USA > Missouri > History of southeast Missouri : a narrative account of its historical progress, its people and its principal interests, Volume I > Part 59
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In 1876 the three old societies were disor- ganized and two new ones were formed; these were the Adelphi and the Zenonian. They were patterned after the former societies and continued to be the only ones of the school until 1879 when a third society called the Philomathean was organized. In 1888 a fourth society called the Van Guard came into existence. These societies held their
meetings usually in the afternoon and there was no special place provided for their meetings; they usually occupied some one or other of the various class rooms of the school and they seem to have exerted no great influence on student life.
In 1892 it was determined by the students to organize societies on a slightly different pattern. The initiative in the movement was taken by the members of the class of 1893. It was felt by many of the students that so- cieties would prosper more greatly if only men or only women were admitted to mem- bership. Accordingly, there was organized as the first of the new societies, the Webster. One reason for the change was that it might be made possible for evening meetings to be held; it was felt that the society would have a more distinct character and a greater influ- ence if it became possible to hold meetings in the evening. After the organization of the Webster Society its meetings for a time were held on Saturday evenings in a room rented in the Masonic Temple, which had just been completed. In the same year the first of the girls' societies, the Sorosis, was organized. The following year the Bentons came into ex- istence and a little later the Clio was formed.
Even after the organization of the new societies it was found necessary, during the greater part of the time, to hold their meet- ings in the class rooms of the Normal school. In 1894 there were built for the use of the societies, four halls. They were in the form of additions to the chapel, were well fur- nished, and well suited to the purpose for which they were intended. They were occu- pied until the destruction of the building in 1902. On the completion of Academic Hall, rooms were set aside for the use of these so- cieties, which they still continue to occupy.
It was not until after the organization of
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the present societies that inter-society con- tests were held. They have now become a feature of society work.
In addition to these societies there exists an organization of the students somewhat broader in character. known as the Oratorical Association. Its membership is made up of representatives of the four societies and has control of the various contests between the so- cieties and also with other schools. Under its auspices are held declamatory, oratorical and debating contests in the school, and inter- school debates and the oratorical contests with other Normal schools. Since the participa- tion of the school in these contests it has won an enviable place.
Besides the literary societies already men- tioned, there are several other student organi- zations connected with the school which add much to the value of school life. One of these is the Young Women's Christian Association, which was organized for the first time in 1890, and since that time has been one of the features of student life. It holds weekly meetings of a devotional character and also advances the social interests of its members and other students in the school. At the present time a student secretary is employed, who gives to the work of the association a considerable part of her time.
The Young Men's Christian Association was organized in the school in 1900; since that time it has had a steady growth and now has a membership of more than a hundred. As is the case with the Y. W. C. A., the asso- ciation holds weekly devotional meetings and also looks after the social life of students as far as possible. The association at present conducts a number of Bible study classes in the school and also in the various Sunday schools of the town and has a committee on self help whose officers are directed to aid
students who are making their way in the school.
Another one of the student organizations is the band. This was organized in 1906, under the direction of H. L. Albert, who was the first director. It has a membership of thirty and is one of the features of student life that adds very much to the pleasure and interest of the school.
One of the activities of students which de- serves notice is the publication of a paper. A number of papers have been published at different times, but none of them have been placed upon a firm financial basis until the beginning of the publication of the Capaha Arrow during the school year of 1910-11. It is now in its second year and receives suffi- cient patronage in the way of subscriptions and advertising to warrant the continuance of its publication. The Arrow gives oppor- tunity for the expression of the student views and for experience in journalism that is quite valuable.
A German society known as the Schiller Verein has existed among the students for several years. It gives an occasional pro- gram, all its exercises being contributed in German.
Besides the organizations mentioned there exist a number of others having in view the promotion of different objects; all of them adding something to the life of the school and furnishing a part for training in organization and management that is much needed and appreciated.
LIBRARY
Early in the history of the school the board determined that it was essential to its work to equip a library. The first record which ap- pears of its action along this line is anthority granted to the executive committee to buy a
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set of the American Encyclopedia. A little later we find the sum of $300 was set aside to be used in the purchase of books and labor- atory apparatus. The collection of books con- tinued to grow until in 1876 there were 1,200 volumes belonging to the school. The cata- ·logue of 1892 sets out that the school has two libraries, one a general collection of 1,100 volumes of literature and the other à reference library containing 700 volumes. Under the old organization of the school the library was far from being as useful as it might have been made. The reference library was usually open for the use of students, but the general collection was usually closed. It was kept in a locked room and was really a circulating library which was opened for issuing books only once a week. By the time of the fire in 1902, there had been gathered about 3,000 volumes. With very few exceptions these volumes were all destroyed; the only ones being preserved were those which happened to be out of the building on the night of the fire. The school proceeded to buy about 1,000 volumes of a general character and these formed the library until the school moved into the new Academic building in 1906. The general assembly made some liberal appro- priations for the purchase of books and the library has grown to now about 9,000 vol- umes and 7,000 unbound pamphlets.
Not only has the library grown in the actual number of books but has become thor- oughly organized and catalogued so that it is accessible to the students at all times.
ENROLLMENT
The enrollment of the school, as we have seen, has grown steadily from fifty-seven in its first year to 1,001 in the year 1911-12. This large enrollment and the large number of students who have been sent out as grad-
uates from the various courses indicates the place which the school occupies in the educa- tional system of Southeast Missouri. The greater number of its more than six hundred full graduates have taught in the public schools of Southeast Missouri for longer or shorter periods. There is scarcely a school in this section of the state that has not em- ployed at some time a former student of the Normal, and many of the best teaching posi- tions are now filled, and have been for years, by students of this school. Its educational ideals and standards have been communicated to most of the communities in this district. It is not too much to say that its work more than any other influence has contributed to the improvement of the educational situation in this part of the state.
The present faculty : Washington Strother Dearmont, A. M., Litt. D., president and pro- fessor of education.
Winifred Johnson, A. B., professor of his- tory.
Benjamin Franklin Johnson, A. M., pro- fessor of mathematics.
Henry Stephen Moore, A. B., professor of American history and economics.
Benjamin Glime Shackelford, A. M., pro- fessor of physics and chemistry.
Edwin Andrew Hayden, B. S., Ph. D., pro- fessor of philosophy and education.
Robert Sidney Douglass, A. B., LL. B., professor of European history.
Homer Lawson Roberts, professor of biology.
Joseph Anthony Vaeth, A. B., professor of modern languages.
Arthur Winn Vaughan, B. S., professor of public speaking.
Edgar Augustus Cockefair, M. S., profes- sor of agriculture.
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Henry Frank Schulte, A. B., professor of physical training.
Ewell Martin Carter, B. S., in Ed., field and extension worker.
Frederic Hugo Docden, A. B., A. M., pro- fessor of education and superintendent of training school.
James Arthur Dunn, A. B., A. M., profes- sor of Latin and Greek.
Maud Montgomery, A. M., professor of modern languages.
Myrtle Knepper, A. M., assistant profes- sor of mathematics.
Jeptha Riggs, A. M., assistant professor of English.
Eleanor Tyler, A. B., instructor in Latin.
Arthur Clay Magill, B. Pd., assistant pro- fessor in chemistry.
Elizabeth Parker Hunt, Ph. B., instructor in public speaking.
Arthur Louis McCarthy, A. B., assistant professor of mathematics.
Charles Lamb, director of manual training.
James Monroe Sitze, B. Pd., instructor in stenography, typewriting, bookkeeping, pen- manship.
Nora Naeter, director of piano and violin.
Mary Louise Booth, assistant in manual training.
Emily Pitman Wilburn, B. L., instructor in drawing.
Mabel Flint, instructor in public school music.
Lora Alza Harvey, instructor in voice.
Mary Geraldine Allen, B. S., instructor in physical training.
Mary Turner Chapin, instructor in domes- tie science.
Ida May Shilling, B. S., instructor in do- mestic art.
Joe Mathews, B. Pd., assistant in piano.
Martha Catherine Shea, A. B., critic teach- Vol. J-28
er and instructor in method in upper grades.
Estaline Wilson, critic teacher and in- structor in method in upper grades.
· Emma Jane Howarth, A. B., critic teacher and instructor in method in intermediate grades.
Rachel Elizabeth Gregg, B. S., critic teacher and instructor in method in primary grades.
Elma Williams Ealy, B. Pd., critic teacher and instructor in method in kindergarten.
Bertha Edith Rector, B. Pd., training school assistant in primary grades.
Sara Jane Weber, B. Ph., training school assistant in upper grades.
Olga Anna Huters, B. Pd., regents' scholar and assistant in modern languages.
Sadie Trezevant Kent, B. Pd., librarian.
Christine Isabella Wheeler, secretary and stenographer.
Edward Felix Vaeth, bookkeeper and reg- istrar.
Mary Mildred Steel, preceptress.
BOARD OF REGENTS
The board of regents has been fortunate to have liad the service of a number of men able and devoted to its interests: T. J. O. Morri- son, Jacob Burrough and Charles C. Rozier, members of the first board of regents, ren- dered valued service in the beginning of the school's work; of these, perhaps the man whose influence was felt most in the life of the school was T. J. O. Morrison. Besides these there have been a number of others whose services deserve recognition; two of these stand out with especial prominence in considering the history of the school. In 1881 Leon J. Albert of Cape Girardeau, became connected with the school as a member of the board of regents and has continued his con- nection with it since that time. During these
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HISTORY OF SOUTHEAST MISSOURI
years he was faithful in attendance at the meetings of the board, was a member during a great part of the time of the executive com- mittee, and gave to the school the best service which his great financial ability and experi- ence made possible.
Perhaps the man most closely associated in the minds of most people with the work of the Normal school is Hon. Louis Houck, who became a member of the board of regents in 1886 and is still a member and has been for 24 years the president of the board. In fact, Mr. Houck's interest in and connection with the school began long before he became a member of the board. It was due in part to his active and intelligent interest that Cape Girardeau was selected as the site for the school and during all the years of the school's existence he has had an interest in its wel- fare. Since his connection with the board of regents, and especially since he became its president, he has devoted to the work of the school much of his time and thought. Few weeks have passed in recent years in which Mr. Houck has not devoted some hours to the consideration of the needs and wants of the school. It was his presence on the ground, and his wide experience in affairs that made possible the erection of the present school plant at a cost, very generally considered, ex- tremely low. Mr. Houck has given personal attention to the work of the school and it is not too much to say that to him perhaps more than to any other one person the school owes its success. No doubt the generous dealings of the legislature with the school has come in part, at least, because of Mr. Houck's connec- tion with it. His wide acquaintance with men of affairs has inspired confidence in the wisdom and ability with which the school would be conducted.
The present board is composed of Hon.
Louis Houck, president, C. D. Matthews, Jr., vice president, Leon J. Albert, secretary, Hina C. Schult, Moses Whybark, Edward A. Ro- zier and William P. Evans, ex- officio, R. B. Oliver of Cape Girardeau is the board's treas- urer and the executive committee is composed of Louis Houck, Moses Whybark and Leon J. Albert.
FORMER PRESIDENTS
Principal C. H. Dutcher was born Febru- ary 17, 1841, in Pike county, Illinois, his parents being natives of New York. He was reared on the farm and after completing the course of study in the country schools he spent a year at Christian university at Can- ton and then became a student at Kentucky university, where he was graduated in June, 1864, with the degree Bachelor of Arts. Dur- ing part of his college life he served as a volunteer nurse in the hospital organized in the buildings of the university. After his graduation he taught school at Danville, Ken- tucky, and then at other points in that state. In 1872-73 he was principal of the city schools of Kirksville, Missouri, and in the latter year was elected a member of the faculty of the Kirksville State Normal school, teaching Latin and science; he held this position until 1877, when he became principal of the State Normal school at Cape Girardeau. As we have seen, his administration, which was conservative and businesslike, enabled the school to be- come thoroughly established. He held the principalship for three years and then en- gaged for a time in banking. In 1881 he became a teacher in the State Normal school at Warrensburg, holding the position until 1892, when he resigned. Mr. Dutcher is a member of the Christian church and a man of highest character and ideals. He was not only a successful administrator and execu-
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tive, but also an able and successful teacher. Under him. the school prospered and won a place in the educational system of the state.
President Richard Chapman Norton, LL. D., was born in Ohio in 1840. He was edu- cated in the public schools and Hiram college, where one of his teachers was James A. Gar. field, afterwards president of the United States. After Mr. Norton was graduated in the year 1861, he immediately enlisted in the army and served throughout the war. In 1866 he came to Missouri and was for a time con- nected with a railroad as a surveyor and en- gineer. He then accepted a position as super- intendent of public schools in Trenton, Mis- souri, a position which he held for two years. He then became a member of the faculty and vice president of the State Normal school at Warrensburg, remaining there until he came to Cape Girardeau in 1880. After his resigna- tion from the presidency of this school he was for a time connected with the Kirksville Nor- mal, then he retired to his home near Tren- ton, and spent the last years of his life quietly there. In all he was connected with the Nor- mal schools of the state for nearly a quarter of a century and few men impressed them- selves more upon the young men and women with whom they came in contact.
Mr. Norton exercised a remarkable influence over students, especially young men. His in- fluence had for its secret an uprightness of character and unfailing earnestness of pur- pose which were the foundations of a noble and successful life. Every student knew that in him could be found a wise and faithful counselor and friend. He was called "Uncle Dick" by the students and this was an ex- pression of the real affection in which he was held.
On the resignation of President Norton in 1893 the board selected as his successor Wil-
lard D. Vandiver, a native of Virginia. Mr. Vandiver had been engaged in school work for many years. He was graduated from Central College in 1877 and was immediately elected professor of mathematics in Bellevue Collegiate Institute at Caledonia. After three years' connection with the institution he be- came its president. His administration was very successful and he attracted the attention of school authorities on account of his suc- cess in this institution. In 1889 he was made professor of science in the Normal school. Here again he was successful in his work and on the presidency of the school becoming vacant, he was elected to that position. Mr. Vandiver remained at the head of the institu- tion for only four years. His administration was marked by great progress in the school. He terminated his connection with it to ac- cept a position as a member of Congress for the 14th congressional district as a Democrat. Since that time he has been active in political life, serving three terms in Congress and then being appointed insurance commissioner of the state of Missouri. He is now connected with an insurance company of St. Louis.
John S. McGee, who was president from 1897 to 1899, was a native Missourian. He was born in 1849 and spent most of his early life in Wayne county. He was educated in an academy at Greenville and in the State Normal school at Kirksville. After his grad- uation from the latter he was elected to the principalship of the public schools at Pierce City, a position he filled for two years. In 1879 he became professor of mathematics in tlie State Normal school at Cape Girardeau. Here he made a place for himself in the life of the school and became known as one of the strong men of the faculty. On the resigna- tion of President Vandiver in 1897, Mr. Mc- Gee was chosen as the head of the school. He
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HISTORY OF SOUTHEAST MISSOURI
gave to the duties of this office the same care- ful thought and untiring effort which had distinguished his work as a teacher. He re- tired from the position in 1899 and devoted himself to other pursuits. He became inter- ested in real estate in Cape Girardeau and ac- quired a competence. His death, which oc- curred in 1903, brought sadness to many men and women who had found in him not only a wise and capable teacher, but also a sympathetic and helpful friend.
PLACE OF THE NORMAL SCHOOL
Two ideas are held regarding the position of the Normal school in the system of public education. One of these, and perhaps the older idea, is that it should be a school de- voted solely to the preparation of teachers, especially for the elementary schools. Those who hold to this idea would limit the Normal schools in equipment and buildings and would also limit their courses of study to in- clude about as much of academic work as is given in a high school, and in addition to this certain pedagogical training.
The other idea is that a Normal school should have for its first duty the preparation of teachers, but not only teachers for the elementary schools, but also teachers for all grades of school maintained in the system; and that in addition to its work in the prep- aration of teachers, the plant and equip- ment of the Normal school should be used, as far as is consistent with its principal pur- pose and mission, to bring within the reach of all the people of the district a gen- eral college education. Those who hold to
this idea as the purpose and aim of the Nor- mal school maintain the position that the buildings and equipment and faculty of these schools should be of the best, that so far as is consistent with the maintenance of a school system the Normal schools should be colleges in which instruction is given not only in pedagogical subjects, but in all the subjects requisite to a liberal education. This view is justified by the consideration that teachers need a broader and more thorough education than is to be had in the high schools and that the preparation of effi- cient teachers demands and requires Normal schools to widen their courses of study and to bring to their students the inspiration and help that comes from contact with higher education. It is felt too that not only does this consideration justify the maintenance of a college curriculum, but it is also justified by the further fact that to fail to make of the Normal schools a college is in reality to miss an opportunity and in thus far to waste the funds invested in the Normal school. There seems no reason why regular college work may not be carried on by the Normal school faculty not only without interference with pedagogical work of the institution but even with an actual strengthening of that special work.
It is this second view of the wider function of the purpose of the Normal schools that is maintained by the Normal school at Cape Girardeau. It is taking a foremost position among the Normal schools of the entire country on this question, and its courses now include not only purely pedagogical material, but also thoroughly organized college work.
SECTION VIII
Present Conditions
CHAPTER XXXIV
SOCIAL LIFE AND INDUSTRIES
ISOLATION OF MANY COMMUNITIES-DEPRIVATIONS SUFFERED - HOUSES - FOOD - DRESS - HOUSEHOLD IMPLEMENTS-SCHOOLS AND CHURCHES-AMUSEMENTS - UNITY OF FEELING- TREATMENT OF DISEASE-VERSATILITY OF THE PIONEER - DEVELOPMENT OF CHARACTER - FARMING-MINING-MANUFACTURING.
There are many persons now living, whose recollection goes back into the period which we are now considering. They have a just appreciation of the situation and circum- stances under which the inhabitants of this part of the state lived up to this time. To those of the younger generation, however, it is a very difficult matter to reconstruct con- ditions of life that prevailed in many parts of Southeast Missouri. It is especially true of those towns and villages which were sit- uated at a distance from the river. They presented, in many respects, a scene of primi- tive life that is almost beyond the compre- hension of those who did not actually live that life. When we consider that such towns as Greenville in Wayne county, Poplar Bluff in Butler county, Kennett in Dunklin county, and Fredericktown in Madison county, were situated at great distances from the river ; that there were no railroads reaching them, and that the roads which formed the sole means of travel for their inhabitants were, in many cases and at many times, almost im- passable, we see something of the hard con- · ditions of life in many of these places. It is true that in all of them stores were opened with considerable stocks of goods, and that
communication was kept up more or less reg- ularly with the towns on the river, but in spite of this fact, these and similarly situated places were in a state of what seems today very great isolation.
There are great numbers of people who can remember when their homes were at a distance of twenty-five to one hundred miles from the nearest town, and when the annual, or semi-annual visit to the town was the occasion of the only real shopping expedition that the women of the family made dur- ing the entire year. All the manufac- tured articles, with the exception of the simplest, including cloth, tools, household implements, and furniture, such supplies of food as were not grown on the place itself, were brought from these distant towns in wagon or on horse-back over indifferent roads.
This situation led to some customs which seem peculiar to those of the present day. The prices of many things were inordinately high, as compared with the prices now. This was true of such a small thing as the match, and it was no unusual thing for the house- hold to be entirely without matches, and to depend upon the flint and steel, or upon a
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