By James H. Kirkland, D.C.L., Ph.D.
Illustrated by views of the Campus, Vanderbilt University.
It is the purpose of this paper to describe an educational movement that
has grown largely out of the influence of Vanderbilt University. In its
relation toward secondary schools this institution has been impelled by
the necessity of securing students. At the opening of the University
there were two methods of procedure open. One was to put the requirements
for admission at a point where they could easily be met even by untrained
pupils; the other was to adopt a high standard, exclude unprepared
students, and accept the burden of getting them ready to meet these
requirements. It has been this latter policy that has brought about the
vital connection between Vanderbilt University and a large number of
preparatory schools.
Southern educational conditions are bad enough now, but they were far
worse in 1875, the year Vanderbilt University opened its doors. At that
time the public school systems of the South were striving to get under
way and make some impression on the mass of illiterates. Nothing could
be attempted outside a few favored cities in the way of public high
schools. The common schools were running ninety-three days in the year,
spending 81 cents per capita of population and meagerly educating 45
per cent of the school population. Clearly it was useless to await the
coming of the public high school. The old antebellum academies for the
most part had passed out of existence. Here and there a few survived,
preserving charters that antedated the war and memories of happier and
more prosperous existence. If the early copies of the reports of the
Commissioner of Education are consulted there will be found few secondary
schools having any historic background. The Episcopal High School near
Alexandria, Va., has a charter dating from 1854. The Abingdon Male
Academy was organized in 1822, and the Bingham School at Mebaneville,
N. C., in 1793. These and quite a number of others opened again after
the end of the Civil War, but most of them had a brief and uncertain
career. In the report for 1877, the earliest one at hand as this is
written, we find also mentioned the old Mt. Zion Institute of Winnsboro,
S. C., then in charge of R. Means Davis, who was afterwards prominently
known in the educational history of that state. Others are the Hanover
Academy, Taylorsville, Va., the Yeates School, Belleville, Va.; Fletcher
Institute, Thomasville, Ga.; Dawson Institute, White Plains, Ga. The
Madison Academy, Rutledge, Tenn., has now become a public high school,
the Sam Houston Academy at Jasper, Tenn., has given place to Pryor
Institute, and Green River Academy at Elkton, Ky., to the Vanderbilt
Training School at the same place. Of all those mentioned only two, the
Episcopal High School and the Bingham School, seemed to be really taking
up the task of preparing students for college. Each of these sent ten
students to college from the class of 1877.
As an attempt to meet the educational needs of the South, quite a large
number of new schools sprang into being between 1870 and 1880. These were
generally considered academies or secondary schools, but undoubtedly
most of their pupils were of an elementary age. In many cases the
teachers were unprepared for their tasks. They were doing the best they
could, trying to instruct according to the needs of their pupils and
trying to make a living for themselves. Many an old soldier and many a
good woman, whose property was gone and whose natural supporters had
fallen on the battle field, took up these opportunities to earn a scant
subsistence. From such schools, few if any students went to college. The
preparation was insufficient, the atmosphere of school life was not such
as to awaken a desire for a college education, and the colleges made no
effort to get in touch with the schools. In the report just mentioned,
of 1877, about forty such schools—male academies—are enumerated in
Tennessee, yet it was a rare thing for one of their pupils to go to
college.
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In general the preparation for college was done by the colleges
themselves. Practically all established preparatory departments; in many
cases the college professors taught these departments, and frequently
they contained more students than the college classes proper. As
endowments had been swept away and state appropriations hardly begun, the
faculty had to be supported from the fees alone. In 1877 East Tennessee
University, now the University of Tennessee at Knoxville, Tenn., is
credited with 195 preparatory students and 90 college students; the
University of Mississippi with 257 preparatory and 174 college students;
South Carolina College with 95 preparatory and 89 college students. Where
some other institutions give no reports of preparatory students, we are
inclined to believe it was because these had been fully incorporated
with college students, under a most injudicious system of grouping,
rather than that they were altogether lacking. From that system with all
its faults we have not yet recovered. The best Southern colleges and
universities have tried to eliminate this preparatory work, and where
this could not be done, they have established independent academies,
dissociated from all connection with the college proper. But quite a
large number have not been able to take this step and still maintain the
confused practice of reconstruction days.
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Worse than the evils above enumerated was the creation of a number of
chartered colleges and universities that were really nothing more than
high schools, and in many cases did not furnish as good an education as
an honest academy. Such institutions of course never sent students to
college, but rewarded with baccalaureate and master degrees attainments
insufficient to grace a freshman. Instead of being friends and fosterers
of education, these institutions have often been its worst foes. They
have served to transform ignorance into conceit, and make impossible true
progress on a substantial basis. Boom towns have started universities as
an advertisement; local high schools are called colleges in order to
gratify local pride, and college degrees have become a farce. Thus we
have in every Southern State colleges whose libraries contain less than
a hundred volumes, whose scientific apparatus could be hauled away in a
cart and cost less than $100, and whose endowment is nothing.
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When Vanderbilt University opened its doors in 1875 it had no intention
of receiving preparatory students; indeed, its first plan was to receive
only such students as had completed half of their college course. Hence,
preparation was made for two college classes and two university classes.
But with the coming of the first class the ideals of the faculty were
rudely shattered. A crowd of earnest but untrained students poured
into the college halls. A large number of the courses that had been
provided was found to be unsuitable and uncalled for, while there was an
imperative demand for elementary classes in English, mathematics, Latin
and Greek. In his report on the first year’s work Chancellor Garland
stated that if the University had stood firmly by its rules it would
have rejected fully two-thirds of those who had presented themselves for
matriculation: “few had any power of fixed and prolonged attention or
any practical knowledge of the modes of successful study.” In this way,
then, Vanderbilt University found itself compelled to begin preparatory
classes. These were continued for twelve years under protest. They were
not advertised, no effort was made to secure students for them, but there
were always enough candidates to make them a necessity. This continued
until 1887 when they were finally abolished and the task of preparing
students for the freshman class was boldly thrown upon the schools of
Tennessee and the South. The immediate result of this step was alarming.
Many prospective students saw it was needless to apply for admission, and
of those that did apply a large per cent had to be rejected. The number
of literary students fell to 112 in 1889-90; only 29 students finished
the year in freshman English, and only 16 had been enrolled during the
whole year in freshman Greek. But slowly the situation began to improve;
schools arose to do the work demanded by the University and the number of
students surpassed even the totals of former years. Gradually, too, it
was seen that the University had not merely furthered its own interests,
but had been the means of building up a whole system of training schools,
thereby directly influencing for good the educational development of
Tennessee and setting an example to the whole South. The results of this
movement are worthy of special consideration.
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Perhaps the University would not have dared to make the experiment it did
if it had not felt sure of at least one strong school on which entire
reliance could be placed from the very beginning. This was the Webb
School, which had then been in operation seventeen years and which had
recently been moved from Culleoka to Bell Buckle, Tenn. Shortly before
Vanderbilt University was founded Mr. W. R. Webb came to Tennessee from
North Carolina to engage in school work. Educated at Bingham School and
the University of North Carolina, he had become familiar with the best
methods of school work and realized the great need of such work in the
South at that time. The establishment of a university in close reach of
his school gave him an objective point for his labors, and his students
were very promptly turned in that direction. So successful was the
Culleoka school, from the very beginning, that in a few years Mr. John
Webb, a younger brother, was brought in as partner. It would be hard
to overstate the value of the work of these two men for Tennessee and
the South. For thirty-five years they have labored, and have put their
stamp for good on at least 2,500 Southern boys. Their patronage has come
from every Southern State and the size of their school has been limited
only by the number they were willing to receive. Their old students
are scattered over all the world. A year ago when this writer was in
Constantinople without an acquaintance, as he supposed, within a thousand
miles, he was surprised to receive a call from the resident physician
of Robert College, who was an old Webb boy, delighted at the chance of
seeing some one he had known while at school. The Webb School has always
been considered unique. Its buildings are plain and its furnishings are
of the simplest kind. It has no scientific apparatus, for it is strictly
a classical school. But it has a good library, the doors of which stand
open winter and summer, day and night, and the books are used. Life is
keyed to a high tone in the schoolroom, and the boys feel it. Form counts
for little—perhaps too little—but substance counts for much. Professional
students of pedagogy, visiting the school, go away surprised—and grieved,
for they do not find much respect shown their pet theories. The whole
school is wrapped up in the personality of the two men who have made it.
Some of the Tennessee training schools could not have come into being or
could not now continue without the support of Vanderbilt University, but
the Webb School would have been a success under any circumstances. When
the surroundings at Culleoka did not seem to be suited at one time to the
success of school work, Messrs. Webb quietly informed the citizens that
they would move the school, and they did. The success of the Webb School,
as well as the demands of Vanderbilt University, have made it easy for
other schools to come into being.
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The Mooney School deserves mention next on our list. In 1886 Messrs.
S. V. Wall and W. D. Mooney took charge of the school at Culleoka.
After three years they removed to Franklin, Tenn., where they built up
the well-known Battleground Academy. About eight years ago Mr. Wall
removed to Honey Grove, Texas, where he still has a large school. Mr.
Mooney continued the work at Franklin. In 1902 his school building was
destroyed by fire, and he was induced to move to Murfreesboro, where
handsome grounds and buildings had been provided for his use at an
expense of about $30,000. The Mooney School has furnished many students
to Vanderbilt University and they have frequently carried off the honors
of the University for high scholarship. The Wallace University School was
opened in Nashville, in 1886. The principal, Mr. C. B. Wallace, impressed
himself so strongly on his pupils and patrons that a building was soon
erected for his use in order to fix his school at Nashville. The Wallace
School has sent more pupils to Vanderbilt University within the past
ten years than any other school except Webb’s, and in proportion to its
enrollment it is far ahead of any in University attendance. Fourteen of
its graduates of June, 1904, entered Vanderbilt a few months later.
But it is necessary that our sketch proceed more rapidly. The popularity
of the training school idea began to be manifest in many quarters. In
McKenzie there had been established an institution known as McTyeire
College—a college doing the work for an academy. Later this was
transformed into McTyeire Institute, and Joshua H. Harrison, a Vanderbilt
graduate, was put in charge. At present this school has for its principal
James A. Robins and is growing in strength and influence every year.
In 1892 the Louisville Methodist Conference established the Vanderbilt
Training School at Elkton, Ky. This action was taken against the efforts
of many who wanted a college, and is another proof of the recognition of
sound educational values.
Quite a large number of other schools can be enumerated that owe their
origin more or less directly to the policy of Vanderbilt University.
Among these are the Branham and Hughes School, Spring Hill, Tenn.; the
Peoples School, Franklin, Tenn.; the Morgan School, Fayetteville, Tenn.;
the Smyrna Fitting School, Smyrna, Tenn.; Pryor Institute, Jasper, Tenn.;
Union City Training School, Union City, Tenn.; Dresden Training School,
Dresden, Tenn.; McFerrin School, Martin, Tenn.; Howard Institute, Mt.
Pleasant, Tenn.; Jonesboro Training School, Jonesboro, Ark.; Fordyce
Training School, Fordyce, Ark.; Bridgeport Training School, Bridgeport,
Ala.; Luna Training School, Franklin, Ky.; Smith Grove Academy, Smith
Grove, Ky.; Weatherford Training School, Weatherford, Texas; Hawkins
School, Gallatin, Tenn.; Fitzgerald School, Trenton, Tenn.; Cornersville
Training School, Cornersville, Tenn.; Training School, Anniston, Ala.;
Bowen School, Nashville, Tenn.; Training School, Thomasville, Ala.;
Culleoka Academy, Culleoka, Tenn. Not all of these schools have been
equally successful; some of them, perhaps, have ceased to live, but
the training school idea is stronger to-day than ever before. In some
communities this kind of work finds little support or encouragement.
Consequently, no training school can live or succeed there. Honesty and
thoroughness are the qualities that have marked Vanderbilt training
schools, and some people wish neither of these in educational work.
Educational shams and fake universities and colleges still command the
admiration and patronage of many.
Special attention should be called to the Branham and Hughes School
at Spring Hill, Tenn. Though one of the youngest, this is now the
largest and one of the most flourishing of the Tennessee training
schools. Recently $15,000 has been spent for improvements of property.
The enrollment for the present year is 316, and nine teachers are
employed. The Peoples School at Franklin, Tenn., and the Morgan School
at Fayetteville, Tenn., are also meeting with great success. Both of
these have strong local support, having been provided with splendid new
buildings, with dormitories and gymnasium; both have strong men at their
head and more than 200 students apiece.
The result of this movement is that Vanderbilt University now receives
a majority of its incoming class from the best schools in the South.
In the fall of 1903 seventy-five students entered the University from
schools more or less directly affiliated with Vanderbilt and imbued
with Vanderbilt ideals. In September, 1904, four schools furnished the
University fifty students. Within the past ten years ten schools have
furnished the freshman class with more than five hundred students—that
is, more than fifty every year.
Greater still is the result that has been accomplished for the general
cause of education. While the Webb School has furnished the University
about one hundred students in ten years, it has in that same time
assisted in educating seven or eight hundred. Many of these did not
finish their course at school, some finished and attended other
universities, more finished and went to work. But on all the influence
of those years of earnest, thorough school work will be an incalculable
benefit. Similar is the record of all the other schools.
Still another outgrowth of this movement has been that training schools,
owing no allegiance to any particular university, have sprung up in many
points and are contributing largely to the intellectual development of
our people. Excellent schools of this character may now be found in
Memphis, Chattanooga, Atlanta, Birmingham, Montgomery, Mobile, and many
small places.
Stimulated by Vanderbilt’s example, the Association of Colleges
and Preparatory Schools of the Southern States has been formed,
an organization that is devoting itself to the upbuilding of good
preparatory schools, whether public or private, and the enforcement of a
respectable standard of admission to college.
Finally, we may ask the question whether this work will be permanent.
Will not these schools disappear before the advance of the public high
school? Perhaps so, to some extent, but never entirely. The public high
schools have made great progress in Mississippi and Texas, stimulated by
the demands of the state universities, but elsewhere in the South their
progress is still slow. A recent article by Commissioner Harris gave a
most cheering account of the growth of public high schools in the South.
In that he records one hundred public high schools for Tennessee, with
more than 5,000 students. But the records of the Commissioner himself
will show that not as many students go to college from all this number as
from half a dozen Vanderbilt training schools. In fact, one is forced
to doubt the accuracy of many returns. For example, twenty-five of these
hundred schools report a four year high school course; but only three
years are reported for the high schools at Nashville, Knoxville, Jackson,
Murfreesboro, and Columbia. Only Chattanooga and Memphis, of the larger
cities, claim to have a four year course. The twenty-three other superior
high schools are in many of the most unexpected localities. White’s Store
reports a four year course, with one teacher and twenty-five pupils;
Piney Flats, a four year course, with one teacher and twenty-one pupils;
Dancyville, with one woman teacher and twenty-two pupils; Chuckey City,
with one woman teacher and six pupils. From statistics such as these it
is dangerous to make hasty generalizations.
Let the public high school come as rapidly as possible. Vanderbilt
University will be its friend and fosterer, as it has been in the city of
Nashville. But in any event it will ever remain true that a great work
for education has been accomplished in its relation to private secondary
schools. It was truly said by President H. N. Snyder, of Wofford College,
some years ago; “If ever Vanderbilt University has had a mission, and has
fulfilled it greatly and even gloriously, it is in the way it has helped
to form what we understand as training or fitting schools.”
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