financial difficulties as well as other problems of a momentary nature. At the September 24, 1898 meeting of the Board, Professor Joseph Sill offered his resignation for the upcoming school year because of insufficient salary. Sill who had taught physiology the previous school year had his resignation accepted. At the November 12, 1898 Board Meeting, Treasurer Robert McQuarrie reported that the Academy was in debt 19,660. It was agreed that the financial condition of the academy should be laid before the priesthood brethren of the stake. Further, general church assistance should be sought. For the next year individual members of the Weber Stake Board of Education continued to keep the Academy open and solvent by their individual and collective efforts. Charles F. Middleton, first Counselor to Stake President Lewis W. Shurtliff and a member of the Academy Board noted in his diary, November 6, 1899. At night my wife Martha C. and I signed two notes and mortgage on the Stake Academy for the sum of 6,000.00 to take an old note for the same amount. The Academy Board decided on October 11, 1899 to transfer the Weber Stake Academy property to the Weber Stake Corporation where more security was available. This action became official at the January 19, 1900 meeting of the Board. This action moved the financial liabilities of the Academy to the entire membership of the Weber Stake and helped bring an end to the initial debts of the Academy. Within the second decade of the Academys existence (1899-1909), a second building would be built and the initial debt of the Academy retired. The financial status of the Academy was gradually improved by both individual church member donation and general church funding. Teachers engaged for the Academy were to be men and women in good standing in the wards where they resided as well as being tithe payers. As well as teaching the academic courses offered, teachers were encouraged to be involved in building the character of each of the students. Two special courses were placed in the curriculum in the 1899-1900 school year, a Sunday School course and a missionary course. The Sunday School Course was designed to prepare students for Sabbath School work while not interfering with other courses. The missionary course included two years of classes, offered free, and planned to prepare the students to meet the practical requirements of the mission field. Also added at this time was a one year course on phonography and typing. The 1899 -1900 school year was the first year David O. McKay served as an instructor at the Academy. He had recently returned from serving as a Mormon missionary in Scotland and had in 1897 graduated from the Normal course at the University of Utah. As with most faculty members, McKay served the Academy in many roles and early found himself directing the Academy choir. Professor Moench worked closely with members of his faculty giving counsel, outlining curriculum, and supervising faculty as well as students. Minutes of faculty meetings for 1896-1897 were kept by J. G. Lind and signed by him as secretary of faculty meetings. Important insights can be gained into the formative years of the Academy and Moenchs influence by an analysis of some of his comments to faculty members. Moench spoke to the faculty every other week outlining teaching methods and emphasizing the necessity of working with the individual student. On October 2, he outlined his philosophy. The lecture should always alternate with questions and the students should be allowed occasionally to talk and tell what they know of the subject in hand. Objects should be used when ever possible and at the end of the recitation it is well to summarize what has been said and done during the recitation. Frequent reviews and short examinations should be held and the papers should be corrected, with respect to thought, grammar and spelling, in red ink and returned. Students must always answer as to whether or not prepared at roll call in classes. The teachers must not place themselves at the mercy of their classes, and for the teachers self protection the students must go to their respective teachers for information and assistance. The students must be on time in their classes and when tardy or absent must offer a satisfactory excuse or be lowered in their general standing in their class. The instructors must use discretion in the assignment of lessons that the students may not be overworked and thus become discouraged. Faculty members reported progress of their classes weekly and then Professor Moench, fully bearded, and partially bald with dark penetrating eyes would continue his analysis of correct teaching methods. Indifferent and tricky students were to be carefully watched, and privately corrected and encouraged that they may do better. At another faculty meeting he spoke of the necessity of being patient with indifferent and stubborn pupils since the salvation of their souls are at stake. The December 8, 1896 faculty minutes recorded the following: Prof. Moench spoke on the necessity of throwing energy into the classwork to make it effective. The classes should be led to do neat practical work and the instructors were urged to have them prepare carefully written exercises each week, which exercises should be exhibited in faculty meeting and afterward returned to students. Neatness and regularity in arrangement in all written work must be encouraged. That system of education which sacrifices neatness and clearness to intellectual acquirements and mere memorizing is one with which we should have as little sympathy as possible. As the Christmas break approached in 1896, Moench pulled together his quest for high standards and the reality of retaining students in the following manner as recorded in the faculty minutes: Prof. Moench spoke of the necessity of giving smaller lessons until the Christmas holidays than are usually given; that the students may not become discouraged and remain away from school after the holidays. [December 14, 1896] Prof. Moench spoke of necessity of following up indifferent students and of making them attend their classes regularly. He urged the teachers to give easy oral examinations during the present week in place of the regular written examinations, and to encourage the students in every way possible that they may return to the Academy after the holidays. [December 21, 1896] Moenchs instructions to faculty showed evidence of a concern for quality instruction and the worth of each student as well as the stability of the academy. His subjects ranged from teaching methods, voice, subject matter, and examinations to the dress of instructors, the dress of students, cleanliness, and discipline. As the Academy grew in students and faculty and as the curriculum matured and the financial problems lingered, the faculty and students planned activities of both a social and an academic nature. On Febru-