cause for dismissal without recourse. This resolution was distributed throughout the church school system with instructions that each school be governed thereby. Although the major problem in this situation was located in Provo, all church schools were affected by a dampening of intellectual freedom as faith came into conflict with various ideas in the natural sciences, in the social sciences, and in religion. Church schools had as their prime objective the religious education of their students, so the intellectual education of students at church schools was sometimes compromised. For a period following 1910, textbooks at each church school were to be only those which had been approved by the General Board of Education. The costs of educating students at the Weber Academy were low in relationship to the costs of educating students at many other church schools. During the 1908-1909 school year, the cost of educating a student at Weber was 34 while the costs at the other church schools were: L.D.S. University 37 Murdock 41 Ricks 30 Snow 35 and the Salt Lake City High School, 52 The Weber Board of Trustees continued to point out the quality of education at the Academy as well as the comparative bargain costs of the education as they pursued more funds from the General Church Board of Education. The average faculty salary during the 1910-1911 year at the Academy was 861. Faculty members were expected to be involved in the ongoing discipline of students as well as the regulation of student activities. A Faculty Discipline Committee was established and in September of 1910 and recommended to the general faculty the following concerning student conduct, Personal Conduct. - A good moral conduct is required of every student. Teachers will report to the discipline committee all students who are observed to use tobacco or liquor, who visit pool halls, saloons, disreputable places of any kind or excessively attend public entertainments. Profanity is also strongly forbidden. Promenading the streets, loafing, loitering, congregating in the halls, crowding, gossiping, wrestling in the halls, hazing, and any kind of unruly conduct is discountenanced, and the students observed frequently indulging in these things will be reported to the discipline committee. Students who voluntarily absented themselves from classes (or bolted from school) were to be suspended until they were able to present a written request from their guardians for readmission and until the students themselves were able to show satisfactory repentance for their actions. The rules of the Academy were tested on an ongoing basis by the students. On March 15, 1911, 50 students of the junior class decided to take a holiday from school and spent the day up Ogden Canyon, and all were suspended from school. That same month, the Academy basketball team played for the state championship and were defeated by the L.D.S. University team of Salt Lake City. Still, the Academy basketball team defeated the faculty of the Academy in a March game, 61 to 4. Athletic victories were looked upon by students as reasons for celebration, and both at the Academy and in the Ogden public schools, students asked for a day of holiday following an athletic (particularly basketball) victory. Principal W. W. Henderson reported to the Academy board that in February of 1914 ninety-seven students insisted on a holiday to celebrate a basketball victory and when the holiday was denied, the students left school. In order to be reinstated, the leaders of the truancy movement made public apologies to the studentbody, all of the students were required to make up work that was missed during their truancy, and statements from parents and guardians requesting readmission were required. Character education and moral development were stressed at the Academy. In April of 1911 Dr. John T. Muller, editor of the Character Builder and president of the Human Culture Society spoke to the students on the Principles of Character Building. Later he gave a talk to the boys of the Academy titled Ideals of 20th century Manhood while Ogden physician Dr. Anna Frances Ries spoke to the girls of the Academy on the theme the evils of our community. In April of 1911, the Weber Academy Board of Trustees authorized the Academy to open a bookstore at the Academy for the sale of textbooks only, and all sales at the bookstore were to be for cash with no credit given. During the 1912-1913 school year, Superintendent H. H. Cummings reported to the General Church Board of Education that some stake academies should be closed (Millard and Summit) and the buildings sold for public high schools while the Weber Academy had reached the limit of its capacity with nearly 500 students enrolled. Cummings went on to note that the schools capacity should be increased since under the current principal (W. W. Henderson) details are well looked after, the faculty has been improved, the school is doing excellent work, and few student bodies are more loyal, obedient, and enthusiastic. Yet with this glowing report, the problem of acquiring adequate operating finances continued to be a problem. Salaries for faculty and staff in 1912-1913 were 18,970 but reduced to 18,220 during the 1913-1914 school year. During July of 1913, David O. McKay, president of the Weber Academy Board met with the General Church Board and noted that over the past three years the Academy had been running behind at a rate of about 700 a year. McKay noted that the Academy had economized in every way possible and had greatly overworked their teachers, and that more than 2,200 had been received in contributions to the school. McKays presentation had an impact on the General Board as the appropriation for the 1914-1915 year was 20,000 with an additional 1,000 granted for roof repairs. The financial problems facing the Academy as well as the difficulties related to low salaries for faculty members was the theme of Principal W. W. Hendersons letter of resignation to the Academy board dated January 12, 1914. Henderson noted For several years I have fought against a feeling of gloominess that has come into my life. The optimism which I once possessed is leaving me, and the exertion of all my ability to prevent it seems powerless. This very unpleasant feeling is occasioned by two conditions. First but not foremost, is the fact that it is impossible for me to make financial headway. Second, the present policy and management of our Church Schools make education progress impossible. In this age of great educational growth no live man can maintain his optimism in a standing system. I have no particular ambition for wealth, but I believe that I owe it to the members of my family to begin to accumulate