I 
 

 Cbc Univevsitv of Cbica^o 
 ICihrarlcs 
 
 n? 
 
 .nv- 
 
 GIFT OF 
 
 
 iu. LAjctix YY-*^-^^ 
 
THE UNIVERSITY OF CHIOAGQ- ' 
 
 A HISTORY OF PUBLIC HIOH f^nHOOLP IN IOWA 
 A DISSERTATION 
 Subiaitted to the Faculty 
 of The Graduate Sohool of Arts and Liteniture 
 In Candidacy for the Degree of 
 Master of Arts 
 Department of Education 
 
 BY 
 
 AURELIE EDITH ZICHY 
 M 
 
 1^1^ 
 
 .^ 
 
 It 
 
If. 
 
 I 
 
I. SECONDARY EDUCATION BEFOHE THE PUBLIC HIGH SCHOOL. 
 1 . Tlie Academy . 
 
 3. 
 
 The Intermediate f5ohool. 
 
 II. LEGAL PROVISIONS. 
 
 1. Early Laws Forming Baaia For The High School. 
 
 2. Period Of No Legislation. 
 
 3. Lane Affecting The Course Of Ptudy. 
 
 4. La'fs Belonging To No Special Group. 
 
 5. Siunrnary. 
 
 III. PROGRESS AND DEVELOPMENT. 
 
 1. Establiahiiient And Early Growth. 
 2* Accrediting And Inspection. 
 
 3. Normal Training High School, 
 
 4. Consolidated And County High Schools. 
 
 5. Approved High Schools , 
 
 6. Public CritioisK. 
 
 7. The Junior High School, 
 
 8. SuKuiary,. 
 
 IV. CURHICULm.^ AND TKACHKRS. 
 
 1, Characteristics Of Early Courses. 
 Ei-nphasis On College Preparation, 
 Siriphasis On Practical Subjects, 
 Qualifications Of Teachers. 
 giiiriEary, 
 
 
 2. 
 
 
 3. 
 
 
 4, 
 
 
 5, 
 
 V. 
 
 CONCLUSIONS. 
 
 VI. 
 
 BIBLIOGRAPHY. 
 
CHAPTER I. 
 
 FECONPARY EDUCATION BEFORE THE PUBLIC HIC^ SCHOOL. 
 
 Secondary edtiOHtion in the United States showB three distinct 
 phases; that of the Latin Gracijiiar School -vhich was a public in- 
 stitution and whose purpose was to prepjare boys for college; 
 the academy, a private institution, whose primary function was to 
 give boys and girls who did not go to college a general practical 
 and cultural training; and that of the high school, a public in- 
 stitution, whose function as originally conceived wan like the 
 acadet'.y. The grammar school had but one purpose, college pre- 
 paration. The earlier academies were not bound up with the 
 college system in the sarae way as the graiir.ar school. They were 
 not primarily "fitting; schools". They were instead institutions 
 of an independent sort taking pupils who had already aciuired 
 the elements cf an English education and carrying them forward 
 to some, rather indefinite, roiinding out of their studiest 
 The tradition of the grannar schools nad© itself felt however 
 and the classical studies were arranged with reference to 
 college aduission re luirenen^-s. 
 
 The phase of development represented by the aoadeny was the 
 one secondary education had assuiued at the tire of the earl^' 
 history of Iowa. The Latin Graiiarriar School period had passed 
 and academies were tc be found in all parts of the country. 
 A study of the early history of Iowa shows that the people 
 were strongly interested in education from the beginning, 
 
 1. Bror^i, J. F. /r.aricnn Hi.':i. Pohocl. p. o4. 
 
 2. Brown, E. E. The Mfikin^ of Our .Middle Schools . p. 230. 
 
Secondary education early received attention. W. P, Oraner 
 in an article on the orip-in of the high school says, "Before 
 
 Iowa was e. territory she hart her school maetera • 
 
 while yet a county of WiBoonsin Territory she had no leas 
 than ten ohartereri private institutions of higher learning, 
 variously styled Noru.al School, Acadewy or College". Ntunerous 
 acader.ies and seKinaries were incorporated during the 
 territorial period, hut noat of theci seem to hi ve had an 
 existence on paper only. One grew into a fairly strong 
 institution and has continued in operation to the present time. 
 This was the academy at Damnarl'. . It soer^s to have been organ- 
 ized even before the organization of the territorir and was for 
 a long time the only incorporated academy in lowa^ 
 
 The Denmark Academy represents one fom of secondary 
 education in lO'va before the public high school. Its early 
 history is interesting. The first settlers were from 
 Massachusetts and New Hanpshire and used the woney from on© 
 half of t?!e lots, set apart to fom the town, to found a 
 school. The Academy was inaugurated in IS-s^S. ItB growth 
 was slo^ at first. It was in a one s+ory house kept by 
 Father Turner until in 1848 a stone b\iilrling was erected. 
 The Academy opened that year"v«ith eighteen scholars, one 
 from abroad". In 18B5 the number had increased to 270, 
 
 1, lo v a Ko rrial Mont hly , Historical Souvenir IBiiO to 1849, 
 p. 452 
 
 3, Ibid, p. 389 
 
3. 
 
 The catalo,";ue of that year reports i upils from fifteen 
 states and territories. A new !*17,0' building was 
 dedicated in lSn8 and the /cadeny continued to grow. It 
 is said that during the period froffi 1B52 to 1870 about 
 fifteen hundred students were oonnectsd with it, niiny of 
 whom later occupied poaitions of influtmce and usefulnes-. 
 Althou-^h no definite statiatics can be seciirod, there were 
 evidently a number of other private academies in the state 
 b.fore 187C. It wao not until 1871 tl-iat a fortial list 
 of fifteen aoadenios and seninaries waa recorded in the 
 report of th: State Superintendent. 
 
 there were at this tine a muuber of graded or 
 intermediate schools vhich were gradually extending their 
 courses of study to include higher branches. This type of 
 secondary education is illustrated by the school at Davenport. 
 An intermediate school waa developed there in 1359, which took 
 up the work of instruction in the higher branches as tho deniand 
 for it grew. It was not called a high BChool but it offered 
 a year of advanced work first and gradually increased its 
 offering. In 18G1 it became the Davenport High School^ 
 "There is no better illustration of the development of a high 
 school from the grouping of those students, who had completed 
 
 1. Edfion, E. K. "Historical Sketch of Denmark", 
 Iowa Fchool Journal (1870) vol.11 No. 8, p. 242. 
 
 2, Downer, J. Histor^^ of Davenport and Soott Cqj r.ty , 
 vol. 1, p. 934, 
 
4. 
 
 the elementary subjects, at first for a sincle year of 
 advanced work and aubse luently for additional unita as the 
 increasing numbers who patronized the public secondary 
 school increased". 
 
 Of the three distinct phases of aeocndary education 
 in this country, only the last tvso are fcund in Iowa, the 
 Academy and the Public High School. Before the Public 
 High School secondary education was to be found in a number 
 of private academies, of which the Deninark Aoaderay is 
 representative and in intennediate schools like the one at 
 Davenport . 
 
 1. iiumer, C. P. History of Edtication in lora. Vol. o, p. Sll. 
 
CHAPTET? II. 
 LEGAL PKOVISIOisS. 
 Early Lawa Foraiinj? BasJB For T'fte 'Hi^ui Sohocl . 
 
 In studying the legal tiBpoct of the j^rowth of the high 
 aohocl in Ic-va we find a contrast to that of the noEiiion school. 
 There are nany Jaws rej^^arding ©lerasntary education and few 
 directly referrin^ft, to secondary'- education. This shows the close 
 relation between the two. The hir:^ school grew out of the 
 elementary school and reiuired very little direct legislation. 
 "Speoifio legislation relative to the puV:;lio secondary school 
 ia, ho^vever, almost a negligible matter in its history*. 
 
 When Iowa becane a state in 1846 the conatitution pro- 
 vided that the "General Assembly shall ©ncoiira^^e, by all s\iit- 
 able means, the proicotion of intellectual, scientific, moral 
 and agricultural iinprovenente and should endeavor to fulfill 
 these re iuirer.ents by legislating for a system of common schools 
 which should be maintained in each school district for not 
 less than three months each year*. In 1849 a statute i^as en- 
 acted authorizing, the electors to detetmine whether a school 
 of higher grade should be established in the district, the 
 number of teachers to be employed and the course of inflfc fxiotion 
 to be pursued therein*? This is given as the "first definite 
 provision for hig/ier inatr^.otion in the school legislation of 
 Iowa"? There are very fe'^ records that schools of hi -her 
 
 i. Aumer, n.T!. Hintcr'/ of F'-iucntion in Iowa. Vol. 5 p. 172. 
 
 2. LawB of lorn 18^8 and 49 p. 100 
 
 3. Aumer, C.R. History of Educr^tion in lo-.va. Vcl.l, p. 20 
 
6. 
 
 grade v»er« •atabliehert, J. D. Eacls, Superlntimrtent of Public 
 Instruction, eayn in hia rs^port for 18 "4 that he hft« viBltod 
 a large nuwbcr of union or graded sohools v»hioh offorod higher 
 eduoationi It Is rtoubtftii if these flOhoolB were really high 
 aohoola ae w« know that St, Lonia had only openod her hi^h 
 ©chool in 18rS And the on© In Chirsago waa established in 1356, 
 
 Tha law of 1857 gave to every incorporated town, city 
 or district oontaininfi t«;o himdred inhabitants or Kore the 
 power to ©stfiblieh prir*ry Bchools f\nd. said, "It sh£\ll bt) 
 the further duty of said Board to eetabliah in said diBtrlot 
 a suitable nuKber of ot^cr aohools of a hif.her r.rnde or grades 
 vfherein instruction sh^ll be ci"^en in suoh studiea as xsay not 
 be provided for in prir^ry BchccJ, the nur.ber of Bohoola and 
 also the different grades *horeof to be deter;.ined by the said 
 Board; and it ahall be the furtVer duty tc decide T?hat brj^.noheo 
 shall be taught provided that no other languags than Knf.liah 
 shall be taught therein except with concurrence of two thirds 
 of 8ai'i5 Bocrd*? This law gave the Board power to ciake ail 
 ncot^osary re;2;ulations conceminp Btxch schoole. No on© •Jould 
 be eiccljdod who iiv«d in th& di;,trict and oth^frs raicht be ad- 
 mitted by paying tuition. This is the legal basifl for the 
 great devulopment of stcohdary educr^tion in leva. 
 
 1. PfiT'o-^t o-f Pimi-, o^ ?»u>lio Img t ruc t ion 18-4 pp. 160-.1Q . 
 
 2. I.^wr. of lo-.-. lP/r^-7 p. 337 
 
7. 
 
 In Maroh, 1858 a law was pasEart author! -inf^, the 
 eatabliahiiient of oounty high schools under certain conditions 
 but thu revisod lai' of Deoonbar of tho -;ame year rtiooontinued 
 it. During tho short time the law ^as in force a. scunty 
 high sohocl was established at Albion, Marshall County; but, 
 as no atate aid was givan, it waa auspendad after a year or two. 
 In 1870 counties of two thoua-^nd inhabitt^nta were allo'^^ed to 
 establish high sohoolsl: This law was Bortified sllrhtly in 
 1873. According to the law the Board of SupcrviscrQ of &ny 
 county, upon petition of one third of the elsctora, could sub- 
 mit the iueation to the people at a general or sr«ci?^l election. 
 If the majority decided in favor of the high school, the Board 
 of Supervisors were to elect sit trustees, one of whom was to 
 be tl::e Oounty Superintendent . This board was tc select a site 
 and furnish the buildin,<^. The amendment in 1873 authorizel 
 the board to order the election without the petition. 
 
 In 1874 the people of Guthrie Oounty decided to establish 
 a oounty high school. It was open'Sd in Panora in 1876, This 
 is the en ly oounty hiqYi school suGoessfully established under 
 this law. Many oovmties had tried to establish such a school 
 before the law was a^nended and failed. The growth of schools 
 of higher branches in the independent districts changed condi- 
 tions 30 th"vt after the law was anended there was no longer 
 the dDiiand for county hi/rh schools. 
 
 1. Lixfif^ uf Io:\, 1P:F3R . pp, 79-83, 
 
 3. Laws of Io?a, 1370 , p. 140. 
 
 3. Code cf 1873. p, 314. 
 
 4. Pfiport of Oouiifiissioner of Ediication, 1875. p. 40. 
 
8. 
 
 Parlod or Ho IiOr.ii^l^^^iio'''> » 
 
 For a long psrioi in ita hiatory there were no laws 
 regarding the high school. Froir. 1873, when the Goimty 
 high school law was ansndod, until after 1900 tho high 
 school dsrclopsd .vithout leixislation. The Superintendent 
 of Public Instru'ition in his report in 1878 said, "Fortunately 
 for our state tho lueation of sustaining a high sfihocl in left 
 entirely to the people of each locaii+y»i And in I'-ter 
 reports the folloving opinions «ere expressed. "There ia little 
 if anything connected with these schools that calls for legisla- 
 tion. There is needed a closer and mors clearly defined con- 
 nection between them and the hi/'Iar state school but this luust 
 be left to the judgment of the aohool principals and the facul- 
 ties of the institutions. It must be wore flexible than it 
 could bs under legislation", "Iowa statutes nowhere define a 
 high school or gcveam it;i organi.Tiation or raenticn higher qxiali- 
 ficatione for teachers*^ Tha fact that there are so few laws 
 is significant. Cle^irly the high school -flaa a growth fron the 
 eleiientary school and has alvmys b en clooely connected ',fi*h it. 
 Following this long period oi" no legislation several statutes 
 were enacted having a direct bearing on secondary education. 
 Laiss Affc-iting '^^m Oourse of P.'iidy . 
 
 Two of the laws affecting the course of study in high 
 schools differ from the oth-ra in this g'-oup in that they 
 authorize state aid to the sohcols fulfilling certain 
 reniirerrnta, '''hese are the Homal Training Law and the 
 
 1. Iowa School Re port J 1878 & 1879, p. 39. 
 
 2. lo-.a Pchocl Report, 1893 & 1893, p. 35 
 
 5. Iowa ?chool Report, 19Cd, H,F. Manual, pp, 6 to 9, 
 
9. 
 
 law givinc^ aid to consolidated sohoola. 
 
 For a nuuiber of years there was agitation regarding 
 the establishment of normal courses in the high schools to 
 heir prepare teaohers for the rural schools. In 1911 a 
 law was enacted giving five hundrei dollars a year from 
 the state to high schools which established approved 
 norrr.al training courses^ ;\ review of the octsnon branches 
 was to be given together with instruction in Doriestic Pcience, 
 Manu-jl Trainin<3, Agriculture and Pedagogy. The Superintendent 
 of Public Instruction was to designate the high school, pres- 
 cribe the conUtion of admission to the normal training classes, 
 the course of instruction and other rules and regulations. 
 The schools chosen were to be four year acoreditdd high schools 
 and the course was to be established in the eleventh and twelfth 
 years. 
 
 No school could be approved without a class of ten or more. 
 The certificate of graduation was to be a valid license to teach 
 for two years in the state. In case more than one high 
 school in any county was approved the total state aid was to 
 be distributed but oould not exceed eight hiandred dollars. 
 Twenty-five thousand dollars was to be appropriated for 1912 
 and fifty thousand dollars annually thereafter. In 1913 
 the appropriation was changed to read one hundred thousand 
 dollars for 1914 and one hxindred twenty-five thousand dollars 
 annually thereafter, 
 
 1. Laws of lova, 1911, p. 148. 
 
 3. Laws of lo.t, 1915^ pp. 361-363. 
 
10. 
 
 In 1919 it was changed to one hundred ana fifty thousand 
 dollars annually thereafter. Slight changes were made in 
 other provisions of the law in J913. The words "In 11th 
 and 12th years" wore omitted. The course was tc be established 
 in four year accredited high schools, Oertif ioates ooxild be 
 renewed for three years linder the same conditions that applied 
 to the renewal of first grade uniforru ooiinty certificates. 
 With these slight modifications the law has continued to the 
 present time. As shown in chapter three the courses estab- 
 lished under this act have been very popular. Large nui^bers 
 have been graduated each year and the law has been oxtrenely 
 influential in the later development of Iowa High Schools. 
 
 In 1913 a l^w was passed giving state aid to consolidated 
 schools. Each two room school that taught Agriculture, Home 
 Economics and other vocational subjects and was approved by the 
 state board was to receive two hundred and fifty dollars toward 
 its e iuipment and an annixal siaa of two hundred dollars. Three 
 room schools were given three hundred and fifty dollars tov/ard 
 e^iuipment and five hundred dollars annually and four roon 
 
 schools were given five hundred dollars toward e luipi :ent and 
 
 o 
 seven hundred and fifty dollars annually. 
 
 1. Laws of lOA-a, 1919, p. 253 
 
 Z, Laws of lova, 1913, pp, 2^)1-263 
 
 3. L?-W3 of lo'va, 1913, p. 26S. 
 
11, 
 
 This Ic.-K like the on^ establishing tho nornal training 
 oourssB hae besn influential in the l;-t9r developr.ent of 
 the hi.^h school. It han tione nxich to standax-'llae tho 
 
 SEialler ochccla and make their \vork practical. Thasw two 
 laws are the only ones giving laoney from the state to aid 
 high schcolu. The only other aid reoeivod ia fedarral aid. 
 
 The SKith-Hurfhes La«, appropriating federal rconoy to 
 aid the different states in e atablishing and proncting 
 vocational ed\ioation in Agriculture, Tr-idea and Indui-tr^'-, 
 and Horae Econonsicn , '.vas passod in Pohnoarj'', 1917. It ',7as 
 neoeesary for the le'^^.islature of the state to fornally 
 accept the provioiona of the 1j\w. This was done later 
 
 in the aamo year and the state bpard for oarr'-inj^ on this 
 work with the loo.l coniaittees wan established. The board 
 was called The State Bo-rrd of Vocational Education Jir.d 
 consisted of the Superintendent of Public InBt ruction, the 
 president of the S5tato Board of Kdiicaticn and the OoiMdesioner 
 of Labor, This bo-rd was to cooperate with the Federal Board 
 and havi; charge of the r^ork of establiwhinc standards and 
 inape'-^tin^ tho approved school;?. 
 
 Other lavfe havin^r to do vfith the v-^curse of study 
 have not rmde appropriations to help in the work. In 1919 
 
 1. T.aw3 of lovaj 1917, p. SS^", 
 
13. 
 
 certain re-iuireaents in Amerioan History were set by lavi 
 as follows; "Publio and private hizh sohoolB, acadeiiiea 
 and. other institutions ranking as sfjoondary scshools which 
 maintaineci a three year course of instruction shall oiier 
 a ffiiniffium of instruction in Araerican History and Civics 
 of the state and nation to the extent of two seiiiest era. 
 And schools of this clasa which have four year courses 
 shall offer in addition one aeriSster in Social ProbleBis 
 and Economico*', The auperir. tor dent was authorized to 
 
 prepare an outline of a course of stiidy in the atao^o 
 subjects and distribute it to all high schools, and 
 academies"? 
 
 Two years later regular courseB of inatruotion in 
 the Constitution of the United States and of Iowa were 
 demanded. Such courses were to begin not later than 
 
 the ei :hth grade and v^ere to continue in the high achooi 
 course to an extent to be determined by the superintendent. 
 Those last two laws are probably the result of conditions 
 in the country which were realized during the wajTt The 
 time has been too short to Judge of their efficiency. 
 La,v9 Balongin?^, To No Sreeial Grouj,:). 
 
 Dxiring the period after 1900 a number of laws were 
 pasaed that affected the high school but which fall in no 
 clearly defined group. In 190G the Superintendent of 
 
 1. uavia of lo 7..1 , 1915 ^ p. 5o3. 
 
 Z, Ibid. 
 
 S. Laws of Iowa, 1931, pp. 82-83 
 
13. 
 
 Pubiio Inat ruction sug-^estert in his report of that yoar 
 that fr\temitiQ8 and sororities be forbidden by lcv«» aa 
 the "public school is intensely rteisooratio and. mist f».l»i'ayB 
 remain so*. In 19C9 a I'^.'S' prohibitin.c^ secret fraternities 
 and Booietios in the public schools was passed. 
 
 In 1915 a law was passed givint'; boards of directors power 
 to employ their superintendent of schools for a terci of three 
 years'; While this does not bear directly on the high 
 school it shows a tendency toward better organization and in- 
 struction. 
 
 The work of inspection had been done by the higher in- 
 stitutions but in 1913 the State Department of Publid Instnic- 
 tion was authorized to appoint a force of inspoctors, not ex- 
 ceeding three, to help in the vwrk of supervising the rural, 
 graded and high oohocls*^ This gave legal sanction tc the 
 work of inspection which had been carried out for a n'omber of 
 years and helped very materially in the work of accrediting 
 high schools, 
 
 A law having a ver^/ important bearing on secondary 
 education was passed in 1911, the law regfu'ding f»ee 
 tuition for high school pupilsl This act provided that 
 persona of school age, residents of school corporations 
 
 1. taws of lo-^a, 1909, p. 179, 
 
 2. Lays of Icvn, 1915, p. 356, 
 
 3. L aws of Iowa, 1915, pp. 8^-90. 
 
 4. La*-s of lova, 1911, p. 163. 
 
14. 
 
 that did not offer a fotir year high sohocl course, ivere 
 parraitted to attend any hirjh school; thoir tuition to be 
 paid by the school corporation in which thoy reside. 
 Pupils were reiuired to present certificates that they 
 were o.^ school age, residents of specified districts 
 and had satiafactorily completed the coniaon school branches. 
 The tuition was to be paid for a period of four years only. 
 
 This law not only served to give practically all 
 children of tho state the opportunity for a high school 
 education but holped to luioken the desire of schools to 
 beooce approved. If a school corporation had an approved 
 school it could not be ro luired to pay tuition to other 
 schools anci v/ould prcbably be able to collect tuition from 
 other corporations. This law has cortinuod with vary 
 little amendment to the present tiiue, 
 Surjuary . 
 
 The legal provisions for high schools in leva are 
 few in number. There are early larrj establishing the 
 district and county hif^h school. Follo/ifin;^, a Ion-; period 
 of no le.f^islation, there are a group of later la/ra af footing 
 the course of study. The nonrtal training law and tho one 
 giving'; stats aid to con30iidai.ed schools regulate aubjects 
 to be tau£;"!it, authoriiiing state nid for the high schools 
 that follow these ree^ulations; while others of this group 
 merely define the instruction in certain subjects. Of the 
 other laws of the period, liiiaoellantous in character, the 
 most important is the free tuition law. 
 
1". 
 
 CHAPTEI? III. 
 PROGRESS AND DETrLOPMFNT OP THE PUBLIC HIGH SCHOOL. 
 gstablii^hr.ent md Farly GrorSh* 
 
 The public high oohool was a growth from the prinary 
 schools. The priiaary schoola were eatahliehed,, and ware 
 saoceasfui an-l gradually the people can© to tha hcliof 
 that the children ahoi Id be given opportunity for more 
 education and accordingly w63:e willing to establish high 
 aohools and tstx themselves for their support. 
 
 There are no definite statistics concerning public 
 high aohools before 18"0. Daring the year 1857 there 
 appeared in school roafa^.ines a good deal of diocusalon 
 ocn?&ming vinion scI-sooIb and their advantages. The narae 
 was expl.^ined. They were called "union eohoola* becaune 
 uauHliy t»o or icore iiBtricta united to fono theni 55! d 
 also because hey uinted the advantages of the conmon 
 school and academy. Probably sone auch schools e^-isted 
 in th.t state before 1S?4 as the ??uperin ten dent of Public 
 Instruction in hla report for that year says that he had 
 visited a nuiaber of union or graded schools in the larger 
 towns of the state. These schools offered higher education. 
 
 Ho 3V/S, * , a child entering the primary departnent 
 
 without a knowledge of the alphabet can adv;^.nce from one 
 
 department to another until he graduates from the 
 
 highest department v'»ith a thorough practical Education 3ind 
 fitted ii a:xy bo to enter the liiiivt^reity or oollsgo''V 
 
 1. Vo ice of lo'vaj, Aivril, 1357 , p. 117. 
 
 B. Report of Superintende nt of Pu blic Instruction, 1854 
 PJT'. 1<J0-1'.U. 
 
16, 
 
 It is difficult to say whioh town established the 
 first school of higher grades. Probably the same thing 
 took place about the sane time in Tipton and Dubuiue. 
 The Iowa Normal Monthly gives credit for the ostablishwent 
 of the first schools as follows; "In 1856 Dubuiue 
 organized the first "high school*. Professor Sam Ohase 
 being the first principal. The next year Professor A. S. 
 
 Kisaell established the high school at Davenport. 
 
 Probably in 1856 Professor C. 0. Neatlerods established the 
 first 'union' school at Tipton*. 
 
 hecHl basis had been given for the study of higher 
 branches in 184 9*^ and repeated in 1857? In 1861 tli© 
 Davenport City High School was definitely established as 
 part of the school system and in 186<i high schools were 
 established in Burlington, Muscatine and Des Moines. 
 These proved successful and many others followed. In 1865 
 there were eighteen public high schools located in Iowa as 
 follows; Clarksville, West Union, McGregor, Independence, 
 Manchester, Burlington, Dubuiue, Anamosa, Vinton, Des 
 Moines, Oskaloosa, Cedar Hapids, Tipton, Davenport, Muscatine, 
 Mount Pleasant, Washington and Iowa City. 
 
 1. lo^ I Nonail Monthly, Historical Pouvenlr, 1830-1889, p. 291. 
 
 2. Laws of Iowa, 1849, p. 100. 
 
 3. Laws of Iow?t, 1857 , p. 337. 1858 , p. 79. 
 
 4. Downer, History of Davenport and Scott County Vol.1, p. 934. 
 
 5. Aumer, op. cit . p. 312. 
 
 6. I owa NoiTsal Monthly , vol. 12, p. 440. 
 
17. 
 
 References from tho ourre-t sohool literature indi- 
 cate the feeling of the people toward the eatabllahment of the 
 public high school. In 1867 the high schools of the state are 
 spoken of as "prosperous" and in 18B9, tho following statement 
 occurs in an editorial, "we do not know of any one agency in 
 the state so essential to educational progress as that of well 
 established high schools in every densely populated conpiunity." 
 In 1868 Pr-nklin Wells says, "The high school ... stands with 
 open doors inviting all to receive a hij^rher education, without 
 money or without price." No adverse oritioiam appears and 
 clearly there was a growing public interest in higher in- 
 struction. 
 
 By 1870 the public high school had been legalized, 
 firmly established as part of the school system and well start- 
 ed toward its development. It continued to grow rapidly. In 
 1871 there were forty high schools in Iowa, twenty-three of 
 which had well defined courses of study, and the people's inter- 
 est in them was increasing"! The State Teachers* Association 
 had a high school aecrtion in their program for that year, dis- 
 cussing course of study, re luirements for admission to high 
 school and other distinctive problems. In 187^ the high 
 schools are reported as "generally popular and rai idly multi- 
 plying"? West Des Moines had three teachers and one hxindred 
 forty-three pupils that yearJ In 1889 one hundred twenty 
 high schools existed? The nvuober had grown to one hundred 
 
 BiTty-fip in 1S93. 
 
 1. Iowa Instructor and School Journal 1867. Vol. B, p. 141. 
 
 2. Iowa School Journal 1869, p. 6. 
 
 3. Ibid, Vol. 9, No. 12, p. 376. 
 
 4. Iowa School Report 1870-71, p. 114. 
 
 5. Iowa School Journal, Vol.11, No. 11. (Aug. 1870) p. 338. 
 
 6. Iowa School Report 1874-75, p. 38. 
 
 7. Report of Comiiiissioner of Education 1874, p. 117. 
 
 8. Iowa School Report 18'^9, p. 70* 
 
IS. 
 
 Aooredlting And Inspect ion . 
 
 The earliest attempt at claBsifioation of high schools 
 was in 1870, v^hen t^ e State Teachers' Association called the 
 work of one class for the year a grade and the first year of the 
 high school the ninth grade, and adopted a course of study for 
 high schools. The .^ork of accreditinf^ high schools as prepar- 
 atory schools was berion early. In 1873 the nniver8it\r annoimced 
 in its catalogue that it would receive without examination pupils 
 from hirh schools and academies in which the course of study 
 was the same as th^ preparatory course in the cataloj^ue for sub- 
 freahmen. Three years later this privilege was extended to such 
 schools as should be approved by the faculty of the University, 
 these schools to be visited at their reiuesfr In 1891 they begai 
 to print in their catalogues lists of accepted schools. During 
 all this early period schools were approved or not according to 
 their course of study. Not nuch, if any, visiting of schools was 
 done. In 1883 a coriinittee was appointed by the College Professors' 
 Section of the Iowa State Teachers' Association to confer with a 
 coniDiittoe from the Superintendents and Principals' Section on 
 Uniformity of reauirements for college entrance. Trom 1R84 to 
 1888 the colle.'je and university departnont of the Educational 
 Council had committees studying and reporting on high school 
 problems^ This '^ork culminated in 1888 with the adoption by the 
 
 1, lova Sc hool %-^oort 1378-79 , p, 39, 
 
 2, Iowa state Board of Education, Bulletins 2, 3 an d 4 of 
 Board of Socondary School Relations , p, 11. 
 
 3, Ibid, p, 11 ff. 
 
19. 
 general association of the report of a committee represienting the 
 University, Normal School, denoiainational collef^ea and city high 
 schools. This report reoonuaended that high schools be cla nified 
 accordinp to the eourse of study; high schools having a four year 
 course to be of the first class, those having a three year course 
 to be of the second class and those having a two year course to 
 be of the third class. The details of the miniiiuim of work for 
 high schools of the first class were determined. Students graduat- 
 ing from first class high schools, properly certificated by prin- 
 cipals, were to be admitted to freshman class in college without 
 further evidence of preparation. Twenty-nine of the existing 
 high schools were ranked aa first class the first year. 
 
 In 1891 a oomnittee of the Board of Regents -^hich had been 
 petitioned to help bring the University and high school into 
 closer relation, made a report which was accepted. This report 
 included the first definite scheme of inspection. The plan was 
 to count certain schools accredited if the faculty of the 
 University was satisfied as to the course of study, methods of 
 teaching and facilities of each, all such to be inspected by 
 the University and reiuired to make annual reportsT Thus the 
 first class high schools, after proper inspection were to be 
 called accredited high schools. 
 
 The work of inspection was at first undertaken by the 
 Professor of Pedagogy in connection with his other work. 
 In 1900 the Board of Regents appointed Professor McOonnell 
 to devote his entire time to this work. After one year Dr. 
 
 1. Ibid pp. 14-1 . 
 
20. 
 J. F. Brown was appointed. Dnring the four years he held this 
 office the work was well systei.-atized and organized. In 1905 
 Mr. F. C, Ensign was appointed and he continued to serve until 
 1910l 
 
 In his report for 1906 State Superintendent Rigga suggested 
 that while the high school has a close relation to the college, 
 it does not exist for the college and should be tmder super- 
 vision free from connection with the college yet friendly 
 to it. In 1910 a Board on Secondary Relations was created under 
 the authority of the State Board of Education. After consulta- 
 tions with representatives of the University and the other State 
 Colleges the Board on Secondary School Relations concluded to 
 appoint an inspector of high schools as representing the State 
 Board of Education and through it, all three of the institutions, 
 thus bringing about uniformity of inspection. Mr. P. E, 
 MoClennahan was appointed as inspector'^ The appointmnnt was 
 made under the authority granted by statute to employ such help 
 
 'A 
 
 as is deei:;ed necessary to aid the finance oonuaittee, as it was 
 not until 1913 that the Superintendent was authorized by law to 
 appoint inepectorsi Since Mr. MoClennahan 's appointiatnt the 
 office has remained in direct connection with the state board, 
 A committee fBom the three institutions adopted uniform freshnan 
 entrance re luirewents and a plan for accrediting high schools. 
 The plan was approved by the State Board of Education. It is 
 as follo'ws; 
 
 1, Ibid pp. 16 to 23. 
 
 3. Ibid p. 23 ff. 
 
 3. First Bi-ennial Report of Iowa State Board 1908 to 1910 p. 35. 
 
 ^' Laws of lo>,-a 1913 . 
 
 5. '^tate Board of Education Bulletin No, 1. of Board on 
 Secondary Rnlations t p. 10. 
 
21. 
 General Standards. 
 
 1. The ooursQ of study ahall re .uire of eaoh pupil not nore 
 than four recitationa d^.ily and shall rest upon an elementary 
 courae of not leas than ei,7;ht years of thirty-six weeks each, 
 
 2. The number of didly periods of clas^ room instruotion -iven 
 by any one teaoher shall not exceed aeven, each forty minutes 
 long . 
 
 3. If all teachers of a school are graduates of standard colleges 
 the school will be regarded as meeting the re ,uire;ients for 
 aoholastic attainment of the teaching force. If one or more 
 teachers are not such graduates the :°oard shall use its judgment 
 in determining the sufficiency of scholastic attainment of such 
 teacher or teachers, 
 
 4. Laboratory and library facilities and character of text books 
 Bhall be adeiuate to the needs of instruction in the subjects 
 taught . 
 
 5. The iuality of instruction, the spirit of the school and con- 
 dition of the achool buildin,-: shall be such as to make possible 
 satisfactory scholarship. 
 
 For tho purpose of adriinlstration in accrediting, the schools 
 were divided into groups. Group Nuiaber One consisted of schools 
 meetiufi the genetal standards and the following specific standards. 
 
 1, At least fifteen units for gradviation. 
 
 2, A course of study meeting re -.uirenenta for unoohditioned en- 
 trance upon all the four year college courses in said institution, 
 
 3, The number of daily periods of class room instruction not to 
 exceed six, each to extend forty minutes in the clear. 
 
32. 
 
 4. The nutj'ber of pupils not to exceed an average of thirty for 
 eaoh teacher. 
 
 5. A Eiinimuin teaching force of four teachers of academic subjects, 
 exclusive cf the superintendnnt , 
 
 6. Quality of the teachers' inst motions and character of students' 
 schol-irship as determined both by inspection and by college re- 
 cords of graduates to be of a notably hi^^h order. 
 
 Group Nuiaber T'lvo consisted of schools not classified in 
 Group One but meetinr' the general standards and the following 
 specific standards, 
 
 1. At least fifteen units for graduation. 
 
 2. A course of study raeetinj^ re luireKents for unconditioned en- 
 trance upon liberal arts or general collf giate courses in said 
 institution, 
 
 3. Miniwuin high school teaching force of three teachers including 
 superintendent . 
 
 4. Minimum teaching force in elementary grades of four. 
 
 A third group was formed of schools raeetin;^ the general 
 reiuireruents but reiuiring only twelve units for graduation and 
 with the Eiiniraum teaching force of two for the high school and 
 four in the elementary grades. 
 
 This plan with vory little change remained until 1919 
 when there was am overlapping of the accredited and approved 
 schools. Then a joint conrnittee and faculties of the instf tt>.tAons 
 passed a resolution relative to the work nnd the state institu- 
 tions dropped this list of accredited schools. 
 
 1, Report of Department of Public Instruction 1930 p. 36. 
 
In 1912 the inspection of aeoondary schools is spoken 
 of as one of the most useful agencies in tho furtherance of the 
 State Boira's worki fuperintenrtent McOlennahan said in 1914, 
 "As the idea develops of having an articulated systeii of educa- 
 tion froE4 the kindergarten through the college or universitir for 
 this co^^uionwealth of more than two luillion people, the function 
 of accrediting and inspection becomes clearer, T^ithout legislative 
 enactff.ent but by a process of evolution there has developed in 
 Iowa during the past forty years a uiethod of articulation of ele- 
 mentary, secondary and higher schools that has been far reaching 
 in its influence and efficient in its administration. It has the 
 sanction of custom and could have been no more potent by statutory 
 
 action because it is the intelligent expression of the ideas of 
 
 •J 
 conscientious and practical educators?"' There were three 
 
 hundred and nineteen accredited high schools in the state in 1914. 
 According to the atater.ent o^^ the Puperintendent , ninety per cent 
 of the pupils enrolled in high schools were directly and con- 
 structively supervised by the boird of education*;^ 
 
 The accompanying table gives the number of lo-va schools 
 accredited under the auspices of the University and the State 
 Board since 1881. Prorn 18R1 to lo^4 no difference was ria.de be- 
 tween the schools partially and fully accredited. The s^r^e is 
 true since 1911. Before 1892 schools were accredited on in3i)ec- 
 tion of the course of study. From 1892 to 1895 there was no 
 accredited list published. After 1900 a regular high school 
 
 1. Second Biennial Report of Iowa State Poard 1910-1912,, p. 2 7. 
 
 2. , Third Biennial Report of Iov;a State) Board 1912-1914, p. 23. 
 5. Ibid pp. 23 to 37. 
 
2'^. 
 inspector devoted his entire time to the work and no school was 
 accredited without personal inapeotion. 
 Year Fully Aocrodited Parti---.lly /ocrr.dited Aocredited 
 
 19 
 
 25 
 7A 
 56 
 
 28 
 
 31 
 
 32 
 
 37 
 
 40 
 
 43 
 
 45 
 
 29 
 
 44 
 
 54 
 
 63 
 
 69 
 
 65 
 
 63 
 
 63 
 
 58 
 
 40 
 
 47 
 
 44 
 
 49 
 
 49 
 
 237 
 237 
 273 
 319 
 
 1881 
 
 
 188J 
 
 
 1883 
 
 
 1884 
 
 
 138 r 
 
 17 
 
 1886 
 
 17 
 
 168 V 
 
 19 
 
 1888 
 
 35 
 
 1889 
 
 a9 
 
 1890 
 
 33 
 
 1891 
 
 35 
 
 1896 
 
 68 
 
 1897 
 
 91 
 
 1898 
 
 100 
 
 1899 
 
 102 
 
 1900 
 
 107 
 
 1901 
 
 118 
 
 1902 
 
 130 
 
 1903 
 
 120 
 
 1804 
 
 128 
 
 1905 
 
 162 
 
 1906 
 
 173 
 
 1907 
 
 182 
 
 1908 
 
 195 
 
 1909 
 
 194 
 
 1910 
 
 
 1911 
 
 
 1912 
 
 
 1913 
 
 
 1914 
 
 
 1916 
 
 
 North 
 
 Oentrc'.l Association. 
 
 375 
 
 The work of accrediting high schools has been reinforced 
 by the North Central Association of Colleges and Secondarj^ 
 Schools, -This Association is one of a muciber for the great dis- 
 tricts of the United Ptatea. It is purely voluntary and stimu- 
 lates education by the prenentation of standards free froK 
 political, lcc'\l, or financial influence. It was organized in 
 
 T; lo'A'a state Board of Education Buile'-ins 3-5 and 4 on Board 
 of Secondary School Relations, p. 36. 
 
 2. First Biennial Report of lovm State Board of Education, 
 1908-10, p. 47. 
 
35. 
 1895 by prominent ©rtucatorB of the Misaiseippi Valley, becnuae 
 they felt the need of sorae organi7.a'-ion that woulrt be recor- 
 nii&6d not only in one state but in all states repreeented in the 
 association. The work don© by this association in establishing 
 standards and in incroasinc educational efficiency has been recog- 
 nized by educators all over the country. Many colleges th^t have 
 never followed anythinf?; but an examination systen for colJe^re 
 entrance have recently recognized the work of this association and 
 now admit students who come from 8econda:ry schools accredited by 
 the association. Through this association, the schools of Iowa 
 are affiliated with schools in sixteen other states. 
 
 At an annual meeting of the representatives from ^he best 
 secondary schools, college officers and state inspectors, the 
 schools are accredited for one year. The standards of the 
 association are hirrher with respect to the teaching force than 
 those set up by the State Board. In the schools accredited by 
 the association, the minimum attainment of teachers in acadenlc 
 subjects must be equivalent to graduation from colleges belonging 
 to tlie aseooiation, r<i.uiring the completion of a four year course 
 or one hundred twenty semester hours in advance of a standat d four 
 year high school course and inclufUng at least eleven semester 
 hours in education. This must include special study of the sub- 
 ject matter and pedagogy of the subject taught. The association 
 also puts emphasis on e'^ficiency of instruction, ac luired habits 
 of thought ^nd study and the general intellectual and moral tone 
 of the school. These things are deterruined by inspection'^ 
 
 1. Report of lO'va State Board 1S16. p. 47 
 
 S. Proceedings of the North Central Association of Colleges and 
 Secondary Schools 1931, p, 32, 
 
36, 
 
 Iowa schools .yere on the list of thoaa accredited by this aaso- 
 ciation from the beginning. In 1910 there were fifty-seven, in 
 1914 sixty-fire ?tnd in 1931 eighty-nine high schools accredited 
 by the North Central Association^i 
 
 The accrediting of high schools by the University, the 
 State Board and the North Central Association has been a poT;er- 
 ful factor in their development. It hns brourht about a "uni- 
 formity of standards and has been a a^lrong incentive to improve 
 buildings, teaching force and course of study. Probably in 
 the effort to brinij the course of study up to reiuireiufnts 
 subjects of practical value were ocitte*. This was er'.r-ocially 
 true in the caso of the SKaller schools. 
 The Koni;^! Training Hi"h Pchocl. 
 
 During the time that accre'Uting and inspection of high 
 schools was being -worked out an'i perfected, another factor 
 in their development was gradually aipearin;^. There vfas felt 
 the need of emphasis on the Tuain purpose for which the high 
 school was founded, not simply as preparatory schools but as a 
 "people's college". A reorganization and readjustment rlong 
 many lines in the school curriculum was urged, and the importance 
 of vocational and physical education stre-Bedt As will be seen 
 in Chapter Four the curriculxim had been gradually broadening, 
 manuiil training, hoiae economics and agriculture had been in- 
 troduced into tiany schools, 
 
 1, Ibid p. Z2. 
 
 2. lora School Be port 191i and 14. p. 54. ff. 
 
» ' • 
 
 In direot acoorrl with this effort to nake tho oohools 
 serve the oowmunity wa-^ the movement to train teachers for the 
 rural sshools in the hir^h schools of the state. A3 early as 1881 
 the State Superintf^ndent had definitely reccrinended sone provision 
 for tTTlnln'' teachers. *Our hi^h schools sho^ild do one thing for 
 the education of the mas sea \vhich but fe.T undertake to do at the 
 present time. They ^hoxld furnish nonn-a training to all who 
 desire to teach**!' The establiahraent of county hi^-.h schools had 
 teeon urr,ed for this reasoh, "^he supplyinj]; of te'\chers for the 
 rural schools had always been a bi/.^ problem* In the report of 
 1905 the Superintendent said, "It in entirely feasible for the 
 state to commission strong hi/^h schools in all parts of the state 
 to offer a year's course in advance of the regular work of the 
 school and fcr the benefit of prospective teachers". 
 
 In 1911 the lav? establishing normal trainin" courses in 
 high schools was passed, n^rtain hi^h schools ^;?ere to be desig- 
 
 nated by tho Superintendent as nomal trainlnrr high schools. They 
 were to offer a teacher's course in Arithmetic, ^rramriar -nd Headir^g 
 and were to give instruction in Home Econoiriico, A^rriculture and 
 Pedagogy. Each high srshool thus designated which of feared the 
 above course and no.intained a class of ten was to receive annually 
 
 from the state five hundred dollars. This was later raised to 
 
 4 
 seven hundred an'^ fifty dollars. 
 
 1. lov/a Bchcol Report 18R1 . p. 39. 
 
 2. Io?;a School Report 1906. p. 20. 
 
 3. Laws of Iowa 1911. p. 148, 
 
 4. Iowa School Report 1911-12. p. 34. 
 
28. 
 
 These BChoclB were popular froin the beginnin'^. Forty 
 schools were chosen the first year. In IQl-^ the number i/vas raised 
 to one hundred and thirty and in 1915 to one hundred and si^ty-three. 
 The re.nriilationa were -^11 in the hands of the PtatR Board nn-i from 
 time to time improvement has been nade in the course of atudy. 
 Those schools have -^'one much to help in the teacher probleri and to 
 improve a course of ^?tudy, "The High School Nomal Training Law 
 has done more in the laat three In trs^nsfonriing the course of study 
 in hifTh schools than anythinf^ that has ever been done in the state. 
 Our hi/7,h schools are now more nearly neetin/^ the needs of the com- 
 munity. It has meant better bnildin/TS, better emipment, better 
 teachers and more praotic il courses of stiidy? '^ The following 
 table 3hov»r3 the gro>»th of nori'ial training work for the first 
 
 Number of Knrollraent in Average No. in Total No. Ccrti- 
 
 K.T. Clasocs each school float es ir.sued. 
 
 634 15 
 
 1400 15 180 
 
 ;j379 17 806 
 
 3100 19 1649 
 
 5001 SI 2750 
 
 '.560 31 2935 
 
 567;3 y..- ^97Q 
 
 seven years; 
 
 Tear 
 
 Niimber < 
 
 
 Schools 
 
 1911-12 
 
 40 
 
 1913-1.-: 
 
 93 
 
 1910-14 
 
 132 
 
 1914-15 
 
 163 
 
 I9ir:-ie 
 
 1G7 
 
 1916-17 
 
 170 
 
 1917-18 
 
 172 
 
 Ccnsoliciated and County High Schools . 
 
 Consclld;it8d sohcolH were slow in getting]; started in 
 Iowa and not much oar be found about the work of the hi^^her grades 
 in these school::. The period of developncnt has been since 1900. 
 In that year consolidation was tried in twenty-eight counties, 
 the patrons in twenty counties wert reported as well satisfied. 
 
 1. Iowa School Report 1912-14. p. 80. 
 
 2. Ibid p. 15. 
 
 3. lo-va School Report 1914-16 p. XXIX. 
 
In eir^t counties there was seme d.lasatisf action owinj- generally 
 to bad roadst In 1913 fhnre v,ere only eighteen consolidated 
 echools in the state. The niaaber had reached seventy in 1914 and 
 in 1916 one hundred oirhty-aever ccnBolidated schoolB had been or- 
 gani;^ed ?.nd it is said that "hi^^rh school adv?.ntar,e3 have been or 
 will be provided in practically every inBtar.c<^? " The reason 
 for the increased number durin^r this p'^^'iod w?a thnt state aid 
 bad been r^ivpjn these schools by lawf 
 
 Under thi<3 statute those that taufrht Agriculture and Home 
 Eoononics or ot>'er vocational subjects under conditions meeting 
 the approval of the board were to receive from the state a 
 certain amount of laoney to be used tc^ard the equipment for the 
 teachin.*:; of such subjects and also an annual amount to b^^ used 
 in carrying out the '«iork. The size of the school determined 
 the amount received. This law stinulated the people to ©ntablish 
 schools that would meet the re luireiuents and help toward a uni- 
 formity of the courses of study as well as assuring tbo teaching 
 of vocational subjects. Thus the sj-i'll high schools too C'-tue 
 under the direction ?ind control of the state. 
 
 The history of the county high school in lo^va is interest- 
 ing. The purpose in the -first plan for county hif;h schools was 
 to prepare teachers and also serve as- the school for the young 
 people of the county. Stato Superintendent M. L. Fisher proposed 
 in 1857, that all populous and wealthy coim' ies should be r?^ uired 
 by law to establish such schools. In 185B a 1"?? was panned author- 
 
 1# lova School rlt>port, 1900-1901. p, 75. 
 3. Iowa School Report, 1914-1916. p. XXYII. 
 S< Laws of lova, 1913. p. 368. 
 
50. 
 
 izing the oounty boarrt to establish auoh a sohool i;? they Gon- 
 
 siriered it adwisablet In several ooimties the attei.pt was made 
 
 but the only one oi^ganifjed was at Albion, M-TshHll County, before 
 
 the failure of the law. Thh present law was enacted in 1870 and 
 
 amended in 1873t Evidently th« city hif'.h aohooia anvi colleges 
 
 had taken the plaoe of sud"! achoclH and only one county hir,h 
 
 school was established under thia law, 
 
 Thia school v»a8 al Panora, Guthria County, It was opened 
 
 in 1876 and aeems to have been very su^cieaaful? In 1885 it ia 
 
 apoken of as having produced excellent results. Bog xuse of it the 
 
 rural sohoola near had been supplied with better teaohere. At 
 
 that tine it had a total of one hundred thirty-eight graduates 
 
 and an annual enroiinent of two hxindred twenty-five. Tuition was 
 
 free to all re3id©nt0 of the oounty. A large percentage of its 
 
 students were preparin.-r thfjmselves for teaohin,-' in the district 
 
 schools and special attention was gi-'^en to that, but other courses 
 
 mere offered including a college preparatory course. "For the 
 
 Institution there was no precedent in Iowa, and it ccnsti'utes 
 
 5 
 the only sucoesaful effort under the law of 1870." It ir, strange 
 
 that more of these schools were not established beoauae although 
 tho city high schools provided preparatory work, soliools to pre- 
 pare teachers were always needed. Probably the nonial training 
 high s ':i hoc 1 and the consolidated high school have taken the place 
 of the county high school as originally planr'ed. 
 
 1. Laws of lOiia 1658, p, ?li, 
 3. Code Of 1872. p. 314. 
 
 3. Auiner op. ci+ . p, 193. 
 
 4. Iowa School Report 139a-93. p. 37 # 
 
 5. Aumer op. cit. p. 199. 
 
31. 
 The Approved IIi.r^.h Fohocl . 
 
 A very important factor in the development of all types 
 of the hio;h school h<as bean the frse tuition l.iv? enacte:'; in 1911, 
 It provided tho opportunity of • hifrh school edur;=ttion for prac- 
 tically all oi tYiK) chilrtren of ths stata. Any pi.raon of achocl 
 age reaicient of i achocl corporation that did not provide an ap- 
 proved high school coulri, undtiT the prcvisiona of thia lai.'?, at- 
 tend any a proved hii^h school in the state and thti corporation in 
 whiol ho lived Arculd bo forced to pay his tuition. This law 
 naturally increaBod the hi-h school enrolltuent Vi>ry i.atoriHlly 
 in the years that follosved. In 1S19 more than one fourth of the 
 enrollrr.ent in approved high asl-iools were tuition pupils and the 
 nuiiiber of non-rf> lident pupils vvaa increaaing every year"? 
 
 In order to fjive eiual educ-itional pxi^ilegeu to all it 
 beoaj;;e necsoary to inspect and claesify the schools of the 
 state and to "place ?. r.ark of a. prcval upon schools of the state 
 pre, pared to give face value for tuition paid then"';' The state 
 
 department was authorized to ni^point a force of inspectore to 
 help in the vork of oupervisin^" schools, Thoy begtin to inspect 
 all schools and to classify tha^ as approved for one, two, three 
 and four years of hi^h school work. The standards were practi- 
 cally th<i sau^e as those for the accredited schools. The accreditwd 
 schools bfccuiiie approved schools. The fact that the districts with 
 approved schools were not re iuired to pay tuition and mi^^ht oolledt 
 it froru other districtii gave the depart^r.ent added power i.c fciixuroe 
 
 1. I.a.vs of Ic-vA 1911. p. 105. 
 
 2. lo-^a School Report 1919. 
 
 3. lo-va School Peport 1914-in. p. :'YI, 
 
 4. Laws of Iowa 1913. p. BH. 
 
 5. Biennial Ruport of Superintendent of Public Instruction 1920. p.bk; 
 

 its classific-^tion and the work advanoed rapidly. The nuuiber of 
 approved standard high schools was five hiondred sirty-nir.e in 
 1918 and seven htondred and ninety-two in 1930. 
 
 In 1920 the hir;h school aituation was given in the Superin- 
 tendent's Report as follows: "The public high schools of the 
 state are divided Into approved, consolidnted and normal training. 
 An approved school is one that has been inspected and sts-ndardiz-ed 
 by the Departiuent of Public Instruction. All high schools must be 
 approved if they desire to receive tuition for non-resident pupils. 
 The consolid'ted school is organized under a sjiBCial statute, 
 receives aid for e luipment and maintenance, and must give special 
 emphasis to vocational subjects, with greatest stress upon Manual 
 Training, Doraeatio Pcienoe and Agriculture, The nonaal training 
 high school is in reali-t-y only a department in a high school with 
 special emphasis on methods of teaching. Inspectors are annually 
 visiting these various types of schools." The report for that 
 year gives six hundred and thirty-nine schools approved for four 
 year high schools; eighty for three year high schools; sixty-seven 
 for two year high schools and fourteen for one year high schools. 
 Six hundred and thirty-nine approved or accredited high schools 
 in 1930 compared with three hundred and seventy-five shows 
 clearly the rapid growth of the recent period. 
 
 1. Ibid. 
 
 2. Report of Supt . of Pub. Instr. 1919-1920. p. 21. 
 
 3. Ibid. p. 52. 
 
33. 
 
 Public Oritloisiu . 
 
 In the b-iiginning the hir;h schools :^ere ver^-- popular 
 but as they developed they were criticized. In IS^S th^re began 
 to ba a feeling of opposition, '''hey were criticised for enlarging 
 beyond the financial ability and neces^sities o^^ the case, /a the 
 work of classification developed and luinimuti reiuirenenta were 
 laid down by higher institutions, there was a tendency to forget 
 the broader purpose of the high school and to put too ciuch eiu- 
 phaais on the fianction of fitting, for college. In one of the lead- 
 ing magazines of the country there appeared an article in the 
 year 1889, on the state of Iowa. This article contained serious 
 criticism of the high school. The following is luoted from it: 
 "The purpose of this school system was primarily to educate the 
 youth in the eletuente of an En relish education in reading, writing, 
 arithmetic, orthography, geography, gracunar and history. In some 
 of the more ambitious toums and cities there has been engrafted 
 upon this, and paid for from the sai:.6 source, what is often called 
 the high school or grar.h.ar school, in which are taught in addition 
 to the subjects just mentioned the dead languages, often Latin, 
 sometiiiies Greek, Gerr.an and French, '''hese schools in the larger 
 cities are to some extent the e luivalent of lower grades of col- 
 leges, which perhaps should never have been started. It is, hov.aver 
 becoming a question, and a grave one, in the state, whether these 
 high schools are not a violation of the spirit and purpose found 
 In the statutes, which irere intended to establish what we under- 
 
 1. Iowa School Report, 1878-1879. p. 4^. 
 
stand by the words a coranion school systeiii^ Superintendent Sabin 
 answered the criticisia by luoting from early reports to show that 
 the hicrh school was not "en^^rafted on the system* and is in no way 
 a violation of the spirit and purpose of the law? 
 
 In the report for 1892 and 93, high schools are urged to 
 change their courses as sone are *dangerou3l3'- topheavy*. It is 
 said that many are carrying too many studios and studies beyond the 
 grasp of the iaui-ature minds of their pupils. On the progiram for 
 the meeting of the State Teachers' Aasociation in 1893 there was a 
 paper read on "How can our high schools be laade more popular with 
 the masses "^ In 1894 it was said that there was a disposition 
 to give prominence to high schools in relation to institutions 
 above and not to the schools below which are more important. In 
 1897 m-my high schools were criticized by the Superintendent for 
 attempting too much^^ It is emphasized in a paper read at the 
 State Teachers* Association for 1896, that the high school is a 
 preparatory school not n; cessarily for college but for any kind of 
 usefulness; that its r.pirit must be broad and liberal and that it 
 must not "ape the college"; At the same meeting an address by 
 R. r,. Barrett contains the statenent, "Our high schools are not 
 
 overgro?rn district schools nor 'feeders' alone for our colleges 
 
 7 
 and universities. They are the colleges for the common people? 
 
 He goes on to urge special re luirer.ents for high school teacTers 
 
 and the offering of courses for others besides thoso going to col3e ge. 
 
 1. Miller, J. The State of lo/m. Harper's Maga25ine,July,1889.p.75, 
 
 2. Iowa School Report 1889. p, (r;ii. 
 
 3. Iowa School Report 1893, p. 79. 
 
 4. Proceed in "S of I.^.T.A, 1894. pp, 120-121. 
 
 5. Iowa School Report 1896-9'7, p, 137. 
 
 6. Proceedings of I.F.T.A. 1896, p. 118. 
 
 7. Ibid. p. 3'/, 
 
5rn 
 
 Certain educators kept In niina the re-dl purpose, of the high schccl 
 
 but it seeir.ed necessary to reminrt many teachers and aciminiet raters 
 
 that vvhile the work of colle^^e preparation was very important, it 
 
 the 
 was not/only purpose nor yet the main purpose for which the 
 
 schools were founded. The period of greatest criticism was between 
 
 1888 and 1900 when the high schools concent ratrd on preparation 
 
 for college. After 1900 the curriculura gradually broadened; the 
 
 high school became of more service to the community an^' not so much 
 
 criticism was found. 
 
 The sentiment of recent years is expressed in the following 
 quotation; "This is coming to be the age of the universal high 
 school. The high school today ia considered as important in 
 educational preparation as elementary schools were a generation 
 ago. The establishment of rapidly incro'^sing number of high 
 schools in the state and the constant raising of the standard of 
 high schools already organized attest to the general interest of 
 the high s chocl in Iowa? 
 The Junior High Fchocl. 
 
 A recent developrant of importance in +^ school system 
 that should be considered is the introduction of the junior 
 high school. Before 1900 several educators in thin ooxintry had 
 begtm to make a change in the grouping of the grades of the public 
 school 30 as to better adapt education to the needs of the pre- 
 adole80<^nt and adolescent periods. Between 1900 and 1910 various 
 plans were tried and by 1916*^ almost every state had one or more 
 
 1. Iowa Educational Directory 1918-19. p, 47, 
 
 2. Bennett, 0. V. The Junior High Bchool. p. 9, 
 
junior high aohools. The oli pirxn of orr.anizatlon of eir.ht, years 
 for the primary school an-l four yearn for the high sohcol was not 
 conaiaered tho bes* divigion posBible, Statlntlcr.l at.u'l^.es ahoweri 
 a high rate of pupil mortality at the sixth gracio -xnd the feeling 
 grew that many features of the elemontary school were unsuited 
 to the children of the upper grade, A aeparptf. dirinion, inolMing 
 the eevf^nth, ei^^hth and ninth grndes waa tried. 
 
 The hiotory of the Junior high school moir«nent in'riowa is 
 not eaay to trace. In 1905 Marah-^lltown had tho eighth grade 
 of ita school syBten departrifjntali/.ed and conducted in tho high 
 aohool buildinr. In 1917 a conraittee of the Educational Coimoil 
 reported the results of an invRS'^igatlon tht^y had made concerning 
 the junior high BChcol in lo.v?., to tho Stato Teachers' Association, 
 They had reporta froF. forty-four hi^^h schoole, five of which re- 
 portefl junior high aohocle, Clinton hJ5.d e. separate sohocl for 
 the eighth and ninth grades; Marion for tho Hevt^nth and eighth 
 grades; Cinrion, Newton ?^nd Enet TSaterloo had aohoclB for the 
 aevonth and ois^hth gradea ^^ith piano to include the ninth grade; 
 Davenport and Carroll reported plane; under way to eatabliah 
 junior high schools in the near future. Thf>8e ©choola evidently 
 have developed rapidly hb in 19.:0 the^re wertj thirt.y-aix Iowa 
 BOhoola which claimed junior high aohoola"? 
 
 1, Koo3, L. V. Tho Junior Hirh Fchool . pp. :i and 3, 
 
 2, Bennett op. cit. p, 32 
 
 3, The Junior Hiph Pchool Clearin- Kouno vol.1. Ho, 3. p. 1"?. 
 
■7 <7 
 
 gummn ry . 
 
 The public high sohool vraa eatabliahed before 1870 and 
 grew rapidly. The work of accrediting high schools was begiin 
 early in their history by the University, The State Teachers* 
 Association and the other higher inatitiitiona of learning of 
 the state helped in the work and it was finally completed by 
 the adoption of standards and a system of inspection by the 
 state board. This work has been reinforced by the North Central 
 Association of Colleges and f?econdary fichools. The Nomal Train- 
 ing High School, established by law for the purpose of training 
 teachers for tho rural schools, has been succensful in ever:'' way 
 and has been a help toward better eiuipnent, teaching forc^ and 
 course of study in all high schools. Consolidated schools, which 
 emphasized vocational education, advanced slowly at first but 
 after receiving aid from the state have had a period of ;;rea+ 
 developxnent and usefulness. AlthoUj-rh it has been satisfactory 
 there is only one county high school in lev ■ , The free tuition 
 law has increased high school enrollment and helped to bring 
 ocEiplete classification of all the high schools in the state. 
 The last ten years have been a period of very rapid growth. 
 The time of severest crlticisru of the high school was between 
 1888 and 1900, when it eciphasized college preparation to the 
 erclusion of practical courses, '''he l\ter developments have 
 made the high sohool of more practical service to the conriunity 
 and less criticism is found. Junior high schools have been 
 established in many tovms in Iowa. 
 
38. 
 CHAPTER IV. 
 aUHRirjULTJ}.! ^^ D TEACnER?5. 
 
 CharaGterl3', los of Early noiirson . 
 
 The examination of a mmber of early courses of study 
 shows that they had certain characterirjtioa in coioiiion. 
 The oourae at Tipton has not been preaorveri in any available 
 record but it is described in a letter, written by John 1, 
 Reeder on Hay 30th, 1914. Mr. Reeder was both a student and 
 a teacher under n. n. Nestlerode, the founder of this early 
 union school. In this, Mr. Reeder said that two divisions 
 
 were organized, a first and second division. In the beginning 
 both pursued the same subjects b\it classification was so ad- 
 justed that the second group after a definite experience was 
 qualified to carry other linos in af^riition tc those as^i.^red to 
 
 the firgt. Higher Arithmetic, Algebra, (reocietry, Hennan and 
 Latin were introduced into the second division. In 1853 
 
 Chemistry was included. 
 
 The course at Dubuiue in 1858 was as follows:" 
 
 First Year. 
 
 Higher Arithrio^ic; Elementary Alrjebra; Kngliah History; 
 
 Analytical Grammar; Physiology; Constitution of the United 
 
 States; Rhetorical Reading; Spelling by Writinr; Declai.ation 
 
 and Music. 
 
 Second Vear. 
 
 Natural Philo80F>iy; Higher Al.rrebra; Geor;etry; Bookkeeping;; 
 
 Ancient History; Rhetorical Roadin,^; Decla:,ation; Composition 
 
 and ;.usic. 
 
 1. Aumer, op. cit. , vol. 3, p. iiSO, 
 
 2. Ibid, p. 381. 
 
39. 
 
 Thinl Tear. 
 Hi,";her Algebra; freometryj Trigonoraetry; Botany; Rhetoric; 
 An-4.1y3i;3 of Language; ChenisLry; Astronomy; Deolaiiation; 
 Cooipo.-iition ani Muoic, 
 
 Fourth Tear. 
 M9Chr\nical Philoaophy; Surveying; En^ineoring; Analytical 
 Geometry; Phyaiolo?»y; Meteorology^; Eleronta of Criticism; 
 Rorie-'Y of History; Political Eoonony; Hontal Philosophy and 
 Logic. 
 
 The courBo at Mt , Pleasant, 13^3. 
 
 First Tear. 
 Firat Term : 
 
 En.'^ligh Grauinar; fri+'ten Arithmetic, beginning with d ;ciinal 
 fractions; Writin:^, Elementary Oompoaition; Reading and Spelling, 
 Second '^erra; 
 
 Grani.ar; Written Arithnetio; Writing; Mental Arithiaetic; 
 Reading and Spelling. 
 Third Torm ; 
 
 Oranuiar, Finished; Arithmetic, Finished; Descriptive Geography; 
 frit in,-'; Reading and Spelling. 
 
 Second Tear. 
 First Term ; 
 
 Algebra; Latin Grammar; Rhetoric and CompoBition; Reading in 
 such oaseg as the principal shall deem advisable. 
 Seccni '^err;; 
 
 Algebra; Latin Gramnar and Reader; Physical Geography. 
 Third Terra; 
 Algebra; Latin-Oaesar's Commentaries; Astronomy, 
 
 Third Tear. 
 
 First Term; 
 
 Geometry; Virgil; Chemistry. 
 
40. 
 Sscon'j Term ; 
 
 GeometTf} Virr^ilj Physiclogy, 
 Third Tenr.; 
 
 Qeometry; CJicero's Orations; Geology. 
 
 Fourth Yfiar. 
 First Term ; 
 
 Trigonometry; Intellectuiil Philoaophy; logic; Moral Philosophy. 
 geccn'i Terra ; 
 
 Surv yin,:; and Navirjation; Phy.jiosj Natural Theology. 
 Third Terci ; 
 
 Enp[ineerin.»; Constitution of United States; Fvidenoe of 
 Christianity; Elocution vvith Ctitioal Readings. 
 Bookkeeping, Botany or Mineralogy might bo substituted for 
 portions of the reiuired Latin In thla arrangement . Assays or 
 declariations onoe a w ek wore reiuired of all without exooption. 
 Course of study for Burlington, 1865. 
 
 English Course. 
 First Year. 
 First Terra: 
 
 /rithnetic; English Gmr.rar; Physiology. 
 Second Term ; 
 
 Arithmetic; Algebra; English Granioar; Physiology. 
 Third Terra ; 
 
 Algebra J Constitution of United States and lo^'a; Bookkeeping; 
 English Language. 
 
 Pftoond Tear. 
 yiret Term ; 
 
 Algebra; Universal Kistory; Natural Philosophy. 
 Second Term; 
 Geonetry; Universal History, completed; Natural Philosophy, completed. 
 
41. 
 
 Third Teriu; 
 
 Qeorcetry; '"Sncient Geof.raphy; Rhetoric, 
 
 Third Year. 
 First Term ; 
 
 Geometry; Trigonor/.etry; Cheiulatry; Rhetoric, 
 Second Term; 
 
 Trigonometry; Chemistry; Botany. 
 Third Terr.,; 
 Surveying; AstronoEay; Botany, completed, 
 
 Fourth Tear, 
 Firat Tarm; 
 
 Geology; Natural History; Moral Philosophy, 
 Second Term ; 
 
 Geology; Meteorology; Mental Philosophy, 
 Third Term; 
 
 Geolo,^,y; Reviews of all Previous Studies, 
 
 En^^lish and Latin Oourae. 
 
 Firat Year. 
 First Terra; 
 
 irithmetio; English Graniuar; Physiology, 
 Second Term; 
 
 Arithmetic; Algebra; Latin; Physical Geogr^^phy, 
 Third Term; 
 
 Algebra; Latin or German; Const it\it ion of United Sta■^ea; 
 Bookkeeping. 
 
 Second Year. 
 First Tern ; 
 
 Algebra; Latin or Crerman; Natural Philosophy, 
 Seocnd Term ; 
 GeoEietry; Latin or German; Naturtil Philosophy. 
 
4? 
 Third Terr'. ; 
 Geometry: Latin or GerRian; Rhetorio. 
 
 Third Year. 
 Tirst Terui ; 
 
 GeoEotry; Trigonometry} Latin or Germsin; Rhetoric. 
 Seoon^' Torm; 
 
 Trigonometry; Latin or Genianj Chemistry, 
 Third Term ; 
 Surveying; Latin or Genaan; Chemistry, 
 
 Fourth Year. 
 First Tartii ; 
 
 Geology J Latin; Moral Philosophy. 
 Second Torm ; 
 
 Universal Hiatory; Astronoiiiy; Montal Philosophy. 
 Third Torm t 
 
 Universal History; Botany; Natural History; Mental 
 Philosophy, 
 
43. 
 
 It is clear froin a stu'^y of these ty: ical courses of 
 the early period that foreign language was considered im- 
 portant ; and that a good deal of emphasis was put on math- 
 eui-^tics; aritlimetic, algebra, geometry, trigonometry, and 
 sjirvaying being included. An influence of the academy is 
 evident in the retaining of r,uch subjects as Hatiiral Philosophy, 
 Moral Philosophy, etc. The course in English is very light 
 even >i»hen given as »an English course in the Burlington course 
 of study. 
 Emphasis on College Preparation. 
 
 Efforts at uniformity of tha course were made, but for 
 a long time each school wrjnt its own way. In 1871 a course of 
 study for high schools was adopted by the State Teachers' Asso- 
 ciation. It was very much like the early courses but con- 
 tained a little more English and not luito so much philosophy. 
 In 1377 a course adopted in the same manner shows mathematics 
 
 o 
 
 still very strohg, solid geometry having been added, Latin 
 continuoB but there is stili more English. All of these courses 
 plainly stressed preparation for college and comi^aratively early 
 in its history, criticism appeared concerning this tendency in 
 the high school. In 1380 the following appeared in the superin- 
 tendent's report for that year, "that the courses of study in 
 our schools are often not adapted to the wants of the comr-r.inity, 
 that they often include studies not fitting for practical life 
 ia undoubtedly true, ani such errors should be corrected. 
 
 1, Koport of Supt. of Public Ina; r. 1870-1871. p. 114, 
 
 2, Parker, H istory of Ed, in lova . p, 33, 
 
 3, Report of Supt . of Public Inslr, 1880-1881, p. 39, 
 
44. 
 
 A3 the work in acore-'Uting high s chools by the univeroity 
 and other higher institutions prcgresaei, the preparatory work 
 continued to be araphaaiaed in the course of atu'y in spite of 
 oritioisci. In 1889 the ciiniKum of work reiuired of high schools 
 of the first class wp.s 
 
 (a) Hii^her Al^f^ebra through luadratioa. 
 
 (b) Plrins Geometry. 
 
 (c) Latin, Daesar, four books; Virj-^il, air books 
 and Oicero, four orations; Prose riompoBition cind 
 easy reading. 
 
 (d) Ono year Greek for admieaion to claB3ic;\l cctirse 
 or Q iuivalent in Geiroan or Plane Trigonoraetr/, Solid 
 and Spherical Geometry and Structural Botany. 
 
 (e) Physiology, PVyoical Geography, Bc'iany, 
 Elementary Physics, 
 
 (f) Rhetoric and Literature, four terras' work. 
 
 (g) Civics, General History, Tra^in^r, 
 
 In the English' course of four years, as eiuivalent for the 
 La' in; Bookkeeping, Conmercial Arithmetic, roclo^y. Political 
 Econony, Aatronony and Cheiniatry could bo substituted. It is 
 easy to see that schools complying with the demands of this 
 course 7/ould not have much time for other siibjQots. Comparing 
 this course with the earlier one- chan^.ea are seen; the, 
 Philosophies have di3a::peared and rclenoe and History are 
 given a pla'Da . 
 
 In 1890 Council Bluffs added a businesc course and 
 in 13S5 they offered classical, Latin, scientific, English, 
 Geri'ian ^.nd business courses. The -icurBe in Purlin '-ton in 1805 
 1, Report of Supt , of Public Instr. 1889. pp. 69-73. 
 
45. 
 
 was very similar to the earlier course given, except for the 
 
 introduction of the buainess ooursQ. Went Dea Moines in 
 
 1894 an^l 1895 had two business courses, a two yoar oonrso and 
 
 a four year course j a modem language course includihg two 
 
 years of Oena«*n an^l one of ■Pren<'!h; a claasical course reiuiring 
 
 four years of Latin; a scientific course; a classical course 
 
 requiring four years 'Latin and tv»o years •Greek. Four years 
 
 of Kn-^lish was re luired in each coursa. 
 
 In the principal's report for 1833 of the Sioux City 
 
 High School the statement is ciade that additional work has been 
 
 the 
 placed in each departiaent, with the view of mnking/work more 
 
 symiaetrical, and of lualifying the pupil for admission to the 
 highest collep,e3 and universities of the United States. In 
 that year they offered a classical course reiuiring four years 
 of Latin and two of Greek; a Latin course containing four years' 
 Latin, a German course of three years, a -nomine rcial course and 
 an £n 'lish course. It is clear that in spite of the introduc- 
 tion of business courses the emphasis was still strong on college 
 prep-vration. 
 
 In 1805 a committee reporting to the Iowa State Teachers' 
 Association concerning a plan for uniformity for high school 
 work said that some of the high schools seemed to be nothing 
 more than extenBicns of the grai:.. ar school ann some had taken 
 on subjects belonging to the college ourricul\m. As they were 
 organized at that tir-e a satisfactory classification was im- 
 practical. There was nothing approaching any degree of uniform- 
 ity'' in thrsir .courses of study. 
 
 1. Aumer, op. cit., p. 347. 
 
 Z. Iowa School Report, 189^-1895. p. 142. 
 
In 1899 a preliirdnary report of the Coirinlttee of Tvfelve, 
 appointeot by the State Ter^oViers' Assooi&tion to revise and frame 
 a suitable course of sturdy contai ned the follcing: "The aim 
 of the high Bchocl was not to fit for college. People do not 
 and sill not consider it specifically a college preparntory 
 aohool. No more ia it •-: schocl to fit for business occupations, 
 mech'Anical pursuits or professions. Its specific purpose 
 is to fit the pupil for the duties of life." 
 
 The Superintendent of Public Instruction had been 
 authorized to prepare a course of study i He cooperated 
 
 with this cor.Kittee of the association. The Latin 
 Scisntific course as it was published in the High Bchocl 
 Manual in 19C1 is .^iven below? 
 
 First Year, 
 
 Lai in , 
 
 Al.'Tsbra . 
 
 Eftglish. 
 
 Hi3tory(Ancient preferred). 
 Second Tear. 
 
 Latin 
 
 Algebra (one half yaar) 
 
 Concrete Oeonetry 
 
 Knrflish 
 
 History (Modem or ;dv, n.rr,) 
 
 Science (From Group A) 
 
 1. La'«9 of Io-v»a 1913 p. 75. 
 
 3. High School Hanvial 1001. p: , ;j7-38. 
 
47. 
 Third Year. 
 
 Latin 
 
 Plcme Qeonietry 
 
 Ensliah 
 
 French, Gen-.an or Greek (Option A) 
 Tourtl. Tear. 
 
 Lat in 
 
 English 
 
 PhyaiCB 
 
 PolitiGul Economy (One hnlf year) 
 
 Civics (One half year) 
 
 Trench, Gentian cr Greek (Option B) 
 Options. 
 
 Group A r^oionce. 
 
 Second Year of Gcurse; Botany, first choioo; Zoolosy 
 
 second choice. One half year of either '.'ith second 
 
 half given to Physiography or Phy3iolo,c::y or Geology 
 
 or Astronomy will be aocr^pte'*. 
 
 Third Year of Gourae; ihsteai of French, Gerpian or 
 
 Greek one full year of Botany, Zoology or Ghemiatry. 
 
 Group B Mathemfitics. 
 
 Second Year; Instead of Goncrete Geometry Advanced 
 
 ArithFietlc or Bookke^pin'^, w^y b*^ t«>.V6n. 
 
 Fourth Year; Infjteid of French, Gerr^^. or Greek one 
 
 hfilf year of Solid Geometry or Trigonove^-ry n^-y 
 
 be taken. 
 
48. 
 The course contemplates nineteen recitations per 
 week; Muaic, Prawihg "^nd Manual Traininr^ may be 
 pursued in airiition to these if desired; otherwise 
 not more than twenty recitations per week. 
 In comparing this course with the early ones changes are 
 seen. There is the change fron the three term to the semester 
 plan. The most significant change ia the offering of pptions. 
 Although four years of Latin are still reiuired there is a choice 
 of Greek, French or German and a science or mathePiatical subject 
 may be substituted for any one of thera. i4usic, rra.ving and 
 Manual Training are allowed for one credit. The course is still 
 narrow and distinctly a college preparatory course but there is 
 a promise of the introduction of more practical covirses and the 
 beginning of an elective syBtem. 
 Emphasis on Practical Pubjects, 
 
 After 1900 the majority of courses show a change. In 
 the High School Manual for 1900 the course of study is spoken of 
 as having b^en modified in all of its phases and enlarged until 
 "almost everything taught in any sort of school is ^oday offered 
 to the children and youth who enroll and accept the free instruc- 
 tion thus granted." The high school is the connecting link be- 
 
 tT?een the elementary schools and the higher institutions and it 
 
 1 
 is also a school to fit pupils for the practical things of life. 
 
 In 1901 East Des Moines was pursuing a new course of 
 
 study. Certain subjects ^ere re luired of all fcr graduation. 
 
 1. Report of Supt. of Pub. In^t . 1902. p. 1^. 
 
49. 
 
 Others were reiuired only in certain courses. Thirty-three 
 credits were reiuired for graduation, a sernester being the unit. 
 One credit waa given for Music and Drawin£^, if pursued for four 
 years. In 1906 Burlinf^ton reiuired twenty-two credits as follows: 
 Latin or German 4, Mathenatica ■i. Science or Industrial or 
 CoKiiieroial Subjects 4, English 8, History, Oivics, Economics 2. 
 The rerariining ten reiuired for graduation were elective. During 
 the last two years of the course English was the only reiuired 
 subject . 
 
 Before 1900 very fe.^^ schools had Manual Training in 
 their courses, West Des Moinea, which seeir. to have been a 
 pioneer in this work, had offered it for several years. They 
 reported their courses in Manual Training, for high schools 
 
 considerably improved in the year 1899. At that time it waa an 
 
 1 
 elect ifee and was usually taken the first two years of the course. 
 
 In 1901 East Waterloo and Iowa City had mechanical drawing. In 
 the report for 1903 and 1903 the State Superintendent said thart 
 there had been a general awakening on this subject. The National 
 Educational Association had done much to stimulate the interest 
 and in 1902 the State Association adopted a report from the Edu- 
 cational Council sayin;^ that Manual Training should be introduced 
 into the public schools of lowa^ The following outline for high 
 
 1. Iowa School Report 1901 pp. 435-4S4. 
 3. Iowa School Report 1902-3. p. 3. 
 
50. 
 
 achool '?ork was .oriven at that time. 
 
 First Y©;\r 
 
 Peccri'i Year 
 
 Third Year 
 
 Meohanioal Drawing 
 Wood Joining 
 
 Mechanical Drawing 
 Pattern Work 
 
 Mechanical Drawing 
 
 Wood Carving 
 
 Wood Turning 
 
 Manual Training and Home Economiog were introduced in 
 
 many more sohoola of the state soon after this. In 1905 the fol- 
 
 lo'^in,^ schools are reported as h-ivin^ Manual Training in their 
 
 <■■> 
 
 courses of study. 
 
 Schocl 
 
 Year EBtablisVed 
 
 School 
 
 Year Established 
 
 Burlington 
 
 1905 
 
 Dubu lue 
 
 1904 
 
 Carroll 
 
 1901 
 
 Ida Grove 
 
 1903 
 
 Cedar Rapids 
 
 igO'' 
 
 Iowa City 
 
 1895 
 
 Clinton 
 
 1903 
 
 Le Mars 
 
 1905 
 
 Davenport 
 
 
 Marsh^lltown 
 
 1903 
 
 Decorah 
 
 1901 
 
 Mason City , 
 
 1890 
 
 Dennison 
 
 1905 
 
 Montezuma 
 
 1903 
 
 Des Moinea 
 
 
 MlsBouri Valley 
 
 1904 
 
 North High 
 
 1903 
 
 Oelwein 
 
 1904 
 
 West High 
 
 1888 
 
 Onavra 
 
 1905 
 
 Home Economics was in the course at Davenport in 1888, In 1905 
 Clinton, Burlington and East Dea Moinea offered Home Econcnics, 
 The elementary processes taught were much the same in all. From 
 this time on tbo number of schools offering these subjects 
 
 1. Ibid p. 17. 
 
 3. Iowa School Report 1904-5. Part 1, p, 48, 
 
.51. 
 
 continued to increase, f\nri following the laws conoemin.;' vocational 
 education, together with Agriculture they beoacie fi^^3lly fixed in 
 the ourriGuliim of both the large and araall schoola 
 
 At thi.3 time the hi.^h school situation is spoken of as 
 encouraging vvith improveiuont manifest in several directions. 
 "Courses of study are being revised, a college prepare "^ cry course 
 and a course that mests the needs of the coirmiunity are given place 
 side by side and are both good?''" The smaller schools had a ten- 
 dency to maintain courses of study inappropriate to the comr^tinity 
 supporting them. The Educational Council of the State As itciation 
 in 1913 said, "The present status of secondary education in Iowa 
 is the result of an awakened public sentiwent which has made pos- 
 sible the breaking down of traditions regarding the organii'.a' ion 
 and function of the high school and acadeny the time is now 
 
 opportune in this period cf adjustment for the exercise of the ut- 
 
 2 
 most care and the soundest of judgment in the making of changes? 
 
 They thought newer subjects should be introduced into the smaller 
 
 schools and the other subjects readjusted so that they would more 
 
 nearly cieet the needs of the local oomii.unity. The pf>.8sing of the 
 
 law giving state aid to cohsolidated schools brouj-'ht Agriculture, 
 
 Domestic Science and Manual Training into the course. The free 
 
 tuition law gave the state departrient power to enforce uniformity. 
 
 The follc^'ing course, api)roved by the state is found in the 
 
 majority of the small as well as in the larger high schools today. 
 
 1. Iowa School Report 1903. p. 1. 
 
 3. Report <ff Better Iowa Schools Corimittee 1912. p. 20. ff. 
 
50 
 
 Suggoative One Tear Course for Approved High Sohools. 
 
 First Semester 
 
 English 
 
 Algebra 
 
 General Kiatory 
 
 or 
 Mediaeval and Modem History 
 
 General Science 
 
 or 
 Commercial Geography 
 
 Second geraeatar 
 
 English 
 
 Algebra 
 
 General History 
 
 or 
 Mediaeval and Modem History 
 
 General Science 
 
 or 
 Agriculture 
 
 Two Year Course. 
 Ninth Gr-irte 
 
 FArat Semester 
 English 
 Algebra 
 
 General Science 
 Bookkeeping 
 
 English 
 
 Plane Geometry 
 
 Modem History 
 
 or 
 General History 
 
 Advanced Physiolo^f^y 
 
 Tenth Grade 
 
 Second Seiueater 
 
 English 
 
 Algebra 
 
 General Science 
 
 ComiTiercial Geography 
 
 English 
 
 Plane Geometry 
 
 Modem History 
 
 or 
 General History 
 
 Agriculture 
 
 In these courses Manual Training and Domestic Science should be 
 given fifty minutes n week in the seventh and eighth grades?. 
 Kinth grade pupils mi^^t be allowed to take these subjects with 
 the seventh and eighth grades. 
 
 1. Synopsis of Course of Study, State Dept . of Pub. Inst, 1920. 
 
53. 
 
 Suggestive Three Year Oourae for Approved Hij^h Pchools, 
 
 IUn':h Grade. 
 First Senester 
 
 English 
 
 Algebra 
 
 Gencr-Al Science 
 
 Man\i^il Training and 
 Domestic Roienco 
 
 or 
 Ancient and "ediaeval History 
 
 Tonth i^Trade 
 
 Enrrlish 
 
 Plane Ge one try 
 Modem History 
 Conir'ieroial Geography 
 
 Eleventh Grade 
 
 English 
 
 Advanced Arithmetic 
 
 Ajrcisrican HiGtory 
 
 Social Pi'oblenis and Economics 
 
 Four Tear Goiirse 
 
 Nintv, Grade 
 
 English 
 
 Algebra 
 
 General Science 
 
 Domestic Pcience and 
 Manual Tr-^^ining 
 
 Tenth Grade 
 
 English 
 
 Plane Geometry 
 
 Comniercial Geof.raphy 
 
 Ancient and Mediaeval History 
 
 Second geiuester 
 
 English 
 
 Algebra 
 
 General Science 
 
 Manual Training and 
 Donestic Science 
 
 or 
 Ancient and Mediaeval History 
 
 English 
 
 Plane Gaoiietry 
 Modem History 
 Agriculture 
 
 English 
 
 Advanced Physiology 
 American Government 
 Comnercial Law 
 
 English 
 
 Algebra 
 
 General Science 
 
 Donestlc Science and 
 Manual Training 
 
 English 
 
 Plane Geonetry 
 
 Agriculture 
 
 Ancient and Mediaeval 
 
 History 
 
54. 
 
 First ^er.eeter 
 
 English 
 
 Arithmetic 
 
 Modem History 
 
 Commercial Law 
 or 
 
 Foreign Language 
 
 English 
 
 Physios 
 
 American Kistor'; 
 
 Econor.ics anl Pvocial 
 Problens 
 or 
 Foraic^n Langiiage 
 
 T"?elfth Grade 
 
 f iecond gef.ester 
 
 Eiiglish 
 
 Advanced Physiolo^^y 
 
 Modem History 
 
 Bookkeeping or Econoir.ics 
 
 or 
 Foreign Language 
 
 English 
 
 Physios 
 
 Araerican Govemnent 
 
 f!ociology or Industrial 
 History 
 or 
 Foreign Langxiage 
 
 In all of these courses the eciiihasis is put upon practical subjects 
 
 The course in the normal training high schools was outlined 
 
 by the Superintendent of Public Ins- ruction. The original course 
 
 1 
 was: 
 
 Pedagogy 2 semesters 11th and 13th grades 
 Readin'T 1 « « » » « 
 
 Arithmetic 1 * n « » n 
 
 Grain; a r 1 " » » •• » 
 
 U.r. History 1" » « « « 
 
 Geo-'riphy or Physiology 1 sei .ester 
 
 Civics 1 semester 
 
 Econonics 1 '• 
 
 Physics 2 " 
 
 Algebra Z " 
 
 Agriculture 1 * 
 
 Home Econorrdcs or 
 Manual Training - 
 1 semester 
 
 1. State Board of Education, Koniial Training Dept . Circular NC.1.19Q.4. 
 
55. 
 
 From time to time slir^ht changes have been marie. Reading was 
 
 droppe-l after a f«-v years; the professional course was enlarged. 
 
 Rural Ediication, Pfeycholo,";7, Pedagogy and Methods were included 
 
 in the two years' work with a re luired amount of observation and 
 
 practice tefKchin<r, The course as presented for 1930 reiuired 
 
 sixteen units and is as follows: 
 
 Normal Training Course for 1931. 
 
 Education 2 units Mathematics 2-} units 
 
 English 3-A " Science inoludinr Agricul- 
 
 ture 2 \mits 
 
 American History Home Econoiriics 
 
 and and 
 
 American Gov't. 1 unit Maniial Training 1 unit 
 
 Eccnomics and Elect ives 2-| " 
 
 Sociil Problems | * 
 
 Courses of study of the recent period show a reroarkable 
 expansion. The approved high schools offer the course as sug- 
 gested by the Board and in addition many other electives. The 
 
 1 
 following illustrations show the great change that has been wade. 
 
 In 1896 the Boone high school offered two courses, Latin and 
 Scientific. There were no electives at nny point in either course 
 of four years xrntil the spring tenn of the fourth year, >.«;hen 
 classes in TrigonoBetry, Pv'litical Eoonocy and Shakespeare might 
 be ai proved. In 1914 Boone had five courses varying in reiuire- 
 ments from eleven to twenty-five credits, depending on the course 
 pursued. In 1913 Mason City set forth six distinct aims of their 
 course of study. To prepare for citizenship, for home life, for 
 
 1. Aumer op. ci^ . p. 370. ff . 
 
the shop, for the office, for teaohinr -in * for prefeaaional 
 life. 
 
 The oouraoa of sttrly now piirane-* In the larr<^r high 
 achocls show the Pioat recent fUsveioiauen^ ox the 'jj.tv'Otj.ve syateir,, 
 MarshalltowTi in 1930 b«ai':'«3 offering the roiuired courao for ap- 
 prove'l aohcola ^rA norrnl trr\inir.r hf.d an ©xtensiv© ooroiierolal 
 courss, physioal trnininG 'cr -iri:>, juilitary drill fo? boys -'nd, 
 a nun.ber of other eleotivoo inoluiing the follov^ing noTY in 
 Muaic: Mixed Chonie, Oirla* Chorus, Boys* T^iorua, Girls » alee 
 Club, Boya' Gloe Club, OrohoatrR, Bani-t, Hiinaony and Uuaicai 
 History. The only aubjoota reiuired for gradurition T7©re Fn^'^liBh, 
 Physios, Al^ebr\, Oeoran+ry and History. 
 
 Pubu :'>G in th«ir ncura© for the onrae ytar offered the 
 follov^ing; groups of relate'i i3ubjeot« froa which t.hs oour««r! >ver© 
 to be aaleotedj En-^lifth, KathoruatiCB, Pcoial Boienoe, Kntural 
 Soienco, Business, Language, Shop ?ork. Home EoonoFiy, He rmc'l 
 Training, Flno Arta and a Mieoollnneouo Group innludin,^ Glee 
 Club, Orchestra Jind Phyaioal Tr-Uning-^ 
 
 The oourse offered in the Den Moinoa high BOhoclB in 
 19-C -^nd 21 ia n:iven ae followa: 
 
 1. Course of Study, Warshalltovm Hipih Fichool, 19;i0, 
 S, Course of Study, rnabu p e High School, 1930. 
 
07. 
 
 1 
 The Studies Ofrered in Lea Moinesi High Schools 19*iO~1931. 
 
 First Year 
 
 GROTTP 
 
 lat Se:iOBter 
 
 2nd Senesuer 
 
 ENGLIBK 
 
 English 
 
 English 
 
 SOCIAL SCIENCE 
 
 Commtanity Civics 
 Ancient History 
 
 Community Civics 
 Mediaeval Historj'' 
 
 LANGUAGE 
 
 Latin 
 Frenoh 
 
 Lat in 
 
 French 
 
 MATHEMATICS 
 
 Algebra 
 
 Algebra 
 
 NATURAL SCIENCE 
 
 General Science 
 
 General Science 
 
 com:'Ehcial 
 
 Bookkeeping 
 
 Bookkeeping 
 
 HOME ECONOMICS 
 
 Hone Econor-.ica 
 
 Hone Econonios 
 
 Eaat 
 INDUSTRIAL 
 
 Cabinet Making 
 Meoh'l Drawing 
 
 Wood Turning 
 Pattern Making 
 Moulding 
 Mech'l Drawing 
 
 West 
 and 
 North 
 
 Cabinet Making 
 Drawing and 
 Furniture Design 
 
 Cabinet Making 
 Drawing and 
 Furniture Design 
 
 MUSIC 
 
 Chorus Singing 
 Glee Club 
 Band 
 
 Orchestra 
 El. Theory 
 Applied Music 
 
 Chorus ringing 
 Glee Cikub 
 Band 
 
 Orchestra 
 El. Theory 
 Applied Music 
 
 AHT 
 
 Art 
 
 Art 
 
 PHYSICAL EDUCATION 
 
 Phya . Fduc . 
 
 Seciond Year 
 
 Phys . Eduo , 
 
 ENGLISH 
 
 English 
 
 English 
 
 SOCIAL SCIENCE 
 
 Mod. History 
 
 Mod. Ristorr 
 
 1. Course of Study for Des Moinea High Schools, 
 
GBOUP 
 
 58. 
 
 1st Senoster 
 
 Snd Semester 
 
 LANGTJAGE 
 
 Latin 
 
 French 
 
 Latin 
 French 
 
 MATHEMATICS 
 
 PI. Geometry 
 
 PI. Geoiiietry 
 
 NATURAL SCiroCE 
 
 Botany 
 Zoology 
 
 Agriculture 
 Phyoiology 
 
 COM'ERCIAL 
 
 Bookkeeping 
 Short hrind 
 Typewriting 
 
 Bookkeeping 
 
 Short.h.and 
 
 Typewriting 
 
 HOii'E ECONOMICS 
 
 Home Econoriics 
 
 Hone Econciaics 
 
 East 
 
 Forging 
 MechU Drawing 
 
 Auto Mechanics 
 Mech'l Drawing 
 
 IKDUrTT^I/L 
 
 lest 
 and 
 North 
 
 Wood Turning 
 Drawing and 
 .Furniture Design 
 
 Wood Turning 
 Drawing and 
 Framiture Design 
 
 MUSIC 
 
 Chorus Singing 
 Glee Club 
 Band 
 
 Orchestra 
 HarKony 
 Applied Music 
 
 Chorus Singing 
 Gleo Club 
 Band 
 
 Orchestra 
 Harmony 
 Applied Music 
 
 APT 
 
 Art 
 
 Art 
 
 PHY^IC/X EDUCATION 
 
 Phys. Educ. 
 
 Third Year. 
 
 Phys . Educ , 
 
 ENGLISH 
 
 English 
 
 English 
 
 SOCIAL SCIENCE 
 
 American History 
 
 Ajiierican History 
 
 LANGUAGE 
 
 Lat in 
 
 French 
 
 Spanish 
 
 Latin 
 
 French 
 
 Spnnish 
 
 MATHEMATICS 
 
 Algebra 
 
 Solid Geometry 
 
 NATUT^AL SCIINCE 
 
 Physics 
 Home Hygiene 
 
 Physic a 
 
 COMMfBCIAL 
 
 Bookkeeping 
 Shorthand 
 Typewriting 
 Coru'l Geography 
 
 Bookkeeping 
 Shorthand 
 Typewriting 
 CoEi'l Arill-iiiietio 
 
59. 
 
 GROUP 
 
 lat Seir.oster 
 
 2nd Sei.o^ter 
 
 HOME ECONOMICS 
 
 Home EccnciTiicB 
 
 Home Economics 
 
 East 
 
 INDUSTRIAL 
 
 Cabinet Making 
 
 Wood Turning 
 
 Pattern Making 
 
 Moulding 
 
 Fcr^'^ing 
 
 Auto Mechanic 
 
 Mech'l Drawing 
 
 Continuation of 
 First Seiuest.er 
 
 West 
 
 and 
 North 
 
 Cabinet Making 
 Wood Turning 
 Meoh'l Drawing 
 
 
 MUSIC 
 
 Chorus Sinking 
 
 Glee Club 
 
 Band 
 
 Onhest ra 
 
 Hannony 
 
 Hist . and Appreo . 
 
 Applied Music 
 
 Cont inue 
 First 
 Ser:e*ter 
 Election 
 
 HORMAL TRAIN Il'IG 
 
 Rural Education 
 
 Elera. PsycholojTy 
 
 ART 
 
 Art 
 
 Fourth Year 
 
 Art 
 
 ENGL 1 31 
 
 English 
 
 English 
 
 SOCIAL SCIFNCE 
 
 Social Problems 
 
 Social Probl<r-i:B 
 
 LANGUAGE 
 
 Latin 
 
 Spanish 
 
 French 
 
 Latin 
 
 Spanish 
 
 French 
 
 MATHE,HATinS 
 
 Algebra 
 
 Trigonoiaetry 
 
 NATURAL SCIENCE 
 
 Chemistry 
 
 Chemistry 
 
 COMI/.ERCI/IL 
 
 Bus. Org. 
 
 Coj.'l Law 
 Bus. Eng. 
 Intensive Steno. 
 Intensive Bkpg, 
 
 AcGcimting 
 Faleamanship 
 Office Practice 
 Bus . En;i,lish 
 Intensive Htenc. 
 Intensive Bkpg. 
 
60. 
 
 GROUP l at. Seraestftr 2nfl Benea-'-er 
 
 MUSIC Chojrus f^inj^ing 
 
 Glee Club 
 Band 
 
 Orchestra 
 Ilarroony 
 Counterpoint 
 Hist, nnd 4r)T;roo. 
 Applied Music 
 
 NORMAL TRAINING Review Arithrietio Revie v Grar.v;ar 
 
 Bchool Mgt. Methods 
 
 ART Art Art 
 
 The contrast between these later oouraea of study and 
 thoae followed during the early years in the history of the 
 high school and in the period before 1900 is very striking. 
 The old narrow course is ^one . College preparatory courses 
 are offered but the emphasis is upon preparation for living. 
 In a great measure the public high school has becorae *the 
 people's college*. 
 (^ualif ioatlon3 o^ '^^^achorB. 
 
 There are no lawn setting re luirei'ients for high school 
 teachers in Iowa. In the laws regarding certifi'^atlon of 
 teac'ers there is nothin.'i that differentiates the high school 
 teacler's certificate from that of any other teacher. "There 
 is no such thing as a High School Diplopia or Certificate: At 
 first no difference was made in the preparation for grade teac^&r8 
 and hip-h school teachers. In 1B67 in an educational journal, 
 the teacrers are spoken of as "earnest and diligent" but nothing 
 is said of preparations As time went on each school made its 
 
 own reiuirenents and they were not uniform; some were very- 
 high. Sioux City in 1900 it is stated in the rules -m-^ 
 
 1. Report of f^upt., Iowa Docuiients, 1904. p. 137. 
 
 2. IO'=?a Instructor and School Joumnl, 1867, vol. B. p. l-^l. 
 
61. 
 
 regulations that all high Bohool teachers nua- be graduates 
 cf a college or a university and in addition niixst "h&re had 
 suooear.ful exi erienoe in a certain department or must, give 
 evidence of apeoial fitness. 
 
 Very few references are made to the quality and preparation 
 of teachers in the Superintendents' Reports. In 1903 the 
 high achocls are said, as a general rule, to hn T/ell equipped 
 and N»oll supplied with teachers educated for their sieeclal 
 work" but in 1903 there was said to be a strong demand for 
 better lualified teachers and a need of r.ore men teachers. 
 As tlie schools becaice accredited there seer.ed to be a Jjeneral 
 agreer:ent that four years' work above the high school shotild 
 be reiuired for high school teac} era -^nrl nany schools had 
 such rules. 
 
 In the report for 1905 a table is given showing the 
 preparation of teac'^ers in high school faculties. Of the 
 one thousand three hundred and seventy-three teachers, 
 employed in the four year high schools, one thousand and 
 sixty-seven had had some experience and nine hundred and three 
 held degrees from a college or university. Of the two 
 hundred and sixty, employed in the three year high schools, 
 two hundred were experienced and one hundred and tw nty-f ive 
 
 1. Rules and Regulations of Board of Education, Sioux City, 1900. 
 
 2. Report of Sup-^ . in Ic\7a Documents, 1903. p. 24-35. 
 
 3. Iowa School Report, 1903. p. 34. 
 
6S • 
 held degreeF,, Of the ninety-six, employen in two year M,3h 
 schools, 8ev«n+.y-four had experience and twenty-nine held 
 des;;r;ie8'. These fi>-ur63 were taken from the report of th-^ee 
 
 hundred and one, foixr year hif;h schools, one hixndred and 
 seventy, three year high schools and eighty-nine, tvfo year 
 high schoclg. 
 
 In 1911 the following statement is foiind in the superin- 
 tendent's report, "While the number of profession^.lly trained 
 teac'era ia sui^ll in comparison to the totnl nuraber of teachers 
 eiaployed, it is gratifying to report that the niiiaber is in- 
 creasing fron year to y<iar, due in no small liart to the spbeoial 
 attention ^iv^n to teaoler trainin;i in a large number oif Iowa 
 Colleges. 'iJithin the two years ending J\mo SOth, 1910, nine 
 hundred and sixty-nine graduates of Iowa Collei^es were licensed 
 to teach in the state? ** 
 
 A committee reporting to the State Association on the 
 present status of secondary education, in 1914, said there 
 were two thousand fivs hundred teachers teaching in Iowa 
 high schools, miny of whom ??ero inexperienced and untrained. 
 The committee urged the need of placing attention upon the 
 nooessity of securing teachers wlio have a type of tr;tining 
 which peculiarly fits then; for the work in high school. 
 
 Aa the ■■^ork in inspection advanced the situation becoxie 
 better. With the establishnent of the approved schools 
 the problem ^as been pretty definitely worked out . The 
 follo.ving .iualifications have been set down by the state 
 
 1. Iowa School Report, 19o.v, i>, lo:,-. 
 
 S. Report of Supt . in Iowa Do^^uments, 1911, p. IB, 
 
 '6. Iowa School Report, 1914, p, ZZ* 
 
G5. 
 
 1 
 
 departnicnt for teachers in approved hich schools. 
 
 All high school teachers should be graduates of a four 
 year college or a xjnivorsi'y. 
 
 Half of the teaching force must be graduf^+.es of such 
 instituoions. 
 
 Two yesrs* college work is required of all teachers 
 in approved high schools. 
 
 If a teacher holas a firs*; or second grade state certi- 
 ficate that may be accepted in lieu of two years* college 
 preparation. 
 
 The laws reiuiring teaching of industrial branches 
 in Hona-al Training Kigh Schools and consolidated schools, 
 that received state aid, created a demand for loalified 
 teac" era of Agriculture, Manual Training and Home Economics. 
 For a i.BJiOlr-eT of Home Econciii'os, not less than two years of 
 college preparation is reiuired. For Manual Training and 
 Agriculture a teacher who has had six seiueater hours of 
 cclleg'-, credit may be employed. For Music, Drawing, Public 
 Epeaking aaoi Conujiercial Subjects the teacher must have two 
 two years of college or normal school training in that special 
 lino. 
 
 Many of the larger schools have met these ro ^uiret.ents 
 and have made even more stringent ones. The high schools 
 accredited by the North r!e.ntr?«l Association have as a mininum 
 re-iuireEi6nt for their teacherr- in acndenic sxibjectB one 
 
 1. S^ate Board of Education, Fiulen for Approved High Schools, 
 
64. 
 
 hundred and twenty eernestor hours in advance of a standard 
 four year high school course, including at least eleven 
 Berr.ester hours in education sjid special sturly of the subject 
 matter and pedagogy ©i" the subject taU(T;ht . 
 
 Oonoeming the standards for teachers in the Junior 
 High Schoola of the state, no definite decision has been reached. 
 The following suggestions have been made: 
 
 All teac'era shall be graduates of a four year high 
 school course or the e luivalent , 
 
 In addition they should be graduates of standard nornial 
 schools with at least one year of practical teaching er.perience 
 or have had two years of college work, with preparation in 
 branches to be taught and practice teaching experience. 
 
 Better still all should be college graduates with 
 practice teaching experience and one year of successful class- 
 roona experience in fiui grades. 
 
 1. North Central Association, Proceedings, 1931, p.S.;. 
 
 2. Lewis, E. E. Standards for Me •-^- uring Junior Hi^.h Fchools , 
 Iowa Extension Bulletin, f.'25. " """" 
 
65. 
 
 Summarv. 
 
 The early courBes of stu^y were strongly influenced 
 by the aoadQir.y and oollege. Althour^h sone of the higher 
 subjects wero dropped coraparatively early, the influonoe of 
 the college remained. This showed itself in a strong 
 emphasifl on foreign langna/^es, mathematiCB and college 
 prap^rator/ subjects . In spite of criticlBPi and efforts 
 of reform the ooursQ continued rigid and narrow for a great 
 number of years. After 1900 the curriculum gradually 
 broadened to include instruction in practical and vocational 
 subjects. With the centralizing of authority in the state 
 dep'^rtment the courses have become uniform. Becent coiirfes 
 of study offer a great variety of subjects and put eraphasis 
 upon those things that will best fit pupils for life. 
 Qualifications for teachers were not uniform at first. 
 Sohoola set their ovm r© iuirerients . In recent years the 
 state board has niade regulations goveniing teacher preparation 
 
66. 
 OHAPTEH V. 
 OONHLUSIONS. 
 
 The people of Io-??a have al^vayfi been interes+.ed in 
 education. The high ^school ia a :levGlopr.ent from the 
 elemsntriry school and the i'tea of its iraportanoe, aa part 
 of the achocl syatera haa g^own aten'^tily. Thore are vory 
 few laws in the state bearin.'r on tho hijjh sohool. Its 
 growth has b en directed and aided by the teao) era and 
 educators; The Btate Teachers* Asaooiation has besn cloBely 
 connected with every iiaprovun^^nt , Althouf^h many other factors 
 hav'j entered in, the ^.esire to gi-'-e to the children of the 
 Btate opport^mltir for a. broad and practical education hae 
 been the motive underlying th- development of the public 
 high school throiiprhout its hiator^r. The higher institutions 
 in their efforts to heir in the classification of hir.h schools 
 dominated the course of atudy 30 that for a long period the 
 higli schools were practically preparatory achoolB, and other 
 Important ends were neglected. There has been a development 
 away from this narrow idea i;- recent years and tho high schools 
 of -cd-'y offer opport\mity for educ:'»^ ion and tretining in a 
 number of different field-;. Iowa hao not b'.^en ao progreosive 
 as many states in the re Miirements of higb school teachers. 
 
67. 
 
 BIBLIO-RSPHY. 
 Primary Sources. 
 High Rchool Couraee. of r^t.udy . 
 
 Burlington, 1895 
 
 Cedar Rapids, 1916 
 
 Counoil Blur.rs, 1894 
 
 Davenport, 1900 
 
 Pea MoineB, 1930 
 
 Dubuque, 1920 
 
 Marah^^lltown, IS.'SO 
 
 Sioux ^ity, 1893 
 
 Io\7?. Inatructor and Bohool Journal^ Vol. S, 1867, 
 
 Iowa Norcial Monthly, Hletori^il gpuvenir, 1850-1389, Dubujuo, 1889. 
 
 lo.va Korcial Monthly, Vols . 13 ?\nd 15 , 
 
 Iov?i ^'nhocl Joum-.l, Vol. 9, No. 13; Vol. 11, Ko. 11. 
 
 lo-sa St^^te Teachere* AaBCoi-'ttion^ Proceeo'j.r./^n, lS9n , Pea Moines. 
 
 Junior Hi.'^h Pchcol Ol-jarin"; Hourte, Vcl. 1, No. Z, 
 
 I.aA-3 of lo" -a, 1848-192-, 
 
 North '"entral As3oci'\ ^io'n o;^_^oll';^.Q^ -^^^^ ^'^ocn'i-.nr ?f^hccl3, 
 Prooeedinfra, 1896-1921, Ghloa'-o, 
 
 Reports of Superintenflent of Public Inst ru.-^t ion. 
 
 -** Annual 16^4, 1858, 18^^5, l.'5'?C-15W. 
 
 Biennial, 1910-1920, State Printer, Des Moines. 
 
 Reports of Superintendent of Public Instruction , 
 
 In Iowa Dooiiiiients, 1394-ira9, Dea Molnaa. 
 
 Reports of Iowa St^t*^ Po^.rd of Mu'^q'^ion, 
 
 Biennial, 1P08-191B, D'js Moines , 
 
 RtTles, Regulations ani Ccnr.se of S-iidy, 
 
 B^jrlin^ton, I'^S. 
 
 Kt. Pleasant, 1G63. 
 
68* 
 
 Stats Board of Eduaation, Puhlioations, Dcs Mcinea. 
 
 Board of ^eocndr^rf Tohool Helatlona, 
 
 ' ■" ' ■ • ' fi^A . -i -t^!! ' 1 — • ' •■'■ ■' • w — rrnT 
 
 Circular of Nonaal Trriinlnr. Departnent, Ko. 1 , 1914,1310,1920. 
 gt.i.ni-,irH3 m'i 7^0,'xul?. »■ tens of Approved I'-Xsr'r. "C^tocla t 1930 » 
 Hipjh School Mami.".l i 1901 * 
 Iowa Eduoallonrxl Pirentcr:^^ 1918 and 191v^. 
 
 Rijport of CoiUiitto-.'. of Eniuor.*;ion-\l Council on Junior 
 
 t^.y .^cScol /'r^l-. 
 
 Report of Setter Io7;a Hrihoola nou'.i*:1,{!0^ 101«, 
 
 gynopaiu of Ccytrne of r^-uo^y fcr nraioi and Apprcyed 
 Rir.h Schools , 1^3^ 
 
 Vcioe of lowft, April, 185'*'', 
 
 Seccnaar)'' gourooa, 
 
 Aurner, C. H. Iliotory of E.ii;cat.5.on in Icv.'a> Icv.n. ^it.y , 1015. 
 
 T ht;) Junior HJ.^.h gchocl j B^lt.iracre, 1919. 
 
 The Mftklnr. of oi^r Middle FSa^orlr, , JI©.v York, 1905. 
 
 Bennett, G. V. 
 Brcwr, E. £. 
 Brc~n, J. F. 
 Downor, J. 
 Edson, E. K, 
 
 Kocs, L. V. 
 Miller, J, 
 Parker, L. ?. 
 
 Thft Ai>^-lnan Hl/^h Fohctl, Kcv York, 1909. 
 
 History cf mvenport nnd f^oott goimty . 
 
 "Kistorioal Sketch of Demnarh", Io wa nohool Journal 
 
 i •-.. Vy , / 1,, »...»..»,, it 4,1 » ^ ) » 
 
 Th^ J^tnior M.^h ?ohcol, Kbw Yor>:, 19.-;C, 
 
 "The rtnt^ of Ic?'a7 H -^ -'";7or*s Mf^.^^r. nine ^ J uly, 1B89« 
 
 Hj.rVp->- Fdv-fi-^^ion In Ic-'ft , Circular of Info rpmt ion. 
 
 No. C, Bureau of 
 Educ : ; t i on , Waj:h in ,-^t on, 
 1893. 
 
:\ 
 
R?.FI'.. .^ CENTS 
 
LIBRARY OF CONGRESS 
 
 ^ ' Mil jmi I, mil Mil ijiiijiiii jv 
 
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