recognized by the State Board of Education, the University of Utah, and the Agricultural College. In the spring of 1917, James L. Barker resigned as principal of Weber Academy to accept the position of head of the Language Department at the University of Utah. Barkers role in establishing the Normal College curriculum as well as advancing public speaking by the establishment of the James L. Barker Extemporaneous Speaking Contest in the spring of 1918 were among the most important of his contributions to Weber. Owen F. Beal, currently serving as president of the Heber City High School, was chosen by the Board of Trustees as principal of Weber Academy from a list of seven applicants for the position. Beal began his work with Weber during the 1917-1918 school year. During that same year the School was divided in three divisions: the College, the High School, and the School of Music and Art. Art referred particularly to the Dramatic Arts and in the Dramatic Art Department courses were given in public speaking as well as interpretation of dramatic literature, play and opera coaching, voice building, and platform etiquette. The Department of Music included courses in sight singing, band instruments, history of music, voice culture, harmony, violin, cello, and piano. The curricula in the College division included the advanced Normal course. Since its inception the Academy had operated on a semester system but during the 1917-1918 school year a change to the quarter system was studied by both the faculty and the Board of Trustees. At a faculty meeting held on January 18, 1918, the four quarter system was approved to go into effect beginning with the new school year in September of 1918. The quarter system adopted included quarters of approximately twelve weeks in length. An argument for the quarter system was that enrollment and students would be helped as students could enroll at the Academy at the beginning of any quarter. A major reason for early discussions of moving from the semester system to the quarter system was the impact of World War I on the studentbody. Many young men found it necessary to leave school for military service and other reasons, and the trustees and faculty were interested in allowing flexibility for individuals to continue their education. On February 13,1918, the Board of Trustees of Weber Academy authorized the name of the institution to be changed to Weber Normal College. Four months later, in June of 1918, the Board approved changing the title of principal to president. Thus Owen Beal served as both the principal of the Weber Academy and the president of the Weber Normal College without a break in his service. The College division began on the quarter system on September 16, 1918 while the High School division continued to operate on a semester basis until it was phased out in the spring of 1923. The movement into college work and away from high school work had begun as part of the agreement made by the Church Board of Education to allow the Weber Academy to offer college work. Although the Academy would have liked to maintain both programs, the Church pointed out that it could not afford to do so. The Church Board also directed the Weber Academy Board to charge a fee of 25 for college work and a registration fee of notless than 15 for high school work, exclusive of studentbody fees. As Weber moved into college work beginning in the Autumn of 1916, college work was being placed in the curriculum of the academies at St. George, Ricks, and Ephraim. The Weber Academy reported to the Church Board of Education in the spring of 1916 that the average salary at the institution was 1,079, the cost per pupil was 68, and the cost per pupil to the Church was 50. Henry Aldous Dixon began his career at Weber in 1914 as a teacher of German, and in 1916, he was designated to head the new Normal College division. As the Normal College developed, Dixon made several presentations to the faculty on the improvement of teaching. In order to improve his own skills and to become certified, Dixon asked to take a leave of absence from the Academy to attend the Spring semester of 1916 at the University of Chicago. The Board of Trustees granted Dixons request beginning April 1, 1916 with the stipulation that Brother Dixon pay a substitute teacher during his absence from the salary allowed him by the Academy. With the size of the Academy and the interest of the Academy Board of Trustees, the Trustees were often involved in overseeing every aspect of the Academy. In September of 1917, the Board approved the purchase of 125 light globes, 100 worth of chemical supplies for the Chemistry Department, and an order of coal. Individual cases of tuition and or fee remission were discussed by the Board as well as the purchase of filing cabinets. Board meetings often included a discussion of complaints from parents including the absence of pupils from classes, the failure of theological study, too much social activity, too little discipline in some matters, and the lack of proper chaperonage on certain occasions. As the Academy bookstore seemed to be losing money, its procedures and economy were the topic of several Board discussions including the list of the accumulated books on hand and that the brethren [should] submit a more detailed list of the dead and live books. The Board of Trustees also on occasion interviewed students who had been suspended from school for possible readmission, including those who had been suspended for cigarette smoking. The Board had an intimate knowledge of both the students and the faculty of the Academy and Board members often participated in Academy events. On October 3, 1917, Weber Student Body President, Ernest L. Wilkinson, wrote to the Trustees Permit me to apologize for my criminal negligence in failing to invite you to the students reception to the faculty. The Board of Control and the Student Body were very desirous of having you attend as guests of the students; and the Board of Control, acting in accordance with that expressed wish asked me to invite you. Being thus entrusted I fully intended to do so, as no one could have been more in harmony with the action than myself. I do not desire, however, to offer any excuse for my gross oversight. It was, I feel an act that cannot be fully excused or made right. Just how I forgot to invite you I cannot explain nor justify. Please do not think that I overlooked inviting you purposely, as I did not; I simply, inexcusably forgot my duty. The entire student body feels that the dance was not as successful as it should have been, because of your absence. The fault, however, lies entirely with me. Therefore, I desire to apologize for my vital oversight and I assure you that in the future I shall try to prevent myself from becoming so wrapped up in