kirksville without permission from the president or dean of the school. This is very 
important to the student, to the student's family, and to the institution. Usually from twenty 
to forty students wish to leave town for part of the time between Friday afternoon and 
Monday morning. But regardless of where students may be the telephone, the telegraph 
and the mail bring daily inquiries to the president's office seeking to find out where they 
may be found. It is, therefore, highly important that the student's whereabouts be known by 
representativs of the institution.

13

(Page 14)

Social Entertainments. Each student in the daily program card agrees not to attend dances 
or other social parties on Monday, Tuesday, Wednesday, or Thursday afternoons or nights 
during the school term excepting by special permission of the dean or president of the 
institution.

Many unhappy results and many bitter experiences have led to somewhat positiv 
regulations of social entertainments. The young women are more subject to wasteful social 
engagements than the young men. But the irresponsible young man with an automobile is 
much in evidence. Some of the worst of these young idlers come from the small towns. The 
joy ride, the motion picture and the free-for-all dance are constantly menacing the young 
women who happen to be away from home. The telephone is the ever-ready instrument 
whereby young rascals with time on their hands entice the young women from their studies.

There are many illustrations of young students losing their heads during the first week away 
from home for educational purposes. It is deemd necessary, therefore, to notify the young 
entering students that they must not be caught in the nets of the loafers that infest all 
prosperous communities.

School Life a Great Family. If the young; new student could only realize it, the social life of a 
great school like this one is highly enjoyable and always beneficial. It is in the big crowd of 
wholesome minded students of all ages that everyone is put on his best behavior. It is in the 
small circle and in the groups of fours and twos that the danger lies. If anybody reading this 
bulletin should think these warnings fanciful or needless, we beg leave to mention that such 
individual is either ill-informd or lacking in wholesome attitudes of mind.

Enrolling in the Practice Schools. Parents wishing to have their children enrold in the 
Practice Schools or the Rural School should see Miss Susie Barnes, Director of the Practice 
Schools, or Miss Thurba Fidler, Director of the Demonstration Rural School. This may be 
done

14

(Page 15)

Thursday, September 7. Both city and rural children may be enrold in the general Practice 
Schools. Only rural children will be enrold in the Demonstration Rural School.

Employment Bureau. Women students who desire to reduce expenses by regular work in 
private families or in boarding houses, should communicate with Mrs. Jo Walker Humphrey, 
Adviser of Women. The schedule in force requires three hours of work a day in return for 
three meals a day. Rooms are paid for in work at the rate of 12 1/2 cts. an hour. It is 
advisable for a girl who is working for her board not to plan a full program.

Rest Room. The Girls' Rest Room, which servs also as headquarters for the Young Women's 
Christian Association and as an office for the Adviser of Women, is a delightfully comfortable 
room, used alike by the girls of the school and by the faculty women. This is the room where 
the girls get acquainted with each other, and where the atmosphere is as nearly like that of 
a home as is possible in a room used daily by several hundred girls.

Financial Aid. The Federation of Women's Clubs of the state of Missouri assists a small 
number of girls thru high school and college each year. A portion of their fund is sometimes 
available for a young woman student in this school. The Monday Club, an organization of 
women in Kirksville, helps to pay the expenses of at least one girl thru the Normal School 
each year. The Y. W. Q A. stands ready to help a girl in an emergency, but does not make 
large loans. The Senior class of 1912 founded a Student Aid Fund, a portion of the interest of 
which is available for either men or women. All of these loans are to be paid without 
interest when the student gets a position as a teacher.

The Y. W. C. A. The Young Women's Christian Association is a branch of the National Y. W. C. 
A., organized for the purpose of keeping students who are away from their homes and from 
their own churches in close touch with religious work. A devotional meeting, conducted by 
the

15

(Page 16)

girls, is held in the Y. M. C. A. room every Wednesday afternoon. A training class is held in 
the spring quarter for leaders of Eight Week Clubs, who are planning to form these social 
service organizations in country communities. Classes in the study of the Bible and of foreign 
missions are usually taught in the fall or winter terms. The social needs of the girls are met 
by frequent afternoon teas, occasional parties, picnic breakfasts and suppers in the woods, a 
membership banquet and a May morning breakfast. The work of the association is financed 
by the Y. W. C. A. Supply Stand, which sells classroom necessities at a small profit. The 
rooms of the Y. W. C. A. are close to the library and are freely used by all women students, 
whether members of the association or not. Delegates from the association are sent to tike 
state conferences, also to the National Conference at Estes Park, Colorado, the association 
thus keeping in close touch with the worldwide movement.

The Y. M. C. A. The Young Men's Christian Association of this school includes in its 
membership the majority of the men, both students and faculty members. It is affiliated 
with the National Y. M. C. A. It is considerd a great steadying influence in the fives of the 
young men, and a great practice school for the development of power in social and religious 
leadership. To achieve its threefold purpose of stimulating spirit, mind, and body growth, it 
includes in its regular activities the following:

1. Weekly devotional meetings in which all may participate.

2. Group meetings for Bible study, mission study, and the study of student problems.

3. Occasional lectures by prominent men on choosing a profession, sex hygiene, etc,

4. One of the highest class lyceum courses in the state.

5. Opportunity for social service, such as singing in factories, jails, poor-houses, and sick 
rooms; gospel team campaigns in near-by towns; evangelistic campaigns within the school, 
etc.

16 

(Page 17)

6. Banquets, stag socials, joint socials with the Y.W.C.A., hikes, bonfire suppers, stunt 
programs, etc.

7. The sending of ten men annually to the great Student Conference Camp at Lake Geneva, 
Wisconsin, and the sending of smaller delegations to the yearly state convention.

Campfire Girls. The Campfire movement is now too well known to need explanation. Every 
possible encouragement is given the young women of the Normal School to avail themselvs 
of the benefits of the Campfire activities. There are many groups of Campfire girls and they 
are among the most interesting and admirable of all the self active groups of the institution.

Boy Scouts. The Boy Scout activity is a movement rather than an organization. It guides the 
boy thru the spontaneities of adolescent life. It so cares for his leisure that what he does 
may function in training for citizenship which really begins at the age of 12. It motivates and 
supplements the work within the school. It has a firm hold upon the boy because it keeps 
him occupied. It is especially encouraged by the Department of Physical Education for Men. 
It is one of the most beneficent agencies for the direction of young boys thru wholesome 
systematized recreation and service.

Literary Societies and Clubs. Attractiv opportunities are furnisht every student of this 
institution to participate in the activities and departmental societies and debating clubs. 
Among those of long standing are the Senior Literary Society, the Dramatic Club, the 
Mathematics Society, the Latin Club, the German Club, the Historical Society, the 
Websterian Debating Club, the Ciceronian Debating Club, the Demosthenonian Debating 
Club and the Claytonian Debating Club. There are several other well conducted clubs.

Rural Sociology Club. (See section on Rural Education.)

The Rural Life Conference. (See paragraf under Rural Education.)

17

(Page 18)

The Kirksville School and Home Garden Association, This organization, under the auspices of 
the local Parent-Teachers' Association, offers many attractions and affords many benefits to 
the students and faculty of the Normal School. It makes the waste places of the city 
beautiful. It teaches the children to be diligent, to cherish honor, to regard the rights of 
others and to have ambition to be useful. It makes an ideal arrangement for children in 
vacation time.

ENTERTAINMENTS

The Y.M.C.A. Lecture Course. For nearly twenty years the Young Men's Christian 
Associations of the Normal School and of the American School of Osteopathy have 
maintaind during the fall and winter terms high grade lecture courses furnishing 
entertainment and instruction of high quality. These will be continued in the future as in the 
past.

Opera, Etc. The Music department will present thru its Opera Study Class and the Festival 
Chorus during the year several operas, cantatas and oratorios. In April or May the eighth 
Annual Spring Festival will be held.

Dramatic Club. This interesting organization is for the purpose of presenting plays which 
stand the test of both literary and moral analysis. It gives experience to large numbers of 
students who, under the new movement for motivating school studies and school activities, 
will be obliged to stage a large variety of programs in the public schools of the state.

The Coburn Players. For six years the Coburn Players each summer have given three 
dramatic performances in the out-door theater on the campus. It is not doubted that they 
will continue to be one of the principal annual attractions of the institution.

Athletic Contests. This Normal School is a member of the Missouri Intercollegiate Athletic 
Association. During the fall it has football games with some six or seven of the leading 
colleges and during the spring quarter, baseball and track meets.

18

(Page 19)

Debates. This institution continues to have annual debating contests with the Normal 
Schools at Springfield and Cape Girardeau. These are of great value especially in their 
connection with the programs of the Dramatic Club and the classes in speaking and 
debating.

Pageant. In the spring quarter of 1916, some 700 students of the Normal School and the 
Practice School participated in the Pageant of the Settlement and Development of Missouri. 
It is proposed to give an even greater pageant in 1917, which it is now thought will be a 
Pageant of Civilization. Special modifications of part of the campus are being made with a 
view to the greatest possible convencies for these pageants.

Demonstration Schools. There are at least two types of rural demonstration schools in use 
by state normal schools in the United States. One type located on the campus of the 
institution is supported and managed entirely by the state. Its building and equipment are 
ideal as well as the instruction. Farm children are transported to and from this school. Such 
a school has the advantage of being easily accessible to faculty, students and visitors. It is a 
laboratory for experimentation. The Model Rural School on the Kirksville campus is of this 
type. It is the pioneer. It has been maintaind for nine years and is a "model" in every 
respect.

The other type is usually located out in the country a few miles from the institution. It is 
supported chiefly or wholly by the local district. The county superintendent and the Normal 
School act in an advisory capacity in choosing the teacher, planning the course of study, 
setting the experiments, supervising, and assisting in community work and leadership. The 
building and equipment are usually not ideal. The advantages are in having a school in the 
open country under ordinary rural conditions, with a community conscious of the problems 
and willing to try out experiments for rural school betterment. In 1914 this Normal School 
began making tentativ arrangements with

19

(Page 20)

rural districts lying near Kirksville to establish demonstration schools of this type. Some of 
the problems for first consideration are school room practice, physical equipment, 
playground work, agriculture and school gardening, sanitary devices and social activities for 
each community. The benefits are, first, a better school for the community and, second, an 
opportunity for students of the Normal School to see rural problems in the process of 
solution under average conditions. Students in the Department of Rural Education visit each 
school from time to time.

The Vacation School. Among the ideals which dominate in modem education, that of the 
vacation school holds a prominent place. The casual questioner asks, "Why should children 
be obliged to attend school in hot weather?" or "Should they not be allowd to do as they 
please in vacation time?"

The scientific educator has been investigating what boys and girls do when no summer 
school is provided as well as this very point of letting them choose their own occupations. It 
has been observd that when school doors are shut, hundreds of children are turnd upon the 
streets to seek their own recreation and great opportunities are thereby wasted, as children 
lose during vacation much of what they gain thru the regular school term. It is a noteworthy 
fact, in many schools, that the first month or two of a new school year must be devoted to 
getting the children into line for work. On the other hand, it has been proved that children 
who were behind their grades when school closed in the spring, were able to do regular 
work with ease, in the fall, if they had attended a vacation school during the summer, even 
though no academic studies may have been pursued. Such children possest vitality, 
spontaneity, the habits of cooperation and obedience, all of which contribute largely to 
good scholarship.

In the matter of letting children choose their vacation employment, the vacation school 
demonstrates a vital principle. By natural and wholesome and enjoyable admixture

20

(Page 21)

of organized play with music, dramatization and industrial arts, a motiv springs into action 
whereby children come to desire to do the very things that wise parents and teachers would 
wish them to do, and the vacation school becomes to the children a motivation school, 
impelling them strongly to the adjustment of themselvs into harmonious co-operation with 
organized community life.

The vacation school stands very close to life. It is an outgrowth of community needs. It 
means unconscious disciplin, the blend of co-operating self activity.

Some individual results which may be expected from such a school are joy, power, health 
and high standards of morals; and outside the school, a growing realization that the entire 
community is responsible for the welfare of all, and that constructiv means are in the end 
less expensiv and more satisfactory than neglect or prohibitiv legislation.

Any one who wishes to see the experiment being workt out, will find that we at Kirksville 
have for some years been undertaking to fit the vacation school ideals to the needs of the 
community. Thru this work we are giving the students in the Normal School an opportunity 
to participate in the development of as fine a product as possible from our boys and girls in 
order to fit them for a wider citizenship.

The Monthly Bulletin. The utmost efforts are made to put motiv and interest into all the 
studies and activities of the children in the Practice Schools and the students in the Normal 
School.

It has long been a question as to what motivating agencies might be utilized for the benefit 
of faculty members. Means are gradually devised for sending faculty members out of the 
state in order that they may participate in educational conventions and study education in 
other communities. As a universal motivating instrument, however, the monthly bulletin is 
perhaps the most far-reaching of all. No man or woman in the faculty having incitement to 
any sort of hope or ambition by the studies in his or her spe-

21

(Page 22)

cialty need now be without opportunity to deliver messages to the students of education far 
and wide. Every month gives opportunity therefore, and challenges the ambition and 
constructiv ideality of some group of faculty members. Volume 16, No. 5, May, 1916, on 
"The Pageant of Missouri" is illustrativ. It contains 64 pages besides the cover. It was 
dedicated to David Ridgway Gebhart by the Pageant Committee. It recognized the eleven 
years of service of Mr. Gebhart in the Music Department and his contribution to the 
dramatic productions of the institution. Represented in this bulletin of the Pageant were the 
Departments of History, English, Fine Arts, Household Arts, Music, Physical Education, and 
Mathematics. Represented directly were these, and incidentally many others.

The Pageant bulletin was an original production. As further illustration, it may be mentiond 
that the Committee on Pageant for 1917 is already making some headway in the 
preparation of another Pageant bulletin which will no dout be an improvement upon the 
bulletin of May, 1916.

Rural School Messenger. See paragraf under Rural Education.

The Index. It is hardly possible to mention in a brief bulletin all the outlets for the ambitions 
and the constructiv activities of a cosmopolitan Normal School of the Twentieth Century. 
But the "Normal School Index," a weekly paper of from eight to twelve pages, can not well 
be omitted. This is a remarkably dignified production. It illustrates from week to week the 
ever-flowing stream of thought in a vast variety of hopeful, activ, ambitious young men and 
women with the largest possibilities in their incalculably varied future careers. It is rather 
surprising that a spontaneous student production will be so crowded with articles on 
matters distinctly worth while that there is hardly time for any of the jokes and puns and 
facetious outbursts commonly thought to characterize the expressions of students in a 
professional institution of college grade. A quotation from a former paragraf by an Index 
Editor is

22

(Page 23)

doutless worth insertion here: "The Index stands for the most progressiv thought and 
methods in education, and it believes in sensible, dignified discussion by student and faculty 
members, with a minimum of that lighter matter which is usually found in school papers."

The Student Senate and Council. The institution has long sought to stand for democracy in 
education. Its long-time ambition to have rank of a senior college is based upon its claim for 
the principles of democracy in education. It goes further than the mere idea of freedom of 
thought and action in the faculty. It encourages the utmost of self-disciplin and democracy 
of action among the students themselvs. Hence the President and Faculty of the institution 
approve the now well-organized voluntary scheme of student government whereby many 
contributions to the improvement of the institution are made. The Student Senate 
comprises some thirty-five members, representing as many different self-govemd activities 
of the institution. Each organized activity elects its own member of the Student Senate. All 
the students of the institution constitute the Council. Ordinarily schemes and plans of 
interest to all students and faculty members of the institution are deliberated upon by the 
Senate. Then the findings of the Senate are reported to the Council and discust in open 
session and voted upon by the Council which comprises all the students of the institution. 
The constitution of the Senate and Council is a dignified, well-constructed, fundamental, 
organic law whereby everyone may understand how the business of the Senate and of the 
Council may be done. This organization of the student activities not only educates in a very 
direct and positiv way the students in the transaction of business thru large organization 
and under parliamentary rules, but it is constantly stimulating and generating thought of the 
best kind for the most effectiv and wholesome cooperation in the community fife of the 
institution.

23

(Page 24)

Historical Museum. Within the last two or three years a beginning has been made toward 
the organization of a historical museum, and a special room has been fitted up for its use. 
The object is to bring together those things that will contribute to a more successful study of 
the life of the past, especially as it differs from that of the present.

Several articles have been purchased, such as some Babylonian clay tablets, early 
Palestinian lamps, facsimiles of royal seals, and models of various sorts, such as 
Romanesque and Gothic windows, medieval siege towers, weapons and armor, coats of 
arms of medieval gilds, Roman and Greek costumes, Roman house and peasant house, 
minnesinger's harp and Gutenberg press. The famous Sands collection of Indian relics of a 
thousand pieces, many of which are very rare, has also been purchased.

But by far the most of the exhibits that are in the museum have been placed there by the 
students and other friends of the institution either as gifts or loans. In fact but for the 
kindness and generosity of these friends the museum as it now is would have been 
impossible. Its further development will depend very largely on the continued interest of 
those who have the good of the institution at heart.

Many of the things that are wanted are lying around in the homes of people many of whom 
are not specially interested in them, and who are likely to destroy them at any time just to 
get them out of the way. A fist is given below of some of the things that are wanted. Persons 
who have articles mentiond in this fist or other things that may be suggested by it, and who 
are willing to give or lend them to the museum, are earnestly requested to communicate 
with the President of the School or with any member of the Division of History and 
Government regarding what they have. All transportation charges will be paid on all articles 
brought in or sent. Any article loand may be withdrawn at any time.

The list of articles still wanted is as follows:

24

(Page 25)

Agricultural Implements--Flail, wooden fork, wooden tooth harrow, wooden mauls, and 
wooden wedges.
Clothing--Pioneer hunter's shirt and leggings, any article of wearing apparel over twenty-
five years old.
Domestic Industry--Spinning wheel, loom, reel, winding blade, hand sewing machine, hand 
woven fabrics and bed covers.
Household Furniture and Utensils--Old fashiond lamps, andirons, cooking utensils used 
around fire place, ovens, pewter dishes.
Indian Relics--Bows, baskets, pottery.
Legal Documents and Records--Early deeds, land patents, honorable discharges, apprentice 
papers.
Military Accouterments--Uniforms, knapsacks, canteens.
Money--Foreign coins, Continental currency.
Newspapers of Early Times.
Pictures--Daguerreotypes, early photographs, tin types.
Records of Societies and Orders.
School Apparatus--Slates, textbooks fifty years or more ago, sheep's wool eraser, abacus.
Stamps of Special Issue.
Timepieces--Old clocks, hour glass, sun dial.
Weapons--Guns, pistols, swords, knives.

25

(Page 26)

THE PLACE OF THE NORMAL SCHOOL IN A DEMOCRACY

An address by President John R. Kirk of the Normal School, Kirksville, Missouri, delivered 
before the General Session of the National Education Association in Madison Square 
Garden, New York City, July 4, 1916.

The question of the place and function of the Normal School in a democracy raises other 
questions which are preliminary and fundamental. These questions are:

1. Whether the people in a democracy should express the will of the democracy?

2. Whether the judgment and the will of the democracy should determine-the character and 
the extent of its institutions?

3. Whether there should always be in the democracy a dominant group constituting a 
specialized higher intelligence to do the thinking of the democracy for the democracy, and 
determine for the democracy what the character and the limitations of the institutions and 
the utilities of the democracy should be?

The answer to these questions is that a democracy is not obliged to do its business by proxy. 
The people of the democracy have a right to think and act for themselvs. Otherwise there is 
no democracy.

There is great temptation to base official action upon the idea that educational 
advancement must have origin and first take form in the minds of the highly cultured few; 
but a great deal of the most serviceable part of American education at the present time did 
not have birth in the brain of higher education circles. As a matter of fact a large part of 
what is best in our scheme of education was forced into the curriculum, and many of the 
former, traditional, non-functioning elements of the now somewhat expurgated curriculum, 
were forced out of the curriculum by the pressure of the will of the awakening democracy.

It is altogether fortunate that the rank and file of

26

(Page 27)

the democracy at times over-rule the tradition-bound judgment lockt up in higher education 
circles; and it is quite certain that there would now be no question as to the place of the 
Normal School in the democracy if the will of the democracy could be allowd to get at the 
issue.

The Normal School is of the democracy and for the democracy. From the outset in the days 
of Horace Mann and David P. Page, the Normal School has been, by its agitations, a source 
of contention and rivalry; or by obsequious conservatism and flabby formalism a negligible 
quantity in educational advancement. Its chief obstacle has always been traceable to higher 
education circles; and whenever the democracy has sought to establish Normal Schools, just 
then the existing higher education institutions have obstructed in toto the will of the 
democracy; or they have sought to dictate specifically what the curricula of such schools 
should not contain. They have not as a rule cared very much what superficialities or dogmas 
might get into the Normal School curricula, provided there could be assurance that the 
alleged sphere of existing institutions were not trespast upon.

Until some twenty odd years ago college and university men, as a rule, regarded the 
professional preparation of teachers unnecessary. Hence they naturally enuf opposed the 
Normal Schools. But they now seem to believ in the preparation of teachers. In any event 
about eighty per cent of all the colleges are obliged to have departments of education in 
order to avoid bankruptcy, while the best student-getting agency of the University is its 
School of Education.

But the adjustment of the Normal School to its place and function begins gradually to be 
grappled with by the people of the democracy. Each organized movement of external 
agencies for the limitation of the Normal School brings the issue to a more acute stage and 
final settlement nearer.

The long dominant minority in each of the great polit-

27

(Page 28)

ical parties of America finds increasing difficulty in obstructing or manipulating the will of 
the democracy. The political dictator no longer enjoys a bed of roses. And so in education, 
any group of interested existing institutions combining to limit the field of an institution 
establisht by the democracy and for the service of the democracy, must more and more 
reckon with the sensitized will of the democracy.

The Initiative and Referendum, the Political Equality of Men and Women, the Recall of 
Judges, and their decisions--these and kindred ideals are working in the minds of the 
democracy. Universal education awakens the democracy. The elements of the democracy 
begin to think more freely for themselvs. In education, the Normal School, long limited and 
handicapt by external interference, begins more effectivly to function, and, thereby, it 
justifies the hope and the confidence of the democracy.

Let one illustration suffice:

A great educational foundation with benevolent, though misguided purpose enters a state 
of the Middle West. After investigation, it instigates reorganization of higher public 
education, with view to establishment of one single centralized dominating institution in the 
state with power of conferring all the higher degrees, and, thereby, subordinating and 
controlling all other public education agencies. There are some months of agitation. Finally, 
representatives of the democracy, by overwhelming preponderance make reply, and say, in 
substance, "You must take your hands off of this institution of the democracy, which is to 
prepare teachers for all the public schools of the democracy. We ourselvs, will determine 
the place and function of our Normal School."

The investigators, in turn, declare that it is unwise and uneconomical and wasteful for the 
democracy thru its own representativs thus to transact its own business, but the 
representativs of the democracy promptly proceed to enforce the will of the democracy, 
and vote larger sums of money for an expanding teacher producing agency with great 
buildings, laboratories, libraries, gymnasiums, hospitals, athletic fields and faculty, such as 
the earlier college man

28

(Page 29)

had not dreamd of; and the representative of the democracy make these incontrovertible 
declarations:

"All public school education is the business of the democracy. You of the centralized higher 
education circles have had your eyes too much on the dead past. You have not wanted our 
children to have the instruction that would best function in their lives. You have obstructed 
the highest good of the greatest number. We are obliged to declare our freedom, and to 
think and act for ourselvs. We have decided to have schools of our own, in which to educate 
teachers to direct all the activities of all the children in all the schools of the democracy".

The ideal of the democracy is further exprest by a young Governor of a Middle Western 
state. He had graduated from the University. He loved his alma mater, but he believed in the 
democracy. The school master visited the Governor, and said, "Governor, the people want 
teachers in the high schools and in the elementary schools to teach Manual Arts, Fine Arts, 
Domestic Arts, Cookery, Civics, Commercial Studies, Physical Education, Music and other 
motivating subjects, and Governor, ought the Normal School to do what the people want 
done?" And the Governor answered, "The Normal School is to produce teachers for the 
public schools of the democracy. The law says so. The people say so. The Normal School 
must find out what it takes to produce capable teachers. You cannot wait for the college to 
do any part of it. The college has no exclusiv sphere. No part of Subject matter in education 
can be monopolized for the sake of anybody. Therefore, in the Normal School you may 
teach Horace or Calculus or whatever else is needed to make good teachers."

The place of the Normal School, therefore, in a democracy is defined and determind by what 
it is called upon to do. It is an exclusivly vocational institution. The full grown Normal School 
with means and opportunity and freedom prepares mature men and women to teach and 
supervise teaching in the public schools of every kind and grade. It covers four or more years 
in academic and pedagogic studies of college grade. Its requirements for en-

29

(Page 30)

trance and for the Bachelor's Degree, are exactly equal to those of the best colleges. Its 
graduates do not need to be recast, or regraduated or relabeld by any other institution in 
order to secure permanent recognition in the teaching profession. They take rank, as they 
should, with the graduates of the Medical College and the Law School. A few of them 
already have good standing as graduate students. In the near future, large numbers of them 
will, after varying periods in teaching enter graduate courses at their own will and pleasure. 
Not all of the states will in the near future have the full-fledged Normal School. This will in 
part be due to interfering outside interests, in part to the unfruitful conservatism and 
caution of the Normal School administrators themselvs.

But the short course Normal School, prematurely cut off at the end of the second year 
above high school, cannot be regarded a permanency. Its inadequacy too often has to be 
explaind by those who love it best. In many states it has been, and in some states it is now, 
reasonably serviceable. It is representativ of a transition stage. It will be outgrown because 
good teachers cannot be made out of typical high school graduates in two years' time.

The short course Normal School will have to be abandoned because the classifying of young 
intending teachers at the time they leave high school places public school organization on 
an unsound basis. It arbitrarily puts one group of intending teachers, without regard to 
natural endowments, into the shorter course Normal School, there to be mechanically 
trained and drilled into professional elementary teachers while another group with equal 
disregard for natural ability is sent into the longer course university or college to be made 
over into high school teachers.

This traditional, arbitrary and indefensible classification forces upon us the policy of keeping 
all the children from first grade to eighth grade inclusiv under teachers having the shorter 
preparation and drawing the lower salaries, while furnishing all the children above the 
eighth grade

30

(Page 31)

teachers of longer preparation and higher salaries. But it is perfectly clear, as any sensible 
man or woman ought to know, that it takes as much scholarship and skill and ability to teach 
successfully in the sixth grade as it does to teach in any class in the high school; and a square 
deal demands as much salary for the one as the other.

Whenever we analyze these conditions, we see how unnatural and wasteful is the arbitrary 
classification of intending teachers which we now so widely practice. But the full-fledged 
Normal School of the twentieth-century does not artificially and abnormally force one group 
of students into the mold of elementary teachers, and another group into the mold of high 
school teachers. It differentiates the students gradually by natural processes, and not by 
premature conventional classifications.

The typical student does not, and can not, begin to know himself or herself, until some time 
in the third or fourth year above high school, and is not known by teachers earlier than that 
time. Therefore, it is a wasteful and indefensible classification which seeks to determine the 
special professional function of the intending teacher, prior to the Junior or Senior college 
year.

But the twentieth-century Normal School is in process of constant readjustment. It will 
always have many forms of under-graduate college courses. It will always include a large 
part, of the now slowly dissolving college of liberal arts. It will utilize all available knowledge 
needed by public school teachers in elementary schools and high schools of city, town, 
village and rural community.

The place of the twentieth-century Normal School is within and of and close to the 
community life of the democracy. It will always conduct extensiv and intensiv studies, 
rational experimentation and never-ending, but always-varying demonstrations of all 
serviceable pedagogical procedure. Its place will always be among the leaders of constructiv 
and productiv educational thought in the state and the nation.

31

(Page 31a)

(Page 31b)

BENAJAH PITTS GENTRY
1846-1915

Teacher of Science and Music, 1882-1884.
Professor of Latin, 1884-1915.

A man of gentleness and unfailing courtesy.
A warm friend and helpful adviser of students.
A coadjutor in all sound educational causes.
A lover of the beautiful in nature, music and literature.
A life that was a, constant benediction.

(Page 31c)

(Page 32)

MISS OPHELIA A. PARRISH
1850-1915

Supervisor of Practice Schools, 1899-1903.
Librarian and Professor of Library Economy, 1903-1915.

A character of dignified simplicity.
A woman of ready intelligence having basis in a wide range of travels and studies.
An inspiration to students and professional associates thru her ideals, ambitions and 
enthusiasms.
A constructiv idealist to whom the library of the Normal School at Kirksville stands as an 
enduring monument.

(Page 32a)

(Page 33)

DEFINITIONS

A Quarter or a Term covers from eleven to twelv weeks.
A "year" or "school year" is nine school months.
A "unit" is a credit earnd by the successful pursuit of a high school study for three terms or 
one "school year".
The "unit" measures all high school credits and no others.
The "semester hour" measures all studies of college grade and no others.

The "Semester Hour" is a convenient conventionality used by colleges, universities, and 
Normal Schools. We give its meaning rather than its definition.

Typical students in the Normal School carry the equivalent of four studies. Classes usually 
have five 55-minute periods each week in each study. The meaning of credit in semester 
hours is shown in the following three lines:

1. Carrying 4 studies 3 terms secures 30 hours' credit.
2. Carrying 1 study 3 terms secures 7 1/2 hours' credit.
3. Carrying 1 study 1 term secures 2 1/2 hours' credit.

Counting Credits. Class periods are fifty-five minutes in length and five times per week, but 
Sciences require at least two extra periods per week. Subjects not requiring preparation, 
such as Manual Arts, Drawing, Sight Reading, etc., require double periods in order to receive 
full credit. But the usual treatment of a subject hot requiring preparation is to take one 
period per day for five days in a week and at the end of a term receiv half credit as 
compared with a study. Illustration: Manual Arts one period a day for one term gives a 
credit of 1-6 unit if of high school grade or 1 1/4 semester hours if of college grade. But 
Manual Arts pursued two periods per day for one term gives a credit of 1/3 unit or 2 1/2 
semester hours.

The High School Course. Four "units" constitute a typical year's work in high school. Sixteen 
"units" constitute the first-class 4-year high school course. The sixteen units of the first-class 
high school course as defined by the State Superintendent of Public Schools are as follows:

English, 3 units; Mathematics, 2 units; History. 2 units; Science, 2 units; Electivs, 7 units; 
Total, 16 units.

For those taking their high school education in this institution the following is recommended 
as a good type of High School Course:

First Year: From Literature, Composition, Grammar. American History, European History, 
Advanced Arithmetic, Algebra, General Science, Music, Fine Arts, Manual Arts, Physical
Education ..... 4 units

Second Year: From Literature, Composition, Grammar, European History, American History, 
Civics, Physiology, Algebra, Agriculture, Household Arts, German, Latin, Music, Fine
Arts, Physical Education ..... 4 units

Third Year: From Rhetoric, Literature, American History, European History, Geometry, 
German, Latin, Agriculture, Chemistry, Physics, Physical Geography, Household Arts, 
Commercial Studies, Music, Fine Arts, Manual Arts, Physical Education, Reading ..... 4 units

Fourth Year: From Rhetoric, Literature, European History, Civics, Sanitation, Geometry, 
German, Latin, Agriculture, Household Arts, Physics, Chemistry, Commercial Studies,
Music, Fine Arts, Manual Arts, Physical Education, Reading and Speaking ..... 4	units

Total of high school subjects ..... 16 units

 NOTE: When half of the high school studies are taken here, 1 unit is omitted from subjects 
not requiring preparation, thus reducing the requirement, to 15 units.

33

(Page 34)

GENERAL REQUIREMENTS

Freshman Year, A 30 Semester Hour Course in Studies of College Grade

Authorizing the *Elementary Certificate.

Requirements: (1) the equivalent of sixteen high school units; (2) thirty semester hours from 
the following list:

Semester Hours
1. From	Education, I and V ............................ 5
2. From	Education, II and III, elect .................. 2 1/2
3. From	Education, XI, XII, XIII, XIV, elect .......... 5
4. From	Education at large, elect ..................... 2 1/2
Total in Education ................................... 15
5. Library Economy .................................... 2 1/2
6. From subjects not requiring preparation, elect ..... 5
7. From any subjects of college grade, elect .......... 7 1/2
Total credits required ............................... 30

*A State Certificate valid for two years. Minimum for an additional certificate, four studies in 
residence with an average of G. See note 2, next page.

Note: Graduates of High School Teacher Training Courses are to elect (after due advice) 7 
1/2 hours in Education and 22 1/2 hours in other subjects.

Sophomore Year, Completing a 60-Hour Course

Authorizing Diploma with Life Certificate and the Designation of Ability to teach in 
Elementary Schools.

Semester Hours
1. From Education, I, V, VI, XXIV .................. 10
2. From Education, II, III, IV, VIII, elect ......... 5
3. From Education, XI, XII, XIII, XIV, elect ........ 7 1/2
4. From Education, elect ............................ 2 1/2
Minimum required in Education ...................... 25
5. Library Economy .................................. 2 1/2
6. English .......................................... 7 1/2
7. History .......................................... 7 1/2
8. Science .......................................... 7
9. From subjects not requiring preparation, elect ... 5
10. From any subjects of college grade, elect ....... 5
Total credits ...................................... 60

Junior Year, Completing a 90-Hour Course

Authorizing Diploma with Life Certificate and the Designation of Ability to teach in High 
Schools and to Supervise Special Studies in High Schools and Elementary Schools.

Semester Hours
1. From Education, I, V, VI, VII, XXIV ............... 12 1/2
2. From Education, II, III, IV, VIII, elect ........... 2 1/2
3. From Education, XI, XH, XIII, XIV, elect ........... 5
4. From Education, elect ............................. 10
Minimum required in Education ........................ 30
5. Library Economy .................................... 2 1/2
6. English ............................................ 7 1/2
7. History ............................................ 7 1/2
8. Science ......................................... **10
9. From subjects not requiring preparation, elect ..... 5
10. From any subjects of college grade, elect ........ 27 1/2
Total credits ..... 96

**Mathematics may be offerd for one-half of Science.

34

(Page 35)

Senior Year, Completing a Course of 120 Semester Hours

Authorizing Diploma with Life Certificate and Degree Bachelor of Science in Education.

Semester Hours
1. From Education, I, V, VI, VII, XXIV ........... 12 1/2
2. From Education, II, III, IV, VIII elect ........ 2 1/2
3. From Education, XI, XII, XIII, XIV, elect ...... 5
4. From Education, elect ......................... 10
Minimum required in Education .................... 30
5. Library Economy ................................ 2 1/2
6. English ........................................ 7 1/2
7. History ........................................ 7 1/2
8. Science ..................................... **12 1/2
9. Subjects not requiring preparation, elect ...... 5
10. From any subjects of college grade, elect .... 55
Total credits ................................... 120

*By virtue of continuous sessions (4 terms per year) four school years of work and study 
may be coverd in three calendar years.

**Mathematics may be offerd for one-half of Science.

Note 1. Any diploma bearing name of Major Study requires 2 1/2 hours in The Teaching of 
That Study. In this case The Teaching of the Major Study may count as 2 1/2 hours in No. 3. 
But the Major Study cannot be determine below middle of 60-Hour Course.

Note 2. No certificate or diploma is issued except at the end of a term in residence.

Note 3. Minimum time in residence for Elementary Certificate, 2 terms; for any diploma, 3 terms.

EDUCATION

No. Course Semester Hours
I. Psychology .............................................. 2 1/2
II. Principles of Teaching ................................. 2 1/2
III. School Economy ........................................ 2 1/2
IV. Rural Sociology ........................................ 2 1/2
V. Practice Teaching for elementary certificate ............ 2 1/2
VI. Practice Teaching for elementary teacher's diploma ..... 2 1/2
VII. Practice Teaching for general 90-hour diploma ......... 2 1/2
VIII. The Curriculum ....................................... 2 1/2
IX. Kindergarten and Primary Methods, first quarter ........ 2 1/2
X. Kindergarten and Primary Methods, second quarter ........ 2 1/2
XI. The Teaching of English in Elementary Schools .......... 2 1/2
XII. The Teaching of Arithmetic ............................ 2 1/2
XIII. The Teaching of History .............................. 2 1/2
XIV. The Teaching of Geography ............................. 2 1/2
XV. The Teaching of English in High Schools ................ 2 1/2
XVI. The Teaching of Latin ................................. 2 1/2
XVII. The Teaching of German ............................... 2 1/2
XVIII. The Teaching of Music ............................... 2 1/2
XIX. The Teaching of Fine Arts ............................. 2 1/2
XX. The Teaching of Household Arts ......................... 2 1/2
XXI. The Teaching of Physical Education and Athletics ...... 2 1/2
XXII. The Teaching of Science .............................. 2 1/2
XXIII. The Teaching of Play and Festivals .................. 2 1/2
XXIV. History of Education ................................. 2 1/2
XXV. History of Modern Education ........................... 2 1/2
XXVI. Education in the United States ....................... 2 1/2
XXVII. Educational Psychology .............................. 2 1/2
XXVIII. Principles of Education ............................ 2 1/2
XXIX. High School Problems ................................. 2 1/2
XXX. School Administration ................................. 2 1/2
XXXI. Supervision of Instruction ........................... 2 1/2
XXXII. Educational Physiology .............................. 2 1/2

35

(Page 36)

REQUIREMENTS FOR DIPLOMAS NAMED FROM MAJOR STUDIES

(See Syllabi in this Bulletin for all Details)

1. For 90-Hour Commerce Diplomat: Semester Hours
a. Major studies in Commerce ..... 22 1/2
b. From "General Requirements" ..... 67 1/2

2. For 120-Hour Commerce Diploma:
a. Major studies in Commerce ..... 30
b. From "General Requirements" ..... 90

3. For 90-Hour English Diploma:
a. Major studies in College English ..... 22 1/2
b. From "General Requirements" ..... 67 1/2

4. For 120-Hour English Diploma:
a. Major studies in College English ..... 30
b. From "General Requirements" ..... 90

5. For 90-Hour Fine Arts Diploma:
a. Major studies in Fine Arts ..... 27 1/2
b. Minors: Drawing 3 3/4, Various Arts 3 3/4 ..... 7 1/2
c. From "General Requirements" ..... 55

6. For 120-Hour Fine Arts Diploma:
a. Content of 90-hour diploma ..... 90
b. Special Studies in History ..... 7 1/2
c. Special Studies in Art ..... 22 1/2

7. For 90-Hour German Diploma:
a. Major studies in German ..... *22 1/2
b. Minors: Medieval and Modern History ..... 7 1/2
c. From "General Requirements" ..... +60

8. For 120-Hour German Diploma:
a. Major studies in German ..... *30
b. Minors: Medieval and Modern History ..... 7 1/2
c. From "General Requirements" ..... +82 1/2

9. For 90-Hour History Diploma:
a. Major studies in History ..... 22 1/2
b. Minors: German or Latin 15, American
Literature or English Literature 7 1/2 ..... 22 1/2
c. From "General Requirements" ..... 45

10. For 120-Hour History Diploma:
a. Major studies in History ..... 30
b. Minors: German or Latin 15, American Literature or English Literature 7 1/2.....22 1/2
c. From "General Requirements" ..... 67 1/2

11. For 90-Hour Home Economics Diploma:
a. Major studies in Home Economics ..... 22 1/2
b. Minors: Chemistry 5, Physics 2 1/2,
Sanitation 2 1/2, Sanitary Bacteriology 2 1/2 ..... 12 1/2
c. From "General Requirements" ..... 55

12. For 120-Hour Home Economics Diploma:
a. Major Studies in Home Economics ..... 30
b. Minors: Chemistry 7 1/2, Physics 2 1/2, Sanitation 2 1/2, Sanitary Bacteriology 2 1/2...15
c. From "General Requirements" ..... 75

*Preceded by at least one year in High School German.

+Including 3 terms in Vocal Music, if not already taken in high school

36

(Page 37)

13. For 90-Hour Kindergarten-Primary Diploma:
a. From Education IX, X, XI, XIV ..... 10
b. Science 12 1/2, English 12 1/2, History ..... 10,
Non-preparation Subjects 7 1/2 ..... 42 1/2
c. From "General Requirements" ..... 37 1/2

14. For 120-Hour Kindergarten-Primary Diploma:
a. Content of 90-hour diploma ..... 90
b. Elective by consent of director ..... 30

15. For 90-Hour Latin Diploma:
a. Major studies in Latin ..... 22 1/2
b. Minors: Mathematics 5, Physical Science 7 1/2, Ancient History, Especially Ancient Life 7 
1/2 ..... 20
c. From "General Requirements" ..... 47 1/2

16. For 120-Hour Latin Diploma:
a. Major studies in Latin ..... 30
b. Minors: Mathematics 5, Physical Science7 1/2, Ancient History, Especially Ancient Life 7 
1/2 ..... 20
c. From "General Requirements" ..... 70

17. For 90-Hour Mathematics Diploma:
a. Major studies in Mathematics ..... 20
b. Minors: Manual Arts 2 1/2, Physics 2 1/2, Other Sciences 5 ..... 10
c. From "General Requirements" ..... 60

18. For 120-Hour Mathematics Diploma:
a. Major studies in Mathematics ..... 25
b. Minors: Manual Arts 2 1/2, Physics 5, Other Sciences 7 1/2 ..... 15
c. From "General Requirements" ..... 80

19. For 90-Hour Music Diploma:
a. Major studies in Music ..... 22 1/2
b. Minors: Physics of Music 2 1/2, German or Latin 7 1/2, Electiv English 12 1/2 ..... 22 1/2
c. From "General Requirements" ..... 45

20. For 120-Hour Music Diploma:
a. Major studies in Music ..... 30
b. Minors: Physics of Music 2 1/2, German 15, Latin 7 1/2, Electiv English 15 ..... 40
c. From "General Requirements" ..... 50

21. For 90-Hour Science Diploma:
a. Major studied in Science ..... 22 1/2
b. Minors: Mathematics 5, Manual Arts 3 3/4, German or Latin 7 1/2 ..... 16 1/4
c. From "General Requirements" ..... 51 1/4

22. For 120-Hour Science Diploma:
a. Major studies in Science ..... 30
b. Minors: Mathematics 7 1/2, Manual Arts 3 3/4, German or Latin 7 1/2 ..... 18 3/4
c. From "General Requirements" ..... 71 1/4

24. For 120-Hour Supervision Diploma:
a. Major Studies in Education ..... 37 1/2
b. Minors: Sociology, Library Economy, Home Economics, Manual Arts, Plays and Games ..... 
12 1/2
c. From "General Requirements" ..... 70

37

(Page 38)

A TWENTIETH CENTURY NORMAL SCHOOL IN 1915 AT KIRKSVILLE, MISSOURI

(Extracts from Report to State Superintendent of Public Schools)

Six Groups of Students. The 1914-15 enrollment in the Normal School at Kirksville comprised 
the following principal groups of students:

1. The 120-semester hour graduates, numbering ......... 29
2. The 90-semester hour	graduates, numbering .......... 62
3. The 60-semester hour	graduates, numbering .......... 43
4. The 30-semester hour graduates, ("elementary certificate" class) numbering ..... 174
5. The rural state certificate group, numbering ........ 31
6. The non-graduating group, numbering more than ..... 1300

I. RECEIVING 120-HOUR DIPLOMA AND BACHELOR'S DEGREE

No. Sex Age in Yrs. No. Mos. in High Sch. Studies No. Mos. in all Studies of College Grade No. 
Mos. Tchg. in Pub. Sch.	High Sch. Credits in units Semester Hours in Academic Studies of 
College Grade	Semester Hours in Semi-Pedagogic Studies of College Grade Semester Hours 
in Pedagogic Studies of College Grade Semester Hours in all Studies of College Grade
	Occupation first year after graduation	Salary first year after graduation

1 F 25 40 38 38 16 76.7 12.5 32.5 121.7 El. School Teacher $342
2 M 22 33 30.3 18 15.5 83.5 6.2 34.5 124.2 High School Teacher 900
3 M 26 36 42 9 16 118 0 37.5 155.5 High School Teacher 810
4 F 20 36 33 0 15 82.5 9.5 30 122 High School Teacher 450

5 M 23 33 33 21 15 86 8.7 30 124.7 High School Teacher 816
6 M 21 36 33 9 15 90 7.5 37.5 135 Town Superintendent 900
7 M 25 36 36 24 16 82.5 10.5 38.7 131.7 Town Superintendent 1035
8 F 47 39 42 238 16 86.2 0 55 141.2 Normal School Teacher 1260

9 M 26 39 40 32 18.5 90.7 5 35 130.7 Town Superintendent 990
10 F 27 45 42 9 15 80.3 10 30 120.3 Home Making		
11 F 24 37 36 9 15 80 15 27.5 122.5 Student U. of Chicago	
12 F 30 40 33 66 16 80 10 32.5 122.5 H.S.Tchr. Training Tr. 750

13 M 24 32 32.5 9 16 71.5 20.8 30 122.3 Student K. S. N. S.
14 F 24 36 38 29 17.5 82.5 8.7 30 121.2 Normal School Teacher 960
15 M 26 36 36 13 20 73.7 20 27.5 121.2 Town Superintendent 765
16 F 35 36 45 75 16.5 60 8 84 152 Student Columbia U.

17 M 26 33 36 9 15 104 2.5 27 133.5 Student U. of Kansas
18 F 24	33 33 6	15 87.5 2.5 30 120 High School Teacher 540
19 F 22	33 34.5	15 17.2	82.3 7.5 31.2 121 High School Teacher 585
20 M 24	43 38 0	15.5 77.5 13.2 30 120.7 High School Teacher 585

21 M 23 36 36 23 16.5 78 13.7 32.5 124.2 High School Teacher 765
22 M 29	30 31.5	60 15 92.5 1.2 30 123.7 Town Superintendent 1000
23 F 44	36 37.5	228 16 60 32.5 57.5 150 Normal School Teacher 1260
24 M 45	36 36 200 15.2 70 10 43 123 City Superintendent 1700

25 F 21 36 34.5 0 15.8 85 5 30 120 High School Teacher 540
26 F 26	43 45 18 19 120	6.5 31.5 158 Town Principal 675
27 M 30	36 36 34 15.2 87.5 4.5 40 132 Tchrs. College Tchr. 1300
28 F 21	36 33 9 16 68.7	6.3 47.5 122.5 Home Making	
29 F 23	36 36 8 16.8 72.5 12.5 40 125 Student Columbia U.

Av'r'ge 27 36.4 36.4 42 16.1 83.1 9.3 36.6 129.0 $860

NOTE 1: For brevity some of the averages are given approximately in the nearest integers.

NOTE 2: Semi-Pedagogic Subjects -- forms of Fine Arts, Manual Arts, Music Studies, Physical 
Education, etc., necessities in the make-up of well prepared teachers and until recently not 
favord for oredit by typical higher education institutions.

SUMMARY OF OCCUPATIONS, 120-HOUR CLASS

Number in class: ..... Men ..... 14; ..... Women ... 15; .... Total ..... 29
Number teaching: ..... Men ..... 12; ..... Women ... 10; .... Total ..... 22
Average salary: ...... Men ..... $963; ... Women ....$736; .. All ..... $860
Number in superintendencies and principalships ........................... 7
Number teaching in high schools ......................................... 10
Number teaching in elementary schools .................................... 1
Number teaching in Normal Schools and Teachers Colleges .................. 4

38

(Page 39)

II. RECEIVING 90-HOUR DIPLOMA

No. Sex	Age in Yrs No. Mos. in High Sch. Studies No. Mos. in all Studies of College Grade No. 
Mos. Tchg. in Pub. Sch. High Sch. Credits in units Semester Hours in Academic Studies of 
College Grade Semester Hours in Semi-Pedagogic Studies of College Grade	Semester 
Hours in Pedagogic Studies of College Grade Semester Hours in all Studies of College grade 
Occupation first year after Graduation Salary for first year after graduation

1 F 37 36 27 43 16 52.5 11.2 27.5 91.2 High School Teacher $720
2 F 22 36 29 4 19.6 50 10 30 90 H. S. & El. Sch. Tchr. 540
3 M 25 36 24 27 15 60 8.7 32.5 101.2 Town Superintendent 1000
4 F 35 36 27 103 15 63.7 3 30 96.7 High School Teacher 910

5 F 23 36 27 20 18.7	65 3.5 30 98.5 High School Teacher 540
6 F 23 36 27 8 17.6 57.5 7.5 32.5 97.5 120-Hr. Stu. K.S.N.S.
7 F 33 41 27 51 16 55 5 30 90 At Home
8 F 22 33 21 19 15 45 12.7 32.5 90.2 Home Making	

9 M 20 36 27 6 17 56.2 7.5 30 93.7 High School Teacher 540
10 M 23 33 33 21 15 80 9.7 22.5 112.2 High School Teacher 810
11 M 23 36 27 8	16 42.5	18 30 90.5 Town Superintendent 720
12 F 22 36 24 0	15 55 5 30 90 120-Hr.Stu.K.S.N.S. .....	

13 F	20 36 27 0 15 55 7.5 35 97.5 120-Hr.Stu.K.S.N.S. .....
14 M 27	36 27 28 18.5 53.2 8 30 91.2 Town Superintendent 990
15 M 23 36 27 18 18.5 48.7 14.8 32.5 96 Town Superintendent 810
16 F 29 36 30 65 15.3 52.5 7.5 37.5 97.5 Tchr. Dem. Rural Sch. 840

17 F 30 36 22 88 18.5 48.7 8.8 35.5 93 Town Superintendent 765
18 F 24 36 27 42 19 47.5 10.1 32.5 90.1 High School Teacher 630
19 F 30 36 24 64 15 50 3.8 36.2 90 At Home .....
20 F 32 60 30 63 18.1 44 14.8 31.2 90 At Home .....

21 M 23 36 24 25 16.5 52.5 9.8 30 92.3 High School Teacher 765
22 M 25 36 30 26 17.5 32.5 22.5 35 90 High School Teacher 675
23 M 20 36 27 0 15 42.5 28.7 35 106.2 High School Teacher 630
24 F 24 33 24 6 15 62.5 2.5 25 90 High School Teacher 540

25 M 24 43 32 0 15.5 62.5 13 30 105.5 High School Teacher 585
26 F 23 33 24 27 17.5 50 10 32.5 92.5 El. School Teacher 652
27 F 25 36 27 0 19.8 40 21.2 30 91.2 At Home .....
28 F 24 36 27 0 18 62 4.2 30 96.2 High School Teacher 720

29 F 22 36 27 0 15 52.5 11.7 30 94.2 El. School Teacher 324
30 F 23 33 27 34 15 45 12.5 32.5 90 High School Teacher 630
31 F 28 39 36 58 15.1 52.5 12.5 32.5 97.5 H.S.Tchr.Training Tr. 750
32 M 19 33 27 0 15 62.5 2.5 25 90 Entering Business .....

33 F 22 33 27 5 15 57.5 2.5 30 90 Home Making .....	
34 F 24 34 27 35 16 51.2 7.5 35 93.7 High School Teacher 540
35 M 23 33 30 8 15 50 12.5 30 92.5 Student Bus. College .....
36 M 22 40 30 17 20 73.5 3.7 30 107.2 El. School Principal 720

37 F	27 36 36 17 16.5 60 10 32.5 102.5 High School Teacher 675
38 F 23 33 27 6 15 47.5 6.3 40 93.8 Home Making .....	
39 F 22 36 24 32 16 47.5 10 35 92.5 High School Teacher 540
40 F 21 36 30 0 16 52.5 8.7 37.5 98.7 Village School Teacher 540

41 M 29 43 30 54 18 46.7 11.5 32 90.2 Town Superintendent 855
42 F 25 36 27 54 16.5 51.2 6.3 32.5 90 High School Teacher 540
43 M 23 35 24 12 16 60 2.5 30 92.5 Town Superintendent 765
44 F 35 33 24 90 15 56.2 3.8 30 90 Rural School Teacher 540

45 M	23 36 27 16 15 47.5 26.2 30 103.7 120-Hr.Stu. K.S.N.S. .....
46 F 20 36 24 0 21.5 53.7 6.3 30 90 120-Hr.Stu. K.S.N.S. .....
47 M 45 40 43 200 19 72.5 0 35.8 108.3 City Superintendent 1260
48 M 22 38 30 16 16 55 5 30 90 Town Principal 720

49 F 24 36 27 22 20.3 47.5 12.5 30 90 High School Teacher 540
50 F 23 36 24 18 18.6 50 7.5 35 92.5 High School Teacher 585
51 M 26 33 21 41 15 50 10 30 90 Town Principal 675
52 M 25 36 27 14 15 38 32 27.5 97.5 120-Hr. Stu. K.S.N.S. .....		

53 M 27 36 31 59 18.1 74.5 3.7 30 108.2 Town Superintendent 900
54 F 35 42 30 83 16 66.3 2.5 31.2 100 High School Principal 585
55 F 19 36 27 0 15 28.7 38.8 25 92.5 High School Teacher 450
56 M 33 36 27 80 16 56.2 5 32.5 93.7 CountySuperintendent 1300

57 F 33 39 27 117 21.7 46 13.7 32.5 92.2 El. School Teacher 495
58 M 32 39 27 96 16 65 3.7 27.5 96.2 City Superintendent 1000
59 F 21 36 24 9 18.5 51.7 8.8 30 90.5 At Home .....
60 F 24 36 24 9 15 50 10 30 90 High School Teacher 585

61 M 18 33 21 0 15 53.7 7.5 30 91.2 Prin. School for Blind 900
62 M 28 39 30 37 15.1 47.5 14.2 32.5 94.2 120-Hr. Stu. K.S.N.S. .....		

Av'r'ge 25 37 27 32 16.6 53.3 10.0 31.3 94.6 $707

39

(Page 40)

SUMMARY OF OCCUPATIONS, 90-HOUR CLASS

Number in class: ..... Men .. 25; ..... Women ..... 37; .... Total ..... 62
Number teaching: ..... Men .. 20; ..... Women ..... 25; .... Total ..... 45
Average salary: ...... Men .. $831; ... Women ..... $607; .. All ..... $707
Number in superintendencies and principalships ......................... 15
Number teaching in high schools ........................................ 22
Number county superintendents ........................................... 1
Number teaching in rural and other elementary schools ................... 7
Number now students in 120-hour class, K. S. N.	S. ...................... 7
Number not teaching and not students ................................... 10

III. RECEIVING 60-HOUR DIPLOMA

No. Sex Age in Yrs. No. Mos. in High Sch. Studies No. Mos. in all Studies of College Grade No. 
Mos. Tchg. in Pub. Sch. High Sch. Credits in units Semester Hours in Academic Studies of 
College Grade Semester Hours in Semi-Pedagogic Studies of College Grade Semester Hours 
in Pedagogic Studies of College Grade Semester Hours in all Studies of College Grade 
Occupation First year after graduation Salary for first year after graduation
1 F 25 36 27 8 15 27.5 31.3 31.2 90 At Home .....
2 F 25 36 18 41 18.3 33 8.7 27.5 69.2 El. School Teacher 630
3 M 25 33 15 27 15 38.7	1.3 20 60 El. School Principal 630
4 F 31 36 18 100 16 26.3 8.7 25 60 El. School Teacher 347

5 F 27 34.5 15 25 15 35.5 2.5 31.2 69.2 90-Hr.Stu.K.S.N.S. .....
6 F 27 36 29 50 18.1 32 6.2 27 65.2 El. School Teacher 405
7 F 29 33 15 46 15 42.5 0 25 67.5 Rural School Teacher 450
8 F 23 36 24 27 17.5 32.5 11.2 25 68.7 El. School Teacher 324

9 F 21 36 18 10 16.3 32.5 11.2 25 68.7 90-Hr. Stu. K.S.N.S. .....
10 F 26 36 24 36 16 49.2 4.5 27.5 81.2 Rural School Teacher 420
11 F 26 38.5 24 54 16 37.5 2.5 35 75 High School Teacher 585
12 F 24 36 22 33 19 45 8.9 32.5 86.4 High School Teacher 630

13 F 29 36 27 89 16.6 27.5 22.5 25 75 90-Hr. Stu.K.S.N.S. .....
14 F 32 36 19 45 18.5 27.5 10.2 23.5 61.2 90-Hr. Stu. K.S.N.S. .....
15 F 27 36 15 57 15.3 25 10 25 60 El. School Teacher 630
16 F 24 36 18 32 17 27.5 8.7 27.5 63.7 Rural School Teacher 440

17 F 22 33 15 36 16.3 25 15 25 65 High Sch. Principal 540
18 F 30 45 35.5 1 15 30 2.5 30 62.5 At Home .....	
19 M 29 36 15 85 15.3 50 3.7 27.5 81.2 120-Hr.Stu.K.S.N.S. .....
20 F 29 33.7 15 36 15 32.5 2.5 25 60 El. School Teacher 450

21 F 22 36 21 16 16.1 25 10.7 25 60.7 El. School Teacher 450
22 F 24 36 17 45 15.6 27.5 8.7 25 61.2 El. School Teacher 450
23 F 23 36 18 18 16 30 10 25 65 90-Hr. Stu. K.S.N.S. .....	
24 F 25	33 25 0 16 57 5 25 87 El. School Teacher .....

25 F 23 37.5 18 34 15 29 7.5 25 61.5 High School Teacher 630
26 F 24 36 23 30 17.5 30 11.2 25 66.2 El. School Teacher .....
27 F 26 36 21 13 18 25 11.2 32.5 68.7 El. School Teacher 675
28 F 20 36 18 0 16 32.5 10 25 67.5 El. School Teacher .....

29 F 24 39 21 16 18.2 39.5 8 25 72.5 Rural School Teacher .....
30 F 25 40.5 15 54 16 30 5 25 60 High School Teacher 540
31 F 35 37 18 80 15.8 23 13.9 23.7 60.6 High School Teacher 540
32 F 29 39 21 53 16 32.5 8.7 35 76.2 Rural School Teacher 500

33 F 24 36 25 30 16.3 26 10 25 61 El. School Teacher 540
34 F 29 36 21 58 17.1 32.5 8.7 25 66.2 Rural School Teacher 585
35 F 24 36 18 52 17 35 11.2 25 71.2 High School Teacher 540
36 F 21 36 21 0 21.5 33.7 10.5 25 69.2 High School Teacher 540

37 F 27 36 15 40 15 37.5 2.5 26.2 66.2 Town Principal 630
38 F 36 36 17.5 113 16 37.5 2.5 25 65 High School Teacher 562
39 F 29 36 21 52 17 35 8.7 27.5 71.2 Town Principal 540
40 F 23 36 20 45 16 33 10.2 26.5 69.7 El. School Teacher 427

41 M 23 33 15 14 15 27.5 3.2 30 60.7 Town Superintendent 900
42 F 23 36 18 40 20.3 25 7.5 30 62.5 El. School Teacher 405
43 F 24 36 18 27 18.3 25 7.5 27.5 60 High School Teacher 630

Av'r'ge 26 36.1 19.9 39 16.6 32.7 8.5 26.7 67.9 $534

SUMMARY OF OCCUPATIONS, 60-HOUR CLASS

Number in class: .... Men ..... 3; ..... Women ..... 40; ..... Total ..... 43
Number teaching: .... Men ..... 2; ..... Women ..... 33; ..... Total ..... 35
Average salary: ..... Men ..... $765; .. Women ..... $518; ... All ..... $534
Number in superintendencies and principalships ............................ 5
Number high school teachers ............................................... 9
Number elementary school teachers in towns ............................... 15
Number rural school teachers .............................................. 6

40

(Page 41)

IV. THE 30-HOUR CLASS, RECEIVING ELEMENTARY CERTIFICATES

General Summary of 30-Hour Class

Number in class: men, 48; women, 126; total .................... 174
Number now teaching: men, 29; women, 90; total ................. 119
Approximate average salaries: men, $560; women, $420; all ..... $454
Number in superintendencies and principalships .................. 16
Number who are high school teachers ............................. 16
Number in elementary schools of cities and towns ................ 47
Number teaching in rural schools ................................ 40
Number now students in 60-hour class ............................ 39
Number now students elsewhere .................................... 4
Number now neither students nor teachers ........................ 12
Average age ..................................................... 24
Number who have taught in public schools ....................... 130
Average number of months taught by these ........................ 22
Average number of months spent in high school studies ........... 36
Average number of months in studies of college grade ............ 14
Average credit in high school units ............................. 16
Average credit in semester hours of college grade ............... 45

Character of Elementary Class. Members of the Elementary Class now come from a great 
variety of sources. About one-fourth of them are fresh from high school graduation. Nearly 
as many others hold high school teacher-training certificates and have taught one year in 
rural schools. Others are mature teachers of many years' experience who have taught short 
terms at good salaries in rural schools, self-supporting persons who are obliged to work 
their way upward inch by inch. Many of the latter group have already from sixty to ninety 
semester hours to their credit. But the exigencies of their lives have driven many of them 
into what may be called premature specialization. Gradually these people bring up their 
back work and become the best members of the more advanced graduating classes. Many 
of them while they teach receive as good salaries per month as graduates of the 60-hour 
and 90-hour classes.

The Rural State Certificate Group. Thirty-one were recommended to the State 
Superintendent and receivd special certificates valid to teach in Rural Schools for two years. 
They averaged (a) 21 years of age, (b) 6 months' teaching experience, (c) 31 months in high 
school studies, and (d) credit for 14 high school units, including one or more units in 
elementary rural education. As the requirements continue to be raised, I believe this special 
certificate will be in greater demand.

The Non-graduating Group. Several hundred students enrold each year prefer to elect 
courses and secure needed certificates by county and state examinations. But many of the 
non-graduating group already have Normal School or College diplomas and pursue their 
studies quite independently for the sake of the studies.

Education While Teaching. During 1915-16 more than one thousand persons in 110 reading 
circles of Northeast Missouri pursued studies, chiefly of high school grade, while teaching. 
These people met in groups under chosen leaders twice each month with ordinarily five to 
fifteen persons in a group. About the middle of the spring term they took examinations 
pland by our reading-circle faculty and directed and voucht for by the respectiv county 
superintendents: Several hundred of these people will receiv credit on the books of this 
institution for the studies pursued while teaching. About two hundred persons had 
correspondence and extension courses in studies, chiefly of college grade, under the 
personal instruction of faculty members.

Special Features. The Annual Rural Life Conference, The Spring Festival of Music, The 
combination of Music and Dramatization of Literature in many summer programs, the 
Spring Festival of Play and Song, and numerous other special activities are gratifying 
evidences of steadily increasing versatility, power, and initiativ in faculty and students.

The Major Interest. In conclusion, it is a pleasure to report that the major interest of this 
Normal School continues to be the preparation of teachers for the rural and village schools. 
We are living under high tension, trying to function more effectivly year by year.

41

(Page 42)

PROCEEDINGS of CONFERENCE OF PRESIDENTS OF STATE EDUCATIONAL INSTITUTIONS AND 
STATE SUPERINTENDENT OF PUBLIC SCHOOLS, JEFFERSON CITY, MO.,

June 22, 1916.

Those present were: President A. Ross Hill, University of Missouri; President John R. Kirk, 
Normal School, Kirksville; President E. L. Hendricks, Normal School, Warrensburg; President 
W. S. Dearmont, Normal School, Cape Girardeau; President W. T. Carrington, Normal School, 
Springfield; President Ira Richardson, Normal School, Maryville; Hon. Howard A. Gass, State 
Superintendent of Public Schools; Inspector M. G. Neale, Acting as Secretary.

Conditions Under Which College Work Should Be Done

I. In all matters appertaining to college and secondary work it is agreed that we shall 
conform as nearly as possible to the regulations of the North Central Association of Colleges 
and Secondary Schools.

II. Admission to classes of College Rank.

A. Completion of a four year course, with at least 15 units of credit in a first class high 
school, in a fully accredited private academy, or in the secondary department of a normal 
school shall be required for entrance.

B. Students over twenty-one years of age, who are able to demonstrate their fitness to 
pursue college studies may be admitted to college classes as special students, but they 
cannot be candidates for graduation until they have met the requirements for admission as 
regular students.

C. A student cannot be admitted to classes of college rank who is conditiond in more than 
two entrance units. All entrance conditions must be removed within one year of the date of 
admission. (Nine months of attendance may be considerd a year). Note: Condition means 
CONDITION and not a mere shortage.

D. A unit is defined to be a subject pursued at least 36 weeks, 5 periods per week, a period 
being 40 minutes in the clear, four units constituting a standard year's work. Excess of 
recitation time may accrue to the benefit of the student when sufficient limitation is placed 
upon the number of recitations which students may carry per week.

III. Definition of College Work.

A. College work is defined to be studies taken by students who have met the minimum 
requirements for. admission, in classes containing only those who have complied with the 
requirements herein agreed upon.

42

(Page 43)

B. In schools where excess and diminisht credit is allowd students shall not be permitted to 
carry for credit more than thirty semester hours per year, except that a small number of 
students, approximately those who rank among the upper 25% of the student body in 
scholarship, may, at the discretion of the committee on excess credit, carry 32 semester 
hours per year. In schools where excess and diminisht credit is not permitted students shall 
not be allowd to carry for credit more than 30 semester hours per year, except that, at the 
discretion of a committee on excess credit, students ranking among the upper 20% of the 
student body in scholarship may be permitted to carry 33 3/4 hours per year and students 
ranking among the upper 5% of the student body in scholarship may be permitted to carry 
37 1/2 semester hours per year. (A year means nine months.)

C. Amount of Teaching. The maximum amount of teaching which may be done by 
instructors in college classes shall not exceed 18 hours per week or an equivalent in time. 
Two laboratory periods shall be counted as the equivalent of one recitation period.

D. Preparation of Teachers. The minimum preparation of teachers of college classes shall be 
the equivalent of that represented by the master's degree from a standard university or 
college, with special preparation in the subjects taught. This requirement shall not be 
retroactiv.

E. Late Entrance. The total credit for students who enter late shall not exceed one semester 
hour for each week of attendance. This rule need not be applied to students who for 
adequate reasons enter not more than one week late.

F. Credit for Correspondence Courses.

1. At least eight lessons should be required for each semester hour of credit. A lesson should 
be pland so that it will require approximately five hours of sixty minutes each for its 
preparation.

2. A maximum of ten semester hours or two high school units may be completed in any 
school year.

3. Correspondence courses for college credit in reading circle books should be discontinued.

4. A uniform fee should be charged--not less than three dollars per semester hour is 
recommended. (At K. S. N. S. it is $10 for a course of 2 1/2 Semester Hours.)

5. Copies (of the outlines) of all lessons should be kept on file.

G. Credit for Extension Courses.

1. There shall be not fewer than four lesson visits by regular members of the faculty for each 
semester hour of credit.

2. Students shall be required to do enuf written work to bring the standard of extension 
courses up to that of correspondence courses mentiond above.

43

(Page 44)

IV. Records.

Each student's permanent record shall be kept on a card showing at least the following 
facts:

A. The credit accepted from other institutions, with the name of each institution, and the 
date or dates on which the advanced standing was granted.

B. Names of courses for which student registers.

C. Catalog number.

D. Number of hours credit.

E. Term in which taken.

F. Grade.

V. Advanced Standing.

A. From standard institutions of high school and college rank.

1. Students entering from classified high schools shall receive credit according to the rating 
given by the State Superintendent of Public Schools.

2. Advanced standing may be given on certificate for work completed in accredited standard 
or junior colleges.

B. From other institutions.

1. Secondary Credit.

(a) Students coming from unclassified high schools and students claiming more credit than is 
recommended by the State Superintendent's rating shall be given examinations.

(b) In no case shall entrance examinations be given for more than four units for each year 
spent in school.

(c) The entrance examinations shall be given by a committee of the faculty.

(d) The questions shall be set and the papers graded by the department in which the 
applicant seeks credit.

(e) Entrance examinations shall be held not later than the first week of each term.

(f) The time of the examination in each subject shall be stated in the catalog.

(g) The examination questions shall be deposited with the chairman of the examining 
committee and kept on file. The examiner's reports and all certificates and documents 
pertaining to the entrance and advanced standing of each student shall be kept in a 
permanent file.

(h) No credit by examination shall be given after a student has completed one year of work 
in the school, nor after an advanced course in the subject has been completed.

2. College Credit.

Credit from institutions other than those mentiond in V A shall be given only on the basis of 
examinations. The method of giving the examinations shall be that designated in V B 1.

44

(Page 45)

C. No advanced standing of college rank shall be given for postgraduate work in a high 
school unless such high school is properly equipt and definitly organized to do work of 
college rank; the classes doing such work of college, rank shall be restricted entirely to 
students who have completed a four year secondary course; and the teachers of such 
classes of college rank shall have the qualifications stated in III D for teachers of college 
subjects.

D. No credit shall be given for teaching experience gaind as a teacher receiving a salary. If it 
seems probable that an experienced teacher cannot take with profit any required courses in 
observation or practice teaching, he should be excused from such courses and required to 
elect an equal amount of academic or professional work.

VI. A committee of three shall be selected to visit each of the (state educational) 
institutions, and report to the conference, at such times as the conference may designate, 
the workings of each of the state institutions with reference to each of the foregoing 
propositions.

1. Composition. The committee shall be composed of one representativ of the University, 
one of the Normal Schools, and one of the State Department of Education.

2. Selection. The representativ of the State Department of Education shall be appointed by 
the State Superintendent of Public Schools and shall be the chairman of the committee. The 
representativ of the University shall be chosen by the faculty and president of that 
institution. The representativ of the Normal Schools shall be chosen by the presidents and 
faculties of the normal schools in rotation, beginning with the Normal School at Kirksville.

3. Tenure. The members of this committee shall serv for a period of one year, beginning July 1.

VII. The professional degree for the completion of the 120-hour course given in the normal 
schools and the school of education of the University of Missouri should be the degree of 
Bachelor of Science in Education.

VIII. No elementary certificate shall be granted by any of the institutions represented in this 
conference, on less than two terms in residence and no diploma shall be granted on less 
than three terms in residence.

IX. It is the sense of this conference that at the time the law goes into effect requiring 
graduation from a first-class high school as a prerequisit for a first grade county certificate, 
(a) the elementary certificate of the normal schools should be based upon 60 semester 
hours of credit, and (b) the life diploma should be based upon 120 semester hours of credit.

X. When this conference finds that the conditions named in this

45

(Page 46)

report have been fully met, college work done in any of the institutions shall be accepted 
hour for hour in the other institutions and graduates of the 120 hour course shall be 
admitted in the graduate school.

Uniform Terminology

SECONDARY COURSES IN EDUCATION

1. Elementary Psychology.
2. Rural Life Problems.
3. Rural School Management.
4. Rural School Methods.
5. Subject Matter and Method in		

COLLEGE COURSES IN EDUCATION

I. Psychology.

1. Psychology.
2. Educational Psychology.

II. Administration of Education.

1. School Economy.
2. Supervision of Instruction.
3. Rural School Administration and Supervision.
4. High School Problems.
5. Educational Administration (For Senior College Students)

III. Methods in Education.

1. Principles of Teaching. (Primarily for Junior College Students)
2. Principles of Education. (Primarily for Senior College Students)
3. Teaching of	in the Elementary Schools.
4. Teaching of	in High Schools.
5. Primary and Kindergarten Methods.
6. The Elementary Course of Study.

IV. History of Education.

1. History of Education.
2. History of Modern Elementary Education.
3. Modern School Systems. (Senior College Students)
4. History of Education in the United States.

V. Teaching.

1. Teaching in the Elementary School.
2. Teaching in the High School.

Unanimously Adopted.

46

(Page 47)

SYLLABI OF ALL COURSES

AGRICULTURE

C. ROY JACCARD, EDGAR ARTHUR WRIGHT, JAMES ELLISON

High School Courses

(All these courses require four hours in laboratory and three hours in class exercises per week).

I. General Agriculture. First quarter. Fundamental foundation study of plant life. Text, 
"Plants And Their Uses" by Coulter. 1/3 unit.

b. Second quarter. A general study of farm problems. Text, "Soils and Plant Life," by 
Cunningham and Launcelot. 1/3 unit.

c. Third quarter. Text, "Domestication of Plants and Animals," by Davenport. Elementary 
course covering the essential principles of hereditary transmission, and the business of plant 
and animal improvement. 1/3 unit.

II. Civic Biology. A study of living beings, both plant and animal. 1/3 unit.

III. Natural Science. A study of the trees, wild flowers, weeds, and birds indigenous to this 
locality with the purpose of identifying them. Text, "Nature Study and Life," by Hodge. Civic 
Biology to be a prerequisit, after fall term, 1917. 1/3 unit.

College Courses

IV. Farm Crops, a. First quarter. A study of the cereal crops, their cultural requirements, 
insect enemies, and diseases. Text, "Cereals in America" by Hunt. 2 1/2 hours.

b. Second quarter. A study of the forage crops, their cultural requirements, insect enemies, 
and diseases. Text, "Forage and Fiber Crops" by Hunt. 2 1/2 hours.

c. Third quarter. A special study of corn, with special reference to judging, scoring, and seed 
testing. Text, "The Book of Corn" by Myrick.

V. Dairying. Composition, care, and handling of milk and its products. Text, "Milk and Its 
Products" by H. H. Wing. Laboratory of milk testing, butter making, and types of separators. 
Class exercises, three periods per week; laboratory work, four. One quarter. 2 1/2 hours.

VI. Soils. First Quarter. Origin, formation and management of soil. Text, Lyon and Fippin and 
Buckman. Class exercises, three periods per week; laboratory work, four. One quarter. 2 1/2 
hours. Prerequisit, High School Chemistry or its equivalent.

Second Quarter. Soil classes, fertility demands, and soil analysis. Text, "Soil Fertility and 
Permanent Agriculture" by Hopkins.

47

(Page 48)

Class exercises, three periods per week; laboratory work, four. One quarter. 2 1/2 hours. 
Prerequisit Soils, First Quarter.

VII. Animal Husbandry, a. Live Stock, First Quarter. Types and breeds, care and management 
of horses, hogs, and sheep. Text, "Types and Breeds of Farm Animals," by Plumb. Class 
exercises, three periods per week; laboratory work, four. One quarter. 2 1/2 hours.

b. Live Stock, Second Quarter. Types and breeds of beef and dairy cattle. Text, same as 
above, supplemented by "Dairy Cattle and Milk Production" by Eckles.

c. Poultry Culture. Types and breeds, and care of poultry, poultry house construction, 
incubation and care of chicks. Text, "Principles and Practices of Poultry Culture," by 
Robinson. Class exercises, three periods per week; laboratory work, four. One quarter. 2 1/2 
hours.

VIII. School Gardening. Cultural requirements, propagation, insect enemies and diseases of 
garden crops, and plans for gardens and school yard improvement. Text, "Principles of 
Vegetable Gardening," by Bailey. Class exercises, four periods per week; laboratory work, 
three. One quarter. 2 1/2 hours.

IX. Farm Orcharding. Cultural requirements, propagation, insect enemies, and diseases of 
large and small fruits. Text, "Productiv Orcharding" by Sears. Class exercises, four periods 
per week; laboratory work, three. One quarter. 2 1/2 hours.

X. Landscape Gardening. A course designd to meet the needs of superintendents and 
principals, and rural school teachers who have problems of improving and beautifying of 
school grounds to solv. 2 1/2 hours.

XI. Kitchen Gardening. A course whose purpose is to familiarize the students in Home 
Economics with the best methods of maintaining fresh vegetables and flowers for the home. 
Class exercise; two and one half hours per week. 1 1/4 hours.

XII. Feeds and Feeding. Animals digestiv systems, food stuffs, balanced rations, and feeding 
practices. Text, "Feeds and Feeding," by Henry. Class exercises, four periods per week; 
laboratory work, three. The latter is in Chemistry of Feeds. Prerequisit, at least one year's 
work in Agricultural subjects above the high school.

XIII. Farm Management. Types of farming, rotations, accounting. Text, "Farm Management," 
by Warren. One quarter. 2 1/2 hours. Prerequisit, same as for XII.

XIV. Principles of Breeding. Breeding. Study of laws governing crop and live stock 
improvement, and the methods employd. Text, "Principles of Breeding" by Davenport. One 
quarter. 2 1/2 hours. Prerequisit, same as for XII.

48

(Page 49)

XV. Farm Machinery. Principles, care and repairing of farm machinery and farm motors. 
Text, "Farm Machinery and Farm Motors" by Davidson and Chase. Class exercises, three 
periods per week; laboratory work, four. One quarter. 2 1/2 hours.

XVI. Club Leadership. A course in the problems and plans of organization and management 
of boys' and girls' clubs. Practice in club work is given in the course. 2 1/2 hours.

It is recommended that the above described courses be pursued in the following order: 
Course IV the first year; Courses V and VI, or Courses VIII, IX, and X the second year, and that 
Courses XII, XIII, and XIV be done as the fourth year's work.

All prerequisits apply to all new students hereafter enrolling.

CHEMISTRY

W. J. BRAY Laboratory Assistants, D. E. NEALE, LLOYD J. GRAHAM, NELLIE MADSEN

I. General Inorganic Chemistry. At least 15 units of high school work are presupposed. 3 
quarters. 7 1/2 hours.

II. Organic Chemistry. Chemistry I or its equivalent is presupposed. Three quarters. 7 1/2 
hours.

III. The Chemistry of Agriculture. Chemistry I or its equivalent is presupposed. A study of the 
chemistry of plant and animal growth and nutrition, and of soil fertility. One quarter. 2 1/2 
horns.

IV. Analytical Chemistry. Qualitativ analysis, 2 quarters; quantitativ analysis, 1 quarter. 
Chemistry I or its equivalent is presupposed. Three quarters. 7 1/2 hours.

V. Water Analysis. Chemistry I or its equivalent is presupposed. A systematic study of water 
supplies from the sanitary and engineering standpoints, including a study of the installation 
and maintenance of both municipal and private water works for the home and school. One 
quarter. 2 1/2 hours.

VI. School Hygiene and Sanitation. At least four years of high school work are presupposed. 
A systematic study of the relation between the teacher and the school on the one hand, and 
individual and community health on the other. Two quarters. 5 hours.

VII. Elementary Bacteriology. An elementary study of the fundamental principles of 
bacteriology, including the bacteriology of water, foods, sewage, etc. Two quarters. 5 hours.

NOTE: In addition to the courses listed above, classes in the various branches of agriculture 
meet in the chemical laboratory, by an arrangement between the departments concernd, 
for such chemical experiments from time to time as may be needed to throw additional light 
on those subjects.

49

(Page 50)

COMMERCE

P.O. SELBY, VERA FINEGAN, NELL WALKER, and Others.

The department prepares teachers of commercial subjects in high schools, but recognizes 
that the courses offerd are of value to other kinds of teachers.

I. Bookkeeping. Eligibility to the course consists in equivalence of high school graduation. 
Taught by the daily recitation method. The office phase of bookkeeping is enterd into 
completely, and much of business practice is learnd. Three quarters, 7 1/2 hours. One 
quarter offerd each term. MR. SELBY.

II. Farm Accounts. Bookkeeping and business practice, for candidates in the rural state 
certificate course, and recommended as a good high school study. It treats of systematic 
record-keeping on the farm. One quarter, 1/3 unit. MR. SELBY.

III. Geography of Commerce. The geography of commerce is a study of the earth in its 
relation to man, dealing with the causes of interdependence existing between the different 
parts of the civilized world; hence it touches on science, industry, economics, and history. 
The work of the course will consist of recitations, lectures, library work, and an occasional 
excursion to some manufactory or extractiv industry. An excellent collection of reference 
books, clippings, and illustrativ material is provided, and an extensiv use will be made of 
maps, illustrations, and diagrams by means of the lantern. The course is open to college 
students of any grade. Three quarters, 7 1/2 hours. MR. SELBY.

IV. Stenography. Eligibility to the work in these subjects requires attainments or ability equal 
to those of a graduate of a first class high school. As the primary object in offering this 
subject is to prepare students to teach it, special attention will be given to the teaching of 
shorthand. Three quarters. 7 1/2 hours. Each quarter offerd every term. MISS FINEGAN.

V. Typewriting. Eligibility requires two years of high school work. This subject may be taken 
either one or two periods daily. If taken two periods, one of them must be a regular class 
period. Advancd work includes the use of various office appliances. Six quarters, 1 unit. 
Offerd every term; MISS FINEGAN.

VI. Office Training. This course is a practical course in office work for advanced students in 
Stenography. One quarter, 2 1/2 hours. Offerd any term when requested by a sufficient 
number of students. MISS FINEGAN.

VII. Spanish (Associated with Commerce). The first quarter consists of grammar, 
composition, and reading. Conversational method employd in all recitations. The second 
quarter is a con-

50

(Page 51)

tinuation of the first quarter, with more advancd study of the grammar. Two or more prose 
works will be read during this quarter's work. The first and second quarters are prerequisit 
to the third, which consists of advancd grammar, reading of Spanish novels, drill in 
composition with special attention to acquiring a vocabulary of commercial phraseology for 
use in business correspondence. Three quarters, 7 1/2 hours. Miss WALKER.

VIII. Photography (Associated with Commerce). The object of this department is to educate 
prospectiv teachers in the employment of various means of visual illustration. The cost of 
lantern slides when purchased and the difficulty of securing just the slides needed, has 
prevented the use of the projection lantern in the schools to the extent that is desirable. 
The cost of the materials used in the production of a finisht slide is but a small per cent of 
the purchase price, the chief element of the cost being labor. The work of the department, 
to date, has largely consisted in giving instruction in lantern slide making and the projection 
of the same on the screen. Instruction is given in the elementary principles of photographic 
processes and in the use of photographic and projection apparatus and devices.

During the second half of the quarter, the quality of work done by students is expected to 
be such that the slides made shall be acceptable for use in the various departments.

As the facilities of the department improve it is proposed to prepare sets of slides on various 
subjects to be lent to schools in the Normal School district that are equipt with stereopticon. 
Announcement will be made from time to time when such sets are available.

The course is open to students about to receiv the rural certificate and the elementary 
certificate; also to students more advanced.

One quarter, 1/3 unit or 2 1/2 hours. Given each term. Miss WALKER.

IX. Business English. This course is offerd in the English department. See Course XIV under 
English. One quarter, 2 1/2 hours.

X. Economics. The study of Economics is considered essential to the intending teacher of 
commercial subjects. This course is now offerd in the Department of History. See History 
XVIII. Three quarters, 7 1/2 hours.

EDUCATION

W. A. CLARK, SUSIE BARNES, MARK BURROWS, ROSAMOND ROOT, THURBA FIDLER, 
EUDORA H. SAVAGE, LAURIE DOOLITTLE, OLIVE PAINE, CLARICE EVANS, GENEVIEVE 
KIRKBRIDE and Others

General Explanation

The courses in Education constitute a consistent group of studies in the aims, organization, 
equipment and processes of public school

51

(Page 52)

education. The order of numbering is primarily for convenience of records, tho a sequence 
of advancement may, in general, be traced in it. While certain courses are preparatory 'to 
others, constituting in a few cases a kind of group unity of two or more courses, each course 
has such completeness in itself as to give 2 1/2 hours' college credit independently. "The 
General Requirements" for certificates and diplomas given on pages 34 and 35 of this 
Bulletin indicate what courses are deemd to have value for all students.

Courses in Detail

I. Psychology. An introduction to modern psychology. The method comprises a recitation 
study of the textbook, introspectiv analysis by the student of his own concrete personal 
experiences, and definitly assignd library readings in the standard English treatises and 
textbooks. This course is introductory to all courses in the department of Education, and it 
should generally be taken first by beginning students. 2 1/2 hours. Mr. CLARK.

II. Principles of Teaching. An elementary study of the principles upon which good teaching is 
based, with constant applications in methods of instruction and management. By reference 
to approved methods of teaching, empirically known to the pupils, they are led in a study of 
well defined educational theory, with special reference to elementary teaching in rural and 
graded schools. 2 1/2 hours. Mr. BURROWS.

III. School Economy. A course in the management and. direction of work in the rural and 
village schools. It deals with the mechanics of the classroom; classification, records, 
disciplin; the management of the playground, and the correlation of outside activities with 
those of the school. 2 1/2 hours. Mr. BURROWS.

IV. Rural Sociology. A study of the life of rural communities, seeking to discover their 
tendencies and deficiencies, and to indicate plans for betterment. The student is led to 
consider the part that rural education must take in helping to solv the educational, social 
and economic questions. This course is intended for county superintendents and other 
advanced students interested in the problems of country life. Given regularly in the summer 
quarter, and at such other times as there may be a demand for it. 2 1/2 hours. Mr. 
BURROWS.

V. Practice Teaching, First Quarter. Required of all students seeking the elementary 
certificate. It consists of observation and teaching one subject or more one period daily for 
the entire term. This necessitates, on the part of the student, careful planning of the lessons 
taught with the supervisor in charge who will assist in the organization of the subject matter 
and in the adaptation to the grade

62

(Page 53)

taught. The student teacher must stand the test of measurement of his work with the best 
current methods of presentation and the best practices in class management. 2 1/2 hours.

VI. Practice Teaching, Second Quarter. To be done during the second year of the teachers 
college course. The practice teacher is advised to teach a different subject and a different 
grade each term in order to acquire skill in as great a variety of school room practices as 
possible, but opportunity is given the student to select the work that will be most beneficial 
in furthering his or her plans for the future. 2 1/2 hours.

VII. Practice Teaching, Third Quarter. This work should preferably be done during the third 
or fourth year of the teachers college course. Students who can give satisfactory evidence of 
good scholarship, successful experience as teachers in the public schools, and the use of the 
best methods of teaching and class management may be permitted by the faculty of the 
department of practice to substitute other courses in the department of education for this 
quarter's work. Those who are preparing to teach in high schools or the upper grades of 
elementary schools must have qualifications in their practice teaching subjects satisfactory 
to the corresponding academic department. 2 1/2 hours.

VIII. School Curriculum. This course deals with the curriculum of the elementary school and 
high school. A preliminary study of the principles underlying the course of study and the 
history of its development is followd by a detaild investigation of current practice in 
methods of instruction and of the organization, value, and content of the various subjects of 
the school course. The best methods of instruction will be demonstrated by the teaching of 
children in the presence of the class. The course is given by the director and supervisors of 
the Practice School. Prerequisits, Psychology and Principles of Teaching. One quarter. 2 1/2 
hours. MISS BARNES.

IX. Kindergarten and Primary Methods, First Quarter. An introductory course for students 
preparing to teach in Kindergarten and Primary grades. A study of child life, with the aims 
and principles underlying kindergarten and primary activities and subjects. 2 1/2 hours. 
MISS PAINE and MISS KIRKBRIDE.

X. Kindergarten and Primary Methods, Second Quarter. A critical study of materials and 
methods of teaching language, reading, literature, hand-work, play, and nature study. 
Courses I and IX are prerequisits. 2 1/2 hours. MISS PAINE and MISS KIRKBRIDE.

XI. The Teaching of English in Elementary Schools. This course is designd for graduates of 
high schools and for others who have studied Grammar, Composition, and Elementary 
Literature. It

53

(Page 54)

is especially for those who will teach in rural schools and in the grades of village and town 
schools. One quarter. 2 1/2 hours.

XII. The Teaching of Arithmetic. This course is to give a clear insight into the content of 
arithmetic and to furnish adequate comprehension of arithmetical method. It is to furnish a 
perspectiv that will enable the students to attack the problems of teaching and judge the 
comparativ values of subjects and processes in arithmetic. These aims are accomplisht by 
formulating original problems and exercises that will relate arithmetic to the life and 
experiences of the child, by studying the teaching process in arithmetic, and by bringing the 
work of the class into close touch with the actual teaching of children of all grades. 
Members of the class and experienced teachers will present various topics to the children of 
the Practice School, while the class observs the work with the ultimate aim of entering into 
the discussion and criticism of the completed recitation. One quarter. 2 1/2 hours.

XIII. The Teaching of History. A course as concrete as possible. It includes (1) tracing the 
history of history teaching in the United States, (2) finding out the best textbooks for use in 
elementary schools and high schools, (3) for illustrativ purposes, giving simple and 
connected narrativs in the classroom, (4) finding out the best current material on The 
Teaching of History. The course has vital relation with the daily lessons of the children in the 
Practice School. This is effected thru observation lessons and thru the interchange of the 
Practice School supervisor of history with history teachers of the Normal School classes, thus 
exemplifying very clearly in a variety of ways the pedagogics of history. One quarter. 2 1/2 
hours. Given each term. MR. FAIR, MR. VIOLETTE, MR. KINGSBURY.

XIV. The Teaching of Geography. A study of the underlying principles of geography, and how 
they may be applied in practice in the elementary school; the special problems involvd; the 
scope of geography teaching and its relation to work in other fields; the organization of 
material and methods of presentation so as to be of the greatest permanent value to the 
pupil; the function of observational work, equipment, and museums. 2 1/2 hours. MR. 
BURROWS.

XV. The Teaching of English in High Schools. Like "The Teaching of English in Elementary 
Schools", this course is designd for graduates of high schools and for others who have a 
good knowledge of elementary English. It may be substituted for that course, if preferd. But 
the work here done is more critical in method and is recommended to those who will teach 
in the high school. One quarter. 2 1/2 hours.

XVI. The Teaching of Latin. A course open to students who have had three or more years of 
Latin. The purpose is to send out

54

(Page 55)

teachers who can dispel the notion that Latin is a "dead" language. The following topics give 
an idea of the work done: reasons for the study of Latin and for its introduction in the 
seventh and eighth grades; some helpful suggestions from the Direct Method; the best text 
books for use in each class; the making of a course for second year Latin consisting of choice 
passages from the seven books of Caesar's commentaries; historical and political 
background of the Commentaries and the military tactics of that day; constructions that 
should be taught with each year's work; preparation of charts illustrativ of the value of 
Latin; slides, maps, reference books; programs for Latin Clubs, dramatization, games. One 
quarter. 2 1/2 hours. Miss GREEN.


XVII. The Teaching of German. A course in the underlying principles of language teaching. As 
concrete as possible. Topics and subject matter determind for each class by the particular 
needs of its members. Leading topics: 1. A brief study of the elements of phonetics, i. e, the 
physiology of the vocal organs and the physics and mechanics of speech. German and 
English sounds are analyzed and the international phonetic symbols for these languages are 
learnd. This enables the prospectiv teacher to place the teaching of German on the basis of 
sound rather than symbol, to appeal to the ear rather than the eye and thus solv the 
problem of securing accurate pronunciation and an understanding of the spoken language. 
2. The most important changes in the structure of the language in the light of historic 
development and similar changes in English. 3. A brief treatment of etymology, word 
formation and derivation. 4. A study of the trend of pedagogical thought in modern 
language teaching. 5. Application of all this to concrete problems. Offerd in the summer 
quarter. 2 1/2 hours. MR. HEYD.

XVIII. The Teaching of Music. Anatomy and Physiology of the Vocal-Organs. The Voice in 
speech and song. The rudiments of Music. A Study of the Child-Voice. Practical study in the 
teaching of Public School Music, exemplified in the Practice School. Conducting. Spring and 
summer quarters. 2 1/2 hours. MR. SEITZ.

XIX. The Teaching of Fine Arts. Required of all who make Fine Arts their major study. The 
making of courses of study, outlines, and lesson plans for elementary schools and high 
schools. Discussions of subjects and mediums appropriate to primary, middle, and upper 
grades. Study of possible equipments and materials and their proper use and care. Practice 
of blackboard presentation and drawing, a subject so necessary and yet so little studied by 
most teachers. One quarter. 2 1/2 hours. Miss LYLE.

XX. The Teaching of Household Arts. The organization of courses of study, and methods of 
teaching the household arts, -- cook-

55

(Page 56)

ery, sewing, laundering, etc. Adaptation of materials to different grades and schools. The 
planning and purchase of equipment necessary for household arts work. Students should 
have studied both Food Preparation and Sewing before taking this course. One quarter. 2 
1/2 hours.

XXI. The Teaching of Physical Education. See paragrafs under Physical Education.

XXII. The Teaching of Science. A course in science instruction for those intending to teach 
science. The course deals with the relativ importance of parts of the subject matter and with 
methods of presentation of scientific conceptions that experience has shown offer most 
difficulty to the student. The equipment of laboratories and laboratory technique and the 
content of science courses in the high school will also be given proportionate consideration. 
Given by the science faculty at intervals to meet requirements. One quarter. 2 1/2 hours. 
Mr. STOKES.

XXIII. The Teaching of Play and Festivals. See paragrafs under Physical Education.

XXIV. History of Education. A genetic study in educational theory and practice from their 
simplest forms in primitiv tribes thru their development in oriental peoples, in the 
civilizations of Greece and Rome, and in the seventeen centuries of Christian civilization 
preceding the dawn of modern education in the child- centerd pedagogy of Rousseau and 
Pestalozzi. This course presupposes such a knowledge of educational principles and 
practices as may be obtaind in the courses in Principles of Teaching, School Economy, and 
School Curriculum; and it prepares for the study of modern education in the second 
quarter's course. Courses XXIV and XXV constitute an analytic descriptiv study of educational 
aims and practices as they parallel the growing world civilization; they are strictly historic 
studies in education, which a.re applied concretely at every stage to the forms and methods 
of our present public schools. hours. MR. CLARK.

XXV. History of Modern Education. While this course is a continuation of the study of the 
first quarter in History of Education, it is more advanced in its aims and methods, dealing 
critically with the evolution of pedagogical thought since the days of Rousseau and with the 
growth of modern school systems, in their aims, organizations and practices. The student 
should bring to this course a theoretical and practical knowledge of the work of our public 
schools, and he should seek to formulate in it a rational world view of modern education. It 
may cither precede or follow course XXVIII in the Principles of Education. 2 1/2 hours. 
MR. CLARK.

56

(Page 57)

XXVI. Education in the United States. An advanced course for students who are candidates 
for the 120-hour diploma. Admission on consultation with the instructor. The course 
comprises a general survey of education in the United States, elementary, secondary, and 
higher. Past development, present activities, and anticipated improvements are discust in 
the light of fundamental pedagogical principles. Individual students are encouraged in 
special studies and reports on distinct phases of organization, equipment, maintenance, and 
processes of public schools. One quarter. Given when demanded. 2 1/2 hours. MR. CLARK.

XXVII. Educational Psychology. An advanced course in the application of psychological 
principles to education; it presupposes course I in general Psychology or its equivalent. In 
addition to a comprehensiv study of the whole field, each student devotes himself to the 
study of some phase of child life or a practical detail in the art of teaching, upon which he 
prepares a final thesis. Daily class discussions, conferences, and library readings give general 
direction and unity to the work of the class. Admission to the course on consultation with 
the instructor. 2 1/2 hours. MR. CLARK.

XXVIII. Principles of Education. An advanced course in the science and philosophy of 
education. It covers in a general way the whole field of technical pedagogy; and the method 
comprises free class discussions with frequent appeals to the student's own experiences and 
observations and library readings. Students enrolling in this course should have such general 
knowledge of educational theory and practice as may be obtaind in the more elementary 
courses in psychology and the principles and practice of teaching. A short thesis is required. 
2 1/2 hours. MR. CLARK.

XXIX. High School Problems. An advanced course presupposing previous study in the more 
elementary courses in teaching, organization and management. It deals with the specific 
problems of the high school with particular reference to the matter and form of the 
curriculum. Questions relating to the social life of adolescence, the administration of the 
institutional life of the school, and the vocational significance of school studies are 
considerd concretely in free class discussions. The classroom recitations are supplemented 
by demonstration lessons in the Practice High School of the Normal School. This course is 
designd primarily for high school teachers and superintendents and is given regularly in the 
summer quarter. 2 1/2 hours. Mr. CLARK.

XXX- School Administration. An advanced course for superintendents and principals, 
presupposing a theoretical and practical acquaintance with public school teaching. The 
organization and administration of state, county, and city school systems are critically

57

(Page 58)

described and discust, the textbook study being supplemented by library readings. Special 
reports, oral and written, are a prominent feature of the method of this course. The school 
laws, organization, and administration of Missouri public schools are treated as types in a 
comprehensiv general study of education. County superintendents and superintendents and 
principals of the schools of smaller cities will find this study helpful. 2 1/2 hours. PRESIDENT 
KIRK and others.

XXXI. Supervision of Instruction. Syllabus to be outlined in a later bulletin. PRESIDENT KIRK 
and others.

EDUCATION EXTENSION DEPARTMENT

Three kinds of instruction and study are provided for persons who can not be students in 
residence as follows: Courses in Correspondence, in Extension Classes, and in Reading 
Circles. For work done in these courses, credit will be given as if it were done in residence.

Purpose. The general purpose in all of these courses is the same. Some of the persons taking 
work in some of these courses have already been enrold in residence in this institution and 
desire to add to their acquirements while temporarily out of school and engaged in teaching 
or in other work and expect later to re-enter this school or go to another. There are others 
who wish to take some advanced work preparatory to their first entrance into an 
educational institution above the high school. In general, those who want to do non-
resident work are ambitious, aspiring persons who are for a time prevented from attending 
a higher institution of learning because they are teaching or otherwise engaged, and who 
have in mind to pursue their studies to enable them to graduate, or to secure some 
additional certificate or diploma. Credit for non-resident study in a subject or two may assist 
them sooner to accomplish their purpose and to have money sufficient to meet the 
requirements of attendance.

Amount of Non-Resident Study Credited. It must be conceded that while non-resident work 
may be well done, it is not desirable to substitute over-much of it for study in residence. 
Hence the following regulations will be observd.

1. Correspondence and Extension Courses are designd for those whose advancement is 
equivalent to that of the four-year high school graduate. Others will be admitted only by 
special permission of the department in which the work is desired.

2. It is recommended that only one course for credit be undertaken at a time by a student 
whose time and energy must be given largely to other duties, such as teaching.

3. Persons who have full programs of studies in other schools will not at the same time be 
admitted for credit work in any of the non-resident courses of this institution.

58

(Page 59)

4. A maximum of ten semester hours or two high school units may be completed in any 
school year. A student will not be allowd to enroll in more than, two courses for credit at the 
same time.

Time for Extension Courses. It is recommended that extension and reading circle classes be 
formd and correspondence study be started September 15 to November 1, so that the 
ground may be coverd during the year without undue haste, especially so if five hours' 
credit is desired. By special arrangements with the department giving the instruction, 
courses may be started as late as January 15, but not later, and only one subject may then 
be carried.

By Whom Given. Instruction in non-resident study will be given by regular faculty members 
of the departments. No substitutes will be used. The work for one course, which earns two 
and one-half horns' credit, will be pland so as to consist of ten to fifteen lessons. Various 
methods in oral and written recitations, reports reviews, summaries, discussions, etc., will 
be pursued, and the range of reading and study will be comprehensiv.

Cost of Books for Non-Resident Study. Students are expected to furnish their own books for 
all purposes; but they may obtain a few reference books from the library, all transportation 
charges being paid by them. A deposit of fifty cents with the librarian must be made in 
advance to cover the cost of transportation of books. All books or material must be returnd 
in good order or be paid for before credit for the course is given.

Correspondence Courses. Any person who is qualified to pursue successfully any of the 
branches named below may make application on the blank form hereto attacht. This will be 
referd to the department giving the course.

A fee of ten dollars in advance must be sent to the registrar of the school on enrolling for 
any course.

One fee pays for one course (2 1/2 horns) in any subject within the school year. But if a 
person enrolls in two subjects in the same department or in different departments he must 
pay a separate fee of ten dollars for each course of 2 1/2 hours' credit.

Reports may be made once per week or once in two weeks as the instructor may direct but 
no report is to be made on less than a week's preparation. The study and reporting should 
be promptly done so that continuity and interest may not be lost. Fragmentary work and 
spasmodic efforts are practically valueless in correspondence courses.

If a student is obliged to drop the study for a time or to discontinue it, he should promptly 
notify the instructor.

No part of the fee will for any cause be returnd or credited afterward on any other course 
either resident or non-resident.

59

(Page 60)

Printed directions for written reports will be furnisht each student.

Extension Glass Courses. Extension classes may be formd in towns or other convenient 
centers. All members of any class must be of such age, scholarship, and educational ability 
as to promis successful study erf the subject undertaken. Others may be admitted for the 
pleasure and profit to be derived; but no credit will be given upon the records of this 
institution to persons who can not do satisfactorily all the reading prescribed, make all the 
written reports, and take all examinations; and no credit will be given to those who do not 
attend regularly the class meetings and participate in recitations, or to persons taking at the 
time full programs of study in other schools.

Extension classes regularly meet for two hour recitations on alternate weeks and the credit 
course or term's work will require an average of about six months for completion. The 
instructor may plan work for weekly meetings of his class between his visits, so as to finish 
the study in the minimum of ten trips and in about five months.

Only one extension bourse at a time is to be taken by students having other duties that 
claim their time and energy, such as teaching; and such persons may not take for credit any 
other courses by correspondence or in reading circles. However, persons not otherwise 
employd may have two classes.

The fee is ten dollars for each person in each course (2 1/2 hours), provided that sixty dollars 
shall be the minimum amount raised by the class. The amount paid by any class must be 
enuf to cover fully the expenses of the instructor.

The fee for an extension class course is to be paid to the instructor giving the course and 
students are to be regularly enrold not later than the second meeting.

No part of the fee will be refunded or applied on any other charge of the school during the 
year or afterward.

Extension Courses Offerd. Agriculture. Courses on demand.

Chemistry. 2d and 3d quarters in General Chemistry as given in "Kahlenberg's Outlines of 
General Chemistry"; also any quarter in Analytical Chemistry.

Physical Geography. Courses to be secured as desired.

Physics. Courses to be secured as desired.

Commercial Subjects. 1st quarter Shorthand; Bookkeeping.

English. High school courses (by special permission): American Literature, one quarter; 
English Literature, one quarter; Rhetoric and Composition, the second quarter in a one-year 
course.

College Courses: American Literature, 1st and 2d quarters; English Literature, 2d and 3d 
quarters; 19th Century Poetry; Shakespeare;

60

(Page 60a)

Application for Correspondence Study

To the Normal School, Kirksville, Mo.,

Date ......... 
Name ..................... 
Post-office address ................ 	
Present occupation .................. 	
Amount of draft enclosed $.......... 

If at any time enrold in this Normal School, student will please give the year or years and the 
number of months in attendance.

Year ...... Months attended .....	
Year ...... Months attended .....
Year ...... Months attended ......

Attendance in other schools:

Name of school ..... Months attended .....
Name of school ...... Months attended .....
Name of school ...... Months attended .....

Subjects desired by correspondence	

The student will please give definit statement of the former studies leading up to those now 
desired.

(Page 60b)

(Page 61)

Advanced Composition; any course for teachers by extension class instruction.

German. Any reading or drama course.

History and Government. Courses of college grade as follows: Ancient History, 2d and 3d 
quarters; English History, 1st and 2d quarters; American Constitutional History, 2d quarter; 
Advanced Civil Government, one quarter; any course for teachers by extension class 
instruction.

Latin. Any reading course that the department offers in Latin of college grade may be taken 
by correspondence.

Mathematics. Correspondence courses as follows: 1st and 2d quarters of Trigonometry; 1st 
quarter in College Algebra, Analytic Geometry, and Calculus; any course for teachers by 
extension class instruction.

Physical Education. Any course in Organized Play and in Physiology.

Education Courses. The 1st and 2d terms in History of Education; one term in Principles of 
Teaching; other correspondence courses on demand; any course for teachers by extension 
class instruction.

Reading Circle Study and Credits. High School Credit: 1/2 unit (1 1/2 quarters) under 
regulations as follows:

1. Two of the adopted books must be studied.
2. Each reading circle must contain not less than five nor more than twenty teachers 
including the leader.
3. County superintendents appoint leaders.
4. Each circle must hold at least nine meetings, exclusiv of the final examination.
5. There must be at least sixty minutes for each lesson in each book at each meeting.
6. The final examination will be given April 2, 1917 by the County Superintendent at a place 
designated by him, examination to be on the same day in all counties of the district.
7. Both books should be studied simultaneously. The work is not open to students in school. 
Regular and systematic preparation for each lesson is required.

For information concerning reading circle work address Miss Rosamond Root, secretary of 
the reading circle committee.

ENGLISH

A. P. SETTLE, WARREN JONES, C. M. WISE, RALPH W. NOYER, BLANCHE F. EMERY, IDA A. 
JEWETT, ALICE D. MANN.

High School Courses

Candidates for the elementary certificate taking their high school English here should offer 
the first ten terms named below. These

61

(Page 62)

should be taken in the order stated. Then if the student desires to offer four high school 
units Business English and Elementary Reading and Speaking may be added.

I. Grammar. The first quarter is for persons who have not taken the subject very much 
above eighth grade or who feel the necessity of foundation work. The second is to continue 
over the field of Grammar in a view of general principles. Two quarters. 2/3 unit. Both 
quarters offerd each term.

II. American Literature. The interpretation of American prose and poetry, and oral and 
written expression. The first term takes from the earliest important literature and includes a 
study of Irving, Cooper, Bryant, Poe, and Longfellow. The second term completes the 
general survey. Two quarters, 2/3 unit. Both quarters offerd every term.

III. English Literature. A general survey from the earliest period to 1900, with critical study of 
masterpieces, accompanied by extensiv reading with frequent oral and written reports and 
reviews. The first quarter goes thru the Puritan Age. Two quarters, 2/3 unit. Offerd every 
term.

IV. Composition and Rhetoric. In each term literature will be much used as a basis for oral 
and written work. Three quarters. 1 unit. All parts offerd each term.

V. Advanced Grammar. More critical and comprehensiv than course I. It furnishes a good 
preparation for teachers in rural and other elementary schools. To be taken after courses I 
to IV or after at least two years of high school English besides Grammar. One quarter. 1/3 
unit. Offerd every term.

The following three courses, listed as of College rank, may, by permission of the instructor 
and the head of the department, be taken by students of high school rank and for high 
school credit. (See synopses under college courses).

XVIII. Elementary Reading and Speaking.

XIX. Advanced Oral Reading.

XIV. Business English.

The above stated requirements are on the assumption that all the work is done here. 
Graduates of high schools and others having courses that include these requirements will do 
well to choose a course in The Teaching of English in preparation for the elementary 
certificate.

College Courses

VI. English Literature. Including the Shakespeare period the first quarter; Milton to the rise 
of Romanticism the second quarter; from the beginning of the Romantic Movement to the 
present for the

62

(Page 63)

third quarter. Three quarters. 7 1/2 hours. Third quarter repeated in summer, 1917.


VII. American Literature. First term emphasizes early or formativ periods, with study on 
Franklin, Irving, Bryant, Cooper, and Poe; second term, New England Renaissance, with 
special stress upon Emerson, Hawthorne, Webster, Whittier, Lowell, Holmes, and 
Longfellow; the remainder of our literary history the third term. Three quarters. 7 1/2 hours. 
Third quarter repeated in summer, 1917.

VIII. History of the English Language. Development of the English nationality, language, and 
literature thru the age of Chaucer. One quarter. 2 1/2 hours. Summer, 1917.

IX. Nineteenth Century English Literature, The poets the critics and essayists, and the fiction 
writers are taken in the three quarters. This course may be elected by those having ay ear or 
two of general literature. Three quarters. 7 1/2 hours. Third quarter given in summer, 1917.

X. Eighteenth Century Prose. For advanced students. One term: 2 1/2 hours. To be offerd in 
the summer of 1917.

XI. The Bible as English Literature. Two terms in the Old Testament and one in the New 
Testament. A study not for doctrins, dogmas, or theology; it is to acquaint students with the 
fine literary expression in much of the Scripture, as well as to give a more ready knowledge 
of Bible history, narrativs, poetry, drama, and wisdom literature. Three quarters. 7 1/2 
hours. Third quarter repeated in summer, 1917--the New Testament.

Advanced Composition. Three terms: 7 1/2 hours. Given in courses XII, XIII, and XIV, 2 1/2 
hours each, as follows:

XII. Dramatization. A practice and laboratory course. Recasting and adapting dramas; turning 
literature and history into drama; producing original plays; performance of any or all of 
these and standard classical and modern dramas. One quarter. 2 1/2 hours.

XIII. The Short Story. A study of English and American short stories and their writers, a 
critical study of the art of story telling, and much practice in original production of various 
types of the short story. One quarter. 2 1/2 hours. Winter and summer terms.

XIV. Business English. For the study of spelling, with diacritical marking, syllabication, accent, 
and definition, with careful regard for homonyms, synonyms, antonymns, and the formation 
of derivativs and compounds; for study and practice in business correspondence; for 
developing ability to reproduce what has been read or heard; for improvement in the choice 
and use of words, in grammatical syntax, and in sentence structure. Especially for 
stenographers, typewriters, and students in Commerce Department; electiv by others. One 
quarter. 2 1/2 hours. Fall and spring terms.

63

(Page 64)

XV. Shakespeare. Covering characteristics and general literature of Elizabethan Age, -- 
prose, non-dramatic poetry, rise of the drama; Shakespeare, with a critical study of two or 
three plays each term; others read, discust, and reports made upon them. Two quarters. 5 
hours. Winter and summer terms.

XVI. The Teaching of English in Elementary Schools. For graduates of high schools and for 
others who have taken Grammar Composition, and Elementary Literature. One quarter. 2 
1/2 hours. Given every term.

See Education XI.

XVII. The Teaching of English in High Schools. Like course XVI, it is for graduates of high 
schools and for others who have a fair knowledge of elementary English. One quarter. 2 1/2 
hours. Given winter and summer terms.
See Education XV.

XVIII. Elementary Reading and Speaking. A drill or practice course in which nearly, all the 
work is done in the class. It consists of reading from various sources; of the discussion of the 
principles of oral expression; of proper use of the voice to meet the thought and emotional 
requirements. One quarter. 1 1/4 hours. Given every term.

XIX. Advanced Oral Reading. It consists of the reading and speaking of dramatic and 
oratorical extracts and the study of complete plays and orations. One quarter. 2 1/2 hours. 
Given in the winter, spring, and summer terms.

XX. Advanced Public Speaking. The preparation of varied matter for public delivery and the 
delivery of matter prepared by students or taken from other sources. Printed matter of 
various types studied as models. One quarter. 2 1/2 hours. Fall and spring terms.

XXI. Argumentation and Debating. Study of principles; preparation of briefs, outlines, and 
arguments; practice in analysis and the use of evidence; frequent practice in debating. 
Organization and management of debating societies. Interclub and interschool debating 
considerd. One quarter. 2 1/2 horns. Given in winter and summer terms.

XXII. Modern Grammar, or Science of the English Language. A critical review of the 
Advanced Gammar with historic development. Emphasizing features that are difficult in 
study and teaching. For superintendents, principals, and teachers of English. Recommended 
to all who are about to obtain diplomas. One quarter. 2 1/2 hours. Given in summer term.

64

(Page 65)

FINE ARTS

GRACE LYLE, LENA E. PATTERSON

The courses in Fine Arts are pland for the accommodation of students who wish to become 
teachers or supervisors of Art, and for those teachers in rural schools and other elementary 
schools who wish a knowledge of the principles of drawing and design for their daily use. 
The course is intended not simply to teach drawing to the student but to give him an 
appreciation of proportion, line, arrangement and color that will function in dress, school 
and home decoration, appreciation of great works of art, and in countless other ways.

I. High School Drawing, a. First Quarter. Circular Perspectiv, Color Theory, Conventional 
Design. Applied Design. 1-6 unit. Miss PATTERSON.

b. Second Quarter. Parallel and Angular Perspectiv, more advanced studies in Color Theory, 
Conventional Design, and Applied Design. 1-6 unit. Miss PATTERSON.

c. Third Quarter. Oblique Perspectiv, more advanced studies in Color Theory, Conventional 
and Applied Design. 1-6 unit. Miss PATTERSON.

II. General Art. Three Quarters. 3 3/4 hours. Miss PATTERSON.

The work of these three quarters is divided in the same way as the work of the High School 
Drawing classes. The courses differ in that the work in the General Art Course includes 
harder problems and is a first year college study. Also the studies are presented with a view 
toward teaching the prospectiv teacher how to teach them to children. This course gives the 
students sufficient preparation to enable them to teach Drawing in the elementary schools.

Note a. The courses above stated require no outside preparation. The second, third, fourth, 
fifth and sixth year courses require preparation. These are to prepare special teachers and 
supervisors in elementary schools, high schools, and normal schools. The General Art Course 
is a prerequisit for entrance into the classes in College Art Studies.

Note b. The above described courses are presented during all quarters of the year. The 
courses described below are given only at certain times as stated. However, if a sufficient 
number request it a course may be given out of its regular order.

III. Drawing and Painting (Perspectiv). a. First Quarter. The principles of perspectiv are 
developt thru experiment and observation. They are applied in the sketching of objects, 
interiors and street scenes in pencil and charcoal. 2 1/2 hours. Fall term. Miss LYLE.

65

(Page 66)

b. Second Quarter. More advanced studies in perspectiv are given during this quarter, with 
especial attention to the harmony of color and beauty of composition, and the students 
work for proficiency of technique in the different mediums, pencil, charcoal, crayon, and 
water color. 2 1/2 hours. Winter term. Miss LYLE or Miss PATTERSON.

c. Third Quarter. During this quarter the students buy and arrange their own studies. They 
may also choose their own medium from pencil, crayon, charcoal, water color, pastel, or 
oils. This is the only quarter in which oil painting will be given. 2 1/2 hours. Spring term. Miss 
PATTERSON.

d. Sketch class. During the summer a class in outdoor sketching is given. This work includes 
the principles of outdoor perspectiv, some color theory and special emphasis on 
Composition. The student may work in any medium. This quarter's work may be substituted 
for either the second or third quarter of perspectiv. 2 1/2 hours. Summer term. Miss LYLE 
OR MISS PATTERSON.

IV. Design and Art Structure, a. First Quarter. Design is studied to give a general knowledge 
of composition. The principles are taken up in consecutiv lessons beginning with the study 
of proportion, space division, and harmony of line arrangement. The theory of color and the 
principles of the uses of varying lines, values, and intensities are studied. Stenciling is given 
as the craft problem in this quarter. Most of the design given during this quarter is abstract 
teaching of principles. 2 1/2 hours. Fall term. Miss LYLE.

b. Second Quarter. Historic Ornament, more advanced color theory, printing and poster 
work, study of the book cover, title page, initial letters, etc., bookbinding and wood-block 
printing are given during tins quarter. 2 1/2 hours. Winter term. Miss LYLE.

c. Third Quarter. Larger and more concrete problems are given during this quarter. Plant 
analysis and derived design are studied. Leather tooling and cutting, work in plaster of paris 
and metal are the craft problems. 2 1/2 hours.  Spring term. Miss LYLE.

V. The Teaching of Fine Arts. One Quarter. See Education XIX. 2 1/2 hours. Winter and 
summer quarters. Miss LYLE.

VI. Art History and Appreciation. As a rule this course should be carried by students while 
pursuing their third year of Art. A prerequisit is a course in European History.

a. First Quarter. Prehistoric, Oriental, Greek and Roman Art and Architecture. 2 1/2 hours. 
Fall term. Miss LYLE.

b. Second Quarter. Medieval and Renaissance Art and Architecture. 2 1/2 hours. Winter 
term. Miss LYLE.

c. Third Quarter. Modem Art and Architecture. 2 1/2 hours. Spring term. Miss LYLE.

66

(Page 67)

VII. The fifth year consists of any three terms chosen from the following courses:

1. Advanced Composition and Illustration. Color and form values and harmony are studied 
first in charcoal tones, then in oil paints, working first from landscape or model, later in 
original compositions of landscape and figure to illustrate a given subject. 2 1/2 hours. 
Spring term. Miss LYLE.

Note. It is desirable that this class shall learn the use of the camera in Art Photography as a 
means of planning compositions. A term of Art Photography will be accepted as the 
equivalent of one term in Advanced Composition.

2. Clay Modeling and Pottery. This course includes the copying of some simple historic 
ornament in clay, the making and decorating of tiles in historic and original ornament, 
designing and executing pieces of pottery, and some modeling in the round of such studies 
as will be of use to primary teachers. The course in pottery includes designing and executing 
of vase forms, firing, glazing and simple ornamentation of vases, etc. The course may be 
carried as a study not requiring preparation, but must be preceded by two terms of studying 
Fine Arts. Two quarters. 5 hours. Spring and summer terms. Miss LYLE.

3. China Painting. This course includes the designing of all pieces decorated but most of the 
course is given up to the technique of china painting and firing. The equipment includes two 
firing kilns. Two terms of previous study in Fine Arts are necessary for admission to this 
course. Four quarters. 5 hours. Fall, winter and spring terms. Miss PATTERSON.

4. Costume History and Design. Instruction is given in the principles of design and color 
harmony as applied to textils, embroidery, and costumes. The history of costume is studied 
for the suggestions which it affords designers of present day costumes. Some instruction in 
Fine Arts must precede this course.

Special attention is given to the designing of costumes suited in line and color to the wearer, 
and to the use of the costume.

This course is a prerequisit of the second term of the course in sewing and can be used to 
best advantage if it is carried at the same time as the first term of that course. One quarter. 
2 1/2 hours. Given at request of Department of Home Economics. Miss LYLE.

5. House Decoration. This course is a continuation of the course in House Construction given 
in the Home Economics department. The study of spacing, harmony of line and color in wall 
and window decoration, carpets, pictures and furniture is given. The students make color 
schemes and plans for decoration of rooms and houses and bring samples of materials to be 
used. The courses in

67

(Page 68)

Costume and Interior Decoration are pland to give the student as thoro a knowledge as 
possible of the practical use of the principles previously studied in the Perspectiv and Design 
courses. One Quarter. 2 1/2 hours. Given at request of Department of Home Economics. 
Miss LYLE.

Note. Students making Fine Arts their major study are required to carry The Teaching of 
History as one of their studies in Education.

GEOGRAPHY

For Physical Geography, see Department of Physics and Physi-ography, Course V.

For Geography of Commerce, see Department of Commerce, Course III.

For The Teaching of Geography, see Division of Education, Course XIV.

GERMAN

J. W. HEYD, ELSA NAGEL

All courses stress the constructiv phase of the language.

I. Beginning German. This course is taught on a phonetic basis. The direct method is used. 
Stress is laid on accuracy of pronunciation and the training of the ear and vocal organs by 
actual use of German in the classroom from the first and by singing German songs. 
Grammar and syntax are learnd largely by induction. Three quarters. 7 1/2 hours. Mr. HEYD 
and Miss NAGEL.

II. German Conversation and Composition Course. This consists entirely in practice of 
German conversation and free composition. Von Jagemann's German Syntax is used for 
reference. One quarter. 2 1/2 hours. Mr. HEYD and Miss NAGEL.

III. German Reading Course. In this course representativ German novels and short stories 
(Novellen) are read as a basis for conversation and composition. A minimum of translation. 
German songs are sung. Two quarters. 5 hours. MR. HEYD and Miss NAGEL.

IV. Advanced German Composition Course. This course is designd for: (1) students having 
had at least two years of German; (2) mature students of German parentage, who know 
their inflection and read German readily, but need to master German from its constructiv 
side; (3) advanced students and high school teachers, who desire more thoroly to master 
German syntax, style, idiom, choice of words, etc. One quarter. 2 1/2 hours. MR. HEYD.

V. Advanced German Reading. Poetry and modem novels are read. The interpretation is 
given largely in German orally and in

68

(Page 69)

writing. Free composition thruout. Two quarters. 5 hours. Mr. HEYD.

VI. Schiller Course. A course in Schiller's life and works. As much as possible in German. 
Offerd when desired by qualified students. Three quarters. 7 1/2 hours. MR. HEYD.

VII. Goethe Course. A course in Goethe's life and works. Entirely in German. (Offerd when 
desired by qualified students). Three quarters. 7 1/2 hours. MR. HEYD.

VIII. Wagner Course. (Offerd Spring, 1916; again when desired by qualified students). One 
quarter. 2 1/2 hours. MR. HEYD.

IX. Advanced German Drama Course. A course in the dramas of such writers as Grillparzer, 
Hebbel, Kleist, Lessing, Ludwig, etc. Three quarters. 7 1/2 hours. MR. HEYD.

X. The Teaching of German. MR. HEYD.	See Education XVII.

HISTORY AND GOVERNMENT

E. M. VIOLETTE, EUGENE FAIR, ANDREW OTTERSON,

J. L. KINGSBURY, FELIX ROTHSCHILD,	

High School Courses

I. American History. A course dealing with the history of the United States from its beginning 
up to the present. The European background is first emphasized thru the use of such little 
books as Harding's Story of Europe. Tho the political history constitutes the thread of the 
course, much emphasis is placed on the social and economic phases, especial attention 
being given to the history of agriculture. Three quarters. 1 unit. All three quarters given 
every quarter. MR. FAIR, MR. OTTERSON, and MR. KINGSBURY.

II. European History. A general course in history from the dawn of civilization to the present. 
The first quarter is devoted to the ancient period, the second to the medieval and early 
modem periods, and the third to the later, modern times. Robinson, Breasted, and Beard's 
Outlines of European History is used as the text. Three quarters. 1 unit. Mr. KINGSBURY and 
____________.

III. Civil Government. This course covers two quarters. The first quarter is devoted to state 
and local government, including the government of Missouri; and the second quarter to the 
Federal government: The course is related very largely to social, political, and economic 
problems of the present, and aims to prepare the student for citizenship. Sufficient 
instruction in the pedagogy of the subject is also given to make it of practical value to 
teachers. Both quarters given every term. Students may begin with either quarter. Two 
quarters, 2/3 unit. Mr. OTTERSON.

69

(Page 70)

College Courses

IV. Medieval and Modern History. A course giving a broad and general view of the 
development of Western Europe from the last days of the Roman Empire to the present 
time, with special emphasis on the more recent periods. It is recommended that this course 
should precede all other college courses in history, and that it should be selected by those 
who take only the minimum requirements in history for any of the diplomas. It is expected 
that those who take this course have had at least two units of high school history. Three 
quarters. 7 1/2 hours. MR. Violette.

V. Ancient History. A course in the political history of the ancient Oriental, Greek and Roman 
worlds. Special emphasis is placed on the lives of some of the great characters of each 
country and upon the characteristic institutions, political and social. Three quarters. 7 1/2 
hours. MR. KINGSBURY.

VI. English History. A general survey of the history of England and Greater Britain from 
earliest times to the present. Special attention will be given to the constitutional and 
industrial phases with a view to a better understanding of the present conditions in the 
British Empire. Three quarters. 7 1/2 hours. MR. Violette.

VII. American Constitutional History. This course is in reality one on the History of American 
government and politics. It has been found That a course devoted almost exclusivly to 
constitutional principles is too much of a lawyer's study. It is assumed that those who take 
this course have had at least three units of high school history. Three quarters. 7 1/2 hours. 
MR. FAIR.

VIII. Primitiv History. A course in which the intention is to give an insight into the growth and 
development of the social and industrial institutions which prevaild among primitiv peoples, 
together with the fundamental motivs and means involvd. Projects showing industrial, 
development are included in the course. One quarter. 2 1/2 hours. Miss DOOLITTLE and 
Miss EVANS.

IX. Ancient Life. A study of the private, social, economic, and commercial activity of the 
ancients from the dawn of Egyptian History to the close of Roman History. Particular 
attention is paid to the position of women, the agriculture, literature, religion and 
philosophy of each nation under discussion. The course in Ancient History is a prerequisit for 
all except those who are majoring in the Latin Department. Three quarters. 7 1/2 hours. MR. 
Kingsbury.

X. Medieval Institutions. A course in which the political, religious and social institutions and 
the life, manners, and customs of the people of the medieval period, will be studied in 
considerable detail. It must be preceded by the course in Medieval and Modem History or 
its equivalent. Three quarters. 7 1/2 hours. MR. Violette.

70

(Page 71)

XI. Eighteenth Century History. A detaild investigation of the history of Europe from the 
latter part of the seventeenth century to the opening of the nineteenth. It must be 
preceded by the course in Medieval and Modern History or its equivalent. Given in alternate 
years with the course in Nineteenth Century History. Not given in 1916-17. Three quarters. 7 
1/2 hours. MR. VIOLETTE.

XII. Nineteenth Century History. A detaild investigation of the history of Europe since 1815. 
It must be preceded by the course in Medieval and Modern History or its equivalent. Given 
in alternate years with the course in Eighteenth Century History. Given in 1916-17. Three 
quarters. 7 1/2 hours. Mr. VIOLETTE.

XIII. Latin-American History. Sometime during the year 1916-17, a course dealing with the 
history of Mexico, and the Central and the South American countries will be inaugurated. 
Three quarters. 7 1/2hours. MR. KINGSBURY.

XIV. Missouri History. A course in which certain of the more important topics in the history 
of Missouri will be studied intensivly. At present the course will be given only during the 
summer term. One quarter. 2 1/2 hours. MR. VIOLETTE.

XV. Advanced Civil Government. A general course of college rank in the study of government 
in the United States, local, state, and national. Some critical study of social and political 
problems of. the present is made. This course does not duplicate any part of courses XVI and 
XVII given by Mr. Fair, but may advantageously precede them. Open only to students who 
are able and willing to do work of college grade. One quarter. 2 1/2 hours. MR. OTTERSON.

XVI. American Government and Politics. This is not a course in history. It is a study in the 
present of what the American Constitutional History deals with in the past. Actual workings 
of the government, both thru political and governmental organization, are studied. 
Newspapers and magazines are used all the time. It should not be taken by any one who has 
not had at least from three to four units of high school history. Three quarters. 7 1/2 hours. 
MR. FAIR.

XVII. Comparativ Government and Politics. About one third of this course deals with the 
state in its origin, nature, functions, and organization, and the rest with comparativ 
government in which the actual governments of the leading states of Europe will be 
considerd. Students should have had at least one year of college history before entering this 
course. Three quarters. 7 1/2 hours. MR. FAIR.

XVIII. Economics. During the first two quarters the work of this course is devoted to the 
elementary principles of economics. During the third quarter special attention is devoted to 
the influence of the industrial revolution in the economic position of wage earners, trade

71

(Page 72)

unionism, unemployment, immigration, and women and children in industry. By 
emphasizing problems of every day life rather than abstract economic theory it is intended 
to make this a helpful course for those teaching economics in the high school. Three 
quarters. 7 1/2 hours. Mr. FAIR.

XIX. Sociology. This course is outlined to illustrate the working of the chief factors in social 
organization and control. Part one is designd to give a detaild study of the nature and scope 
of sociology, and of the origin, development and structure of society with reference to the 
family as a typical human institution. Parts two and three follow with a theoretical and 
concrete study of social problems. Special attention will be devoted to a brief study of social 
ideals and the relation of education to social problems. Three quarters. 7 1/2 hours. Mr. 
ROTHSCHILD.

XX. Historiography and Bibliography. A course given by all of the members of the Division of 
History and Government in conjunction, in which a study will be made of the sources of our 
knowledge of the various fields, of history and in which an examination of some of the great 
historical works will be undertaken in the light of the sources on which they are based. One 
quarter 2 1/2 hours.

XXL The Teaching of History. See Education XIII.

HOME ECONOMICS

MARY E. KOLL, FLORA B. SNOWDEN

Students desiring a 90-hour diploma named from major studies in home economics should 
choose the following studies in this department: Sewing and Dressmaking, 7 1/2 hours; 
Costume History and Design, 2 1/2; Food Preparation, 7 1/2; Household Management; 2 1/2 
Dietetics or Textils. 2 1/2; For subjects not requiring preparation they should select 
Industrial Arts, 1 1/4 hours; Fine Arts, 3 3/4. The minor studies in science are Chemistry, 5 
hours; Physics, 2 1/2; Sanitation, 2 1/2; Elementary Bacteriology, 2 1/2; Kitchen Gardening, 1 
1/4; The Teaching of Household Arts, 2 1/2.

Students desiring a 120-hour diploma named from major studies in home economics should 
choose the subjects in home economics outlined for the 90-hour diploma, including both 
Dietetics, 2 1/2 hours, and Textils, 2 1/2, also one other electiv study in this department. The 
subjects not requiring preparation and the minor studies in science are the same as for the 
90-hour diploma with the addition of 2 1/2 hours more in Chemistry.

Textils and Clothing. Students are to receive some instruction in Fine Arts previous to or 
during the time that they are studying any of the courses in Textils and Clothing. Costume 
History and Design should be studied with the course in dressmaking.

72

(Page 73)

Ia. Sewing. The use of all the fundamental stitches, the making of articles by hand and with 
the sewing machine and its attachments, the drafting of patterns, simple embroidery, 
crocheting, the care and repair of clothing. Open to students of high school rank. For high 
School group, 1/3 unit; for college group, 2 1/2 semester hours. Miss SNOWDEN.

Ib. Dressmaking. The drafting and making of simple outer garments of cotton; the use of the 
form in designing and fitting. Miss SNOWDEN.

Sewing is prerequisit to Dressmaking. Open to students of high school rank. For high school 
group, 1/3 unit; for college group, 2 1/2 hours.

Ic. Advanced Dressmaking. The making of dresses of silk and wool, practice in modeling 
garments. 2 1/2 hours. Miss SNOWDEN.

II. Textils. Presented from the point of view of the purchaser. A study of the principal textil 
fibers and their manufacture into cloths, and of manufacturing conditions which affect the 
hygienic, economic and esthetic value of materials; tests for adulteration. 2 1/2 hours. Miss 
SNOWDEN.

III. Costume History and Design. 2 1/2 hours. See courses in Fine Arts.

Foods and Cookery. The following courses may be elected by students of college rank. Two 
and one-half hours in General Inorganic Chemistry must precede or accompany the courses 
in this group.

IV. Food Preparation. A study of the composition of foods, the reaction of the chief agents 
used in cooking, food production and manufacture, the economic selection, purchase, and 
care of food. The application of principles of nutrition and of efficient technic to the 
planning. The cooking and serving of meals on a small and large quantity basis. 7 1/2 hours. 
Miss KOLL.

V. Dietetics. The fundamental principles of human nutrition applied to the feeding of 
individuals and families. Modern, dietary standards are applied to practical problems. 
Typical dietaries for families of different incomes, for infants and children, for the sick and 
aged. Food preparation prerequisit. 2 1/2 hours. Miss KOLL.

Vb. Special Food Preparation. Food and diet for young children, for the sick and 
convalescent. Prerequisit, Dietetics. 2 1/2 hours. Miss KOLL.
Household Administration. The following courses may be elected by students of college 
rank.

Via. House Construction. The development of shelter, history of the house, and principles of 
planning. Students draw house plans and study plumbing, heating, ventilation and fighting 
systems for modem houses. 2 1/2 hours. Miss KOLL.

73

(Page 74)

VIb. House Decoration. See courses in Fine Arts. 2 1/2 hours.

VII. Household Management. Scientific and economic principles applied to the solution of 
such problems of the housewife as the division of income, keeping of accounts, choice of 
dwelling, purchasing of supplies, domestic service, apportionment of time and methods of 
work. 2 1/2 hours. Miss KOLL.

VIII. Home Nursing. Instruction is given in simple emergencies in first aid and in simple 
procedures in the home care of the sick. 2 1/2 hours. Miss KOLL.

IX. Home Problems. This course affords opportunity for the practical application of the 
knowledge gaind in previous courses, especially in Food Preparation, which is prerequisit to 
it. Students work in the small kitchen and dining room, planning, marketing, cooking and 
serving meals for various occasions under definit limitations of time and cost. 2 1/2 hours. 
Miss KOLL.

X. Household Arts for Rural Schools. A course presenting simple problems in cookery, 
sewing, laundering and cleaning that might be taught in a rural school. The preparation of 
noon lunches will be part of the work in this course. Methods of teaching these household 
arts in the country school will be considerd as they are studied. Offerd during winter and 
summer quarters.

This course is open only to those who expect to teach in rural schools. 1/3 unit. Miss 
SNOWDEN.

LATIN

T. JENNIE GREEN,  	

I. Beginning Latin. Declensions, conjugations, comparison of adjectivs and adverbs, syntax, 
reading of some connected prose. Three quarters. 1 unit.

II. Caesar. Selections from the seven books on the Gallic War, in amount equal to the first 
four books. Two lessons each week in prose composition. A brief survey of Caesar's life and 
the military tactics of his day. Three quarters. 1 unit.

III. Cicero. Six orations read, usually the Manilian Law, Pro Archia, and the four against 
Catiline. Composition twice each week. Two quarters. 5 hours.

IV. Ovid. Selections from Tristia, Heroides, Amores, Metamorphoses, Ars Amatoria and 
Remedia Amoris. A study of Mythology, Elegiac Dystich and Dactylic Hexameter. One 
quarter. 2 1/2 hours. Miss GREEN.

V. Vergil. The first six books of the Aeneid. Metrical reading, purpose of the poem, 
memorizing of choice passages. Two quarters. 5 hours. Miss GREEN.

74

(Page 75)

VI. Sallust. Bellum Catilinae. A comparison with Cicero's account of the conspiracy; style of 
the writer; composition twice each week. Regularly given during the Summer quarter. One 
quarter. 2 1/2 hours. Miss GREEN.

VII. Livy. Books XXI and XXII. Faults and excellencies of Livy as a historian. Given in the fall. 
One quarter. 2 1/2 hours. Miss GREEN.

VIII. Horace. Three books of the Odes, and selections from the Epodes, Satires, and Epistles. 
Meters and style. Given in winter and spring. Two quarters. 5 hours. Miss GREEN.

IX. The Teaching of Latin. See Education XVI. Given in summer. One quarter. hours. Miss 
GREEN.

X. Electivs. In the summer and occasionally at other times one of the following is given: 
Cicero's De Amicitia, De Senectute, Letters: Tacitus' Agricola, Germania; Seneca's Moral 
Essays; Plays of Terence or Plautus. Miss GREEN.

THE LIBRARY

I. R. BUNDY, LUDA CRECELIUS, META GILL, HELEN GRAY, SYLVA BROWNE

The Library is open from 7:30 a. m. to 9 p. m. except Saturday when the hours are from 8 a. 
m. till noon.

The general library consists of 18,580 bound and accessiond volumes, classified according to 
the Dewey decimal system and fully catalogd. The collection also contains upward of 6,000 
government publications, a growing pamflet department, and 110 current periodicals.

Reference works, including dictionaries, encyclopedias, and other special works on history, 
literature, etc. are on open shelvs in the reading room.
 
LIBRARY ECONOMY
MR. BUNDY, MISS GILL

I. Elementary Course. The first two weeks of the Elementary Course are pland to give 
the students such an acquaintance with the organization of the Library and such a training in 
the use of its reference books as will enable them to use the Library resources to the best 
advantage in their subsequent studies; the remainder of the quarter's work is devoted to 
children's literature, the aim being to prepare the prospectiv teacher to guide the children's 
reading with sympathy and good judgment.

Required of candidates for the elementary certificate. One quarter. 2 1/2 semester hours. 
Miss GILL.

75

(Page 76)

II. Advanced Course. This course is intended for the student who wishes to prepare for the 
position of teacher-librarian in charge of a high school library, or who for any other reason 
desires a knowledge of technical library work. It includes cataloging, classification, 
accessioning, shelf-listing, book selecting and ordering, loan systems, use of public 
documents, library history and legislation, library administration and the relation of the 
public school and the public library, the work of state library commissions, etc.

This course is open only to those who have had the elementary course or its equivalent. Two 
quarters. Five semester hours. MR. Bundy.

MANUAL AND INDUSTRIAL ARTS

Herbert A. McKean, Clarice Evans

Inability to communicate with Mr. McKean, the recently elected Professor of Manual Arts, 
accounts for omission of the details of work and study in that Department. Mr. McKean is 
believd to be unusually well fitted for the service he is employd to render. He was chosen 
from among a dozen or more high class specialists recently pursuing graduate courses in 
some of the larger universities.

Thru Mr. McKean's ability and ambitions along with some additional equipment in the shops 
it is expected that Manual Arts in this institution will take higher rank than at any time in the 
past.

The course in Industrial Arts as given by Miss Evans is expected to retain its well earnd, 
popularity. Its organization is groupt about the needs of man, such as food, shelter, clothing, 
records, utensils, tools, machines, and weapons. Some illustrativ projects are the doll's 
house, a clay bowl, a box, a basket, a loom, a woven article, a bound book. All projects 
involv motiv in the use of materials and in social or industrial relationships, One quarter. 1 
1/4 hours.

MATHEMATICS

Wm. H. Zeigel, Byron Cosby, G. H. Jamison, Chas. A. Epperson.

High School Courses

I. Arithmetic. This course deals with the fundamental processes of arithmetic and their 
applications to the problems of everyday life. It also considers some of the advanced phases 
of the subject, together with the intricacies of actual business practices. Three quarters. 1 
unit. Given every term.

II. High School Algebra. This course is a thoro treatment of the topics of high school algebra, 
with special emphasis on graphical representation, character of roots of quadratic 
equations, variation,

76

(Page 77)

and practical applications to geometry. Four quarters. 1 1/2 units. Given every term.

III. Plane Geometry. A study of rectilinear figures, circles, similar polygons and mensuration, 
with emphasis upon graphical representation and concrete problems depending upon the 
principles of geometry. Two quarters. 1 unit. Given every term.

College Courses

IV. Solid Geometry. This course includes the fundamental theorems of the geometry of 
space, mensuration of solids, and an introduction to modem geometry. One quarter. 2 1/2 
semester horns.

V. The Teaching of Arithmetic. This course is intended to give a clear insight into the content 
of arithmetical method, and a perspectiv that will enable the student to judge the 
comparativ values of various subjects and processes in Arithmetic. One quarter. semester 
hours.

For details see Education XII.

VI. The Teaching of Secondary Mathematics. This course is pland to give the student a 
definit notion of the value and place of Secondary Mathematics in the curriculum. It will 
trace the historical development of Algebra and Geometry, organize their material, and 
correlate them with other allied subjects. One quarter. 2 1/2 hours (academic credit).

VII. Plane and Spherical Trigonometry. A study of relations. It correlates Algebra and 
Geometry. Use is made of the transit, and practical problems in the field are formulated and 
solvd. Two quarters. 5 hours.

VIII. Surveying. This course includes different forms of land surveying, laying out of country 
roads, cross section work, differential and profile leveling, contour work, drainage areas, 
laying out railroad curvs and computing fills. The student is required to get a practical 
knowledge of the transit, compass and level, and the adjustment of these instruments. No 
one will be admitted to this course who cannot devote to it four hours each day. One 
quarter. 7 1/2 hours. Given only in the summer term. Prerequisit: Course VII.

IX. College Algebra. This course includes a comprehensiv study of symmetry, irrational 
numbers, quadratic equations, graphical representation, the binomial theorem, 
progressions, theory of equations, determinants, partial fractions, inequalities, variation and 
infinit series. Two quarters. 5 hours.

X. Analytic Geometry. A thoro study of the point, straight line, circle, parabola, ellipse, 
hyperbola, tangents to any conic, diam-

77

(Page 78)

eters, poles and polars, the general equation of the second degree, and higher plane curvs; 
also the elements of analytic geometry of space. Two quarters. 5 hours. Prerequisit: Course 
IX.

XI. Differential and Integral Calculus. The course will include all the common forms in 
differential calculus with practical problems; also the usual work in integral calculus with 
application to Mechanics. Two quarters. 5 hours. Prerequisit: Course X.

XII. Theory of Equations. This course will treat of the properties and roots of equations, the 
algebraic solution of the cubic and quartic, the solution of binomial and reciprocal 
equations, symmetrical functions of the roots, elimination and determinants. One quarter.
hours. Prerequisit: Course X.

XIII. History of Mathematics. This course gives a historical survey of the science of 
mathematics. It enables the student to follow the genesis of this science, to grasp the 
essential facts of mathematics, and to utilize them in the teaching profession. One quarter. 
2 1/2 hours. Given in the winter term. Prerequisit: Course X.

MUSIC

R. W. HANS SEITZ, J. L. BIGGEBSTAFF, JOHANNES GOETZE, PHRADIE WELLS, MARY SHOUSE.

I. Vocal Music Classes. First quarter. Anatomy and physiology of the vocal-organs. 
Rudiments of music. Sight reading of simple melodies. Scale formations. The work of the 
first three grades in public school music. 1-6 unit. Mr. SEITZ.

Second quarter: Sight reading and rather difficult melodies. Part singing. The work of the 
fourth, fifth, and sixth grades in public school music. 1-6 unit. Miss WELLS.

Third quarter: Advanced sight reading (difficult). The work of the seventh and eighth grades 
in public school music. 1-6 unit. Miss SHOUSE.

II. Physics of Music. See description under PHYSICS. Mr. STOKES.

NOTE: The Vocal Music classes are the basis for the entire Music course. No one may enter 
the class in "Physics of Music" till this course or its equivalent has been completed.

III. Harmony. First quarter: Major and minor scales; triads and their connections; 
harmonization of melodies with simple triads. Second quarter: Triads, seventh chords, and 
their connections; harmonizations of melodies. Third quarter: All other triads and chords; 
practical application in harmonization of melodies. 7 1/2 hours. Miss WELLS.

78

(Page 79)

IV. Counterpoint. First quarter: Plain Counterpoint. Second quarter: Modern Counterpoint. 5 
hours. MR. BIGGERSTAFF.

V. Form. First quarter: Study of canon, fugue, sonata, and symphonic forms. Second quarter: 
All "song forms"; cantata, opera, and oratorio. 5 hours. Mr. BIGGERSTAFF.

VI. Instrumentation. Special study of how to write for the different instruments of band and 
orchestra. One quarter. 2 1/2 hours. MR. GOETZE.

VII. Orchestration. Arranging from piano or vocal scores for full band or orchestra; 
condensation of full orchestra score for small orchestra; arrangement given actual trial 
under direction of student, using the Normal School Orchestra. One quarter. 2 1/2 hours. 
Mr. GOETZE.

VIII. History of Music. Study of the development of music from the most ancient times to the 
present time, each period illustrated, where possible, by music examples. One quarter. 2 1/2 
hours. Mr. BIGGERSTAFF.

IX. Biography of Musicians. Lives of the great composers from the time of Guido of Arezzo to 
the present. Illustrativ programs from each composer. One quarter. 2 1/2 hours. Mr. 
BIGGERSTAFF.

X. The Teaching of Music. See Education XVIII. Mr. SEITZ.

XI. The Chorus. (Continuous membership required of all major Music students. Open to all 
students who have good voices). Major Music students minimum credit, 5 semester hours. 
Other students, 1 1/4 semester hours. "Rehearsals" daily as incase of other studies. Study 
the Standard Oratorios, Cantatas and Masses. (The most important feature of the Music 
course). MR. SEITZ.

XII. Opera Study Classes. Standard Light and Grand Operas. Designd to meet the needs of 
students who will be required to do this kind of work in a school or community. Major Music 
students' minimum credit, 5 semester hours. Other students, according to time actually 
spent in rehearsals. MR. SEITZ.

XIII. The Orchestra. Membership open to all students who can play an orchestra instrument 
and read music fairly well. May be required of major Music students. 1 1/4 hours per term. 
MR. GOETZE.

XIV. Individual Lessons. A student becomes eligible to elect his major subject during the last 
half of the 60-hour course. When he has elected Music as his major, he will then be entitled 
to individual lessons in piano playing and singing upon signing the special agreement 
prepared by the Department of Music and approved by the President of the school. Under 
these conditions no extra fees can be charged for these lessons.

NOTE: Piano and vocal lessons are for incidental development purposes and do not receiv 
credit for graduation purposes.

79

(Page 80)

PHYSICAL EDUCATION FOR MEN

H.L. MCWILLIAMS

I. Organized Play in Education. Pland for elementary and high school teachers. Special 
emphasis on correlation of play with school studies; the grading and teaching of games. 
Practice Teaching assignd. Summer term.

II. Playground Activities. Athletics and games for boys and young men. Organization and 
management of activities; conduct of tournaments, contests, and exhibitions; duties and 
practices of officials. Practice Teaching assignd. Spring term.

III. The Teaching of Athletics, a. Principles of Coaching. Selection, training and conditioning 
of men. The technique and practice of football, basketball, baseball, and track and field 
athletics. 1 1/4 hours. Winter and summer terms.

b. School games suitable for the school room, playground and gymnasium. 1 1/4 hours. Fall 
and summer terms.

IV. The Teaching of Physical Education. This is of the nature of a laboratory course 
conducted chiefly thru use of the Practice Schools.

V. Gymnastics, a. First Quarter. A beginning class in Calisthenics, hand apparatus, and 
gymnastic marching and games. Fall and spring terms.

b. Second Quarter. A graded course in tactics, apparatus, exercises, tumbling, gymnastic 
dancing, and Indian clubs. Winter term.

c. Third Quarter. Advanced gymnastic exercises, gymnastic games, classification of pupils, 
leaders, tests, management of classes.

VI. Athletics, a. Football; b. Basketball; c. Baseball; d. Track and field athletics.

PHYSICAL EDUCATION FOR WOMEN

The work in the department of Physical Education for women has for its objects better body 
control and muscular co-ordination, more activ functioning of the vital organs, relief of 
nervous tension, under which the women of the school usually work, thus helping them to 
do their work, with the least possible waste of nervous energy. The exercises are carefully 
directed so as not to overstrain and, as far as, possible, to correct any deficiency.

It is an aim of this department to instil into its students a desire for a symmetrical and 
perfectly developt body. The women are not only taught the basic laws of health, but to 
appreciate and observ these laws. Each student is given a physical examination by the 
director of the department. Measurements are taken, strength tests made, and advice given 
as to personal hygiene and individual needs.

80

(Page 81)

The social phase of the work in Physical Education is of vast importance, especially to the girl 
who is away from home for the first time. The friendships formd during the informal 
intercourse of the gymnasium hour are most lasting.

The women's gymnasium occupies the east wing of Library Hall. It is sixty feet long and 
thirty-eight feet wide. The office, locker room, and bath rooms adjoin the gymnasium. The 
equipment is composed of modem pieces of apparatus such as horizontal bar, vaulting bar, 
horse, giant stride, flying rings, traveling rings, suspended parallels, climbing ropes and 
poles, a basketball court, and piano for the accompaniment of the various exercises. The 
light gymnastic apparatus includes dumbbells, Indian clubs, and wands.

In the office of the director are cots for the use of the women in the gymnasium classes, it 
being one of the doctrins of the department that rest, when needed, is as essential as 
exercise.

I. Gymnastics, First Quarter. Free hand gymnastics for the correction of postural defects; 
elementary exercises with Indian clubs, dumb bells, wands; marching; simple folic dances; 
games. The student is given a working knowledge of the simple gymnastic positions and 
terminology.

II. Gymnastics, Second Quarter. In this course more complicated gymnastic exercises are 
given. Hand apparatus work is continued. Elementary exercise on heavy apparatus is begun. 
Esthetic dancing is introduced. Folk dancing, games and tactical marching are continued.

III. Gymnastics, Third Quarter. Continuation of Course II.

IV. Practice Teaching of Physical Education in the Practice School. One Quarter. Prerequisit: 
three quarters of gymnastic work.

Organized basketball, tennis and other athletic games are open to the women students; in 
season.

PHYSICS AND PHYSIOGRAPHY 
J. S. STOKES

High School Courses

I. General Science. A course in the fundamental facts of Physics, Chemistry, Physical 
Geography, Bacteriology and Biology. The course is intended for students of high school 
grade and especially for those able to complete but one year of science in a high school 
course. It is also to prepare teachers of general science and as a course in general scientific 
information available early in the curriculum. It likewise servs as an introduction to more 
advancd courses and as an aid in the study of Agriculture. The course is given jointly by the 
departments of Physics and Chemistry. Three quarters. 1 unit.

81

(Page 82)

II. Physics. A course for mature students and for those having taken high school Physics. 
Course embraces the following subjects, named in the order in which they are studied: 
Mechanics of Solids and Fluids, Wave Motion, Sound, Heat, Light. Three quarters. 7 1/2 
hours.

III. Electricity and Magnetism. A course embracing the fundamental principles of these 
subjects and many industrial applications of the same. Requirement same as for course I; 
also first quarter of course I or its equivalent. Two quarters. 5 hours.

IV. The Physics of Music. A course for students of the course in music. The course is a 
modification of the work of the second quarter of course I. The physical basis of music is 
systematically developt by experiment, demonstration, and discussion. One quarter. 2 1/2 
hours. Given in the spring quarter.

V. Physiography. A course comprising first, a study of the physical features of the earth's 
surface and the physical processes operativ in producing them, and then a study of 
mathematical geography and meteorology, or the physics of the atmosphere.

During the last quarter the student makes a study of the details of the topography of 
selected portions of the United States, with the objects in view, of observing and localizing 
numerous illustrations of the processes previously studied, of acquiring knowledge of the 
relief of his country and of rendering the teaching of geography and history more efficient. 
Three quarters. 7 1/2 hours.

RURAL EDUCATION

MABK BURROWS, ROSAMOND ROOT, THURBA FIDLER

As was announced in this bulletin last year, beginning with September, 1916, for the rural 
state certificate this school will require 16 units of work. Since then a conference has been 
held under the direction of the State Superintendent of Schools, and the results are so 
important that the proceedings follow in full.

From Proceedings of Conference of Presidents of State Educational Institutions and State 
Superintendent of Public Schools, Jefferson City, Mo., June 22, 1916.

SECONDARY COURSES IN EDUCATION

1. The requirements for the rural certificate and for the Teacher-Training certificate should 
be made the same, and the rural certificate should be given the same recognition that is 
now given to the Teacher-Training certificate.

82

(Page 83)

2. The following academic subjects should be required for the rural certificate and for the 
Teacher-Training certificate.

English.........................3 units
Mathematics.....................2   " (including Arithmetic, Algebra & Geometry.)
Agriculture.....................1   "
Other High School Science ......1   " (Biol., Physics, or Physiog.)
History.........................2   " (one of which must be American History & Gov't.)
Industrial Arts and Fine Arts...1   "

3. The following professional studies should be required for each certificate.

(a) Subject matter of the common school branches, with emphasis on method, 1 unit.

(b) The Psychology of Learning or Elementary Psychology, 1/3 of one unit; Rural School 
Problems, 1/3 of one unit; School Management, 1/3 of one unit.

(c) Methods and Observation 1 unit,

4. In addition 3 electiv units should be required, among which farm accounts, bookkeeping, 
shorthand and typewriting, geography of commerce, general science, chemistry, domestic 
science, domestic art, music and physical education are recommended for favorable 
consideration.

5. Neither of these certificates shall be granted to students making a lower average than M 
(medium) on all the courses taken. (NOTE: At K. S. N. S. this means half of all grades must be 
G or higher.)

6. Eight units of credit shall be required before permitting students to take the first 
professional course.

7. The rural certificate should be renewd after the holder thereof has had 32 weeks of 
successful experience and has completed one term, (at least 8 semester hours) of college 
work in a standard professional school of college rank. (NOTE: K. S. N. S. prefers that as a 
rule it be 10 hours.)

8. It is the opinion of the Conference that the three profesisional courses mentioned above 
should be given three units of credit for admission by all standard institutions of college 
rank.

9. We recommend the following changes in the courses at present outlined in the Teacher-
Training Syllabus:

(a) The course in Psychology should be simplified and made to deal more directly with the 
problems of teaching.

(b) The course in Reading should deal less with the technical principles of Reading and more 
with the subject matter recommended in the state course of study.

For information as to the various academic subjects see statements of the departments.

83

(Page 84)

The Psychology of Learning. A study in the essential facts and fundamental laws of human 
behavior. Such topics are considerd as habit, association, attention, instinct, perception, 
memory, imagination, emotion, reasoning. Attention is paid to the physiological correlates 
of these processes. 1/3 unit. Miss ROOT.

School Management. A course dealing with the school as an organization; the function of 
the school; the preparation of the teacher for the three phases of school work: (1) 
organization, (2) management, (3) discipline; relation of the various elements; and 
mechanics of classroom management. 1/3 unit. Miss ROOT.

Rural Life Problems. A study of the changes in the nature of rural life, and the changes 
now taking place; effects of these changes on the rural school; rural organizations and 
community centers; the redirection and reorganization of rural education. 1/3 unit. 
Mr. BURROWS.

Methods and Observation. This course considers the source of subject matter; how the 
control of values are secured; the function of teaching; factors determining the selection 
and arrangement of subject matter; methods of learning in the various school subjects; 
corresponding methods of teaching; principles versus devices; motivation as the means of 
generating and' directing activity; testing results. Opportunity will be offerd to observ type 
lessons as a study lesson, appreciation lesson, inductiv lesson, deductiv lesson, drill lesson, 
etc. 1 unit. Miss ROOT.

Model Rural School. The Model Rural School on the campus is an important factor in the 
preparation of rural teachers. Some study and observation of the work done in this rural 
school is a requirement for graduation from the rural state certificate course.

Rural Sociology Club. Students regularly enrold in the department of rural education, and 
others interested in the problems of the country, are eligible to membership in the Rural 
Sociology Club, which is organized to popularize the study of rural life problems. This club 
also gives its members valuable experience in the managing of clubs and other organizations 
in rural communities. During the past year its membership was the largest of any club in the 
school. Meetings are held weekly in the Model Rural School building.

The Rural School Messenger. This is a monthly magazine for rural teachers and others 
interested in rural education. It is publisht thru the department of rural education. Any 
Missouri teacher or citizen interested in education may receive the paper free of charge 
upon request. Address all communications to the editor, Mark Burrows, 514 E. Normal Ave., 
Kirksville, Mo.

84

(Page 85)

The Rural Life Conference. This institution is held annually some time within the fall quarter, 
and lasts three days. Last fall nearly all the teachers from twelv counties were present, 
together with many farmers and their families, and many school children. The Sixth Annual 
Rural Life Conference will be held November 3, 4, 5, 1916, and in connection with an 
agriculture short course, and an exhibit of school work. The county superintendents at the 
last conference recommended in a meeting held by them, that so far as possible their 
annual county teachers' associations be held in cooperation with this conference.

Field Work in Rural Education. It is the aim of this department to serv the needs of rural 
education in the First District by cooperating with county superintendents, school boards, 
teachers' meetings, Granges, and other organizations. The faculty in rural education are 
prepared to deliver addresses on many phases of education and social service, some of 
which are illustrated with the stereopticon or motion picture machine. The members of this 
department are also ready to cooperate with any community in consolidation campaigns, in 
making plans for new buildings, and in other community undertakings. Other members of 
the faculty in the past have also cooperated and assisted this department so far as time 
would permit, and express a willingness to continue to render educational service to 
outlying communities. A bulletin has lately been issued by the Normal School entitled 
"Educational Assistance Offerd by the Kirksville State Normal School Outside its Campus". It 
may be secured on request.

85

(Page 86)

STATISTICS

							Men Women Total
Individuals Attending Summer Term, 1915................ 291  735  1026
Individuals Attending Fall Term, 1915.................. 237  451   688
Individuals Attending Winter Term, 1915-16............. 281  511   792
Individuals Attending Spring Term, 1916................ 239  495   734
Average Number Attending............................... 262  548   810
Individuals Enrold, Year Ending May 24, 1916..................... 1678
Children Enrold in Practice Schools............................... 390
Total Enrollment, Including Practice Schools..................... 2068
Individuals Enrold in Summer Term to July 17, 1916............... 1331

GRADUATES RECEIVING DEGREES, 1915 and 1916

Receiving degrees for completion of four years in a teachers college course preceded by a 
four years' high school course.

Paul Wilson Barnett, B. S. in Ed........ August 5 1915.
James Clarence Bond, A. B. in Ed........ August 5 1915.
Malcolm Everette Craig, B.S. in Ed...... August 5 1915.
Luther Vincent Crookshank, B. S. in Ed.. August 5 1915.
John Goode Farmer, A. B. in Ed.......... August 5 1915.
Irma Mary Gray, A. B. in Ed............. August 5 1915.
Georgia R. Grimes, A. B. in Ed.......... August 5 1915.
Walter A. Hopkins, B. S. in Ed.......... August 5 1915.
John Wesley Howe, B. S. in Ed........... August 5 1915.
Shirley Adelaide Hunt, A. B. in Ed...... August 5 1915.
Benj. C. Jones, A. B. in Ed............. August 5 1915.
Herbert William Kretzmeier, B. S. in Ed..August 5 1915.
Fred E. Patrick, A. B. in Ed............ August 5 1915.
Sylvester Eugene Seaton, A. B. in Ed.... August 5 1915.
Ruth E. Sloop, B. S. in Ed.............. August 5 1915.
Hortense Standley, A. B. in Ed.......... August 5 1915.
Opal Frank Townsend, B. S. in Ed........ August 5 1915.
H. G. Swanson, A. B. in Ed.............. Sept. 18 1915.
Stephen Fish Bonney, A. B. in Ed........ Nov. 24 1915.
Edgar Arthur Wright, B. S. in Ed........ Feb. 29 1916.
Mary E. Alderton, A. B. in Ed........... May 24 1916.
Senora Lucille Carsten, A. B. in Ed..... May 24 1916.
Sina Inez Cochran, B. S. in Ed.......... May 24 1916.
Martha E. Davis, B. S. in Ed............ May 24 1916.
Emilie Hickerson, A. B. in Ed........... May 24 1916.
Roy T. Neff, B. S. in Ed................ May 24 1916.
Lester Farrar Reynolds, A. B. in Ed..... May 24 1916.
Elsie Missouri Robinson, A. B. in Ed.... May 24 1916.
Vera Thomas, A. B. in Ed................ May 24 1916.
Floyd Allen Thompson, B. S. in Ed....... May 24 1916.

GRADUATES OF 90-HOUR COURSE (September, 1914 to August, 1915)
Flora E. Ballard, Ruth Hall Billington, Wiley Reeves Boucher, Eula Grace Bridges, Christine 
Editha Bunch, Senora Lucille Carsten, Anna Byrd Chapman, Mabel Claire Clough, Ben R. 
Craig, Malcolm Everette Craig, Joseph M. Davidson, Martha E. Davis, Letha Dorsey, Albert 
Felix Elsea, Buel F. Enyeart, Thurba Fidler, Hazel Fletcher, Goldie Forrest, Ada Gentry, Esther 
Gentry, Emory L. Gooch, Walter R. Henry, Edward N. Howell, Shirley Hunt, Benj. C. Jones, 
Helene G. Koenemann, Josephine Lillard, Mellie May Marlow, Aldena J. Mason, Muriel 
McCandless, Mar-

86

(Page 87)

garet E. McCaul, Horace A. Mills, Edna Montgomery, Nelle Catharine Myers, Roy T. Neff, 
Louis Francis Nelson, Josephine Norwood, Rena Garriott Olds, Ruth Conrad Parsons, Helen 
Pfeiffer, R. W. Powell, Leo Rachford, Grover Ramsey, Minnie Rank, Lester Farrar Reynolds, 
Elsie Missouri Robinson, James Burton Rogers, Leon E. Slavens, Martha W. Smith, Julia 
Sparks, Ernest Estle St. Clair, Barrett Stout, Lee Chapman Stuart, Anna L. Swartz, Ruth L. 
Towne, Hiram Ulysses Grant Turnmire, Mabel Vaughn, Maurice B. Vaughn, Marion 
Wattenbarger, Jeanne Willett, Russell Lawson Wise, Edgar Arthur Wright.

GRADUATES OF 90-HOUR COURSE (September, 1915 to May, 1916)

Madalin Clough, Lula J. Crecelius, Mary Crigler, India Davis, Ethel M. Devier, Claude, N. Dye, 
Bertha Fife, Gladys Fowler, Joseph Vincent Robert Hilgert, Josephine Christina Kaye, 
Margaret Lloyd, Merle Lutes, W. Everett Meals, Lora Murfin, Lena Newmyer, Mabel L. 
Nulton, Leo H. Petree, Tulsye Phelps, Herman B. Poison, Floyd Reyner, Mae Wells Stout, 
Jennie Terrill, Vera Thomas, Floyd Allen Thompson, Phradie Wells, Flora Alma Wright, Mary 
E. Yates.

GRADUATES OF 60-HOUR COURSE (September, 1914 to August, 1915)

Claire Bailey, Susie K. Baker, Ora L. Capps, Mattie Case, Amy Casebeer, E. Pearl Cherry, Lura 
Cowan, Artie A. Craig, Mary Crigler, Ethel M. Devier, Mabel J. Fields, Goldie Forrest, Gladys 
Fowler, Mrs. Love Frederick, Carrie Friday, Gladys G. Furber, Hazel W. Furman, Mila Pearl 
Harris, Joseph Vincent Robert Hilgert, Alma Jones, Coralie Lake, May Leedom, Merle Lutes, 
Claire Dean McAllister, Muriel McCandless, Lettie Merrick, Louise Mudd, Merle Myers, Mary 
Dodd Neale, Leo Rach-ford, Mrs. James Burton Rogers, Leila Sanders, Nina L. Shock, Mattie 
Tate, Maggie Mae Thomas, Martha Burdette Thompson, Mollie Towles, Minnie Trippeer, 
Georgia Blanche Vaughn, Marjorie Ruth Way, James C. Williams, Anna Lee Woods, Ruth 
Adelaide Wright.

GRADUATES OF 60-HOUR COURSE (September, 1915 to May, 1916)

Eugene Homer Bash, Neita Brawford, Lowell E. Cockrill, Mollie Lee Delaney; Bertha Fife, 
Marion Hill, Nondas Jordan, Celeste Noel, Genevieve O'Neill, Mary Estelle Parr, Mabel Perry, 
Myrtle Phelps, Ella Rank, Kathryn B. Wirth, Clara Etta Yadon, Leta Meryl Yowell.

GRADUATES OF ELEMENTARY OR 30-HOUR COURSE (September, 1915 to May, 1916)

Mary E, Baker, Noah Beeler, Dula Belle Bernard, Susie V. Betson, Grace Pauline Brandt, Orah 
Cantwell, Gladys Elizabeth Carman, M. Bernice Caughlan, Hermia Cotter, Lura Cowan, Eula 
Lee Coons, Elsie Coulson, Lillian Crosby, Edna Davis, Orville Lee Davis, Madge R. Deskin, 
Harvey Robert DeVolld, John Finley DeVolld, Bessie B. Farmer, Ruby F. Farmer, Elizabeth 
Frazee, Della Marie Fuller, Evelyn Gentry, Gertrude Gentry, Virgil Glaves, Lloyd Juan Graham, 
Julia Maye Hanley, Flossie May Harpham, Gladys Verne Howey, Lillian Jackson, Glenn Claud 
James, Glenn Johnson, Elfie Hazel Jones, Lilly Adeline Kindred, Sarah Laird, Mabel Ruth 
Luepkes, Fred M. Luttrell, Enolia Lyon, Helen Markey, Ruby F. Marsh, Francis B. McCluer, 
Fern F. McGee, Rebecca Megown, Charles C. Miles, Genevieve Noonan, Ora V. Palmer, 
Nettie Patterson, Virginia Alvin Perry, James William Primrose, Margaret E. Prowell, M. 
Hayes Quinn, Jewell Rhoades, Virginia Isabel Robinson, Emmit Rogers, Francis Forest Rogers, 
Mary Rogers, Texie Ellen Ryle, Roy M. Senor, Mabel Shepherd, Harry S. Shibley, Helen Fern 
Shibley, Marie Simmons, Inez H. Stokes, Mary Belle Threlkeld, Lucy Toalson, Grace Walker, 
Myrl Walter, James J. Webb, Ruby Wells, Mary Elizabeth White, Viola Wilson, Alice Woods.

RURAL STATE CERTIFICATE (September, 1915 to May, 1916)

William W. Allen, Bessie Louise Babbitt, Ivalee Perry Blue, Mary Christine Bowling, Ethelyn 
Ella Bratton, Verna Nora Burton, Florence Derksen, Gertrude Dillon, Estella B. Green, Lurah 
R. Haines, Madge A. Knowles, Wilson A. Law, Florence Moots, Nina C. Nickell, Alice Purdin, 
Esther M. Stautermann.

87

(Page 88)

(Page 89)

ENROLLMENT

JUNE, 1915 TO JUNE, 1916

NAME			COUNTY
Aber, Lottie B............Linn
Abernathey, Elnora........Adair
Abbott, Cloyt T...........Putnam
Abbott, Lloyd.............Putnam
Abshire, Jennie...........Livingston
Acton, Lydia V............Holt
Adams, Florence M.........Linn
Adams, James W............Macon
Adams, Pearl..............Linn
Adams, Ruby G.............Linn
Adlesperger, Opal Olive...Sullivan
Aeschliman, J. E..........Schuyler
Agee, Holice..............Putnam
Ainslie, Mrs. Margaret....Adair
Alderson, Edna............Montgomery
Alderton, Mary E..........Lewis
Alexander, C. Bessie......Sullivan
Alexander, Lola...........Linn
Alexander, Robert L.......Boone
Allen, Gracia Easola......Adair
Allen, William W..........Livingston
Allison, Emily Hillman....ALABAMA
Altic, Emma Lorena........Adair
Alton, Mary...............Clark
Ames, Marvel..............Sullivan
Anderson, Isa Dea.........Ewing
Anderson, Rose............Marion
Anderson, Rouse W.........Lewis
Andrews, Mrs. Etta C......Lewis
Andrews, J. A.............Lewis
Andrews, John Lindsey.....Howard
Angell, Dottie............Randolph
Angus, James Thos.........Scotland
Armstrong, Perry D........Grundy
Armstrong, W. K...........Putnam
Arni, Bertha E............Schuyler
Arnold, John M............Linn
Arnold, S. W..............Adair
Atherton, Harry...........Clark
Atkins, Dollie............Sullivan
Atkins, Herman Watson.....Sullivan
Atkins, Jennie Lee........Boone
Atteberry, Sherwood.......Macon
Babbitt, Bessie Louise....Adair
Babbitt, Se Dora A........COLORADO
Bachman, Hazel............Adair
Bachman, Mabel............Adair
Bachtel, Lona.............Chariton
Baggs, Myrl...............Iowa
Bagley, Amy...............Mercer
Bailey, Adda..............Macon
Bailey, Claire............Adair
Bailey, George P..........Linn
Bailey, James Earl........Macon
Bailey, Mary..............Linn
Baity, Frank K............Adair
Baker, Mary E.............Lewis
Baker, Pearl..............Linn
Baker, Myrtle B...........Shelby
Baker, Susie K............Montgomery
Ballard, Flora E..........Macon
Ballew, William Lee.......Boone
Banner, Rollie............Sullivan
Barb, Bessie..............Schuyler
Barber, Nellie............Linn
Barker, Jewel.............Knox
Barker, Ray...............Adair
Barnes, Jewel.............Audrain
Barnett, Lola Maurine.....Adair
Barnett, Paul.............Adair
Barnhart, C. V............Adair
Barrett, Beulah...........Atchison
Bartlett, Orpha A.........Sullivan
Bartlett, Ray.............Adair
Bash, Eugene Homer........Chariton
Bauerrichter, Willis F....Lewis
Beach, Mabel..............Pettis
Beach, Marvin F...........Howard
Beach, Winnie Grace.......Pettis
Bealmer, Verdun...........Macon
Beatty, Jason L...........Sullivan
Beaty, Olive W............Adair
Beaty, Ruth...............Adair
Beeler, Noah..............Schuyler
Begeman, Mrs. Florence....Lincoln
Beggs, Berenice...........Randolph
Begole, W. Mae............Adair
Behymer, Evelyn Mary......Macon
Behymer, Roy E............Macon
Belsher, Edith............Macon
Bennett, Alva.............Adair
Bennett, Elsie Amalda.....Jackson
Bennett, Grover T.........Adair
Benning, Anna.............Macon
Benning, Elizabeth........Lewis
Benning, Eva Hardin.......Clark
Berger, Harry S...........Montgomery
Bergmann, Otha............Macon
Bernard, Dula Belle.......Callaway
Bernard, Gillie Ann.......Callaway

89

(Page 90)

Berry, Blanche Irene.......Ralls
Berry, Hazel B.............Schuyler
Betson, Susie V............Linn
Beverlin, Elsie Rosalia....Adair
Billeter, Beryl L..........Chariton
Billeter, Nola M...........Chariton
Billington, Ruth Hall......Monroe
Billington, T. G...........Adair
Bishop, Gladys Marie.......Knox
Bixler, Edda Mae...........Lewis
Black, Ella E..............Montgomery
Black, Frances K...........Knox
Blackburn, Helen...........Saline
Blackhurst, Stephen........Livingston
Blakeley, Chas. Willis.....Carroll
Blakely, Ethel.............Clark
Blanchard, Jessie..........Adair
Blattner, W. C.............Montgomery
Bledsoe, Harvey............Adair
Blomberg, Gladys...........Macon
Bloomer, Jennie............Marion
Blue, Ivalee Perry.........Montgomery
Boarman, William Leo.......Monroe
Bohon, Harold S............Marion
Bohrer, E. E...............Adair
Bolander, Harley E.........Adair
Boley, Lee.................Clark
Bond, Jas. Clarence........Worth
Bondurant, Ruby Frogge.....Adair
Bonney, S. F...............Shelby
Boone, Martha S............Callaway
Booth, Grace...............Sullivan
Booth, Morea Annetta.......Sullivan
Borron, Lola...............Macon
Borron, Ruby...............Macon
Botts, Walter W............Knox
Boucher, Jackson A.........Livingston
Boucher, S. M..............Adair
Boucher, Wiley Reeves......Adair
Bowen, Bertha..............Knox
Bowen, Edward Alexander....Knox
Bowen, Lena Vergie.........Knox
Bowling, Mary Christine....Shelby
Bowman, Icey...............Shelby
Boyle, Chas. C.............Adair
Bradley, Estel.............Knox
Bradley, Jessie E..........Marion
Bradley, Lillian...........Randolph
Bradshaw, Verlan...........Putnam
Bradt, Leon N..............Adair
Brandt, M. Elizabeth.......Montgomery
Brandt, Grace Pauline......Adair
Branscom, Gertha...........Putnam
Brantner, Homer Rolly......Linn
Brantner, Scott Rube.......Sullivan
Bratton, Ethelyn Ella......Boone
Brawford, Neita............Putnam
Brewer, Floyde Elias.......IOWA
Brewer, L. H...............Macon
Brewington, Anna E.........Macon
Brewington, Ida............Macon
Bridges, Grace.............Schuyler
Bridges, Maude E...........Schuyler
Brightwell, Virgie B.......Lewis
Brittain, Katheryn E.......Grundy
Britton, Bernice J.........Sullivan
Brockman, Paul.............Macon
Brookhart, Harlen..........Scotland
Brotherton, Ora Estelle....Clark
Brower, Mabel..............Harrison
Brown, Augusta.............Sullivan
Brown, Bernice Lucile......Sullivan
Brown, Clessie.............Linn
Brown, Deborah.............Lincoln
Brown, Earl H..............Monroe
Brown, Jewell..............Callaway
Brown, Kathryn.............Adair
Brown, Lola M..............Linn
Brown, Mary................Grundy
Brown, Paul J..............Sullivan
Browne, Lloyd E............Adair
Broyles, Elfie.............Sullivan
Brumbaugh, Aurelia M.......Sullivan
Bruner, Effie Lee..........KANSAS
Bruner, Fred...............Shelby
Bruner, Maude B............Jackson
Brunsmann, Marie...........ILLINOIS
Bryson, Phyllis............Adair
Buckler, Mrs. Jennie.......Knox
Bufford, Vergil............Pike
Bunnell, Edna..............Grundy
Bunnell, Elta..............Grundy
Burch, Minnie..............Macon
Burkey, Retta Josephine....Audrain
Burns, Lyle Edward.........Putnam
Burns, Norbert.............Adair
Burns, Octa M..............Putnam
Burns, Olive Fern..........Putnam
Burress, W. H..............Sullivan
Burrows, Gwynne............Adair
Burrows, Iphigenia.........Adair
Burt, Irene................Callaway
Burton, Everett Lannie.....Randolph
Burton, Kathryn............Howard
Burton, Verna Nora.........Macon
Burton, W. A...............Scotland
Busby, Orange S............Grundy
Bushman, Crescentia S......Lincoln
Bushong, Eula..............Sullivan
Butler, Carey..............Lafayette

90

(Page 91)

Butler, Estle............Knox
Butler, Paul J...........Adair
Cadogan, Mrs. Georgia M..Macon
Cain, Edith Olethea.....Adair
Cain, Estill V..........Adair
Caldwell, Edgar.........Adair
Caldwell, Mary Belle....Shelby
Caldwell, Olive.........Adair
Call, Hazel.............Sullivan
Callahan, Mary E........Saline
Callighan, Effie M......Marion
Callihan, Cordia........Sullivan
Callison, Anna H........Putnam
Callison, Clarence Paige..Adair
Callison, V. Glenn......Adair
Callison, Inez Cecilie..Adair
Camden, Blanche.........Schuyler
Camden, George Arthur...Schuyler 
Camden, Margaret Opal...Schuyler
Cammack, R. Ralph.......Lewis
Campbell, Earl..........IOWA
Campbell, Elizabeth J...Carroll
Campbell, Myers D.......Adair
Cantlon, Ruby...........Linn
Cantwell, Orah..........Montgomery
Capps, Ermine...........Adair
Capps, Hallie...........Adair
Capps, Ora L............Adair
Carman, Gladys Elizabeth...Monroe
Carrington, Jessie......Callaway
Carroll, Kevin..........Adair
Carsten, Senora Lucille..Chariton
Carter, Bernadine.......Lincoln
Carter, Essie...........Ralls
Carter, Golda...........Linn
Carter, Hannah S........Randolph
Carter, Hugh............Scotland
Carter, Jennie..........Adair
Casady, John............Putnam
Case, C. Ella...........Adair
Case, Mattie............Sullivan
Case, Nancy Leona.......Adair
Casebeer, Amy...........Livingston
Casteel, Julia E........Putnam
Caughlan, M. Bernice....Andrew
Cecil, Grace............Lewis
Chalfant, A. C..........Sullivan
Chamberlain, Kathleen...Pike
Chambers, George W......Linn
Chapman, Anna B.........Shelby
Chapman, Elsie Belle....Clark
Chappell, Norma.........Putnam
Cheesman, Ella..........Adair
Cheesman, Rosa..........Adair
Cherry, E. Pearl........Livingston
Cherry, Ruby............Livingston
Childers, Gladie P......Gentry
Childers, John A........Gentry
Childers, Nellie B......Gentry
Chinn, Paul C...........Macon
Chrane, Harold..........Chariton
Christian, Audrey.......Marion
Christman, Elsie........Shelby
Christy, Cora...........Clark
Christy, Willie E.......Clark
Christy, Zola E.........Clark
Cissna, Lewis...........Lewis
Clabaugh, Wm............Sullivan
Clapper, Rowena C.......Schuyler
Clare, Nelle............Lewis
Clark, Cecil L..........Adair
Clark, Ena..............Lewis
Clark, Maurine..........Adair
Clark, Susie Lee........Linn
Clark, Thalia...........TEXAS
Clark, Vivion...........Monroe
Cleeton, Glen U.........Sullivan
Cleeton, Jennie Terry...Sullivan
Clevenger, Lewis........Adair
Clough, Homer W.........Clark
Clough, Madalin.........Adair
Clutter, Ethyl..........Shelby
Cochran, Sina Inez......Adair
Cochran, Velda Lora.....Adair
Cockrill, Lowell E......Platte
Cockrum, Belle M........Adair
Coffey, Beulah A........Schuyler
Coffman, Myrtle.........Chariton
Cohagen, Ianthe.........Adair
Cohagen, Pauline I......Adair
Cokerham, C. C..........IOWA
Cole, Pearl John........Knox
Collett, Anna B.........Adair
Collett, Hubert L.......Adair
Collett, Ruth F.........Adair
Collins, Coates.........Macon
Collins, Esma L.........Scotland
Collins, Fern...........Putnam
Collins, Frank, Jr......Macon
Collins, Letha E........Shelby
Collins, Lou............Putnam
Collins, Lydia Maurie...Knox
Collins, Meek...........Macon
Collins, Ora Albert.....Linn
Cook, Mrs. Bettye B.....Marion
Cook, Margaret L........Marion
Cook, Mary Frances......Putnam
Cooksey, Ray E..........Grundy
Cooksey, U. S...........Grundy
Cooley, Nova............Putnam

91

(Page 92)

Coon, Grace..........Sullivan
Coons, Eula Lee......Marion
Coons, Irene.........Knox
Coop, Pauline........Putnam
Cooper, Bessie.......Macon
Copenhaver, Mrs. Neva...Shelby
Corbin, O. C.........Sullivan
Cordray, Hazel.......Linn
Corlett, Letha.......Harrison
Cotter, Hermia.......Linn
Cottingham, Elsie....Randolph
Cottingham, Marguerite...Randolph
Couch, Ethel.........Grundy
Coulson, Elsie.......Randolph
Cowan, Lura..........Montgomery
Cowan, Margaret......Putnam
Cowan, Nina..........Buchanan
Cowan, Russell A.....Montgomery
Cox, Josie E.........Sullivan
Cox, Ruth............Marion
Craig, Artie.........Adair
Craig, Ben R.........Schuyler
Craig, Everette......Lewis
Craig, John William..Schuyler
Cramer, Kathleen.....Carroll
Cramer, Ruth.........Harrison
Crandall, Nola.......Adair
Crane, Edith May.....Marion
Crank, Mrs. L. W.....Lincoln
Crawford, Ernest L...Adair
Crawford, H. F.......Adair
Crawford, Ira B......Howard
Crawford, W. T.......Howard
Crecelius, Lilly Myrtle...Linn
Crews, Nan Riggs.....Boone
Crigler, Mary........Adair
Crookshank, Herman Lee..Linn
Crookshank, L. V.....Caldwell
Crookshank, Mrs. L. V...Caldwell
Crosby, Lillian......Adair
Crow, Marion.........Gentry
Crowder, Lon.........Linn
Crowdis, John........Sullivan
Cull, Velvah E.......Clark
Cullen, Mary.........Ralls
Culler, Alva.........Shelby
Cullimore, Virginia...Adair
Cummins, Bertha......Adair
Curry, Lee...........Scotland
Daelhousen, Delphine...Marion
Dalzell, Ruby........Sullivan
Dalzell, Vera........Sullivan
Daniel, Maurine......Shelby
Darr, Virgil.........Adair
Davids, Mattie.......Putnam
Davidson, Bessie.....Montgomery
Davidson, Jesse M....Montgomery
Davidson, Joseph M...Adair
Davis, Chas. S.......Knox
Davis, Coral.........IOWA
Davis, Edna..........Adair
Davis, George W......Putnam
Davis, India.........Adair
Davis, Leta E........Knox
Davis, Martha E......Adair
Davis, Orville Lee...Knox
Davison, Beulah......Adair
Dawkins, Cordia E....Sullivan
Day, Mable...........Macon
Day, Myrtle..........Clark
Dean, Grace..........Pike
Dearing, Gladys......Adair
DeLaney, Edwin G.....Monroe
Delaney, Effie Mae...Shelby
DeLaney, Gertrude....Monroe
Delaney, Mollie Lee..Monroe
Delaney, P. A........MAINE
Delaney, Wm. F.......Monroe
Deluhery, Gertrude E....Adair
Dent, Emma...........Linn
Derby, Louise Alice..Adair
Derksen, Florence....Clark
Deskin, Madge (Mrs. Hopewell)...Macon
Devier, Ethel M......Boone
Devilbiss, Dennison...Lewis
De Volld, Harvey Robert...Sullivan
De Volld, John Finley...Sullivan
De Witt, Richard H....Adair
Dickerson, Nettie ....Putnam
Diehl, Vernie.........Livingston
Dille, Earl...........Macon
Dillener, Paul Milo...Clinton
Dillinger, Claude.....Sullivan
Dillinger, Clyde......Adair
Dillinger, Glenn......Sullivan
Dillinger, Jimmie.....Sullivan
Dillinger, Ray........Adair
Dillinger, Thomas Earl...Sullivan
Dillion, Hay..........Montgomery
Dillon, Gertrude......Montgomery
Dochterman, Ella R....Clark
Dodson, Callie........Howard
Dodson, George Otis...Putnam
Doggett, Oren W.......Macon
Donnelly, Annie.......Clark
Dorsey, Mrs. Clyde A..Adair
Dorsey, Letha.........Adair
Douglas, Mary Edith.....Monroe
Dowell, Alta..........Livingston
Downing, Bland........Lincoln

92

(Page 93)

Doyle, Gertrude...........Adair		
Drawe, Nora...............Lewis
Drennan, Ollin............Adair
Drescher, Mollie..........Lewis
Drummond, Florence........Marion
Drummond, Madeline........Marion
Drury, Florence...........Knox
Drury, Willard............Sullivan
Dudley, Esther B..........Macon
Dudley, Marcellus.........Macon
Duell, Grace Elizabeth....Linn
Duer, Clarissa Kathryne...Shelby
Duffie, J. H..............Adair
Duffie, Nettie Alice......Adair		
Duffie, W, L..............Adair
Dugan, G. B...............Montgomery
Dugan, Lena Belle.........Montgomery
Dugan, Pearle Davis.......Montgomery
Dumenil, Leslie H.........IOWA	
Duncan, Olga..............IOWA
Dunivent, Belva...........Randolph
Dunn, Bessie P............Lewis
Dunn, Lillian.............Scotland
Dunn, Verna...............Scotland
Durand, Martha............Lewis
Durbin, Frank M...........Putnam
Durham, Ruby..............Adair
Dutton, Nettie............Callaway
Dwyer, Ruby...............Putnam
Dye, Claude N.............Macon
Dye, Nelle E..............Adair
Dye, Sedric...............Macon
Dyer, Idah................Adair
Dyke, Mary................Montgomery
Eagan, Nannie.............Chariton
Edwards, Icis L...........Sullivan
Edwards, Ruth Belle.......Shelby
Edwards, S. B.............Howard
Edwards, Thomas...........Sullivan
Eggert, Daisy.............Adair
Elias, Lenore.............Macon
Elkins, Mrs. J. T.........Knox
Ellett, Elizabeth Lane....Sullivan	
Elliott, Don Dysart.......Adair
Ellis, Faye...............Putnam
Ellis, Lorena.............Lincoln
Ellis, Minta..............Macon
Ellis, Olive..............Macon
Ellison, John H...........Sullivan
Elsea, Albert F...........Randolph
Emberton, Hobart L........Sullivan
Emerson, Ella Marie.......Chariton	
Enyeart, Buel F...........Carroll
Epperson, Eunice..........Macon
Epperson, Ohrie R.........Pike
Erwin, Grace..............Grundy
Essig, Bernice H..........Chariton
Essig, Mary...............Clinton
Estes, George E...........Monroe
Estes, Ruth Irene.........Monroe
Estill, Louise D..........Randolph
Eubank, Reuben............Adair	
Evans, Leta Bell..........Monroe
Evans, Mildred............Schuyler
Eves, Edward Holt.........KENTUCKY
Farmer, Bessie B..........Macon
Farmer, John Goode........Lewis
Farmer, Ruby F............Adair
Farris, Claude O..........Monroe
Faught, Mattie L..........ARKANSAS
Fauss, Augusta C..........Linn
Fechtling, Birney.........Putnam
Fechtling, Callie M.......Putnam
Ferguson, Hazel...........IOWA
Fidler, Thurba............Carroll
Fields, Mabel J...........Putnam
Fields, Mattie Carroll....Monroe
Fields, Zoe...............Putnam
Fife, Bertha..............Putnam
Finegan, Vera.............Adair
Finley, Emmett S..........Monroe
Finney, Leonard B.........Linn
Fisher, Bessie Steele.....Adair
Fisher, Ernest Lee........Macon
Flemming, Loretto B.......Ralls
Fletcher, Hazel...........Macon
Flinchpaugh, Raymon.......Adair
Flinchpaugh, Stark E......Adair
Floyd, Virgil W...........Adair
Ford, Bessie..............Pike
Ford, Charles Victor......Pike
Foreman, Hazel W..........Linn
Forquer, Maurita..........Adair
Forrest, Goldie...........Adair
Forrest, Guy..............Adair
Foster, Altha M...........Harrison
Foster, Myrtle A..........Adair
Foster, Philip R..........Marion
Fountain, A. G............Schuyler
Fountain, Lucile..........Randolph
Fowler, Gladys............Knox
Fowler, Ruth E............Paris
Fox, Anna Marie...........Knox
Franklin, Elizabeth.......Adair
Fray, Jennie..............Howard
Fray, Jennie K............Ralls	
Frazee, Elizabeth.........Scotland	
Frazier, Tina.............Sullivan
Frederick, Love...........Monroe
Freeland, Clive...........Sullivan

93

(Page 94)

Freeland, D. G...........Adair
Freeland, Glenn G........Sullivan
Friday, Carrie...........Sullivan
Fry, Gertrude............Audrain
Fugate, Edith F..........Adair
Fuller, Della Marie......Monroe
Fuller, Wayne R..........Adair
Fullington, Ersa.........Randolph
Fulton, Mallice E........Jackson
Funk, Arthur Lee.........Schuyler
Furher, Gladys G.........Audrain
Furgason, Pearl..........Putnam
Furman, Bessie I.........Adair
Furman, Hazel W..........Adair
Gardhouse, Percy Hopkins....Marion
Gardner, Bertha..........Linn
Gardner, Henry C.........Adair
Gardner, Marion Francis..Adair
Garner, George Delbert...Shelby
Garrett, Inez M..........Callaway
Garriott, Vincil.........Putnam
Garrison, Cora Lee.......Adair
Gartman, Rena D..........Pike
Gartman, Stella..........Montgomery
Gaskins, Willie..........NORTH CAROLINA
Gass, Doyle..............Grundy
Gathman, Ruby............Harrison
Gatterman, Nannie........Chariton
Gauss, Minna W...........St. Charles
Gebhart, Ethel...........Adair
Gehrke, Hazel............Adair
Gentry, Ada..............Adair
Gentry, Esther...........Adair
Gentry, Evelyn...........Boone
Gentry, Frankie M........Adair
Gentry, Gertrude.........Boone
Gentry, Mary Alice.......Marion
Geoghegan, Dale..........Adair
Geoghegan, Letha Olive...Adair
Gerew, Irene K...........Saline
German, Bessie S.........Phelps
Gibbons, Frances.........Knox
Gibbs, Laura May.........Montgomery
Gibson, Mrs. Myra B......Macon
Gilbert, Jasper..........Clark
Gilliland, Shirley.......Adair
Gilmore, Cordia Treva....Callaway
Gilstrap, John...........Putnam
Gilstrap, Maude..........Putnam
Gipson, Irene............Macon
Glascock, Joseph Glenn...Ralls
Glascock, Mary E.........Ralls
Glaves, Cecil R..........Adair
Glaves, Virgil...........Adair
Gooch, Bernice...........Macon
Gooch, E. L..............Audrain
Gooch, Georgia Etta......Audrain
Gooch, Stella............Linn
Goodrich, Rene S.........Macon
Goodrich, Roland N.......Macon
Goodson, Eunice..........Carroll
Gordon, Blanche..........Adair
Gordon, Lola.............Adair
Gordon, Orville E........Adair
Gottreu, W. E...........Lewis
Graham, Lloyd Juan......Madison
Graham, Otto Everett....FLORIDA
Grassle, Helen..........Adair
Grassle, Leonah B.......Adair
Graves, Anna V..........Randolph
Graves, Ida L...........Macon
Graves, J. Wallace......Knox
Graves, Mary F..........Macon
Gray, Edna S............Boone
Gray, Helen G...........Adair
Gray, Irma M............Adair
Gray, Katie M...........Macon
Green, Alberta E........Linn
Green, Edna.............Putnam
Green, Estella B........Pike
Green, Meddie...........Macon
Green, William Thomas...Macon
Gregory, Barbara........Clark
Greiner, Ottie M........Adair
Grider, Alma............Putnam
Griffen, Carrie.........Marion
Griffin, Beulah.........Audrain
Griffin, Mary Alma......Audrain
Griffith, John Ralph....Adair
Griffith, Lorna Doone...Adair
Grim, E. Alta Allen.....Scotland
Grime, Mabel L..........Chariton
Grimes, Georgia.........Clinton
Grimes, Nell............Randolph
Grinstead, Beulah.......Scotland
Grubbs, Mary R..........Monroe
Guerrant, Dollie........Callaway
Guiles, Corinne.........Adair
Guilbert, Romula........Adair
Gulick, Ertle...........Boone
Gunnels, Sarah..........Macon
Guthrey, Casey Garnett...Saline
Gwyn, Hugh J............Monroe
Hackleman, Lillian......Adair
Hagan, Beulah...........Audrain
Haines, Helen...........Lincoln
Haines, Lurah R.........Lincoln
Hainsworth, Mabel.......Linn
Hale, W. L..............Schuyler
Hales, Franklin Leo.....Monroe

94

(Page 95)

Hall, Ernestine.........Lewis
Hall, Gifford R.........Macon
Hall, Lenna B...........Adair
Hall, Lulu..............Adair
Hall, Ruby..............Pike
Hall, Zella.............Chariton
Halley, Daisy Belle.....Adair
Halley, Mrs. Geo........Howard
Halley, Leta Tabitha....Montgomery
Ham, Terence............Callaway
Ham, Veva Sega..........Sullivan
Hamel, Mollie...........Macon
Hamilton, Fred L........Sullivan
Hamilton, Hazel Evelyn..Linn
Hamilton, Lillian.......Sullivan
Hamilton, Linley Francis...Sullivan
Hamilton, Mabel.........Sullivan
Hamlin, Joy.............Putnam
Hampton, Willie Lee.....Adair
Han, Lloyd..............Grundy
Hanes, Harry............Adair
Hanks, Jean.............Adair
Hanley, Julia Maye......Audrain
Hardesty, Paul..........Monroe
Hardister, Vena.........Adair
Harlan, Henry W.........Chariton
Harlan, Mabel...........Chariton
Harlan, Nellie..........Chariton
Harpham, Flossie May....Monroe
Harpham, Mary Elizabeth...Monroe
Harrington, Chas. M.....Adair
Harris, Alice Lucille...Adair
Harris, Mary............Schuyler
Harris, Mila............Adair
Hart, Aretha A..........Shelby
Hart, Mary Belle........Ralls
Harter, Myrtle..........Linn
Hatfield, Lulu .........Putnam
Hatfield, Marcus H......Putnam
Hauptmann, Watson A.....Clark
Hauptmann, Mrs. W. A....IOWA
Hawkins, Alta M.........Sullivan
Hawkins, Blanche........Pike
Hays, Edna Opal.........Schuyler
Hays, Leorah Blanche....Adair
Hayse, Mollie...........Carroll
Heartsell, Flora........Carroll
Heathman, Kate..........Adair
Heathman, Orpha.........Adair
Heathman, Sallie V......Monroe
Heinberg, Alta..........Clark
Heiny, Blanche Elizabeth...Adair
Henderson, Fannie.......Adair
Henderson, Fannie May...Carroll
Henderson, Lelia........Carroll
Hendrickson, Gladys.....Grundy
Henry, Walter R.........Sullivan
Herrin, Oval Francis....Macon
Hess, Irving............Adair
Hess, James Henry.......Adair
Hess, Nettie Margaret...Clark
Heying, Lola............Callaway
Hickerson, Emilie.......Randolph
Hickman, Audrea.........Adair
Hicks, Eva M............Adair
Higgins, George.........Adair
Higgins, Margaret.......Adair
Hilbert, Pauline........Monroe
Hilgert, Henry E........Jefferson
Hilgert, J. V. R........St. Louis
Hilgert, Lewis F........Jefferson
Hilgert, Maude Denzel...Adair
Hill, Ambrose S.........Sullivan
Hill, Marion............Schuyler
Hilton, Ida Mae.........Chariton
Hininger, Blanche.......Harrison
Hitch, Georgia L........Marion
Hitch, Jesse S..........Marion
Hitt, Lucy Texas........Howard
Hoerrmann, Adah.........Sullivan
Hoerrmann, Bessie.......Sullivan
Hoerrman, Bryan.........Adair
Hoerrmann, Mabel L......Adair
Hoff, Robert E..........Franklin
Hofriehter, May.........Audrain
Holbert, Aura H.........Lewis
Holbert, F. A., Jr......Lewis
Holliday, Frances.......Randolph
Holloway, Charles.......Sullivan
Holloway, Evah..........Grundy
Holloway, Susia.........Boone
Hollyman, Mrs. Elizabeth...Marion
Holman, Bertha J........Macon
Hook, Ethel.............Randolph
Hooker, Blanche.........Linn
Hooker, Orvel E.........Linn
Hooker, Violet..........Linn
Hopkins, Harry Max......COLORADO
Hopkins, Walter A.......Adair
Hopper, Harrel..........Shelby
Horton, E. L............Adair
Horton, Minnie Louise...Chariton
Horton, Susie...........Chariton
Hoskin, Neri B..........IOWA
Hougland, Mrs. Laura....Audrain
House, Ralph W..........Pike
Houston, Cloe...........Adair
Houston, Gladys.........Putnam
Houston, Pauline M......Lincoln
Howard, Nina............Adair

95

(Page 96)

Howard, Harry L..........Putna
Howard, John Everitt.....WYOMING
Howard, W. L.............Putnam
Howe, John Wesley........KANSAS
Howe, Orrin K............Bates
Howell, Alma.............Lincoln
Howell, Anna Mae.........Boone
Howell, Dona.............Lincoln
Howell, Edward N.........Adair
Howell, Iva Maine........Clark
Howell, Janette..........Adair
Howell, Virginia Maude...Adair
Howerton, Ruth...........Adair
Howey, Gladys Verne......Adair
Howing, Helen Pauline....Pike
Hubbard, Lula............Howard
Hughes, Frank............Adair
Hull, Eula M.............Adair
Humphrey, Belva..........Linn
Humphrey, Mrs. Jo Walker...Adair
Hunsaker, Eugene.........Adair
Hunt, Mary Lucile........Harrison
Hunt, Shirley Adelaide...Adair
Hunt, Vernice............Callaway
Hunt, William Silas......Adair
Hurt, Katie..............Chariton
Hurt, Verner E...........Chariton
Husted, Beulah...........Adair
Husted, E. H.............Grundy
Husted, Omah.............Adair
Husted, Rita.............Adair
Huston, Leona............Knox
Inbody, Roy..............Adair
Ingman, D. K.............Lewis
Ingram, Glenn............Lincoln
Jackson, Julia J.........Lewis
Jaokson, Lillian.........Monroe
Jackson, Lorene..........Grundy
Jackson, Nannie..........Scotland
James, Asa Clifford......Adair
James, Edna Lee..........Audrain
James, Floy B............Clark
James, Glenn Claud.......Adair
James, Goldie............Adair
James, Opal Maud.........Adair
James, Vashti M..........Adair
Jamison, Park............Sullivan
Janes, Mollie............Audrain
Jarman, Harry............Marion
Jeffers, Marie...........Putnam
Jeffries, H. Maurine.....Randolph
Jenkins, Fostelle........Macon
Jennings, Anna...........Carroll
Jennings, Sallie.........Boone
Johnson, Clell G.........Putnam
Johnson, Glenn...........Adair
Johnson, Marie...........Livingston
Johnson, Verda O.........Adair
Jones, Alma..............Putnam
Jones, Benj. C...........Clinton
Jones, Elfie Hazel.......Sullivan
Jones, Eunice Pearl......Adair
Jones, Flossie...........Chariton
Jones, Grace M...........Sullivan
Jones, Leonard...........Buchanan
Jones, Mary Frances......Scotland
Jordan, Edith J..........Lewis
Jordan, Nondas...........Shelby
Juergensmeyer, Alvin H...Warren
Kaser, John..............Scotland
Kaser, Nell..............Adair
Kaser, Olive M...........Adair
Kautz, Eula Florence.....Clark
Kaye, Josephine C........Chariton
Keith, Florence..........Adair
Keithly, Rufus...........Adair
Keller, Minnie...........Adair
Kennedy, Dera Belle......Howard
Kennedy, Winnifred.......Adair
Kepley, Ethelyn..........Caldwell
Kepley, Hazel Katherine...Caldwell
Kerfoot, Thomas W........Lewis
Kerrick, Samuel..........Marion
Kilgore, Mabel...........Audrain
Kilpatrick, Melba........NEW MEXICO
Kindred, Lilly Adeline....Chariton
Kinsey, Hazel............Linn
Kipper, Ruth.............Monroe
Kirk, Ethel..............Adair
Kirk, Laura Pauline......Adair
Kirk, Todd...............Adair
Kite, Ila Maude..........Caldwell
Knapp, Geo. W............Adair
Knifong, Kenneth.........Adair
Knifong, Lynden..........Adair
Knowles, Madge A.........Sullivan
Koenemann, Helene G......St. Louis
Kraft, Mabel Rose........Linn
Kretzmeier, Herbert William...Adair
Kribs, Effie.............Cole
Kropf, Eldina............Adair
Lagle, George Edward.....Macon
Laird, Sarah.............Adair
Lake, Coralie............Audrain
Landtiser, Everett.......Putnam
Lane, Martha.............Marion
Lane, Mildred Leona......Adair
Lansdale, Willie.........Schuyler
Lantz, Nina..............Adair
Larson, May..............Linn

96

(Page 97)

La Rue, Anita R........Schuyler
La Rue, Kathryn........Lincoln
Laswell, Dora..........Sullivan
Law, Wilson A..........Laclede
Lee, Erma C............Adair
Leedom, May............Randolph
Lehr, Ralph E..........Adair
Lemen, Anna L..........Putnam
Leopold, Vaunie Irene...Adair
Lesan, Cleo B..........Harrison
Lewis, Isaac Newton....Clark
Lewis, Madison.........Lewis
Lewis, Virgil C........Lewis
Lewis, Zelma...........Marion
Liebhart, Erna.........Linn
Liebhart, Irma Theresa...Linn
Lile, Ora..............Macon
Lillard, Josephine.....Lewis
Lilley, Ruth V.........Adair
Lillis, Mary Marcella...Monroe
Linder, Carl W.........Adair
Link, Sam Ben..........CONNECTICUT
Linton, Maude..........Callaway
Liter, Oneta...........Ralls
Little, E. Margaret....Schuyler
Little, Olah...........Schuyler
Little, Sara Elinor....Schuyler
Littrell, Effie Corinne...Audrain
Littrell, Ellnora......Audrain
Llewellyn, Alyce Tracey...Macon
Lloyd, Cornelia K......Adair
Lloyd, Margaret........Adair
Lockhart, A. V.........Clinton
Lockwood, Hattie R.....Lewis
Logan, Mary Hazel......Schuyler
Long, Essie............Macon
Long, Harvey...........Randolph
Long, John.............Chariton
Longenbach, Myrtle.....Knox
Lorton, George.........Adair
Loughead, George R.....Putnam
Loughead, Josie E......Putnam
Loughead, Opal.........Putnam
Loughead, Thomas H.....Putnam
Lovett, Viola M........Marion
Lovingier, Willa B.....Harrison
Lowe, Cessna I.........Marion
Lowen, Harry M.........Grundy
Luepkes, Mabel Ruth....Marion
Lutes, Merle...........Worth
Luttrell, Fred M.......Monroe
Lyle, Jean M...........Linn
Lynch, Otho Benjamin...Howard
Lynch, Willie E........Macon
Lynn, Corinne..........Chariton
Lyon, Enolia...........Boone
Lyon, Lela.............Adair
Mack, Howard...........Grundy
Mackie, Oren...........Harrison
Maddox, Gerald Caton...Linn
Madison, Esther........Knox
Madsen, Lanius W.......Adair
Madsen, Nellie.........Adair
Magee, Carlton.........Marion
Magee, Viola A.........Sullivan
Maggart, Lula Pearl....Sullivan
Main, Gladys Esteline...Adair
Maize, Pearle..........Adair
Mallett, Russell.......Jasper
Maltby, Beulah M.......Adair
Maltby, Lilah A........Adair
Mapes, Clarel Bowman....Clark
Mapes, Seth Leslie.....Clark
Margreiter, John L.....Adair
Margreiter, M. Alma....Adair
Markey, Helen..........Schuyler
Markland, J. Olan......Howard
Marksbury, T. B........Lewis
Marsh, Ruby F..........Audrain
Marshall, Lulu.........Livingston
Marston, Leota.........Adair
Martin, Anna...........Clark
Martin, Beulah.........Lincoln
Martin, Chas. Edwin....Sullivan
Martin, Neal...........Putnam
Martin, Nettie.........Clark
Martin, Walter.........Adair
Marvin, Liera Leetta...Sullivan
Masek, Agnes...........Callaway
Maskey, Anna...........Montgomery
Mason, Bertha E........Macon
Mason, Birdie..........Macon
Matlick, Mary M........Adair
Matsler, Mabel.........Mercer
May, Inez M............Putnam
Mayo, Willie...........Madison
McAfee, Erma...........Boone
McAfee, Myrtle.........Boone
McBurney, William......Grundy
McCanne, Jeannette.....Randolph
McCarty, Anna..........Macon
McClain, Leota.........Lewis
McClain, Zeffa R.......Lewis
McClanahan, Dolores....Macon
McClanahan, Minnie.....Macon
McClanahan, Nannie R...Sullivan
McCluer, Francis B.....St. Charles
McCracken, L. Mabel....Grundy
McCutchen, Isabelle Fay...Putnam
McGee, Beulah E........Adair

97

(Page 98)

McGee, Byron R........Sullivan
McGee, Fern F.........Sullivan
McGinnis, Blanche.....Adair
McGinnis, Grace Lane...Adair
McGuire, Edna.........Clark
McKee, Floyd..........Sullivan
McKenzie, Carl T......Adair
McKenzie, .Dollie.....Boone
McKim, Powell.........Callaway
McKinney, Beulah......Callaway
McLaughlin, Myrtle....Clark
McMahon, Ahastasia L..Knox
McMurry, Maurine......Scotland
McNealey, Virginia B...Sullivan
McNish, Lura..........Linn
McPike, Arthur........Marion
McReynolds, Fannie....Macon
McReynolds, Mary D....Lewis
McWilliams, Ollie.....Scotland
Mead, Bernard F.......Marion
Meals, Mrs. Everett...Randolph
Meals, W. Everett.....Randolph
Medsker, Jewel Adah...Adair
Megown, Rebecca.......Monroe
Meighen, J. McK.......Grundy
Merrick, Lettie M.....Schuyler
Middleton, Georgia....Randolph
Middleton, Hoard......Pike
Mikel, M yrtle Elaine...Adair
Miles, Charles C......Randolph
Miles, Olive..........Shelby
Miles, Vernice........Macon
Millay, Helen M.......MICHIGAN
Miller, Blanche.......Sullivan
Miller, Carrie Isabel...Montgomery
Miller, Ethel.........Adair
Miller, Faun Jennette...Macon
Miller, H. Garnet.....Sullivan
Miller, Inez..........Livingston
Miller, Julia M.......Grundy
Miller, Mary..........Linn
Miller, Maurita M.....Knox
Miller, Neal J........Sullivan
Miller, Ruth I........Linn
Mills, Horace.........Adair
Mills, Susie B........Macon
Minter, Roberta.......Adair
Mitchell, Lela........Adair
Mitchell, M. Gladys...Adair
Mitzimberg, Lelia.....Adair
Moore, Foster Rowe....Knox
Moore, Irene..........Knox
Moore, Joseph O.......Linn
Moore, Leta Ione......Audrain
Moore, L. Marie.......Macon
Moore, Lou Ella.......Scotland
Moore, Mamie Z. M.....Scotland
Moore, Myrtle R.......Pike
Moore, Willis E.......Linn
Moots, Florence.......Adair
Moots, Mark R.........Adair
Moots, Stanley........Adair
Morgan, Elizabeth Alice...Randolph
Morris, Earl F........Randolph
Morris, Etta O........IOWA
Morris, Eular.........Adair
Morris, Jess..........Audrain
Morris, Myrtle J......IOWA
Morris, Ruth A........Macon
Morse, W. P...........Macon
Moser, Pauline E......Audrain
Mott, Joseph W........Lewis
Motter, Alva F........Adair
Muff, Hertha I........Macon
Mulanix, A. B.........Putnam
Mullins, Hobart.......Putnam
Murdock, Mary Belle...Adair
Murfin, Lora..........Schuyler
Murphy, Lula A........Adair
Murphy, Mary Elizabeth...Audrain
Murphy, Minnie Clariece...Clark
Murphy, Nellie........Macon
Murphy, Sarah.........Clark
Music, Clyde..........Adair
Mussetter, Mary B.....Lewis
Myers, Edgar..........Adair
Myers, Nelle C........Scotland
Myers, Orville........Adair
Myers, Ruby Helen.....Macon
Nagel, Alfred Carl....Audrain
Nagel, Elsa...........Audrain
Nagel, Gertrude.......Audrain
Nagel, Stella Marie...St. Charles
Nalley, Nettie Mae....Putnam
Naylor, Jessie........Randolph
Neal, Mayme...........Audrain
Neal, Mary D..........Ralls
Neale, David E........Audrain
Neely, Opal...........Linn
Neff, Anna............Chariton
Neff, John............Macon
Neff, Roy S...........Chariton
Neff, Roy T...........Shelby
Nelson, Louis Francis...Marion
Newland, Myrtle Maple...Pike
Newlin, Alice.........Macon
Newmyer, Lena.........Macon
Newton, Mrs. Maud.....Adair
Nichols, Helen M......Clark
Nichols, James Ralph...Clark

98

(Page 99)

Nichols, Thos. G.......Callaway
Nickell, Dixie.........Callaway
Nickell, Nina C........Linn
Noel, Celeste..........Putnam
Noel, W. Karl..........Monroe
Nollner, Anna May......Macon
Noonan, Genevieve......Randolph
Norwood, Josephine.....Harrison
Novinger, George John...Adair
Novinger, Glen Wesley...Adair
Nowels, Belle..........Sullivan
Nowels, Ethel..........Sullivan
Nowels, Mae............Sullivan
Noyer, Ralph...........Adair
Nulton, Mabel L........Adair
Nulton, Mildred........Adair
Olds, Rena Garriott....Adair
Oliver, Leta...........Scotland
O'Neill, Agnes.........Shelby
O'Neill, Genevieve.....Shelby
Orrison, Eurie Kay.....Adair
Osborn, Pearl..........Grundy
Osborn, Zula Mae.......Marion
Otto, Karl.............Adair
Ovens, Marguerite K....Pike
Overby, Alice..........Macon
Overstreet, Hulda......Linn
Qwen, Ruby.............OKLAHOMA
Owens, Lena F..........Mercer
Owens, Minnie Lee......Clark
Owens, Pearl...........Mercer
Padgett, Verna.........Knox
Paine, Stephen M.......Adair
Painter, Hazel.........Sullivan
Palmer, Anna Crenshaw...Lincoln
Palmer, E. M...........Sullivan
Palmer, Hayden.........MICHIGAN
Palmer, Ora V..........Boone
Palmer, Ruby Margaret...Randolph
Parker, Gustine H......Marion
Parker, Leslie L.......Lewis
Parker, Vivian.........ARKANSAS
Parkin, Belle..........Adair
Parr, Mary Estelle.....Clinton
Parsons, Ruth C........Randolph
Patrick, F. E..........Adair
Patterson, Carl Russell...Adair
Patterson, H. B........Macon
Patterson, Henry Milton...Schuyler
Patterson, Mabel Clough..Adair
Patterson, Nettie......Schuyler
Paugh, Hazel G.........Marion
Paxton, Dorcas.........Boone
Paxton, Frances M......Marion
Pearson, Gad...........Putnam
Peitz, M. Earl.........Greene
Pemberton, Olive.......Saline
Pence, W. Guy..........Schuyler
Pennick, Effie.........Linn
Perley, Deane..........Randolph
Perley, Inez...........Randolph
Perrin, Mary H.........Linn
Perry, Mabel...........Adair
Perry, Margaret........Adair
Perry, Oliver C........Livingston
Perry, Virginia........Shelby
Persell, Perthena M....Grundy
Person, Nellie.........Adair
Peters, Chester J......Sullivan
Peterson, Lena.........Adair
Petree, Donald C.......Caldwell
Petree, Leo H..........Adair
Petree, Myrtle F.......Buchanan
Petree, Noel H.........Buchanan
Peyton, Hertha.........Monroe
Phelps, Cora Belle.....Boone
Phelps, Mabel..........Chariton
Phelps, Maude..........Chariton
Phelps, Myrtle.........Boone
Phelps, Tulsye.........Chariton
Phillips, Corinne......Lewis
Phillips, Marvin.......Howard
Phillips, R. Lee.......Lewis
Phipps, Nellie.........Macon
Pickens, Isaac W.......Sullivan
Pickett, Jennie........Adair
Pickett, Mrs. Mary.....Adair
Platz, Elva Dee........Adair
Platz, Geo. T..........Adair
Platz, M. B............Adair
Pointer, Clara E.......Chariton
Pollard, Sallie........Monroe
Polson, Herman B.......Adair
Polson, Reba...........Adair
Poole, M. Elma.........Schuyler
Poore, Wickliffe.......Adair
Porter, Edith..........Linn
Post, Delle............Adair
Post, Elsie Mae........Adair
Post, Mabel E..........Adair
Potter, Alice..........Macon
Powell, Craig..........Linn
Powell, Lenore.........Harrison
Powell, Polly..........Audrain
Powell, R. W...........Knox
Powell, Mrs. R. W......Knox
Prentice, Ruby.........Macon
Price, Homer Bryan.....Audrain
Primrose, James William...Lewis
Proctor, Grace.........Audrain

99

(Page 100)

Proctor, Nellie E........Audrain
Propst, Cecil M..........Adair
Propst, R. Pearl.........Adair
Prosser, Alonzo Lee......Macon
Prosser, Goldie B........Adair
Prowell, Margaret E......Boone
Pulis, Nellie Mary.......Audrain
Pulliam, Nelson..........Lewis
Purdin, Alice............Sullivan
Purdin, Opal.............Knox
Purdin, Robert L.........Sullivan
Purdy, Chester A.........Shelby
Purkeypile, Minerva......Putnam
Quigley, Julius L........Putnam
Quinn, M. Hayes..........Adair
Quintal, Jeanne A........Adair
Quintal, Lee.............Adair
Rachford, Leo............Putnam
Raffensperger, Willima...Adair
Railsback, Varine........Caldwell
Rainwater, Ray M.........Aidair
Ramsey, Jessie...........Linn
Ramsey, Grover C.........Linn
Ramsey, Russell..........Lewis
Randall, Fannie..........Macon
Randall, Lena............Macon
Rank, Agnes..............Mercer
Rank, Ella...............Mercer
Ratliff, Harriet.........Macon
Ray, Vernice Edna........Montgomery
Reber, Matilda S.........Marion
Redding, Virlea..........Linn
Redman, Mrs. S. G........Marion
Redmon, Esther E.........Adair
Reedy, Coy G.............Adair
Rees, Edna...............Macon
Rees, Rachel.............Macon
Reese, Gladys K..........Adair
Reeves, W. T.............Howard
Reid, Addie..............Lincoln
Revercomb, O. F..........Shelby
Reyner, Floyd............Adair
Reynolds, B. A...........Adair
Reynolds, Dora L.........Randolph
Reynolds, Lester F.......Adair
Reynolds, Margaret L.....Pike
Rhoades, Jewell..........Saline
Rhoades, Matilda T.......Audrain
Rhoads, Elvis............Audrain
Rhodes, Clair............Adair
Rhodes, Ursa L...........Marion
Rice, Alpha..............Macon
Rice, Beulah.............Macon
Rice, Frances A..........Adair
Richardson, Minnie M.....Adair
Richardson, Vera.........Adair
Riddell, Ruth............Chariton
Ridgely, Lenna Dewey.....Clark
Rieger, G. C.............Adair
Rieger, Mildred..........Adair
Riggs, James F...........Putnam
Righter, Edna............Audrain
Riley, Blanche...........Adair
Rinaman, Etta............Lincoln
Riordan, Barbara.........Marion
Riordan, Margaret........Marion
Roberts, Arthur..........Schuyler
Roberts, Hollis..........Putnam
Robertson, Gussie........Shelby
Robinson, Elsie Missouri...Jackson
Robinson, Ross C.........Schuyler
Robinson, Virginia Isabel...Macon
Rockey, Daisy............Mercer
Rogers, Blanche..........Adair
Rogers, Emma R...........Marion
Rogers, Emmit............Adair
Rogers, Francis Forest...Grundy
Rogers, James Burton.....Lincoln
Rogers, Mrs. J. B........Lincoln
Rogers, Mary.............Montgomery
Rogers, Raymond..........Adair
Romjue, Pearl............Macon
Rook, Cophine............IOWA
Rorabaugh, Nina..........Scotland
Roseberry, Bertha E......Adair
Ross, Bessie Garnett.....Saline
Ross, Lydia D............Chariton
Ross, Mabel Poore........Adair
Rourke, Gale.............Knox
Rourke, Rosalie..........Knox
Rowe, Edna Lee...........Adair
Rowe, Grace..............Adair
Rowland, Nina L..........Boone
Rutherford, Frank D......Adair
Rutherford, Vinal........Adair
Ryan, Ethel..............Audrain
Ryan, Ida B..............Cole
Ryle, Elizabeth..........Randolph
Ryle, Texie Ellen........Randolph
Ryle, Walter H...........Randolph
Sagaser, Treva...........Macon
Salisbury, Rolla.........Scotland
Salome, Lillie...........Adair
Sanders, Leila...........Scotland
Sanders, Tom W.(Deceast)...Johnson
Saunders, Virginia Irene...Shelby
Sawyer, Ruby.............Scotland
Sayers, Bessie...........Linn
Scanland, Zelma..........MONTANA
Schreen, Olney...........Callaway

100

(Page 101)

Schull, Anna..........Marion
Schwarts, Stelow......Adair
Scobee, Letha Pearl...OREGON
Scoggin, Ross A.......Lewis
Scott, Beulah.........Putnam
Scott, Elsie H........Lincoln
Scott, Everett........Sullivan
Scott, Percy J........Randolph
Scott, Ruth...........Lewis
Scurlock, Molly.......Schuyler
Seaber, Ivy Camille...Cole
Seaman, Dean..........Linn
Seaman, Roberta.......Linn
Sears, Clara E........Adair
Seaton, S. E..........Macon
Sebring, Luella.......Linn
Seckler, Dorothy......Audrain
See, Otis A...........Shelby
Seidel, Ida...........Livingston
Senor, Roy M..........Boone
Settle, Martin Caskey...Adair
Sever, U. Ova.........Macon
Seyb, Mrs. Edna L.....Clark
Seyb, Hilda...........Clark
Shafer, Reva O........Adair
Sharp, Dollie.........Knox
Sharp, Lloyd Pearl....Knox
Sharp, Ora Ella.......Monroe
Sharts, Roy...........Scotland
Shatto, H. Mabel......Sullivan
Shaughnessy, Mrs. Ella...Knox
Shaver, Gracie Cope...Adair
Shaw, Everett.........IOWA
Shaw, Florence........IOWA
Shaw, M. Hazel........Sullivan
Shaw, M. R............Adair
Shaw, Stanley.........IOWA
Shaw, Velma...........IOWA
Shearer, Mary E.......Randolph
Shearer, Ruth.........FLORIDA
Shearman, Manona B....Monroe
Shearman, Mattie Bess...Monroe
Sheehan, Agnes O......IOWA
Shellenberger, Mrs. J. M...Adair
Shelton, Maggie Marie...Adair
Shepard, Eva Aurelina...Howard
Shepard, Genevieve....Howard
Shepard, Myrtle.......Howard
Shepherd, Mabel.......Schuyler
Sherry, Arthur E......Shelby
Shibley, Harry S......Putnam
Shibley, Helen Fern...Scotland
Shively, Clara........Adair
Shock, Nina L.........Boone
Shockey, Eva M........Adair
Shockey, Jennie F.....Adair	
Shouse, Mary..........Shelby
Showen, Gayle.........Macon	
Shumaker, Ollie.......Macon	
Shuman, May...........Adair
Sievers, Katie........Audrain
Sievers, Minnie.......Boone
Sigmund, Rosine.......Howard
Simmons, Leta E.......Linn
Simmons, Marie........Boone
Simpson, Madaline B...Clark	
Simpson, Mary Iona....Callaway
Sinnott, May..........Knox
Sipple, Blanche.......Howard
Sires, Frances........Howard	
Sires, Opal...........Howard		
Slack, Frank W........IDAHO	
Slavens, Leon E.......Montgomery	
Slocum, Roy M.........Adair	
Sloop, Ruth E.........Adair	
Smelser, Alta L.......Adair	
Smelser, Clara L......Adair		
Smith, Bess...........Holt
Smith, Bessye M.......Shelby
Smith, Clarence A.....Adair
Smith, Everett........Putnam
Smith, Floyd B........Sullivan
Smith, Hubert C.......Chariton
Smith, Lola Maxie.....Scotland
Smith, Martha W.......Montgomery
Smith, Mary...........Marion
Smith, Mary K.........Adair
Smith, Samuel S.......Putnam
Smith, William Bowles...Lewis
Smith, William C......Marion
Smoot, Henrietta K....Marion
Smythe, Adah..........COLORADO
Snart, Ethel..........Knox
Snoddy, Sam...........Howard
Snow, Mae.............Linn
Snowden, Flora........Adair
Snyder, Ianthe Pearl...Sullivan
Snyder, Pearle........Adair
Southern, Rolla.......Randolph
Sparks, Julia.........Shelby
Sparks, Lacey.........Callaway
Sparks, Pearl T.......Putnam
Sparks, Press L.......Putnam
Sparks, Walter E......Knox	
Sparling, Enoch A..... Livingston
Sparling, Eugene McKinley...Adair
Sparling, Virginia....Adair
Speak, Daisy Von......Putnam
Spees, Fred L.........Lewis
Spencer, Aileen.......NEW MEXICO

101

(Page 102)

Spencer, Nellie........Adair
Spencer, Ray...........Sullivan
Spickard, John.........Grundy
Sprang, Cleo W.........Adair
Sprecher, Martha.......Adair
Squires, D. A..........Boone
Staggs, Harold A.......Lewis
Stamper, Mattie........Adair
Standley, Hortense.....Carroll
Stansbery, Helen L.....Montgomery
Stanturf, Truman J.....Mercer
Stanturf, Mona.........Mercer
Stark, Edna L..........Putnam
Statler, Anna..........Scotland
Stauffer, Minnie.......Audrain
Stautermann, Esther M...Randolph
St. Clair, Alta........Sullivan
St. Clair, Ernest E....Clark
Steele, Kenneth........Putnam
Steele, Leo............Sullivan
Steffen, Harry.........Knox
Steffey, Mabel K.......Schuyler
Stein, Mrs. Maggie.....Linn
Stevens, Waldo.........Schuyler
Stiers, Adolph.........Montgomery
Still, Gladys..........Adair
Stock, Ruth............Harrison
Stokes, Inez H.........Clinton
Stone, Geraldine.......Milan
Stone, Ruth............Monroe
Stout, Barrett.........Adair
Stout, Blanche.........Lewis
Stout, Louisa..........Adair
Stout, Mae Wells.......Adair
Strode, Ella Madeleine...Sullivan
Straube, Altha.........Montgomery
Stuart, Faye...........NORTH DAKOTA
Stuart, Lee Chapman....Clark
Stuart, Merle Carter...Clark
Stukey, Ada............Adair
Stukey, Grover C.......Adair
Stukey, Henry..........Adair
Stukey, Yerna..........Adair
Sturgeon, Mary M.......Montgomery
Sturgeon, Pauline......Montgomery
Sturgeon, Reba Alice...Audrain
Stutler, Birnie L......Sullivan
Stutler, William.......Sullivan
Suddorth, Alley Damron...Lincoln
Sullivan, Jae. F.......IOWA
Sullivan, Mrs. T. B....Marion
Summers, Mabel M.......Macon
Sunderland, Anna.......Macon
Tarr, Goldie Ruth......Adair
Tate, Elizabeth Irene...Chariton
Tate, Mattie...........Boone
Tatum, Georgia Lee.....Jackson
Taylor, Gertrude R.....St. Louis
Tayman, Julia Varina...Clark
Teeter, Hattie F.......NEBRASKA
Telkamper, Elizabeth...Callaway
Tennyson, Ewell C......Callaway
Tennyson, Osa N........Callaway
Terrell, Birney........Putnam
Terrill, Claire........Randolph
Terrill, Jennie........Howard
Terry, Leanna M........Sullivan
Thale, Gertrude........Lewis
Tharp, Eula............Grundy
Thiemann, Anna B.......Randolph
Thomas, Callie M.......Callaway
Thomas, Maggie Mae.....Randolph
Thomas, Oakley.........ARKANSAS
Thomas, Sallie K.......VIRGINIA
Thomas, Sarah E........Callaway
Thomas, Vera...........Macon
Thompson, Ben N........Putnam
Thompson, Edgar........Adair
Thompson, Ermine.......Adair
Thompson, Floyd A......Livingston
Thompson, Martha Burdette....St. Louis
Thompson, Velma Eleanor...Clark
Thrailkill, Irene......Randolph
Threlkeld, C. H........Macon
Threlkeld, Mary Belle..Marion
Threlkeld, Maude.......Macon
Throckmorton, Katie Sue...Lewis
Thurlo, A. Gale........Sullivan
Thurlo, Eula...........Sullivan
Thurman, Georgia Mae...Howard
Tietsort, Jacob O......Putnam
Tilley, Gladys Lenore...Harrison
Tilley, Hallie D.......Harrison
Titcomb, Velma.........De Kalb
Toalson, Lucy..........Boone
Todd, Alice Claire.....Linn
Tooley, Eva............Macon
Towles, Myrtle.........Knox
Townsend, Opal Frank...St. Louis
Trainer, Rush Harvey...Mercer
Trimble, Foy...........Livingston
Triplett, Beryle May...Putnam
Trippeer, Minnie.......Linn
Trunnell, Pansy M......Adair
Tuggle, Ernest L.......Adair
Turner, Ila E..........Chariton
Turner, Jennie.........Macon
Twyman, Guy............Randolph
Uhe, Elizabeth K.......Knox
Umstattd, James G......Monroe

102

(Page 103)

Unfer, Louis..........Lincoln
Utterback, Iva C......Monroe
Utterback, Lizzie.....Ralls
Utterback, Timothy Robert...Ralls
Vail, Don.............Adair
Vail, Hugh A..........Adair
Valentine, Ralph Eustace...Putnam
Van Court, Letha......Boone
Van Pelt, Lucille M...Randolph
Vanskike, Lonnie......Shelby
Vanvacter, Ora........Mercer
Vaughn, Georgia Blanche....Monroe
Vaughn, Mabel.........Monroe
Vaughn, Maurice B.....Montgomery
Vaughn, Meredith S....Monroe
Vaught, Cecil.........Macon
Victor, Alta R........Randolph
Victor, Mary Virginia...Randolph
Vittetoe, Cornelia Emmaline..Schuyler 
Von Gremp, Orpha Bowman...Adair
Waddell, Edith Blanche...Macon
Waddill, Eva M........Adair
Waddill, Mary E.......Adair
Waddill, Ray C........Adair
Waddill, Virgil.......Adair
Wade, Esther..........Callaway
Waggoner, Clarence....Sullivan
Wainscott, L. F.......Macon
Walker, Grace.........Monroe
Walker, S. Lula.......Linn
Wallace, Maude........Audrain
Walter, Myrl..........Chariton
Walters, Sadie M......Knox
Waples, Loubelle......Clark
Ward, Madoline Frances...Adair
Ward, Mildred Marion...Adair
Warren, Gladys L......Linn
Wasson, Lloyd J.......Ralls
Waters, Lillian M.....St. Louis
Watson, Bessie........Audrain
Watson, H. Jess.......Clark
Watson, Olive.........Audrain
Wattenbarger, Marion...Sullivan
Watters, Howard.......Adair
Watters, Violet.......Audrain
Way, Marjorie Ruth....Livingston
Wayland, Anna.........Boone
Weaver, Ben T.........Adair
Webb, James J.........Sullivan
Webber, Bonny H.......Adair
Webber, Gail..........Macon
Webber, Grace E.......Adair
Webber, Ruby B........Audrain
Welch, Mrs. Jas. C....Lincoln
Welch, Nellie.........Boone
Weller, Fuldah........Clark
Wells, Bennie.........Adair
Wells, Marguerite C...Adair
Wells, Phradie........Adair
Wells, Rauby..........Adair
Wells, Zelma Mae......Adair
West, Elsie Ora.......Lewis
Westfall, Frankie.....Ralls
Weyand, Elmer J.......Scotland
Wheatcraft, Juna......Linn
Wheatcraft, Roy M.....Linn
Whitaker, Darel Wesley...Monroe
Whitaker, Elliot T.....Monroe
White, Jannette P.....Audrain
White, Katherine......Montgomery
White, Lola...........Pike
White, Lucille........Adair
White, Mary Elizabeth...Montgomery
White, Olivia Belle...Randolph
White, William H......Chariton
Whitelock, Hazel D....Adair
Whitelock, Loran......Adair
Whitson, Willie.......Audrain
Whittall, Maco B......Adair
Wickham, Hallie M.....Shelby
Wilder, Lelia P.......Scotland
Wiley, Carrie E.......Adair
Wilgus, Paul..........Macon
Wilhelm, Mattie A.....Marion
Wilkinson, Esther Leland...Lincoln
Willett, Jeanne.......Gentry
Willey, Ralph J.......Callaway
Williams, Ailey.......Putnam
Williams, Helen H.....Macon
Williams, James C.....Grundy
Williams, Jennie L....Macon
Williams, Lulu........Adair
Williams, Mabel.......Grundy
Willis, Sydney E......Howard
Wills, Carrie Belle...Monroe
Wilson, Byron.........IOWA
Wilson, Eugenia.......TEXAS
Wilson, Hazel.........Chariton
Wilson, Hazel.........Adair
Wilson, Marie.........Carroll
Wilson, Samuel E......Monroe
Wilson, Viola.........Montgomery
Winger, Harold Maxwell...Adair
Winget, Sarah Edna....Shelby
Winiette, Fern E......Adair
Winkler, Grace........Adair
Winn, Earleen.........Chariton
Winston, Lillian Janie...Shelby
Wirth, Kathryn B......Schuyler
Wise, R. L............Adair

103

(Back Cover)

Wise, Shirley Gorrell.......Adair
Wiseman, Selden.............Putnam
Wolfenbarger, Floy..........Ralls
Wood, Mrs. Sadia............Adair
Woodin, Gladys Elsie........Adair
Woods, Alice................Monroe
Woods, Anna Lee.............Monroe
Woods, Iona.................Monroe
Woods, Irene................Randolph
Woods, Mary Lee.............Adair
Woodson, Flora..............Monroe
Woodson, Jee................Howard
Woodworth, Dorris Dean......Monroe
Worland, Roy S..............Montgomery
Wortmann, Lydia............St.	Charles
Wray, Catherine............Adair
Wright, Alice..............Knox
Wright, Anna Laura.........Adair
Wright, Connie Jeannette...Adair
Wright, Cora Alice.........Shelby
Wright, David M............Scotland
Wright, Edgar Arthur.......Adair
Wright, Flora A............Harrison
Wright, Myra...............Macon
Wright, Russell H..........Knox
Wright, Ruth Alelaide......PENNSYLVANIA
Wright, Thomas L...........Scotland
Yadon, Clara Etta..........Adair
Yates, Mary E..............Schuyler
Yeager, Maye...............Adair
Yeager, Paula..............IOWA
Yeager, Pearl..............IOWA
Young, Anna Alice..........Putnam
Young, Irene...............Montgomery
Young, Viola Pearl.........Linn
Yowell, Leta Meryl.........Monroe
Zuspann, Farris............Lewis

104