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NVPt. RESEARCH
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Education in Indiana
AN OUTLINE OF THE GROWTH OF THE
COMMON SCHOOL SYSTEM
TOGETHER WITH
Statements Relating to the Condition of Secondary and
Higher Education in the State and a Brief History
OF THE Educational Exhibit
OrrparrH for t^t Houieiana H^uttttaae (KEfpoeition, brlH at daint Hoiti^
8|9aF 1 to r^otormbrr 30, 1904
By F. a. cotton
State Superintendent of Public Instruction
INDIANAPOLIS
Wm. B. BuRroRD, Contractor for State Printing and Binding
May I. 1904
' f f
CONTENTS.
INTRODUCTION.
INDIANA'S EDUCATIONAL EXHIBIT
AT THE LOUISIANA PUR-
CHASE EXPOSITION.
*
I i
<
flk '■tf— Bducatioh.
8
CONTENTS.
PAGES
Introduction 9
Indiana's Educational Exhibit at the Louisiana Purchase
Exposition 16
FIRST DIVISION: THE SCHOOL SYSTEM.
I. STATE SUPERVISION 19-49
A. State Superintendent or Public Instruction 19
1. History 19
2. Administratioii 30
a. Election, Tenurei Deputies, Salaries 30
b. QoalificatioBs 30
0. Qeneral Daties 31
d. Visits 31
e. Reports 31
1. To the Goremor 31
2. To the General Assembly 31
/. Course of Study 32
g. Township Institute Outlines 88
h. Arbor and Bird Day Programs 33
t. Teachers' Minimum Wage Law 84
j. Schedules of Success Items 34
k. State Licenses 38
I Reading Circle Board 38
m. State Normal School Board of Trustees 39
B. The State Board of Education 39
1. History 39
2. Administration 40
a. Examinations 40
6. Regulations Concerning Examinations and
Licenses 40
c. School Book Commissioners 46
d. High School Commissions 46
e. State Librarian 49
/. State Normal Visiting Board 49
IL COUNTY SUPERVISION 50-73
A. County Superintendent 50
1. History 60
2. Administration 63
a. Tenure, Eligibility, Salary 63
b. Examinations 64
c. School Visitation 68
d. Circulars 68
(1)
I EDUCATION IN INDIANA.
2. Administration — Continued. pages
e. Reports 71
/. Township Institutes 71
g, CJonnty Institntes 72
h. General Duties 72
B. CJouNTT Board of Education 72
1. History 72
2. Duties 78
m. TOWNSHIP SUPERVISION 74-79
A. Township Trustee 74
1. History 74
2. Administration 74
a. Election, Tenure, Qualifications 74
h. Greneral Educational Duties 75
c. Graded High Schools 76
d. Centralization of Rural Schools 75
e. Report to Advisory Board 76
/. Report to County Superintendent 76
g. Report of Enumeration to County Superin-
tendent 76
h. Transfer of Pupils 77
t. Poor Children Provided for 77
j. Parental Homes 77
k. School Directors 77
Z. Annual Expenditures 78
B. Advisory Board 79
1. Duties 79
IV. CITY AND TOWN SUPERVISION 80-«4
A. The Superintendent 80
1. History , , 80
2. Administration 80
a. Tenure and Qualifications 80
6. Duties 80
B. City and Town School Boards 81
1. History 81
2. Administration 81
a. Tenure and Qualifications 81
h. General Duties 81
('. Reports 82
d. Kindergartens 82
e. Manual Training 82
/. Night Schools 83
EDUCATION IN INDIANA. 3
PAGES
C. Statistios from Cities of 10,000 and Over Relating
TO 84
1. Manual Training 84
2. Kindergartens 84
3. Night Schools 84
4. Departmental Work 84
V. EDUCATION OF COLORED CHILDREN 85
VL THE TEACHER 86-1 16
1. Tenure 86
2. Contracts 86
3. Reports 88
4. Wages 90
5. School Term 91
6. Qualifications 92
7. The Common School Teachers 92
8. The Primary Teacher 94
9. Tlie High School Teacher 94
10. Greneral Duties 96
11. Examination Questions 95
a. For County and State Common School License
and First Division Sixty Months' State Li-
cense 95
6. For Primary License 99
<\ For County and State Higli School and Sec-
ond Division Sixty Montlis 101
d. For Professional and First Division Life State
License 104
e. For Second Division Life State License 108
/. For Life State License for graduates of higher
institutions of learning only Ill
12. Professional Training. 114
a. Indiana University 114
b. State Normal School 115
c. City Training Schools 115
d. Colleges and Universities 115
f. Independent Normal Schools 115
/. The County Institutes 116
(J. The Township Institutes 116
h. Teachers' Reading Circles 1 16
/. Teachers' AssociatioiLs 116
4 EDUCATION IN INDIANA.
PAGES
Vn. OOMPULSQBY EDUCATION 117-125
A. The Law 117
a. Children between ages of 7 and 14 most at-
tend school 117
h. County Truant officer — Duties 117
r. City and Town Truant Officer— Duties 117
d. Salary of Truant Officer 118
e. School Official and Teachers must make re-
lK>rts 118
f. Poor Children Assisted 118
g. Parental Home for Incorrigibles 119
h. Confirmed Truants — Disposition of 119
t. Tax for Executing Compulscny Law 1 19
j. Enumeration of Children 119
k. Names of Children furnished to Truant Of-
ficer 119
B. Statistics on Truancy 120
C. Influence and Cost of Compulsory Law 121
D. The Child Labor Law 122
E. Illiteracy in Indiana 123
Vm. TEACHERS* AND YOUNG PEOPLE'S READING
CIRCLES 126-132
1. Teachers* Reading Circle 126
2. Young People's Reading Circle 129
IX. ASSOCIATIONS AND INSTITUTES 133-161
A. Associations 133
1 . Stat<) Teachers* Association 133
a. Historical Sketch 133
2. Soutliem Indiana Teachers* Association 141
a. Historical Sketch 141
h. Program 141
3. Northern Indiana Teachers' Association 144
a. Historical Sketch 144
h. Program 144
4. City and Town Sujierin tendon ts* Association 148
a. Historical Sketch 148
5. County Superintendents' State Association 164
a. Historical Sketch 164
b. Program 154
6 County Associations 166
EDUCATION IN INDIANA. 5
PAGES
B. Institutes 156
1. Connty Institutes : 166
a. Statement 156
6. The Law 167
c. Statistical Summary 168
2. Township Institutes 161
a. Statistics 161
h, Tlie Law 161
X. SCHOOL JOURNALS 162-166
A. Indiana School Journal 162
B. The Teacher's Journal and other Educational
Papers 163
XI. INDIANA UNION OF LITERARY CLUBS 166-173
Xn. SCHOOL FUNDS 174-177
A. CoBoioN School Fund 174
1. History 174
B. Congressional Township Fund 176
1. History 176
C. Table Showing Increase in Funds from 1863 to 1903 ... 177
Xm. SCHOOL REVENUES 178-180
A. Tuition Revenues 178
1. From State 178
a. From State Taxation 178
6. From Interest on Common School Fund 178
2. From Local Sources 178
a. From Local Taxation (township, town and
city) 178
6. From Dog Tax 179
c. From Liquor License Tax 179
d. From Interest on Congressional Fund 179
B. Special School Revenue 180
1. From Local Sources ... 180
a. From Local Taxation 180
XIV. COMPARATIVE TABLES ON FUNDS AND REVENUES. .181-190
EDUCATION IN INDIANA.
SECOND DIVISION: SECONDARY EDUCATION.
PAQE8
I. fflGH SCHOOLS 193-498
A. Commissioned Uiqh Schools 193
1. General Statement 198
a. High School Statistics 194
2. Course of Study for Commissioned High Schools . . . 195
. (t. Introduction 196
h. Outline Course 196
r. Detailed Course 196
d. List of Books — Supplementary 211
3. List of Commissioned High Schools 215
4. The Professional Training of High Scliool Teach-
ers 219
5. Statistics and Illustrations of Commissioned High
Schools 232
B. Township High Schools 471
1. Statement Concerning 471
2. The Law 471
3. History 472
C. Academies 477
1. Friends* Academies 477
a. Spiceland 477
h. Bloomingdalc 478
r. Central 479
d. Fairmount 479
('.. Westfield 482
/. Amboy 482
2. Military Academies 483
a. Culver 483
/>. Howe 484
3. Girls' Academies 486
it. Girls' Classical School 486
/*. Knickerbocker School 487
r. Tudor Hall 487
4. Catholic Academies 488
a. St. Mary's of the Woods 488
h. St. Augustine's 489
r. Convent and Academy of tJie Sisters of the
Third Regular Order of St. Francis 489
d. St. Joseph's, Evansville 490
e. St. Rose's 490
EDUCATION IN INDIANA. 1
4. Catholic Academies — Continned. paoes
f, St. Meinrad College 491
g. St. John»8 491
h, St. Mary's, Indianapolis 492
%. St. Charles 493
j. Sacred Heart 493
ifc. St. Michael's 493
/. St. Mary's Academy, Notre Dame 493
m. Academy of Immaculate Conception 494
n. Jasper College 494
0. St. Joseph College 496
THIRD DIVISION: HIGHER EDUCATION.
I. UNIVERSITIES, COLLEGES AND NORMAL SCHOOLS. .501-604
A. State Institutions 601
1. Statement r»01
a. Indiana University 503
h. Purdue University 609
r. The Indiana State Normal School 615
B. Denominational Institutions 520
1. Statement 520
a. DePauw University 520
b. Notre Dame University 635
c. Butler University 543
d. Taylor University 545
<'. Hanover College 546
;'. Wahash College 548
tj. Earlham College 561
h. Franklin College 664
/. Moore's Hill Colleg(^ . 6.'5
.;. Concordia College 560
it. Union Cliristian Collego 561
/. North Manchester College 563
C. Private Institutions 564
a. Vim^ennes University 564
h. Oakland City College 669
c. Valparaiso College 571
d. Tlie Central Normal College 675
e. Tri-State Normal College 678
f. Marion Normal College 678
g. Rochester Normal University 580
h. Goshen College 681
/. Indiana Kindergarten and Primary Normal
Training School 682
EDUCATION IN INDIANA.
PAGES
D. Special State iNSTixrTioNS 584
1. Statement 584
«. Indiana Stat« School for the Deaf 584
b. Indiana State School for the Blind 592
r. Indiana State School for Feeble- Minded
Youth 694
(L Indiana State School for Soldiers' and Sail-
ors* Orphans 596
f. Indiana Boys' School 598
f. Indiana Industrial School for Girls 600
g, Indiana Reformatory £>0\
INTRODUCTION.
SIGNIFICANT LEGISLATION.
It was in May, 1785, that Congress passed an act providing for
a survey of the Xorthwest Territory which should divide it into
townships six miles square, each township to be further subdivided
into thirty-six sections each one mile square and containing six
hundred and forty acres. This act also provided that Section IG
in every township shoukl be reserved for the maintenance of public
schools. Here we have the origin of what have come to be consid-
ered the two most significant factors in the development of Indi-
ana's school system — the township unit and the first source of
revenue. The famous ordinance of 1787, to which we trace so
largely the f rigin of our free institutions, set up for us a high ideal,
which has dominated our work in education : "Religion, morality,
and knowledge being necessary to good government and the happi-
ness of mankind, schools and the means of education shall be for-
ever encouraged." An act of 1804 authorized that a township of
land he set apart near Vincennes to be used in founding a college.
In 1816 the act which made Indiana a state provided for a section
in each township for the use of schools, and also that one entire
township, in addition to the one heretofore reserved for that pur-
pose, be reserved for the use of a seminary of learning. The con-
stitution adopted in 181G provided for township schools, county
seminaries, and state university, ascending in regular gradation,
with free tuition and equally open to all. In 1818 the general
assembly of Indiana passed a law making it the duty of the gov-
ernor to appoint for each county a seminary trustee, who \vas to
accumulate and invest funds arising from exemption moneys and
fines, as provided in the constitution, and looking to the establish-
ment of a high-grade secondary school in each county that should
receive pupils from the township schools and fit them for the uni-
versity. In 1821 the general assembly appointed a committee of
seven to report to the next general assembly a bill providing for a
(9)
10 EDUCATION IN INDIANA.
general system of education ascending in regular gradation from
township schools to a state university. The work of this commit-
tee resulted in the law of 1824, which made the system consist of
the rural school, the county seminary, and the state seminary. No
provisions whatever were made for town or city schools. Indeed,
the schools during all these years, and for many years longer, de-
l)ended wholly upon the sentiment of the community. In 183»3 a
law made some attempt to elal)orate the syr;tem hy providing for
a county connnissioncr of education, three township trustees, and
three trustees in each school district.
SLOW DEVELOPMENT.
These acts tell the story'of the progress of education in Indiana
to the middle of the nineteenth century. School systems are not
made hy the passige cf laws — t^xcept on paper. The Indiana
.system was on ])aper. The ideals were good, but they ccmld not be
realized for more rons( us than one. The resources were meager,
and in nuuiy cases n<»t ])r(iperly car<»d for. The county seminaries
furnished ])ractically the only opportunity for education, and this
opportunity was poor enough, with a few exceptions. The build-
ings provided were pror, the equi]>ment was poor, and those who
attended had tuition to i)av. The dav of free schools for all was
afar off, and illiteracy gnnv apace. The people were busy felling
forests and draining swamps, and making for themselves liomes.
They exhausted their time and their energ;v' in providing for their
families the necessities of life, and in battling with malaria and
other prevalent diseases. So they had no leisure for the contem-
plation of educational problems, and the spiritual life had to wait.
Then, it must be remembered that our forefathers came from
such diverse sections that the population was made up of almost
every shade of belief, and with manners and customs as varied as
the regions whence they came. New England, the Virginias, and
the Carolinas contributed to the tide of emigration that settled our
state, and the National Road became a dividing line between two
sections that were to develop a great commonwealth. With such a
diversity of opinions upon all subjects, it is not strange that educa-
tional progress was slow. The people were slow to impose upon
themselves so-called burdens of taxation for public education, and
it took a long struggle to bring about a different notion.
EDUCATION IN INDIANA. II
THE NE7W CONSTITUTION.
Caleb Mills, who came to Indiana in the thirties as principal of
the school at Crawfordsville (which afterwards became Wabash
College), probably did more than any other man to bring a change
of opinion. It was he who by his insistent messages inspired the
law of 1849 and dictated practically the educational sentiment of
the new constitution. Of course, there had been many men of high
ideals, splendid teachers, who had come to the state at different
times, and who with real missionary zeal had furthered the cause
of education. M. Rivet, a Frenchman who had fled to this country
at the time of the French Revolution — ^a well-educated, cultured
gentleman — taught school at Vincennes as early as 1793. Then,
such men as John I. Morrison and Barnabas C. Hobbs conducted
schools from which young men went to college, and afterwards
located in other towns in the state and opened schools of their own.
It was through such men as these that the seminaries and private
academies were maintained in the forties and fifties. As many as
seventy-three of these schools had been established before 1860.
Aside from the efficient work which these schools did in particular
cases, they were of inestimable service in keeping the question of
education before the people. The people still believed that parents
should decide what education their children should have, and
should provide it for them. They had not yet come into the notion
that every child has a right to an education, and that it is to the
public's interest to promote it by taxation. Secondary education
was thought to belong to private enterprises and religious organi-
zations. Seminaries similar to those established by the counties
were founded by the churches, out of which grew many of the
denominational colleges that are still flourishing and doing good
work. Among these may be mentioned Wabash and Hanover,
Presbyterian; DePauw and Moore's Hill, Methodist; Franklin,
Baptist ; Earlham, Friends ; Butler, Christian ; and Notre Dame,
Catholic. It was the fact that these provisions had been made for
secondary and higher education, and that no systematic provisions
had been made for common schools, that led Caleb Mills to under-
take the work which he did. He and the men whom he associated
with him succeeded in arousing the people to a sense of their re-
sponsibility. The first fruit of their labors came in the law of
12 EDUCATION IN INDIANA.
1849, the most significant provisions of which was the consolida-
tion of schools in the districts. It is an interesting fact that before
the middle of the nineteenth century Mills had seen the real solu-
tion of the problem of education in a democracy, and had named
consolidation as the key. Out of this thought came the idea of
centers of learning in districts, townsliips, and towns, with combi-
nations possible in districts and townships, and finally with combi-
nations possible between and among districts and townships. This
made the township graded school possible, which in turn made
possible and necessary the township high school. Mills^ in his
messages to the legislature in the forties, and afterward in his re-
ports as state superintendent of public instruction, goes over all
the arguments for consolidation and centralization of district
schools. It was through such men as Mills on the outside, and
John I. Morrison, chairman of the educational committee in the
constitutional convention, that education received recognition in
the new constitution. With the new constitution and the law of
1852, the township became the political and the school unit of the
state. This fact is of the largest significance in dealing with the
Indiana school system, for Indiana was probably the first state to
make the township the school unit. The claims made for it and
admitted need not be repeated here. The new constitution gave
state supervision, and the people shortly voted in favor of taxation
for the maintenance of schools. The movement forward with the
new c(mstitution was interrupted by unfavorable decisions of the
courts and by the coming of the Civil War. In the early sixties
from these causes the schools suffered and dropped to the lowest
level. It was not \mtil after the Civil War that the revival came.
The Supreme Court held that local levies for tuition and com-
mon-school revenues were constitutional, thus making it possible
for towns and townships to provide for terms of school of respect-
able length. This really was the beginning of public education in
Indiana. Out of all these influences, with the township as the
unit and center of educational activity, came township and county
supervision and to^vnship and town and city high schools. It was
an evolution and came naturally. The closing years of the last
century witnessed a rapid development of our school system.
EDUCATION IN INDIANA. 13
SIGNIFICANT FEATURES IN SYSTEM.
The attention of the student of education is called to what are
believed to be significant features in the Indiana system.
First, the system has developed from the bottom to the top, from
lower to higher education, from common schools to special schools,
from the people.
Second, the unit of the system is the township for the education-
al affairs of which one trustee elected by the people is responsible.
It may be proper to say here that the chief adverse criticisms to
this arrangement have been three: (1) Too great power placed in
one man's hands with no check on expenditure of funds. (2) No
educational qualifications. (3) The incongruity of the triple duty
placed upon the officer, namely, looking after the paupers, the
roads and the schools. The first defect has latelv been remedied
by the provision of an advisory board. The second is being grad-
ually eliminated by the people who attach great importance to the
office on accoimt of the schools. As a consequence the third defect
has been reduced to the minimum.
Third, the township trustees constitute the appointing power of
the superintendent of the county schools. In recent years the edu-
cational and professional qualifications of this officer have been
increased and as a consequence better men are filling these places.
It is believed that this mode of election removes the office further
from politics than it would be with direct election by the people.
Fourth, the state superintendent of public instruction is elected
by the people, among whom there is a perceptible tendency to
attach more importance to the office and to demand better qualifi-
cations on the part of the incumbent.
Fifth, the state board of education, membership of which, with
the exception of three members, is determined ex-officio, Ivas always
been considered a unique feature of the system. In recent years
the three members were added and the appointive power was
placed in the governor of the state, who is himself a member of the
board ex-officio. This board has legal and advisory control of
the primary and secondary education of the state. Township trus-
tee, county superintendent, state superintendent of public instruc-
tion, and this board constitute the entire machinerv of the common
schools.
14 EDUCATION IN INDIANA.
Sixth, ample provision has been made for higher education in
the university at Bloomington, the technical and agricultural
school at Lafayette and the normal school at Terre Haute, all of
which are a part of the system and receive students from the high
schools without examination. These institutions keep in close
touch with the primary and secondary schools and the tendency is
constantly toward higher standards.
Seventh, the student of education will not overlook the impor-
tance to be attached to the large number of excellent private schools
and colleges in the state. These furnish every phase of education
to a great and growing army of students.
Eighth, referring again to the towTiship as the unit, it may be
significant that the present tendency is toward centralization.
With the advent of better roads and better facilities of travel
there has come the demand for a perfect and complete school,
covering the entire range of primary and secondary work in the
center of each township. This demand is being rapidly met and
it is the hope of the present stat« superintendent to provide for
every country boy and girl just as good school privileges as are
foimd in towns and cities in kind of work done and in length of
term.
Ninth, particular attention may 1x3 directed to the provision
made for the better preparation of the teachers. Aside from the
schools, the teachers' associations, teachers' reading circle, county
institute, and township institute should l>o mentioned as worth the
student's attention. Particular stress may be placed upon the
work of the township institute, which has come to be one of the
important factors in the work of the county superintendent.
Tenth, finally, it ought to be noted that while the devqlopment of
education in the state has Ix^en made to de[)end upon the people
and has been in a sense on the ])rinciple of local option, there is
the notion that the whole state is responsil)le and tliat it should
provide from the common funds for any local disability on ac-
count of low property value and meager population.
FASSETT A. COTTON,
State Snpcrinfendeui of Public Insiruclion.
Indianapolis, Tnd., ilay 1, 11)04.
Indiana's Educational Exhibit at the
Louisiana Purchase Exposition.
By an act of tlie general assembly of Indiana, effective March
0, 1903, a commission was created and empowered to provide
for an adequate representation of the resources, industries, prog-
ress, institutions and attainments of the state of Indiana at the
Louisiana Purchase Exposition, to be held in Saint Louis in
1904. The act provided for the appointment of the members of
this conmiission by the governor of the state, who appointed
the following commissioners : Newton W. Gilbert, Fort Wayne ;
Henry W. Marshall, Lafayette; J. W. Cockrum, Oakland City;
W. W. Wicks, Bloomington; W. W. Stevens, Salem; W. H.
O'Brien, Lawrenceburg ; Crawford Fairbanks, Terre Haute;
D. W. Kinsey, New Castle; Nelson A. Gladding, Indianapolis;
Frank C. Ball, Muncie; C. C. Shirley, Kokomo; Fremont
Goodwine, Williamsport; Joseph B. Grass, Huntington; S. B.
Fleming, Fort Wayne, and W. W. Mix, Mishawaka. The act
conferred upon the commission full power to determine the nature
and extent of exhibits, to employ agents for the organization
and management of such exhibits, aand to provide for the conven-
ience and comfort of the people of the state who might be in
attendance upon the exposition. The act carried an appropria-
tion of $150,000. Of this fund $10,000 were appropriated for
the purpose of an exhibit of tlie educational facilities and progress
of the state. A committee on education was appointed of the
members of the commission, namely, Fremont Goodwine, chair-
man, C. C. Shirley and D. W. Kinsey.
The committee on education requested the endorsement and
co-operation of the state board of education, which was readily
given. It also requested the state superintendent of public in-
struction to take charge of the preparation of the exhibit. Mr.
Cotton assumed this responsibility, and, with his assistants,
devoted much of the summer of 1903 to awakening an interest
2H~BDU0ATio]r. (15)
16 EDUCATION IN INDIANA.
in tho matter in all parts of the state. It was early determined
to make an honest showing of the status of school w^ork of the
state under all economic and geograj)hical conditions. The mate-
rial for such exhibit must come from all the schools. It became
necessary, therefore, to wage a camj)aigii in behalf of the move-
ment. It is to the credit of Mr. Cotton and the deputy superin-
tendent, ^Ir. Lawrence iLcTurnan, that sixty-nine counties out of
ninety-two, one hundred and twenty-seven towns and cities, and
practically all the colleges and libraries of Indiana contributed
special exhil)its. This lalwr involved the presentation of the
question before county institutes, teachers' associations, and other
educational meetings, conferences with county sui)erintendent«, a
convention of city superintendents, the issue of a number of bulle-
tins to school officials and a vast deal of correspondence. With
this large preliminary work accomplished, upon the request of
Superintendent Cotton , the commission appointed the under-
signed, sn]K»rintendent of schools of Crawfcirdsville, manager of
the exhibit. The manager acts in the capacity of agent jointly of
the conunission and of the department of jniblic instruction. He
assumed the responsibility of collating and organizing the mate-
rial of the exhibit in Decendwr, 10013, and has succeeded, with the
co-operation of the department of public instruction and a number
of prominent county and city school men, in submitting to the
public the most general and faithful representation of all phases
and conditions of educational effort in Indiana ever made.
Through the kindness of the educational committx^ it was
made possible for the state department of public instruction to
issue this s])ecial r(»port on the schools of Indiana — a volume of
more than six hundred pages.
W. A. MiLLIS.
FIRST DIVISION.
THE SCHOOL SYSTEM,
(17)
L State Supervision.
A* STATE SUPERINTENDENT OF PUBUC
INSTRUCTION.
1. niSTORY.
In 1843, the treasurer of state was made superintendent of com-
mon schools, ex-ofRcio. The treasurer was chosen hecause the
duties were financial rather than educational, the preservation and /
management of the school fund being the chief requirement of the
office. It is true he was required to make annual reports to the
general assembly, showing "the condition and amount of funds
and property devoted to education ; the condition of colleges, acad-
emies, county seminaries, common schools, public and private;
estimates and accounts of school expenditures, and plans for the
management and improvement of the common school fund, and for
the better organization of the conmion schools," but his chief duty
was to look after the finances of the schools.
The state treasurers who acted in this capacity were George H.
Dunn, 1841 to 1844; Royal Mayhew, 1844 to 1847; Samuel Han-
nah, 1847 to 1850; James P. Drake, 1850 to 1853. In 1852 the
state treasurer was relieved of his school duties by the creation of
the office of state superintendent of public instruction. It was
made an elective office with a term of two years and an annual
salary of $1,300. His duties were "to spend each term at least
ten days in each of the ten judicial circuits; to recommend a list
of books, and superintend the purchase and distribution of the
township libraries; to determine appeals from township trustees;
to have a watchful care of the educational funds; to prepare all
blank forms for his office and receive funds from county auditors
and treasurers, township trustees and clerks ; to report to the gen-
eral assembly and the governor; to examine all applicants for
license ; to preside at all meetings of the state board of education
(19)
20 EDUCATION IN INDIANA.
and to address the board uyKyn liis induction into office, setting
forth his views of the l)ost method of giving efRcieiicy to our educa-
tional svsteni, with such suggestions as lie deemed worthy of their
CN>n si deration." Tn the earlv vears of the existence of the office
the superintendent was really the sole educational official in the
state department. Following is a complete list of the superintend-
ents who have lieM the office up to the present time :
Rt'tjinniruj of Close of
Sn mrn . Term. Term .
William Clark Larrabee Nov. 8, 1862. .Nov. 8, 1851.. Term expired.
Caleb Mills Nov. 8, 1854. .Feb. 10, 1867. .Term expired.
William Clark Larrabee Feb. 10, 1867.. Feb. 10, 1859. .Died in May,
1869.
Samuel Lyman RoKg Fob. 10, 1869. .Feb. 10, 1861. .Term expired.
Miles Johnson Fletcher Feb. 10, 1861. .May 11, 1862. .Killed on R. R.
Samael Kleinfelder Hoflhour . .May 16, 1862. .Nov. 26, 1962. .Resigned.
Samuel Lyman Rugg Nov. 26, 1862. .Mar. 16, 1866. .Term expired.
Grcorgo Wasliington Hoss Mar. 15, 1866. .Oct. 13, 1868. .Resigned.
Barnabas Coffin Hobbs Oct. 13, 1868.. Mar. 16, 1871.. Term expired.
Milton Bledsoe Hopkins Mar. 16, 1871 . .Aug. 16, 1874. .Died Aug. 16»
1874.
Alexander CamplK^ll Hopkins.. Aug. 16, 1874.. Mar. 16, 1876. Term expired.
JamoH Henry Smart Mar. 16, 1875 .Mar. 16, 1881 . .Term expired.
John McKiiight Bloss Mar. 16, 1881.. Mar. 16, 1888.. Term expired.
John Walker Holcomb Mar. 16, 1883. .Mar. 16, 1887. .Term expired.
Harvey Manon LaFollette . . Mar. 16, 1887. Mar. 16, 1891.. Term expired.
Hcrvey Daniel Vori(»8 Mar. 16, 1891 . .Mar. 16, 1896. .Term expired.
David M. Gwjting Mar. 16, 1896. .Mar. 16, 1899. .Term expired.
Frank L. Jones . Mar. 16, 1899. . Mar. 16, 1903. .Term ex^Mred.
Fassett A. Cotton Mar. 16, liKXS . .
Th(; ofiiec* hfiH always eommaiHlcMl the respect of the people and
has generally liad capable men as iiuMimlxMits. The atiident \riH
notice that nearly every man who has filled the office has stood for
some distinct a<lv}ince in the cihicational affairs of the state. Su-
perintendent LarralK'c, the first incumbent, was the pioneer for
much of the work in the West. \Uy organized the system and began
the great work of the <lepartment. Superintendent Mills was
reallv the inspiration of the whoh» svstem. It was he who moulded
public c»y)inion and directed the legislation that made the office
and the system possible, lie was particularly interested in libra-
ries, and was instriinu'ntai in the establishment of township
libraries. SuperintendcMit Itngg reorganized and ])laced upon a
substantial hjisis tli^ state sc^ool finances. Superintendent Fletcher
• -•• • • • •
• • • • • ••
« '•• • • • • •
• • • • • •
• •• • • • •
EDUCATION IN INDIANA. 21
corrected the evil arising from the aiitici])ation of revenues,
and made institutes more efficient. Superintendent Hoshour
turned his attention to examiners and examinations and used
his influence toward securing a larger per cent, of women
teachers in the State. Superintendent Hoss was instrumental
in adding history and physiology to the list of common school
branches, in securing state aid to county institutes, the in-
corporation of the state normal school, and the reenactment
of the law allowing local taxation in cities and townships
for tuition purposes. Superintendent Hohhs, one of the best
reniembered of the superintendents, saw German made op-
tional in the public schools, an act for the (nlucation of negroes
pas8e<l, the girls' reformatory planned, and Purdue university
founded. Superintendent Hopkins' chief work lay in the estab-
lishment of the county su]>erintendency, raising the standard of
examinations, reclaiming school monies, and improving school
finances. To Su])erintendent Smart more than to any other man is
due the extended reputation of the Indiana system, brought al>out
by his splendid organization of an educational exhibit at the Cen-
tennial exposition. He also made the first cr)mplete codification of
our school laws. Suy>erintendent Bloss reorganiz(»d the work of
the oflfice, reformed the school census, put examinations upon a
higher plane, and introduced better methods in teaching. Superin-
tendent riolcomb establisliod a uniform course of studv for countrv
schools, suggested the plan of graduation in them, started the
Arbor-day custou), and organized the teacliers' reading circle.
Superintendent LaFollette has the credit of adding $450,000 to
the school fund, and of making the reading circle one of the most
fruitful factors in im])roving the profession. Superintendent
Vories raised the standard of examinations, insisted upon profes-
sional training for teachers and issued one of the Wt volumes of
school ]i\\\'A yet published. Superintendent Geeting is rememl)ered
for the conipulsory education law, the township high school law,
the I'lw providing for state examination of common school teachers,
and for rural consolidation. Su])erintendent J(Uies emphasized the
necessity for bettor school architecture, with more ])erfect sanita-
tion and decorj^tion, extended rural school consolidation, and was
largely responsible for the minimum wage law for teachers. The
22 EDUCATION IN INDIANA.
present incumbent lias set for himself the large task of maintain-
ing all that has been accomplished by his predecessors and in
addition to this of making better the work in every way possible.
He hopes to plac<^ teaching upon a higher professional plane, and
to this end he is urging better preparation on the part of the
teachers in every grade of work. He is placing special stress upon
the work in the rural schools, and believes that equal privileges
ought to be secured to the children of country and town. The
problems of consolidation, improved township high schools, longer
tenure, better salaries are all receiving his attention. One of the
plans that he has inaugurated for accomplishing his work is the
annual conference of county superintendents in each congressional
district. Since there are only about seven counties in each dis-
trict, it is possible to consider carefully the problems of each
county. The following (]uestions will serve to show the nature of
the problems considered at these meetings:
1. What sbould characterize the work of the superintendent?
a. Should a superintendent criticise his teachers while visiting
them, or later?
b. Should criticisms be offered unless ac(!ompanied by helpful sug-
gestions?
2. What a new superintendent is doing for his schools.
3. What an experienced superintendent is doing for his schools.
4. What can be done in classifying and grading rural schools; the object
of such work.
5. What can county superintendents do to encourage their teachers to
attend colleges and normal schools?
6. What can comity superintendents do to encourage graduates from th(»
8th grade to attend high school?
7. What can county superintendents do to create interest in general
reading among pupils and patrons?
8. How can we secure more money for rural schools?
9. Educational exhibit.
10. Miscellaneous.
City and town superintendents are invited to attend these meet-
ings and to participate in the discussions. Another plan which the
])resent superintendent has ado])ted for the purpose of getting in
closer touch with the teachers is that of issuing monthly bulletins
during the scht^ol term. These l)ear upon various phases of school
work, and he has reason to believe that they are proving very
helpful. Nos. 5 and 0 of the pres(Mit year in the form in which
thev w^ere sent to the teachers are submitted here:
EDUCATION IN INDIANA. 23
State of Indiana.
DEPARTMENT OF PUBLIC INSTRUCTION.
Fabsrtt a. Cotton, State Sup't.
Lawrrhcr McTurnan, Deputy.
BULLETIN No. 5.
ISSUED MONTHLY TO THE TEACHERS OF INDIANA
iNDIANAPOLISt INDIANA, JaNUART, 19(H.
THE SCHOOL AND THE COMMUNITY.
NATURAL ENVIRONMENT.
You have now been at work for some months in your present position.
It may be that this is not your first year in tlie community in which you
are teaching. There are some relations existing between your school and
your community that are worth thinking about, and this is a good time
to think about them. Doubtless you are by this time thoroughly ac-
quainted with your school district. You know its bounds; you know its
hills and valleys and streams; you know its soil, its trees, its vegetation,
its riches in stone, coal, clay, gas or oil. Doubtless you have used all this
knowledge to an advantage in awakening your boys and girls to life's
truth and beauty and in giving them correct notions of simple earth
facts. I trust that in trying to use God's out-of-doors in your teaching
you have not been hampered by narrow public opinion. A student told
me recently that in his boyhood he dwelt upon the banks of the Ohio
river; and that there in sight of splendid hills and streams and islands
he studied geography from a book and got poor, starved, inadequate
notions of things which nature had placed at his very door.
^ SOCIAL LIFE.
So much in regard to your knowledge of what nature has done for
your community. Now what do you know of the social life of your dis-
trict? How many homes are there? How many parents? How many
children of school age? In what kinds of houses do the families dwell?
What has been done to beautify these dwellings without and within?
What is the spirit that dwells within each home? Doubtless you know
the conditions of industry. You know what phases of agriculture and
stock raising are prosperous and profitable. You are acquainted with any
railroads, pikes, blacksmith shops, groceries or mills that may be in the
district. You know of any clubs, societies, orders that may exist for
improvement and amusement. Y^ou know about the postofflco, the rural
routes and offices of any kind that exist. You are, of course, acquainted
and identified with the churches and Sunday-schools and their work.
THE teacher's ATTITUDE.
I have taken it for granted that you know all these things in your
community. Now what have you done about it? In the first place, of
course, you reside in the comniunity. In no other way is it possible to
24 EDUCATION IN INDIANA.
catch and live in its spirit. In the second place I trust that you know that
not one of these things hapi)ened. Every fact that you have come upon
in your community has reasons for its existence and you can explain this
existence if you are a student of life. You are there to make tlie condi-
tions of life better. How many of these homes have you visited? 1 read
somewhere the other day that the teacher is no missionary. Aye, but
he is. He comes into the (community to minister and not to be ministered
to. How many parents have you asked to help you in your work? Have
you found out just what children ou^ht to be in your school, and have
you exhausted the full resources of your manhood or womanhood in
bringing them in before you have taken advantage of the truancy law?
The school bears the very closest relation to every phase of community
life. It has been said often that the school is the other institutions in
miniature. I wonder if you have realized just what that means. It
means that the school lives the life of the community. It thinks its
thoughts, feels its emotions, and bases its conduct upon the same princi-
ples exactly. The school ought to be so life-like that the transition from
Its life to actual life will be attended by no shocks or surprises. What
can you do towards bringing this about?
What is your attitude toward your community? Are you willing to
do more than you get paid for? A man told me this story recently: He
had a boy employed in his offices. One morning he found this boy shiver-
ing in thfe cold office. In reply to his in<iuiry as to why he was working
In the cold, the boy said the janitor had built no fire yet. He was asked
If he could not build a tire, and he replied that he could, but that he
didn't intend to; that he was not paid for making fires. This boy was
not In line for promotion and never will be. "People who never do any
more than they get i)aid for seldom get paid for any more than they do.*'
This Is just as true of school teachers as of persons in other professions.
Now, what have you done toward making your school an attractive place?
You haven't left It all to your trustee, have you? I hope that you have
taken some pride In seeing that everything is as neat as it can be. I
know a young man who put in several days mowing the school yard,
repairing the fences and the out-houses, and even in scrubbing the tloor.
for which he received no pay in money. But he was paid. And after
that community had Increased his salary as much as it could he was
called to a higher position. Again, have you learned yet to take the con-
ditions as you find them and to make ttie very best of them? This is a
test of your leadership.
SCHOOL AND HOME.
To get a little closer to the every -day practical problem with which
you have to deal, let us see what you can do to bring your school and
your community into closer relation. And first, what can you and your
school do for the home? Well, do you know what the abiding principle
of the home Is? It is love so full of affection and sympathy that it
would shield from harm, save from suffering, and smooth life's rough
places. You are said to stand in the place of the parent. But have you
realized that many children will come to ycm hungry for this love and
sympathy and that It may be your privilege to minister to them? Life In
EDUCATION IN INDIANA. 25
aoiqe homes is hard and scant fare l)ring8 bitterness to children. Every
home ought to do certain things for every child. It ought to give him a
sound mind in a sound body. It ought to teach liim to use good Knglish.
It ought to mal^e him neat and orderly. It should teach him habits of
industry. It should teach him to be honest, to respect law, to revere
sacred things and to work toward lofty aims. If the home be wanting in
these duties, what can you do in your sclioolV You can speak good
English and require it spoken. You can provide soap and water and
towels and coml>8 and have them used. You <'an by life and precept
teach the life and dignity of lal)or, honesty, respect for law, and reverence,
and you can inspire in every child an aml>ltion to do his best. But you
can do more than this. In many of these homes the conditions tliat exist
are merely the results of Ignorance. I rememl>er an e-\perience like this:
I was visiting a district scliool ami noticed two l»oys who were bisulfi-
ciently clad. They looked pinched and poorly uourislied, and they con-
stantly l)reatlied tJirough tlieir moutlis. 1 supposed they belongetl to some
l>oor family unal)le to provide for them. But on Inquiry I was told they
were the children of a prosperous farmer, and that tliey had kindly
parents who simply didn't know what to feed them or how to clotlie them.
What could you do in a case of tills kind? With tact you may do some-
thing directly. But sui)pose you could get tlie parents of your district
together to discuss some simi)le questions pertaining to the health of
children. If you are skillful you may l)ring it aljout tliat the parents who
do know will teach those who do not. And the work need not be confined
to the health problem, l>ut may be ext(»nded to others upon which there
is a vast deal of ignorance.
SCHOOL AND INDl'STRV.
Second, what can you do for the industry of the community? You
can make your school a busy worksliop, where the hum of industry is the
standard of order, and where eacli pupil respects tlie rights of every other
pupil. But you can do more than this. You can teach the nol)ility of
honest toil. The greatest thing tliat you could possibly do for your l)oys
and girls and for your community would lie to Imild into tiiem the liabit
of doing good work. The w^orld Is full of slip-shod mechanics who sllglit
their work. You can teach tlie children tliat any task worth doing is
worth doing well; that success lies in the here and now and not in the far
oif ; in the little duties of today instead of the Idg things one Is going to do
tomorrow. And you can teach them to stay on the farm and to work out
Its problems. It will be a sad day for our national life when all our young
farmers come to town; wlieu the small, well-cultivated homesteads give
way to landed estates. The boys on the farms wield the nation's destiny.
Emerson says: *'Tlie city is recruited from the country. In the year
1805, it is said, every legitimate monarch in Europe was iml>ecile. The
city would have died out, rotted and exploded long ago, but that it was
reinforced from the fields. It is only cemntry which came to town day
before yesterday that Is city and court today." Tlie problem of glutting
this thought before your boys and girls and ^fore your community is
worthy of tlie best there is in you. The friction between capital and
labor, the almost universal lack of respect for property rights, ought to
26 EDUCATION IN INDIANA.
serve as great stimuli towards the intelligent stndy of agricnlture to
which it would seem constantly increasing numbers must turn.
SCHOOL AND STATE.
Third, what can you do towards bringing the school in closer toucii
with the state? You liavo it in your hands to malie good citizens out of
these boys and girls. But you can only make them good citizens by
making them good men and women. Patriotism is one of the qualities
of good citizenship. But patriotism is grounded in a wholesome respect
for law. In a trained sense of justice. As a teacher, there are two things
that you can do and that you must do if you succeed here. First, you can
be Just yourself. If by sincere living you make every pupil realize that
no matter what happens he will find you Just, that he will find in you a
friend, you will so prepare the way for wielding the largest influence.
Second, you can lead every pupil to see that what he does he does to him-
self; that he and not the teacher is the punisher and the rewarder; that
the consequences of one*s deeds, whether good or bad, must be visited
upon one's self. This is the very essence of good citizenship. In no other
way can one come finally to realize that we, the people, are the state.
There is no better place than the public school to teach this respect for
law and order, and there never was a time when it needed to be empha-
sized more than it does now. Every boy sliould realize early his responsi-
bility for manhood, every girl for womanhood— both for citizenship. But
in bringing a))out this realization what are you doing? Simply leading
your boys and girls to live the principles which they are to live in the
lj*rger world.
SCHOOL A!^D CHURCH.
Fourth, has the school any relation to the church? I think that it
has. The church has an abiding principle which can not be disregarded,
because it belongs to life. Every soul Is religious. Mercy must touch
and temper love in the home, regard for property rights, mere Justice, and
when it does it glorifies them. Service takes the place of selfishness and
the spirit of humanism Is born. This Is the essence of religion, and you
can not teach school an hour nor a minute without It in your lives.
Finally, I have tried to say to you that In your community you have
nature and social life as factors to deal with. They are your materials.
You are to use them. The social life of your community is merely an
expression of conscious life. The institutions are real. They are built on
principles of life. Your pupils must live in them. It Is yours to direct
so that they shall come more fully into the real spirit of the Institutions.
Study the conditions in your community and find there your problem and
its solution.
EDUCATION IN INDIANA. 27
Stati of Indiana.
DEPARTMENT OF PUBLIC INSTRUCTION.
Fassbtt a. Cotton, SUte Sap't.
Lawbknci McTurnan, Deputy.
BULLETIN No. 6.
ISSUED MONTHLY TO THE TEACHERS OF INDIANA.
Indianapolis, Indiana, Frbruaby, 1904.
THE TEACHER AND THE SCHOOL.
ON THE HOME STRETCH.
Yon have already put the larger portion of this school year behind you
and are looking forward to the close of school. There are some things
that may be said just here by way of caution, suggestion and encourage-
ment. In the first place, this is a good time for you to examine yourself
and determine what manner of school teacher you are. AsIl yourself seri-
ously why you are teaching. What is your attitude toward the profes-
sion? Does your remaining in the worlc depend upon your failure to
secure more money at something else? Do you Iluow that the essential
factors of the school are the child, the teacher and the eternal fire that
comes from soul contact? That while the school exists for the child, the
teacher is the determining factor. We may build fine buildings, equip
them with the best material, centralize, systematize and supervise, and the
teacher will remain the central figure in the school. The school will never
be any better than the teacher. His problem has always been and always
will be how to touch and awaken every child in his presence. And he will
succeed just in the degree in which he does this. Great armies of un-
taught children sit day by day in the presence of teachers and never re-
ceive a message. No fire is struck out, no life is awakened into new
being; for them it is as if there had been no teacher. I hope you have in
the months that are 'gone always made the child supremo; that you have
made constant daily preparation; that in every recitation you have had at
least one clear-cut truth to present; that you have kept your lines of
organization closely drawn; and that you have made your work so inter-
esting that no shadow of indifference has fallen across your school. If
you have had this attitude nothing can keep you from succeeding. If for
any reason you have permitted your interest to languish, now is the time
to renew your energy. Indeed, this is the crucial time. It really doesn't
take much ability to conduct a school the first few weeks or up to the
holidays. Indeed, a school which is well organized and conducted to a
successful close one year will almost run itself till the holidays the suc-
ceeding year. The real test of the teacher comes in the reorganization of
demoralized forces and in directing and conducting these forces to a suc-
cessful close of the year's work, after the holidays. It is the teacher
who can keep the self-activity of every child to the highest notch who
can meet the test. Let me suggest some things that may contribute to
this ^id.
28 EDUCATION IN INDIANA.
WHAT IT IS TO STUDY.
The greatest thing that you can possibly do for your pupils is to teach
them how to study. Perhaps you have l)een so intent on driving in cer-
tain facts that you have neglected this phase of your worli. In a few
years at best the facts you teach will be forgotten; but the habils of in-
dustry, of study, you build into these lives will abide and grow. And edu-
cation is not a matter of learning facts; it is a matter of hal)its, of
character. Now, have you taken pains to inquire Into the way your chil-
dren work in getting a lesson? Do you sometimes take up a new lesson
with them and show them how to go about getting it? Getting a lesson is
a matter of seeing what there is in it. And ten minutes of good, active,
alert, wide-awake study is worth hours of stupid, passive stare. Study
carries with it the concentration that can shut out completely the whole
world from the subject in hand. It carries with it the power of obesrva-
tion that can detect In the minutest detail the points in the subject. It
carries with it a nicet.v of discrimination that can put all points observed
in their proper relation. Finally it carries with It an ordering power that
brings independent mastery. Patient work in leading your children to see
what there is In a lesson, in selecting out the most essential thing, and
the subordinate things, and in grasping these relations, will prove worth
while.
RECITATION AND STUDY PERIODS.
This work of fixing the study habits of 30ur children is just as impor-
tant as the recitation, and Just as much under your control. The study
periods should be arranged with the same care and should be Insisted
upon witli the same regularity as the recitations. As a rule the study
period should be removed as far as possible from the recitation. After
children are old enough to prepare lessons from assignments the study
period of a subject should never immediately precede its recitation. A
lesson should be prepared for eternity and not for the recitation, and the
habit should be fixed early. With your working schedule you can insist
upon a strict observance of the study periods. Let a recitation go occa-
sionally and do quiet, individual work among your pupils. A workshop
with the busy hum of industry is what a school-room ought to be and it
is a sure sign of good teaching.
HOME STUDY.
I said that the real test of a teacher's success may l>e the degree lu
which he gets In touch with all his pupils and keeps them working up to
the best there is In them. In order to do this he must deal with each indi-
vidual. The advance in a subject may be determined by the average
ability of the class or even by the ability of its weakest meml>ers. But
the width and depth of investigation must be determined by the strength
of each individual. Now, while the class as a whole covers « certaiu
amount of work in the sul>ject the teacher can direct the Individual ineoi-
bers in supplementary work, giving each one an opportunity to go as de*^
into the topics in hand as he can with the material at hand. To illustrate,
the work that the class as a whole is to do upon some movement in his-
EDUCATION IN INDIANA. 29
tory, say the ordinance of 1787, may be limited. But there is a field for
very wide research. Now, Huppose the teacher has at hand some data for
thte investigation. Here is an opportunity to call into play individual
effort and to assign interesting profitable home worliL. And the worliL
should always be interesting work which the pupil can do without worry
to himself or his parents. Or suppose some little piece of apparatus would
be helpful to the teacher in making clear some points in history or geog-
raphy. Here is an opportunity to use the skill of some boy on the farm.
To illustrate, a little model of the primitive cotton-gin, or a simple loom,
might throw much light upon social and indnstrial problems in the history
of our people. To the resouceful teacher every subject will suggest many
things to occupy the attention of the boys and girls.
WRITTEN WOBK.
The value of written work can not be overestimated. Frequent use
should be made of it for recitations, reviews and examinations. In the
recitation it will serve to present the indei>endent thought of each individ-
ual, and it will give splendid training in English expression. In reviews
it will reveal the powers of organization nnd expression. To be of value,
every paper handed in should be carefully gone over by the teacher with
corrections and suggestions for improvement. Indeed, written work is
worse than worthless if this is not done. And then the examination has
Its place and it is important. Not that I would have you exaggerate its
Importance or hold it over the pupils as a menace or threat, or that I would
put very large stress upon it as a basis for promotion. But it lias a place
in school work, and if given under right conditions there will be no dread.
A large part of the adverse criticism that has been made against examina-
tions is mere drivel and has come more largely from teachers who do not
like to work than from healthy, wide-awake pupils themselves. I think I
should seldom announce beforehand any w^ritten work which I wanted to
serve as a test. It is a part of education to learn to meet the conditions
tliat confront us. In life the problems are not generally posted. We
come up against them and must think on our feet. In the crowded rural
school, then, the examination should sei^e some such purposes as these:
(1) It should enable the teacher to examine his pupils and himself at the
same time. (2) It should aid tlie pupil in thinking. (8) It should aid the
pupil in the expression of good English. (4) It should reveal to the pupil
his mastery of the p(^nts in question. (5) It should serve to make the pupil
more self-reliant. (6) It should enable the teacher at times to do double
work in the school-room. Of course, this all means work for you. But
it will pay. The suggestions I made above in regard to home work ami
these in regard to written work are in keeping with the pedagogical prin-
ciples that expression must keep pace with impression— that construction
must equal instruction. The child must be encouraged to use that whicli
be takes In. Herein lies the value of manual training.
THE BOY ON THE FABM AGAIN.
It is just In his ability to do things that tl>e boy on the farm has a
better chance to succeed than the town or city boy. And it is because the
30 EDUCATION IN INDIANA.
boy on the farm has work to do. He is well trained In the expresslTe side
of life. It is expression, too, that amounts to something, and in It he gets
the notion that there is work to do in the world— that life is not all play.
Now, if you can use these good qualities in your school work, well and
good. And if you can use them in building in the community a larger
regard for labor and a supreme respect for the farm and its problems that
will keep the boys in the country it will be all the better tor the boys and
the nation In the years to come. Of course, if a young man really believes
that he will have better opportunities for himself and for what he would
do for humanity by going to the city, he should go. He can succeed, as
scores who have preceded him to the city are succeeding. But let him
remember that farm work is just as important, just as honorable, just
as clean, that it requires Just as much ability, and that it is just as remu-
nerative as any work he will find to do.
LJiST DAY SUOOE8TIONS.
The close of your term may be made profitable to the community by
arranging a definite program of your work and sending it to the patrons
with an invitation to be present at least part of the time. Two or three
days could be taken up in oral examinations. A schedule of these should
be made and dignified, interesting examinations conducted. You can
make a careful preparation and conduct an oral quiz. Or you can make a
careful list of the questions you wish to ask, write them on slips and let
the children draw their questions. This device serves to keep Interest
alive. In addition to oral examinations an exhibit of written work, draw-
ings and models may be made. If there is also the entertainment feature
it can carry with it a dignity and an influence for better things in educa-
tion by selecting that which is worth while for the occasion. Whatever
you can do to promote a healthful, educational interest in your community
will be so much gain for the cause in which we are engaged. Emerson
must have been thinking of teachers when he wrote: **To help the young
soul, add energy, inspire hope, and blow the coals into a useful flame; to
redeem defeat by new thought, by firm action, that is not easy, that is the
work of divine men."
2. ADMINISTRATION.
a. ELECTION, TENURE. DEPUTIES, SALARIES.
The state superintendent of public instruction is elected by the
people at the general elections for a term of two years. There is
no limit to the number of terms he may be elected. His salary is
$3,000.00. Three deputies are provided, with salaries of $1,600,
$1,200, and $720.00.
6. QUALIFICATIONS.
While no educational or professional qualifications are fixed by
the constitution, the people have generally chosen men of high
EDUCATION IN INDIANA, 31
moral character, strong educational leaders, practical teachers, well
acquainted with the educational needs of the state, and capable of
carrving on the work for which they were chosen.
c. GENERAL DUTIES.
The state superintendent has charge of the system of public in-
stniction and a general superintendence of the business relating
to the common schools of the state and of the school funds and
school revenues set apart and apportioned for their support. At
the request of school officials it is his duty to render, in writing,
opinions touching all phases of administration or construction of
school law.
d. VISITS.
He visits each county in the state at least once during his term of
office, and examines books and records relative to the school funds
and revenues. He meets with teachers and officers in various parts
of the state, counsels with them and lectures upon topics calculated
to subserve the interests of popular education.
e. REPORTS.
(1) Report to the (iovnnor.
In the month of Januarv in each vear in which there is no
regular session of the general assembly, he makes a brief report, ^n
writing, to the governor, indicating, in general terms, the enumera-
tion of the children of the state for common school purposes, the
additions to the permanent school fimd within the year, the
amoimt of school revenue collected within the vear, and the
amounts apportioned and distributed to the schools.
(2) Report to General Assembly.
At each regular session of the general assembly, on or before the
fift^^nth day of »Tanuarv, the superintendent presents a biennial
report of his administration of the system of public instruction, in
which he furnishes brief exhibits —
First. Of his labors, the results of his experience and observa-
tion as to the operation of said system, and suggestions for the
remedy of observed imperfections.
32 EDUCATION IN INDIANA.
Second. Of the amount of the permanent school fimds, and
their general condition as to safety of manner of investment ; the
amount of revenue annually derived therefrom, and from other
sources; estimates for tlie following two years; and the estimated
value of all other property set apart or appropriated for school
purposes.
Third. Of such plans as he may have matured for the better
organization of -the schools, and for the increase, safe investment,
and better preservation an<l management of the pernument school
funds, and for the increase and more economical expenditure of
the revenue for tuition.
Fourth. Of a comparison of the results of the year then closing
with those of the year next })receding, and, if deemed expedient,
of years prcn^eding that, so as to indicate the progress made in the
business of public instruction.
Fifth. Of such other information relative to the svvstem of
public instruction — the schools, their permanent funds, annual
revenues — as he may think to be of interest to the general
assembly.
He ap})ends to this rej)ort statistical tables compiled from the
materials transmitted to his office bv local school officials with
proper summaries, averag(\s and totals. He makes a statement of
the semi-annual collections of school revenue, an<l his apportion-
ment thereof; and, when he deems it of sufficient interest to do so,
he appends extracts from the c«orres])ondence of school officers, to
show either the >2alutary or defective operation of the system or of
any of its y)arts.
Ten thousand copies of this report are printed and distributed
to the several counties of the state; and they have been the means
of stimulating the schools of the state to greater effort ; for
instance, the re|x>rt assists in certain movements such as for better
sanitation and decoration of school buildings, modc^rn architecture
in building schoolhouses, manual training in ]mbHc schools, con-
solidation of rural schools into graded township high schools.
f. COrUSE OF STUDY.
The construction of the course of study and the state manual
was placed in the hands of the state su])orintendent of public
EDUCATION IN INDIANA. 33
instruction by a resolution of the county superintendents' associa-
tion in June, 1894. The course of study is revised from time to
time in order to meet the changing conditions. While the superin-
tendent is responsible for the course of study in its preparation
and revision he confers with county, city and town superintendents
who are in closer touch with the schools and know better their
needs. If the reader cares to examine the present course of study
he may obtain one from the manager of the exhibit.
g. TOWNSHIP INSTITUTE OUTLINES.
The laws provide that all township teachers shall meet in insti-
tute one day in each month while the schools are in session. There
are in Indiana 1,0 H) townships and this number of institutes is
held each month of the school tenii, or 7,1 12 meetings during the
year. The programs for these meetings are professional and
cultural. In addition to the consideration given the branches of
study which are taught in the schools, two books adopted by the
Indiana reading circle board are studied each year. During the
present year the books were Ivanhoe, and Nicolay's Lincoln.
Those for the coming year are, Dutton's School Management, and
Henderson's The Social Spirit in America. The reader may
obtain a pamphlet on the Indiana reading circle work from the
manager of the exhibit.
h. ARBOR AND BIRD DAY PROGRAMS.
The superintendent issues programs to be used in the public
schools for the observance of certain days in October and April
each year. These programs are somewhat elaborate, giving
something of the historv of the days, the reasons for observance,
the governor's proclamation, descriptions of trees, with pictures
and instructions as to what and how to plant them, descriptions of
birds, with suggestions as to their value and care, poems on trees
and birds, and appropriate selections.
In Governor Durbin's last proclamation on arbor and bird day
he said : "There has been within recent years a widespread aw^ak-
ening of interest in reforest izat ion, especially in Indiana, a state
favored lavishlv bv nature with timber resources that to the
pioneer seemed limitless and inexhaustible. The rapid develop-
3— Bducatiov.
34 'education in INDIANA.
ment of the agri(*iiltiiral and industrial interests of tlie state has
been accompanied by a sacrifice of onr forests, until the people
have been brought to a realization of the iniportancM^ of a system-
atic effort with a view of preventiufi; further (k*vastation."
Since 1896, the year the state department of (education began
effectively to urge the im])ortance of this matter, thousands of trees
have l)een planted by the teachcu's and pu])ils of the state, and the
birds have received muvo (M)nsid(»ration than ever before. The
results of this work have Immmi v(?rv gratifying to all lovers of
nature.
i. TKACHKUS' MINIMUM WAUK LAW.
It is the duty of the state superintendent of public instruction
to enforce the minimum wage law. This is a recent piece of
legislation calculated to increase the salaries of teachers and to
bring about lx>tter ])r(»])aration of teadu^rs, an<l will be found under
the discussion of *'The Teachers of Indiana.''
/. SC^HKDULES OF SUIH'ESS ITEMS.
An act of the last legislature, api)rove(l March 1), ll)()»i, makes
it the duty of the state .sii])erintendent of ])ublic instruction "To
adopt and seheduh* the itiMus entering into teachers" success
grades," to Ix^ used by th(» city, town and county superintendents
in grading the ^^teach(*rs under their charge and supervision." In
compliance with the provisions of this act, the followMUg forms
have been prepared, which are now used by all county, (Mty and
town superintendents in grading their teac'hers in success:
Schedule of Success Items.
FORM I.
For the JKse of County Siiitrrinffnilenta.
I. Qualification 0 to 2<l
1. Natural ability and pi»rsonalit.v (0 to lo)
2. Scholarship (o to '*)
ti. Professional training (0 to 5)
II. The Recitation 0 to 10
1. Subject matter- ninmjpriatfncss of (i) to 5>
2. Purpose (0 to ."►)
3. Plan (0 to T))
EDUCATION IN INDIANA. 35
4. Proparation—
a. Teacher (0 to 5)
b. Pupils (0 to 5)
5. Skill (Oto5)
6. Thoroughness (0 to 5)
7. Assignment (0 to 5)
III. Relation of leacher to the School and (,'ummunity. 0 to 40
1. Class! tication and gradation (0 to 5)
2. Industry, and interest in the aims and plans of
the school community (0 to 5)
:J. (Governing ability (0 to 10)
4. Sanitary conditions and neatness (0 to 5)
5. Care of s<'hool property, keeping re<*ords, mak-
ing reports (0 to 5)
r». ('4>-operation witli other teaclH»rs, tlie trustee
an<l i'oinity superintendent (0 to 5
7. Libraries, reading circles and journals (0 to 5)
Total %
Teacher.
County Superintendent.
Ind., 1908.
Schedule of Success Items.
FORM 11.
For the (ttr of ('it if ami Toirn Suprrintvndvnts Desirint; a Hrivf inched ule.
I. Teaching Ability 55%
1. Professional attainment (20%)
2. Conduct of the recitation (15%)
3. Kesults in scholarship of pupils (20%)
II. <iOverning and l)is<'iplinary Ability 'M)%
1. M(»ral and .social influence on pupils and commu-
nity (10%)
2. Ability to dcvchip self-relian<*e. industry, integrity,
ridclity. etc (10%)
3. Personality of the teacher (10%)
III. Professional an<I Community Interest 15%
1. (?o-operation with other teachers and supervisors.. .(5%)
2. Interest in aims and plans of the .school (5%)
:i Professional ambition and growth (5%)
Total %
Teacher.
CMtyl
' Superintendent.
ToAvn )
Ind 1903.
36 EDUCATION IN INDIANA.
SCIIEDILE OF SUCCESH ItEMB.
FORM 111.
For Use of City and Town Sui>vr\ntvndrntH Dvfdrintj a More DvtaiU'd Schedule.
1. Teaching Ability 53%
A. Profossional attainineiit (1I0%)
1. Scholastic preparation.
2. Professional training.
B. The recitation (15%)
1. Preparation of teaclHT and pnpils.
2. -ii)propriateness of snl)je<-t matter.
:\. Detiniteness of aim and pnrpose.
4. Slvill in questioning.
r». Progression in plan,
n. Clare in assignment of lessons.
7. Balancing of lines of work.
C\ Results in scholarship of pupils (20%)
1. Ac<iuisition of facts and relation.s.
2. Accuracy.
l\, Ueneral information.
4. Awakening oi s<-holarly interest.
T). Clearness and eh»gan<-e of expression.
Of
/c
II. Governing and Disciplinary Ability lH)
A. Moral and social influence on pupils and commu-
nity (10%)
Ability to d<'vel<»p in the pupils the altruistic
virtues— recognition of law and social right.^.
li. Ability lO develop egoistic virtues— industry, hon-
esty, reliability, fidelity, etc (10%)
C. Personality and appearance of teacher (10%)
IVrsonal and moral worth and influence, habits,
disposition, health, attire, sympatliy. energy,
manliness or womanlines.s. honesty, etc.
III. Professional and Ccmimunity Interest ir»%
A. Co-operation with other teachers and with super-
visors (0% )
B. Interest in aims and plans of school community. .. .(."»%)
1. Care of school projx'rty—
a. Protection of supplies anil furniture.
b. Neatness.
c. School d4*coration.
2. Building up of strong school stMitiment in the
community.
.1. Educati<mal, literary or social clul) work.
C Professional pursuits (5% )
1. Present lines of professional study.
2. Reading of educational literature.
EDUCATION IN INDIANA. 37
C. Professional pursuits— Continued.
3. Attendance upon summer schools, institutes
and associations.
Total %
Teacher.
City
[- Superintendent.
Town J
Ind., , 1903.
Form I, as indicateil, is for the use of countj^ superintendents in grad-
ing the teachers under their supervision. Form II is for the town and city
superintendents. Form III is a detailed analysis of Form II, and is in-
tended more especially for guidance of teachers in their study, but
may be used by the city and town superintendents desiring the longer
form.
The city and town superintendents should hand the success grades to
their teachers not later than July 1st each year, and forward copies of
the same to the county superintendents, who will keep the otTicial success
records for the counties.
The county superintendents should asi^ the county councils to provide
supplies of blanks and records made necessary by the passage of this act.
The following exftla nations of the schedule are submitted: By
"scholastic preparation'* is meant th<' time spent in study in some of the
higher educational Institutions In addlticm to the scholarship as shown on
license. Teach(»rs should be enconragiHl to study at least fcnir years in
advance of the work they are engaged in. A high school teacher should
have a four years' colh'ge course and a grade* teacher at least a four
year«' high school course, etc.
The teacher who is really interested professionally is the oiu» who seeks
most persistently to lK»tter tit h<'rs(»lf both l>y scholastic and professional
training for more thorougli work. Experi(Mice Is sometimes counted by
sui>erintendents as a large factor In marking success. Imt the teacher who
has taught twenty or mon» years may have shown In all that time no
professional Interest and litth* ability, and may hav<» been tnnvilling to
spend any of her time or money in n»al i>rei)aratlon for her work. It
sc»ems to me that a teacher who is willing to teach ten or twelve years
without first having made extensive preparation for good work in some
tirst-class scliool. ought to be ranked v(»ry low in sih'ccss.
The remaining items und(»r I and II will be readily understood.
By "community interest" is meant the co-operation of teacher with the
other teachers and the i)rinclpal or suj)erintendent In furtherhig the alms
and plans of the school community. Many t<»achers who are satisfactoi^y
in their schoolroom work <lo not tit Into the community life of the school.
They are controlled by little trou!)les of various kinds, and are often
exclusive and self-centered. This always gives annoyance to the principal
and keeps him <»onstantly adjusting troubles. Again, many good teachers
are without ambition to assist in the general welfare of the school. They
look after* their own room, but give no time or attention to help carry out
38 EDUCATION IN INDIANA.
the suggestions from the principal or superintendent. The best teacher
co-operates heartilj' with her principal, her superintendent and associates
in all movements for the improvement of the scliool and the school coni-
munitj'.
"Professional pursuits" is an important item. A teacher who is
satisfied simply to teach school without investigating and improving,
except as suggested by the principal or superintendent, is not doing her
best. She should be interested in good worlvs on pedagogy, psychology,
methods, etc. Her reading of school periodicals, attendance upon educa-
tional gatherings, her knowledge of current events and the literature of
the day, are all important factors to be considered in marking the success
grade.
The difficulty in applying these schedules will be in marking the
details. After having marked the items conscientiously the superintendent
often rtnds that he does not give his real estimate of the teacher. He feels
that it is too much or too little, especially when she is compared with
other teachers wliom he has marked just as carefully on the same plan.
The superintendent should have in mind all the items menticmed in tlie
schedules, but it will l)e difficult to mark them separately. After all. one*/?
"general impression" of a school is a Ijetter guide than the summary of
the several items, especially when the superintendent is in doubt.
A teacher is successful when she is training her children to love order,
obedience, politeness, and to have reverence for things sacred. In judg-
ing the work of a gardener we pay very little attention to the "method"
of planting, sowing, cultivating or reaping, but the emphasis is placed
upon the growing plant in its various stages, and to the finished product.
Likewise, in passing judgment upon the work of the teacher, the general
spirit of the school, rather than the detailed analysis; the "general
impression** of the teacher's worth instead of the grading of the several
items, should guide the superintendent in marking the success grades.
A-. STATE LICENSES.
Til 1899 the logislatnro ^avo applicants for teacliers' license the
privilege of sending their niannseripts to the department of pnblie
instrnetion to be graded. This entitles iheni to a license to teach
in any eonntv in the state instead of in one eonntv if the nianu-
scripts are examined and graded by the eonntv snperintendent.
The law has l)een a great convenience to teachers and has at the
same time assisted materially in raising the standard of examina-
tions.
/. RKADINC; CIUCLE HOARD.
The state snperintendent is, ex officio, a member of the reading
circle board of the state. This board and the <1epartment have a
common pnrpose in selecting the best literature for teachers and
pupils.
EDUCATION IN INDIANA. 39
m. STATE NORMAL SCHOOL BOARD OF TRUSTEES.
The state auperintendent is also, ex officio, a member of the
lx)ard of trustees of the state normal school. This duty serves to
keep the department in close toucli with the professional training
of teachers and the everyday practical pedagogical problems. It
is a duty, too, wliich takes the superintendent away from his
clerical duties and brings him face to face with the actual problems
of teachers.
B. THE STATE BOARD OF EDUCATION.
1. HISTORY.
When Caleb Hills first suggested a board of education for
Indiana it was to consist of a county superintendent chosen from
each of the congressional districts. WHien in 1852 the board was
created it consisted of the state su])erintendont, and the governor,
secretary, treasurer and auditor of state. In 1855 tho attorney-
general was added. In 1865, it was changed and consisted of the
state superintendent, the governor, the president of the state uni-
versity, the president of the state normal school (not established
till 18Y2), and the superintendents of schools of the three
largest cities in the state. In 1875 the president of Purdue Uni-
versity was added. In 1800 the general assembly enacted a law
providing for thrc»e additional members to be appointed by the
governor. They must bo three citizens of prominence, actively
engaged in e<lucafiomil work in the stat<% nt lenst one of whoni shall
be a county superinlendent, mmo of whom shall Ix? appointed from
anv countv in which anv other memln^r of the state board of educa-
tion resides, or from which any other member was ay)pointed.
Under this last ])rovision the present board has the following
membership:
Fassett A. Cotton, president, state superintendent public in-
struction.
W. W. Parsons, secretary, ]u*esident state normal school.
Hon. W. T. T)urbin, governor of Indiana.
Dr. William L. Bryan, president Indiana university.
Dr. W. E. Stone, president Purdue university.
40 EDUCATION IN INDIANA.
Dr. W. T. Stott, president Franklin college.
C. N. Kendall, superintendent Indianapolis schools.
F. W. Cooley, superintendent Evansville schools.
J. N. Study, superintendent Ft. Wayne schools.
Prof. J. M. Bloss, ex-state superintendent of public instruction.
E. E. Robey, superintendent Howard county.
The state board of education with its ex officio membership has
always been regarded as a unique feature in the Indiana system.
Indeed its strength has be^n due to its ex officio membership. At
times it has had in its meml>ership such men as David Starr
Jordan, John Merle Coulter, and Lewis H. Jones, men of national
and international reputation. So constituted it u^ill necessarily
always have the best qualified educators of the state.
2. ADMINISTRATION.
a. EXAMINATIONS.
The state board of education is responsible for all examinations
of teachers and makes all questions used in these examinations
which are for the following grades of license :
1. Primary license, one, tw^o and three years.
2. Common school license, one, two and three years.
3. High school license, one, two, three and five years.
4. Professional license, eight years.
6. Life state license.
In addition to making the questions the board conducts the
examination and examines and grades the manuscripts of appli-
cants for professional and life state licenses. All other examina-
tions are conducted by the county superintendent, and the manu-
script?? are graded by the county superintendent or by the state
superintendent. The law provides for an examination to be held
on the last Saturday of the first eight months in each year.
ft. REGULATIONS CONCERNING EXAMINATIONS AND LICENSES.
The following circular was issued by the state superint<?ndent
of public instruction.
IndianapoHs, Ind., Janiiarj^ 15, 1904.
AU applicants for common school or primary licenses during the year
1904-_either state or county licenses— may select either one of two lists of
EDUCATION IN INDIANA. 41
questions on the subjects of history and literature. In each subject, one
list will be based upon the general field of the subject the other upon the
reading circle book corresponding with it.
Grades of Licenses.
I. Life State License for Graduates of Higher Institutions of Learn-
ing Only.— The state board of education revised its rules governing appli-
cants for life state licenses by the addition of the following resolutions:
Resolved, That the rules of the state board of education relating to
examinations for and the granting of life state licenses, shall be and are
hereby amended by the addition of the following: All graduates of higher
institutions of learning in Indiana, or other institutions of equal rank in
other states approved by this board, which require graduation from com-
missioned high schools, or the equivalent of the same, as a condition of
entrance, which maintain standard courses of study of at least four years,
and whose work, as to scope and quality, is approved by the state board
of education, shall, on complying with the conditions enumerated below,
be entitled to life state licenses to teach In Indiana: Provided, however.
That graduation by the applicant shall have been accomplished by not less
than three years' resident study and by thorough, extended examinations
in all subjects pursued privately and for which credit has been given by
the institution: And, provided further. That the requirement as to three
years* resident study shall apply only to applicants graduating after
January 18, 1900.
First. Such applicants must have held one or more sixty months'
licenses or a professional license. (See reciuirements in this circular.)
Second. They must present to the state board of eilucatlon satisfac-
tory written testimonials from competent superintendents, special super-
visors, teachers, or other school officials to the effect that they have
taught and managed a school or schools successfully for a periinl of not
less than thirty months, at least ten of which shall have been in Indiana.
Third. They must pass thorough, satisfactory examinations in any
three of the following subjects: (1) General history of education; (2) The
school system and the school law of Indiana; (.*{) Educational psychology;
(4) Experimental psychology and child study: (5) Leading school systems
of Europe and America; (li) Science of education, and (7) The principles
and methods of instruction.
Fourth. Before entering upon the examination, such applicants shall
present to the state board of education satisfactory evidence of good
moral character, and shall pay five dollars each (the fee prescribed by
law), which can, in no case, be refunded. Examinations in the subjects
named above may be taken on the last Saturday of April.
Fifth. A license will be granted to those who make a general average
of 75 per cent., not falling below 65 per cent, in any subject,
II and III. For Applicants, not Graduates of Higher Institutions of
Learning.— Life state and professional.
£}xaminations for these licenses will be conducted in the mouths of
February and April.
42 EDUOATTON TN INDIANA,
Section 1. Subjects for February: Algebra, civil government, Ameri-
can literature, science of education, and two of the following three
subjects— Elements of phjsics, elenienia of botany, and Latin (Ijatin
grammar, two books of Caesar and two of Virgil). A satisfactory exami-
nation on the above entitles the applicant to a professional license, valid
in any Indiana school for eight years.
Section 2. Subjects for April: Geometry, rhetoric, general history,
English literature, physical geography and two of the following three
subjects— chemistry, geology, and zoology. A satisfactory examination
on both 1 and 2 entitles the applicant to a life state license.
The following requirements govern tlie apiilication for life state and
professional licenses:
1. Applicants for life state and professional licenses must have held
two thirty-six months' licenses in Indiana, or an equivalent in another
state, obtained by actual examination, and must have taught successfully
at least forty-eight months, which fact shall be properly certified to and
sent with the manuscript to the state board of education.
Before entering upon tlie examination, applicantis shall present to the
examiner satisfactory evidence of good moral character and professional
ability. Applicants for life state license shall pay five dollars each (the
fee prescribed by law), which can, in no case, be refunded.
2. Applicants for professional license will take the February exami-
nation only.
3. No fee is required of applicants for professional license.
4. A license will be granted to those who make a general average of
seventy-five per cent, not falling below sixty i)er cent, in any subject,
and who present satisfactory evidence of professional ability and good
moral character.
5. An applicant for a life state license failing in the examination for
the same, but who will have met all the requirements for a professional
license, shall receive such license, or if he reach the required average for
a professional license, but fall below the standard per cent, in one subject,
he may be conditioned in such subject, and may be granted a professional
license, on the same conditions as if he liad originally applied for a license
of this class.
6. An applicant is '^conditioned," that is, he may complete the work
at the next regular examination, if he makes the required general average
and pass successfully upon all the branches except one, required for the
license applied for. A statement setting forth this fact will be furnished
such "conditioned'* ai)plioant, who must prosi»nt the same to tlie county
superintendent, who will forward it with tli«» comlitioned manuscript to
the department of public instruction.
Where the Examinatiom May Be Taken.
Applicants for a professional license or a life state license may be ex-
amined by members of the state board of education at any one of the fol-
lowing places on the last Saturdays of February and April, respectively:
1. In the department of public instruction, state house.
2. In the oflfice of the city superintendent of schools. Fort Wayne.
EDUCATION IN INDIANA. 43
3. In the office of the city superintendent of schools, Evansville.
4. In the office of the county superintendent of schools, Valparaiso.
5. In the office of tlie county superintendent of schools, Richmond.
6. In the office of the county superintendent of schools, Terre Haute.
7. In the office of the county superintendent of schools, Lafayette.
8. In the office of the city superintendent of schools, Seymour.
9. In the office of the city superintendent of schools, Bloomington.
Rules,
1. Write upon one side of the paper only, using legal cap.
2. See that the answers to tlie questions in each branch are entirely
separate from those of any other branch, and securely fastened together.
3. Write full name and postofflcc address upon each set of answers,
and upon every sheet disccmnected from the first one.
4. Answer the general questions upon a separate sheet.
5. Furnish the examiner with recommendations required, which are
to be filed for future reference.
Applicants should furnish to the examiner the necessary postage to
send manuscripts.
IV. Sixty Months* State License.— This license is valid to teach any
subject in any non-commissioned high school in the state; to teach all of
the common branches in any school in the state; and to teach the subjects
upon which the examination is made in any commissioned school. The
examination may l)e tal;en on the last Saturday of any of the first eight
calendar months, but must be talcen in two divisions, as follows:
The first division, an average of 95 per cent., not falling below 85 per
cent, in the common branches;" the second division, an average of 75 per
cent., not falling below 60 per cent. In any of the five branches, as
follows;
Group 1— Literature and composition (required by all applicants).
Group 2— Algebra or geometry (one required).
Group 3— Botany, zoology, chemistry, physics, or physical geography
(one required).
Group 4— History and civics, Latin or German (one required).
Group 5— One subject from *'2," '%'' or "4" not already taken. Five
subjects are required in this division.
In order to secure a sixty months* license the MSS. of both divisions
must be sent to this department, by number, for gradation. The fee of
$1.00 must be sent with the MSS. in each division. These examinations
may be taken in any county.
Note 1. An applicant who has never taught may take the examination
in any county.
Note 2. An applicant who has taught must take the examination in
the county in which he last taught unless he has permission from the
county superintendent under whom he last taught, and then he must bear
recommendations and be fully identified to the county superintendent to
whom he applies for examination.
V. Thirty-six Months' State License.— Valid to teach the common
branches in any common school of the state for a period of three years.
44 IWU CATION IN INDIANA.
It is Issued by the state department. The examhiation may be taken on
the last Saturday of any of the first elj^ht calendar months. General
average, 95 per cent.: miiiinuim grade. ST) per cent.
VI. Twenty-four Months* State Li<*onse.— Valid to teach the common
branches In any school of tlie state. (Jeneral average, (K) per cent.; min-
imum grade, 80 iH»r cent. Other conditions same as **V.'*
VII. Twelve Months' State License.— Valid to teach the common
branches in any school of tlie state for a period of twelve months. Gen-
eral average, 85 per cent.; minimum grade, 75 per cent. Other conditions
same as "V.*'
VIII. State Primary License.— For periods of one, two or three years
npon averages and toinimums as in V, VI and VII. These licenses are
issued by the state department of pul>li(* instruction, and examinations
tnay be taken on the last Saturday of March. April. May, June, July or
August
IX. State High School License.— Issued by the department of public
instruction and valid to teach high school su1»jects in any of tlie schools of
the state. The applicant must l)e examined upon all subjects he desires
to teach. No license will be issued for a period of more than one year
unless the applicant write upon at least five subjects. The averages and
minimums are the same as in V, VI and VII. The examinations may be
taken on the last Saturday of any of the first eight calendar months.
X. County Common School Licenses.— Issued l>y county superintend-
ents for periods of three, two, one* and one-half years, and valid to teach
the common branches In the scliools of the county in which the license is
granted. The questions for these and all otlier examinations are fur-
nished by the state board of education. Examinations are conducted on
the last Saturday of each of the first eiglit calendar months. The aver-
ages and minimums are the same as In V, VI and VII.
XI. County Primary Licenses.— Issued by the county superintendent
for periods of one, two and three years. The examinations may be taken
in March, April, May, June. July or August. Otlier conditions the same
as in X.
XII. County Iligli School License.- Issued by the county superintend-
ent for periods of one, two and three years. Other conditions tlie same
as IX.
XIII. Fees.— An applicant for any grade of license mentioned in V,
VI, VII, VIII and IX above, must i)ay the fee of one dollar. This fee pro-
vides for one trial only If tlie applicant secures a license. If he fails to
secure a license he may have a second trial. A tliird trial Is granted in
ease of a second failure. Tliese three trials may l)e niadc^ for the one fee.
provided they occur within one* calendar year; otherwise, tlie usual fee
must be paid for the second or tliird trial.
Applicants for the first division of a sixty months' license are entitled
to three trials In any one* calendar year for one fee in case of failure to
make the required grades, i)rovlded a lower grade of license is not issued.
XIV. Sixty Months' License— High Scliool License.— If an applicant
fall too low In the common school brandies, a license will be issmnl on
each section separately In accordance with tlie standard attained by him
In such sections; in which case a subsequent examination would make
necessary an additional fee.
EDUCATION IN INDIANA. 45
c. SCHOOL BOOK COMMISSIONERS.
The state board of education is the stat<3 board of school book
coiiiinissioners. As such it ado])ts text-lxmks for the common
schools for periods of five years. When a contract has been made
with a publisher the books are secured for the j)ublic by a requisi-
tion of the county superintendent for tlie numl)er of books needed
in his c-ounty upon the state su])erintendent, who in turn makes
requisititm upon the contractor for the numb(»r of books needed, in
the state. Tlie county su])erintendent Inn'ouies the agent for the
sale of these books and makes his rejiorts to the various contractors.
This plan of securing uniform text-books lias been regarded as
very successful and it is believed that the following advantages are
gained from such uniformity:
1. It insures good books at a uniform low price.
2. It obviates the ])urchase of new l)ooks when children move
from one part of the state to anoth(»r.
3. It makes classification easy.
4. It puts t(»achers in closer touch.
5. Tt makes a uniform course of studv mor(» eflFective.
(/. HIGH S(;H()0L (X)MMIKSIONS.
The state board of education in order to keep some uniform
standard of efticiency in high schools has established certain
requirements in the work which entitle high schools to commis-
sions. These commissions carry with them exem])tion from exami-
nation for entran(*e to the frc^shman class in the higher institutions
of learning. I'p^m the recommendation of the state su])erintendent
members of the board inspect the work of high schools and deter-
mine whether the re(]uirements for commission have been met.
This work of the board has r(»sulted in a perceptible increase in
the efficiency of the high schools, since all schools want commis-
sions, and when once obtained every effort is made on the j)art
of school officials, teachers and patrons to retain them, Following
are the requirements necessary for a commission:
The followinp conrso of study for tho com missioned liijrli schools of
Indiana was adopted by the state board of odncation, .July 2. 1002. It is
a revision of the course adopted in 1808. It provides for required worli as
follows: Three years of language, three years of history, three years of
46 EDUCATIOX IX TXDIAXA.
mathematicB, two years of science, four years of English, and electives to
complete a full course of four years. It is not intended that the course
should be an absolute one, but that it should guide local school officers and
teachers and form the basis of a minimum course. For example, the
option is given in the first year to study eitlier lK)tany or zoology, or one
of four languages. In the third year to pursue the study of England
throughout the entire year, or to divide the year between the French and
English history; in the fourth year to study either physics or chemistry,
or both, or to carry throughout the year any one of a number of electives
It is the desire of the board to have a few sul>jects continued throughout
the entire course, rather than a great field of sul>jects each through a
brief period. It would not seem advisable to drop one year of English for
the purpose of substituting an elective, nor does it seem advisable to drop
one year of history and substitute an elective in a different department.
A course of study containing few sul>jects, pursued throughout the entire
high school course, has many advantages: First. It gives excellent train-
ing, scholarship and discipline in a given sul)ject. Second, It uialves
necessary fewer teachers. Third, It requires a .<<maller library and equip-
ment. The board recognizes the fact that a great many students do not
continue their education beyond tlie higli school. For that reason, the
option is given of substituting commercial arithmetic or bool^lceeping for
solid geometry. It is the intention of the state board of education to
inspect as many of tlie commissioned high scliools each year as it is pos-
sible for them to reacli. The points of interest to them are tliose required
of all commissioned high schools, namely: First. The character of the
teaching must be satisfactory. S<H*ond. Tlie high school course must
not be less than thirty-two months in length, continuing from the eighth
year. Third, The whole time of at least two teachers must be given to
the high school work. Fourth. The pursuing of few subjects throughout
the entire course rather than many covering short periods. Fifth, A
library adequate to meet all the demands for reference work and general
reading supplementary to the regular text-books. (See recommendations
in connection with the outlines of the different subjects and reference list
on page 35.) Sixth, I^aboratories fully equipped to do all of the necessary
work in the sciences pursued in any given liigh school. Seventh, No
science should be taught for a term of less than one year. Eighth. Ad-
mission to the high school must be given only to those who have com-
pleted to the entire satisfaction of the school officers and teachers, all of
the work of the grades. Ninth. The high scliool building must be kept in
good order, the sanitary appliances adequate, the heating and lighting
good, and outhouses and indoor closets clean and sanitary. Tenth. All
courses leading to college entrance should provide at least three j'ears
of foreign language. Eleventh. Psychology, sociology and i)oIitical econ-
omy should not be taught in high schools. Twelfth, Beginning with the
school year 1908, each high school must have in its faculty at least one
graduate from an acceptable normal school, college or university. Thir-
teenth, The course of study must be at least a fair equivalent of the
following:
EDUCATION IN INDIANA.
47
("Ol'RSE OF STCDY.
First Ykar.
Second Year.
Third Year.
Fourth Year.
(Required.)
Aliarebra, one-half
Plane Geometry, one-
half year, and Solid
Eniarlish.
year, and Plane
(Geometry, one-half
(teometry, one-half
American History
A\gf:\*n.
year, or Concrete
(leonietry. one-half
year. < hlective. )
year.
and (Mvil (Tovem
nient.
Physics or Chemis-
Botany or Zooloiary.
F'nerlish.
Enirlish.
try.
Eleotives—
Knfrlish.
History of Rnfirlanil,
one year, or French
Physical (ieoiarra-
phy.
History of (ireece.
(teolosry.
one-half year, and
and F^nidish His-
Ij&nteu&Kc—
History of Rome,
one-half year.
tory, one year (one-
Commercial Arith-
(a) liatin.
half year ea(*h).
metic.
<b) (lerman.
if) P^rench
BookkeepinfjT or
or
LanffuaiBre, one
(<li Greek.
Laniaruaee.
LaniBTuaiire.
year.
Tlio following is a high sdiool inspection blank nscd by the
board of education :
REPORT OF HK^Il SCHOOL INSPECTION.
Ind 190. . .
To the State Board of Education:
Gentlemen— Having visited the high scliool at
on the day of 190. . . ,
and having made a careful insix'etion of said seliool, I beg to submit the
subjoined report:
I. Physical Conditions:
(a) Building
(b) Heating
(c) Ventilation
(d) Premises
(e) Outhouses
(f)
(g) '•
II. Name and Educational and Pedago^xical Qualifications of the
(a) Superintendent
(b) High school principal
(c) First assistant
fd) Second assistant
(e) TJiird assistant
(f)
(g)
III. Course of Study (Nunil>er of months of work in):
(a) Composition and rhetoric
(b) Literature
(c) Physics
48 EDUCATION IN INDIANA.
III. Course of Study— Continued.
(d) ZoSlogy
(e) Botany
(f) Geology
(g) Chemistry
(h) Latin—
a
b
c
d
(i) History and civics—
a.
b
c
d
(j) Algebra
(k) Geometry
a)
(m)
(n)
IV. ♦Libraries:
(a) No. classical books
(b) No. mathematical books
(c) No. scientific books
(d) No. literary books
(e) No. reference books, as dictionaries, etc
it)
(g)
V. t Apparatus:
(a) For work in physics
No. of pieces and value
(b) For work in l>otany
No. of pieces and value
(c) For chemistry
No. of pieces and value
(d) For zottlogy
No. of pieces and value
(e)
W
VI. Enrollment:
(a) In senior class
(b) In Junior class
(c) In second year
(d) In first year
(e) In grades below high school
♦List of titleK Hhoiild be attached on separate sheet unless the library is very lartre.
tList of most important pieces should be attached.
EDUCATION IN INDIANA. 49
VII. Remarks:
(a) On character of instruction
(b) On spirit of school and community
(c) On average age of fo'aduating class
(d) On needs of the school
(e) On the length of school term
(f) On attitude of school officers
(g)
VIII. Recommendations:
(a)
(Signed)
e. STATE LIBRARIAN.
The state l)<)arfl of education appoints the state librarian and
assistants, who hold office during good behavior. It is thus respon-
sible for the efficiency of the library system of the state.
f. STATE NORMAL VISITING BOARD.
The law j)rovides for an annual board of visit^)rs which shall
inspect the work of the stat^ normal school. This l)oard of visitors
is appointed by the state lx)ard of education. Its membership is
chosen from the prominent educators of the country and its work
is intended to be helpful in a suggestive way to the institution.
4~Bduoation.
II. County Supervision.
A. COUNTY SUPERINTENDENT.
1. HISTORY.
County supervision lias come to be what it is today through a
long process of development. As early as 1818 the general
assembly made it the duty of the governor to appoint for each
county a seminarv trustee. The dutv of this officer was almost
entirely connected with the financial problem. In 1824, the law
provided for the election of three trustees in each township and
])laced examining teachers and granting licenses among their
duties. The examiners were not school men, and the meager test
covered the subjects of reading, writing and arithmetic. There
were only six organized counties at that time.
In 1831 the law provided for a school commissioner for each
county who looked after the funds of the local school corporations
and who was elected for a term of three years. In 1833 in addi-
tion to the school commissioner for the county and the three
trustees for the township provision was made for the election of
three subtrnstees in each district, to hf)ld office one year. These
district tnistees examined applicants and employed teachers. The
law of 183f> made it legal for any householder to employ a teacher
in case of failure to elect district trustees. In 1837, in addition
to all these officers, and with only a slight modification of their
duties, the circuit court was authorized to appoint annually three
examiners whose dutv it should be "to certifv the branches of
learning each applicant was qualified to teach." During the next
decade no change was made in the county system. Tn 1847, Caleb
Mills in the second of his famous messages gave as one of the
essential characteristics of a state system of schools, efficient super-
vision, state and county. The law of 1849 abolished the office of
county school commissioner, retained the three school examiners
(50)
EDUCATION IN INDIANA. 51
in each county, and the three township trustees, but substituted
one trustee in each district instead of three. This was the
bep^inning of the simplification of the school machinery of the
county. This law prescribed a minimum school term, made
schools in each township of uniform length, and adopted an elab-
orate system of records and reports through teachers, district and
township trustees, the county auditor and treasurer, the superin-
tendent of common schools, and the legislature.
The new constitution in 1851 left the countv school machinerv
practically as the law of 1841) had left it, and so it remained till
the sixties. The law of 1852 did make the licensing of teachers a
part of the duty of the sti^t<^ superintendent of public instruction
by himself or deputies whom he was authorized to appoint, one to
a county. This arrangement did not prove satisfactory. In 1856
Superintendent Mills recommended the appointment of three ex-
aminers to each county to constitute a board. In 1859, Superin-
tendent Rugg, s]>eaking of the system, said that there was "a gap
in the supervision of its interests and affairs, which, if properly
filled, would contribute much to facilitate its workings and assist
in \is administration." lie recommended that the examiners, in-
stead of the audit^)rs, lx» held responsible for the annual school
reports; that they should visit and inspect the schools of their
respective counties, looking to greater uniformity in their organi-
zation and management. The outcome of these recommendations
was a change in the law of 1861 substituting one examiner with a
term of three years for the three that had held office in each county
and placing the appointing power in the board of county commis-
sioners. This law made all examinations public and prohibited the
granting of a license upon private examinations. It was another
step towards the sim])lification of th(» school machinery of the
county and resulted in great advance. But the greatest advance
appeared in the provision that '^said examiners shall constitute a
medium of communication l)etween the state superintendent of
public instruction and the sulK)rdinatc scliool officers and schools;
they shall visit the schools of their res])(»ctive counties as often as
they may deem it necessary, during each term, for the purpose of
increasing their usefulness, and elevating as far as practicable the
poorer schools to the standard of the best ; advising and securing.
52 EDUCATION IN INDIANA.
as far as practicable uniformity in their organization and manage-
ment, and their conformity to the law and the regulations and
instructions of the state lx>ard of education and of the state suix^r-
intendcnt of public instruction, and shall enwnirage teachers'
institutes and asscK'iations. Thev shall receive from the trustees
their reports of enumeratiim and their regular scho<:)l and other
reports which are required by law to be made by them, and other-
wise gather up the nec*essary data and information, including that
relative to private schools, high schools, colleges and other private
institutions of learning within their respwtive counties, so as to
present a view of the educational facilities of the state and enable
them to make full and com])lete reports to the state superintendent
of public instruction; and receive for, and distribute to the town-
ship libraries such books as may be furnished for them, and advise
such a disposition and use of them as will tend to increase their
usefulness and advise the tnistee as to the most approved school
furniture, apparatus and educational agencies/'
While a great advance had In^cn made, the feeling soon became
apparent that the good of the schools required l>etter service than
could be rendered bv the examiner imder these conditions. In re-
spouse to a call mad(» by State Superintendent Iloshour the exam-
iners met in Indianapolis in convention for the first time on Xor
vember 6, 18f>2. They discussed such problems as quali fictitious of
teachers, examinations, visitation, and reports. The second state
convention of examiners met at the call of State Superintendent
IIoss in the summer of isno and among the changes recommended
was one calling for the creation of a couuty l>oard of education.
In 18f>8 Superintendent TTobbs held that "to be able to judge of
the practical qualities of teachers the examiners should si.>end
enough time with them in their schools to know that their work
is professionally done ; that the entire time of oue man is not too
much for the work demandefl in a maioritv of the counties." In
1872 Superintendent Hopkins made the recommendation that the
office of school examiner 1k> abolished and that of county superin-
tendent lx» created. As a result of these cumulative recommenda-
tions by the leading educators of the state the general assembly
of 1873 created the office of county superintendent. This law
])rovided that "the townsliip trustees of the several townships shall
EDUCATION IN INDIANA. 53
meet at the office of the county auditor of their respec^tive counties
on the first Monday of June, eighteen hundred and seventy-three,
and biennially thereafter, and appoint a county superintendent.''
The act did not create a new office, it merely changed the name and
enlarged the powers of the old office. The change made the term
two years and increased the function of supervision. This law
carried with it no educational or professional requirements, but the
people as a rule saw that the best men available were chosen. The
status of county supervision remained unchanged, but for a few
simple modifications, till the general assembly of 1899 extended
the term of office to four years, and holding a thirty-six months'
license, or a life or professional license a test of eligibility.
Since 1873 supervision for the rural schools has meant some-
thing in Indiana. The teachers pass rigid examinations, for which
the questions are provided by the state Ix^ard of education, and the-
examination and grading of the manuscripts may he done by the
county superintendent or the state superintendent. The county
superintendent makes systematic supervision a large part of his.
work. The rural schools have all been graded, the standard of
efficiency has been constantly raised, and through the good work
of the county superintendent the children are receiving advantages:
equal to those of the towns and cities. Such men as Dr. B. W.
Evermann, of the U. S. Fish Commission, and Supt. W. H. Elson,.
of Grand Rapids, were formerly among the successful county,
superintendents of Indiana.
2. ADMINISTRATION.
a. TENURE, ELKUBILITY, SALARY.
The term of the county superintendent is four years, and he is:
eligible for re-election during good behavior. The educati(mat
qualifications, holding a three years' license, is still meager, and
there is no professional qualification. The office is still often the-
spoil of party politics, since the political complexicm of the
majority of the trustees too often determines the election. It must
be said, however, that Indiana has been fortunate in Iiaving as
county superintendents men of integrity and ability interested in
the schools. The salary, which is much too small, is four dollars
54 EDUCATION IN INDIANA.
for every day of actual service aii<l the county provides office,
postage and stationery.
6. EXAMINATIONS.
The county superintendent with questions provided by the state
board of education holds one public examination on the last Satur-
day of each of the following months : January, February, March,
April, May, June, July and August; but special examinations may
be held at any time upon the written recpiost of school Ixmrds. The
applicant must file with the suix»rintondent a certificate of good
moral character from a trustee of the countv or from some other
satisfactory source.
The county superintendent may issue liceuvses of twelve, twenty-
four and thirty-six mo^iths, determined by the answers and other
evidences of qualification furnished by the applicant.
A teacher who has taught for six consecutive years and holds a
thirty-six months' license, is exempt from examination in the
county in which he has taught, so long as he continues to teach
without interruption.
There are three grades of licenses based upon the grade of school
work done, primary, common school and high school. Teachers
who do primary work, that is, work up to the fourth grade, are
permitted to teach upon the primary license, which, while requir-
ing a knowledge of the principles ])ertaining to prinuiry work, does
not call for advanced academic training. Tlu* (•ommon school
license is valid in grades one to eight inclusive, and calls for larger
scholarship. The high school license is valid in high schools. A
county or state high school license nuiy Ix^ grantetl upon one or
more subjects.
The county superintendent has the power to revoke licenses
heretofore granted by himself or his predecessors or granted by the
state superintendent of jmblic instruction, for incompetency, im-
morality, cruelty or general neglect of duty on the part of the
teacher. The teacher may appeal to the state superintendent of
public instruction, whose decision is final.
The county superintendent provides for the examination of all
applicants for graduation in the common scIkm)! branches from
township, district or town schools during the months of March,
April and May, and furnishes them certificates of graduation, if in
EDUCATION IN INDIANA.
55
the judgment of the county superintendent they are entitled
thereto, which entitles the recipients to enter any township, town
or city high school of the state. He likewise provides for the
examination of all applicants for graduation from the township
graded or town graded liigh schools not employing a superintend-
ent, during the months of April, May and June, and furnishes
them certificates of graduation, if entitled thereto. He attends as
many commencements as he can of tlie township and town schools,
and also of the township and town liigli schools.
In addition to these examinations the county superintendent
provides questions for bimonthly examinations in the schools.
These questions are prepared by a committee of county superin-
tendents, and printed and distributed by the state superintendent
of public instruction. It is upon these examinations that the rural
teacher promotes his pupils.
Lists of questions issued by the county superintendent are sub-
mitted here.
FIRST EXAMINATION— 1903-1904.
Questions for the First Ejaminalion, Based on the First Part of the State
Course of Study,
WRITING.
Grade the penmanHhip ou lei^ibility (40),
remilarity of form (25),neatnesM (10), move-
ment (10), and improvement (15).
SPELLING.
1. In each (^mde teachers select thirty
words from the spellinfir work of the
last two mouths, and have pupils
spell on paper.
2. Grade each pupil on the entire exam-
ination, deductinii: one-half per cent,
for each misspelled word.
READING.
FIK8T YEAR.
1. Give each pupil a sentence printed or
written on paper and have him read
it at sifirht.
2. Test each pupil on naminii: at ti'ieht
words selected from lesson 23, pasfe
86.
3. Have each pupil study a parafirrapli
in lesson 23, pskge 86. and give it
from memory.
4. Select Ave words to be spelled by sound
and by letter.
5. Permit each pupil to select and read
some less(m, or part of a lesson,
which has been studied durinif the
year.
SECOND YKAK.
1. Study lesson 27, page 141.
2. Why is the lesson called "A Boy's Tri-
umph?"
3. What was Willie's temptation?
4. Describe Willie's copy-book.
5. Who had the right idea of honor. Wil-
lie or the other boys? Why do you
think so?
6. Read the lesson orally.
THIKU YEAR.
1. Read silently the lesson on pagre 180.
2. Why did the Abbot place the bell on
Inchcape Rock? How was it placed?
3. Why did the mariners bless the Abbot?
What is a mariner? What is an
abbot?
4. Describe the wicked act of Sir Ralph
the Rover. What is a Rover? Why
did he cut loose the bell?
5. What did Sir Ralph the Rover then do?
6. What happened on his return? What
lesson may we learn from this story?
7. Read the poem orally.
56
EDUCATION IN INDIANA.
FOURTH TEAR.
1. Read silently the lesHon on p&ge 71.
2. From the first part of this poem, what
opinion do you fret of the skipper of
the Hesperusf
3. What advice was griven him? Why did
he refuse itf
4. Did he show affection for his little
daufirhter? If so, write the lines
which tell you this.
6. Tell how he tried to calm her fears
after the storm besran.
d. Tell the result of the voyaire.
7. Read at least a part of the poem.
FIFTH YEAR.
1. Read silently the lesson on paire 232.
2. Between what armies was the Battle of
Waterloo fouf^htf Where! Its re-
sult!
3. What scene is described in the first
and second stanzas! The ofiicers of
which army were at the dance?
4. What is described in the third and
fourth stanzas! In the fifth and
sixth.
5. What fiifures of speech do you find in
the first stanza!
6. Read the selection orally.
SIXTH YEAR.
1. Rea<l silently lesson on paire 231.
2. What is an arsenal! To what does the
poet liken it! Why!
3. What does the po6t mean by, ** When
the death ani^el touches those swift
keys! "
4. Who were the Saxons; the Normans;
the Tartars!
6. Who were the Aztec priests? What was
•* their teocallis!"
6. In the description of a battle given in
the seventh stanza, why does the
poet say: '* The diapason of the can-
nonade! "
7. In the first part of the poem the poet
describes the tumult of battle; what
is his theme in the last four stanzas!
8. Read the selection orally.
SEVENTH YEAR.
(Skipper Ireson's Ride— Literary Studies,
paire 129.)
1. Tell briefly, and in your own laniruaire,
the story (riven in this poem.
2. What is meant by—
** such as chase
Bacchus round some antique vase!"
3. What is meant by, "Hulks of old sailors
run asrround,'' and why does the
poet use this flsrure in describinir
part of the crowd!
4. Why was Ireson so indifferent to his
punishment as to say—
** What to me is this noisy ride!"
5. Who first took pity on him, and why!
6. Name three other poems by the same
author.
E10HTH YEAR.
(Lincoln's Second Inausniral Address— Lit.
Studies, page 300— 5th Reader, pasre 310. )
1. Read the selection silently.
2. (^ive a brief sketch of the life of Lin-
coln.
3. What was the situation of the country
at the time this inaufrural was de-
livered (March 4th. 1865)!
4. What does Lincoln say w^as the situa-
tion in the two contendinsr sectionH
of the country at the time he de-
livered his first inauirural address!
5. What does he say was ** the object for
which the insursrents would rend
the Union! " What does he say was
the riirht claimed by the irovem-
ment!
6. What seemed to be his personal wish!
7. Give the substance of the last para-
l^raph of the inauirural.
IxANGUA(4E AND GRAMMAR.
SE(.'OND YEAR.
1. Write a short story about a flower that
you like.
2. Write five statements about your
school room.
3. Write a statement, chanfire your state-
ment to a question.
THIRD YEAR.
1. Write the name of your town, town-
ship, county and stat^.
2. Write three rules for usinir capital let-
ters.
3. Write four names of boys, four of girls
and four of cities.
4. Write a story that you learned from
your reader.
FOURTH YEAR.
1. Write the plural forms of marble, tree,
bird, car, spoonful, cupful, basket.
2. Write the plural of leaf, knife, wife.
3. How do you form the plural forms of
words ending in ** y " !
4. Write the possessive plural forms of
the following: boy, bird, lady.
5. Write a composition on ** Our Flag."
6. Write a sentence using the and an.
When is an used!
7. Write a short letter.
EDUCATION IN INDIANA.
57
FIFTH YEAR.
1. Write a declarative sentence.
2. Write an imperative Rentence.
3. What is a simple sentencel Write one.
4. What is a complex sentence? Write
one.
5. Write a compound sentence.
6. Write a business letter.
7. What are the parts of a letter?
8. Why is it important to be able to write
a letter without mistakes?
SIXTH YEAR.
1. Write a sentence containini? a personal
pronoun, a relative pronoun, a com-
pound personal pronoun.
2. Parse the pronouns in the followiner:
'* He that filches from me my srood
name n)b8 me of that which enriches
him not and makes me poor in-
deed."
3. What is the antecedent of a pronoun?
Illustrate in a sentence.
4. What is an adjective pronoun? Illus-
trate in a sentence.
5. To what are the foUowinir usually ap-
plied: who, which, what, that?
SEVENTH YEAR.
1. What is a transitive verb? An in-
transitive verb? Give examples of
each.
2. Write five sentences usincr adverbs of
time; five usinf? adverbs of place.
3. What is a simple adverb? A conjunc-
tive a<lverb? An interrojrative ad-
verb?
4. Compare the foUowiner adverbs: far.
much, late, well, rapidly, swiftly.
5. Write five sentences each containinsr a
prepositional phrase and two con-
taininf? an adverbial phrase.
6. Illustrate the use of a subordinate con-
junction, and of a co-ordinate con-
junction.
EIGHTH YEAR.
1. What are the principal elements of a
sentence?
2. What is a simple modifier? A com-
pound modifier? A complex modi-
fier?
3. Name the different sentences as to
form. Illustrate each.
4. Name the different sentences as to use
and write one of each kind.
5. Write a sentence containiner an ap-
positiveword; an appositive phrase.
6. Write a complex sentence. Give its
analysis.
7. Write five sentences each containiufi: a
noun clause.
GEOGRAPHY.
FOURTH YEAR.
1. What is a desert? How miiirht this
country become a desert?
2. Name the continents in order of their
size. Which are joined together?
3. Locate the Pacific ocean. The At-
lantic ccean.
4. What is a volcano? Where are they
found in the United States?
6. What color is Tibbu? Why does he go
to bed at dark?
6. Tell the color of the Japan jriri. Des-
cribe the furniture in her home.
7. What animals are found in Tibbu's
country? What kind of people are
the Kaffirs?
8. In what ways are the people of China
and Japan alike? In what ways do
they differ?
9. How do Laplanders dress? W^hy?
What animals have they?
FIFTH YEAR.
1. Which is the most important nation of
Asia? Name its products.
2. To what race do the people of India
belongr? What do they raise? Tell
from what plant opium is made.
. 3. Where is Jerusalem? Why is it noted?
What sea is near this city? Why is
it so called?
4. What countries in Asia are thickly in-
habited?
5. What larcre river flows through £(rypt
and what city is at the mouth of this
riverf
6. What can you say of the wild animals
of Asia and Africa? Name some of
them.
7. What is the color of the natives of
Australia?
8. What is the direction of the Philippine
Islands from the United States?
The Hawaiian Islands? Porto Ricof
Cuba?
9. What are some of the products of the
Philippines?
10. Where is Manila? For what noted?
Where is Havanaf Santiasro? San
Juan? Ponce f
SIXTH YEAR.
1. Sketch an outline of Asia, indicate its
hisrhlands, show sources, direction
of the flow and mouths of five of its
rivers.
2. Why are the northern plains of Asia
marshy?
3. What possessions has En^rland in
Asiaf What has France? Holland?
The United States?
68
EDUCATION IN INDIANA.
4. Name the inland capitals of Asia.
5. Traoe the line of the Siberian railway
from the I'ral niountainH to the
water» of the Pacific ocean.
6. Why Ih we»t<»m and southern Europe
HO much warmer than the interior?
7. Locate the sources and the mouth of
the followinsr rivers: Danube, Vol-
(ra, Po, Khine. Khone, Thames.
8. Name ten cities of Europe, state
which is the larcrest and how it
ranks as a commercial city.
9. How does Africa compare with Europe
in sreneral elevation? What portion
of Africa receives plenty of rain-
fall f What deserts on each side of
this areaf
10. What nations have possessions in
Africa? What two states are inde-
pendent?
SEVENTH YEAR.
1. Why an* none of the African rivers
navifirable to the interior? I)escril>e
the important rivers, orivinfr rise,
course and mouth.
2. What country of Africa has been re-
cently conquen»d.
3. What firovemment c<mtrols New Zea-
land. What does it export?
4. How did the Hawaiian Islands come
under the c<mtnd of the United
States?
5. Name the smallest continent. Tell all
you can of its surface, climate and
products.
6. Name five seas and four peninsulas of
Europe.
7. How many nations of Eur(>pe have n
republican form of government?
Name them, giving their capitals.
8. What form of government has Rus-
sia? Name three cities <>f Russia,
giving their ItM'ation.
9. In wliat two industries does San Fran-
cisco rank first?
10. Compari* Canada and Mexico as to
size, surface, inhabitants, form of
government, natural resources, pro-
ducts and civilization.
ARITHMETIC.
FOIKTII YEAR.
1. Henry gathered a bushel of beans from
his garden, and sohl one-half of
them at 24 cents a pe<'k. How much
money di<l he nM-eive?
2. Write in Arabic L: <': CLV: M.
Write in Roman forty-nin<'; eiglity-
one: one thousand one.
3. One-eighth of 24 acres of land is
planted in com, one-twelfth in pota-
toes, one-sixth in oats, and the re-
mainder in meadow. How many
acres in meadow?
4. How many pint bottles will it take to
hold 3 rallonsf
5. A real estate airent bousrht some land
for $2,000. How much will he flTAin
if he divides the land into 4 lots and
sells them at 1600 each.
6. A farmer traded 500 pounds of hay at 7
cents a pound for a new mower
worth $42.50; how much cash should
he pay?
FIFTH TEAR.
1. What is a decimal fraction? A deci-
mal point? A mixed decimal?
2. Change to decimals one-fourth, four-
fifths, one-eighth. 12 and two twenty-
fifths.
3. Find the difference l>etween .8 and .08;
1005.15 and 105.015; 9 and .0000.
4. When the dividend is .1 and the divi-
sor is 12.8 what is the quotient?
5. If three- fourths of a yard of cloth cost
$2.16, what will be the cost of 5 and
one-half pieces each containing 447
yards?
6. Reduce 21 bushels and 1 quart to
quarts.
SIXTH VKAK.
1. What is a proper fraction? An im-
pn)per fraction?
2. Give two ways that a fraction may be
multiplied or divided?
3. Add 3-6 -h 2-8 -I- 7-9 + 9-10 + 15-20.
4. Subtract 21 i from 42|.
5. What is K of i; of iti of H; of 63?
6. What part of U feet is 34 inches?
7. There are 5280 feet in a mile. What
part of a mile is 770 yards?
8. A man owned % of a factory. He .«*old
'« of his share. He gave *« of the
renuunder to his daught<.*r, ?^ of
what then remained to his son, and
sold k of the remainder for $9,000.
What was the value of the factory?
What was tin' tlaughter's share!
The sou's share? What was the
value of what he had left?
9. Find tlu^ sunk, difference, product and
quotient of 87 and 121^
SEVENTH YEAR.
1. What do we mean by percent.? What
per cent, is us<*d to repn»sent all of
anything? Wln-n you see this (per
cent.), what <lo you call it?
2. How many ways <'an the per cent, of a
number be expressed? Give num-
bers.
EDUCATION IN INDIANA,
59
3. What is 5 per cent, of 300? What is 6
per cent, of 200? What is 10 per
cent, of 500f
4. In a school of 250 pupils, 10 per cent are
ahsent. How many are absent?
How many are present?
5. What per cent, of 12 is 4? What per
cent, of 00 is 121 What per cent, of
56 is 8?
6. 90 is 6 per cent, of what numl>er?
80 is 10 per cent, of what number?
7. An etchinsr costs $48. which is 80 per
cent, of the cost of an enfirravinfir.
What is the cost of an ensrraving?
8. A farmer havinsr 600 bushels of wheat
sold 20 per cent, to one man and 37}^
per cent, to another. How many
bushels did he keep?
9. A cierk receives an annual salary of
S3.500 a year. He expends 16 per
cent, for ])oard, 10 per cent, for
clothes, 9 per cent, for charity, and
22 per cent, for other expenses. How
much does he save per year.
EIGHTH YEAR.
1. What is ratio, antecedent, consequent?
2. Find x in the followinfir: 72 : x : : 250 : 4:
$16 : «5 : : 288 : X.
3. If a trf>e 100 feet hierh cast a shadow 90
feet lonsr. how longr a shadow will a
tower 250 feet hijrh cast at the same
time and place ?
4. If 45 men in 16 days of 9 hours each can
die: a ditch 100 rods lont?, 5 yards
wide and 4 feet deep, in how many
days can 16 men working: 10 hours a
day di(r a ditch 250 rods loner, 4 yanls
wide and 3 feet deep ?
5. A, B and C build a road. A furnishes
50 men 25 days: B 40 men 40 days
and C 100 nu»n 50 days. They n*-
ceive $20,400 for the work; what is
the share of each ?
6. Find 9 raised to the seventh power.
9
V 622,52li
7. The area of a circle is 962.115 feet.
What is its diameter and cin-um-
ference ?
8. Find the entire surface of a cube
whose volume is 91,125 cubic feet.
9. What is the tariff on 40 yards of silk
that cost $5 a yard, at 50 cents spe-
cific and 50 per cent, ad valorem ?
10. Solve +
b=
= ?
a* + ab + b«
HISTOKY.
SECOND YEAK.
1. Tell some of the tinners the early homes
did not have.
2. Mention some thinf^s that were used
loner aero in the homes but are not
now used.
3. Tell about Hiawatha.
4. Tell what you can of Indian tribes t
5. What weapons did Hiawatha use?
What clothiner did he have ?
6. Name some thiners that you have in
your home that your errand parents
did not have.
7. What was the spinnine: wheel use<l
for?
8. How was clothiner made in early
times?
THIRD YEAR.
1. Name some leadine: men of Indiana.
2. Tell the story of Columbus.
3. Who was CJeorere Washinerton ? Tell
an inten'stiner story of him.
4. What did Lincoln do ?
5. Draw an outline map of the United
States and locate the homes of
CJeorge Washinerton, Abraham Lin-
coln, Captain John Smith and Miles
Standish.
6. Draw an outline map of Indiana and
locate the homes of Benjamin Har-
rison, Thomas Hendricks, James
Whitcomb Riley. Edward Eersrles-
ton, Sarah K. Bolton and Governor
Durbin.
FOl'RTH YEAR.
1. Who was Cleon ?
2. Describe the home of Cleon ?
3. Who was Hercules ?
4. Tell what you know of Homer.
5. Name some erreat men of (ireece.
6. How many erods and eroddesses did the
Ci reeks have?
7. Tell what you know of Solon and
Socrates.
FIFTH YEAR.
1. (live the names of some of the Saxon
erods,
2. Describe tht* home of Wulf.
3. What was the Swan-road ?
4. What people did the Saxcms plunder?
5. Who were the Britons ? Where did
they live ?
6. Tell a short story of King: Arthur.
7. Explain this quotation: "The banner
of the white horse went ever for-
ward."
SIXTH YEAR.
1. What was the outcome of the discovi»ry
of America by the North men ?
2. (tive an account of Columbus' efTorts
to secure aid«
60
EDUCATION IN INDIANA.
3. What induced (!oliimbua to make the
voya^res to America ?
4. Who was Ponce de I^eon f
5. Tell about Sir Francis Drake ahd his
voyafire.
6. What were the weapons of soldiers in
early times ?
7. Compare and contrast the Virjrinia
colony with that of Massachusetts.
8. Name Ave persons connected with the
early history of Virtrinia; Ave with
the early history of Massachusetts.
9. What was the Matrna Charta f
10. Who is firovemor of Indiana f What is
the length of term of office i
SEVENTH YEAR.
1. How does the constitution diflPer from
the articles of confederati(>n ?
2. Who were some of the ablest men who
met at Independence Hall in May,
1787, to form a constitution for the
United States ?
3. Whom did Washington select as his
cabinet officers i
4. Which was the fourteenth State of the
I'nion i
5. What was the Whisky rebellion ?
6. When was the United States bank or-
eranized i
7. Where, by whom and for what purpose
was the flrst national Thanksorivinf?
day appointed f
8. What valuable rights did we secure by
a treaty with Spain in October, 1795 f
9. WHiat state of affairs existed between
our country and France when John
Adams became president?
10. What is the purpose of the World's
Fair at St. Louis this year ?
EHJHTH YEAR.
1. What was the result of Lincoln's first
call for volunteers in the North? In
the South i
2. Why was Harper's Ferry so valuable
to the North ?
3. Name five Unitm and five Confederate
srenerals of the civil war.
4. Name five important battles of the
civil war and state the result of
each.
5. (five an a<*count of Sherman's march
to the sea.
6. What was the one great purpose in the
West and who carried this out f
7. For what was An<lrew .lohnscm im-
p«'aclie<l ?
8. What presi(b*nts have n(>t been elected
by the electoral college ?
9. Who were presidents of the United
States while the capital was at
Philadelphia ?
10. Wliat is the siflrniflcance of the W^orld's
Fair at St. Lous this year ?
NATURE STUDY.
FIRST YEAR.
1. Name three parts of your body.
2. What trees have notched leaves ?
3. Describe the kind of day it is.
4. Will seeds sprout if the earth is dry?
5. Name as many parts of a plant as you
can.
SECOND YEAR.
1. What makes the leaves fall !
2. What seeds do we sow? Name some
seeds that sow themselves.
3. What insects can fly ?
4. How does the old bird feed her young I
5. Do you sit up straight ?
6. Which side of the house does the sun
shine on at noon ?
THIRD YEAR.
1. Of what do we make sugar ?
2. Tell how to raise potatoes.
3. Should the windows that light your
school room be at your sides, your
back, or in front of you f
4. What do snakes live on i
5. What "tame*' animals do you like
best i What other word can you
use for tame f
6. In how many forms have you seen
water ?
PHYSIOLOGY.
EIOHTH YEAR.
(A n^^wer any eight, not omitting two, thrrr
and four.)
1. Stat* the relation between the skin
and the kidneys.
2. (o) Draw a diagram of the brain and
spinal cord, ih) Where is the in-
tellect supposed to be located \
3. What is the relation of good, whole
some food to a strong, nervous or-
ganism ?
4. What effect has late hours, cigarette
smoking and personal bad habits
upon the nervous system f
5. Describe the heart.
6. Name th<; organs of special senses.
7. How many of the special senses are
located in the head I Why I (An-
swer fully.)
8. What is the difference between a
healthy brain and a drunkard's !
9. Why can n(>t the dninkard keep from
drinking alcohol i
10. If every boy and girl in our State
would graduate in scientific tem-
perance, would drinking alcoholic
drinks be less in the future 1
EDUCATION IN INDIANA. 61
MUSIC. 4. (»ive a quotation from the Battle Hymn
1. What i8 meant by chromatic scale? _ , i. ^ i . »i ^ ^ »t
„ u # ^ *.u u « 5. In what key ih Home, Sweet Home
2. How far does the mnuence of an acci- .^^ i u ^ -^ ^
, . I ^ , . - written, and who wrote It I
dental extend m a piece of muHic _ ,,„ ^ . . ,
, , . . ^ * 1 I 1^ J 6. >Vhat IS muKic {
and what toneH are affected i>y it i - ^ir -^ • i i • ^ • i •
.J wu * ^ * I 1*1 1 «* 7. >\ rite H measure in double, triple and
d, \\hat effect has a dot pla<*ed after a i i *•
n^^^ f quadruple time.
COMMITTEE ON\BI-M()NTHLY QUESTIONS POK 1903-1904.
Elijah McFarland, Chairman, Martin (bounty.
Levi H. Scott, Floyd County.
Sami'EL Scott, Clark County.
A. A. Manuel, Brown County.
C. A. Robertson. Crawford County.
E. A. Gladden. Scott County.
J. I). HosTETTER. Hendricks County.
R. H. Harney, Boone County.
Lee O. Harris. Hancock County.
19a». May. 1903
STATE OF INDIANA.
QueathiiA for Examination of Pupih Completing thf Con me of Study in the
•* Common Branches,**
Prepared by the following committee of the County Superintendents' Association.
1901: Isaac F. Myer, Chairman, Carroll County; T. S. Thornbursr, White County: Wil-
liam F. Landes, Marion County; E. E.' Helt, Vermillion County; J. W. Barlow. Shelby
County; Levi Scott, Floyd County; R. W. Stine, Wells County.
To BE USED THE THIRD SATURDAY IN MaY, 1903.
Instructions.— Pupils need not copy the (luestions, but must number each answer to
correspond with the question, and must write the manuscript in ink. When ytm are
asked to answer "any six" or "any seven,'' etc.. out of eight or ten questions respec-
tively, stop when you have answered the number required. To answer more is a loss of
time and may lower your firrade, as all mistakes will be marked off.
Writinff.— The penmanship shown in the entire manuscript of the examination will
be grraded on a scale of 100 per cent., with reference to tfaibitity (50), reaularity of form
(30). and neatnr»s (20). The handwritinii: of each pupil will be considered in itself, ratlier
tlian with reference to standard models.
Spellinsr.— The orthofirraphy of the entire examination will be grraded on a scale of 100
per cent., and 1 per cent, will be deducted for each word incorrectly written.
The county superintendent will iirrade the manuscripts, and certittcates of irradua-
tion will be issued to every applicant who attains a greneral averasrelof 75 per cent., witli-
out falling below 60 per cent, in any subject.
Notice to Applicants.— On the first white page in your manuscript answer these
requests:
1. Give your name or number. 6. Oive the name of your township.
2. Give your aio^. 7. Give your postoflice.
3. Give number of your school district. 8. (Jive place of birtli.
4. Give your teacher's name. 9. Give date of birth.
5. Give your trustee's name. 10. Give number of years you have at-
tended school.
62
EDUCATION IN INDIANA.
Ci HAM MAR.
{Ann wer any eigh t. )
1. lu eacli blank space supply the pant
tense of Kit or set.
(t. Hawthorne kept many note
hooks in which he down
thiniTs he wished to remember.
I). Mr. Green came in and — awhile.
c. He always apart <me-tenth of
his income to give to the Lord.
(/. He the hen on fifteen esrifs
an<l there she two weeks.
2. Define the relative pn)noun. State the
distinctions in the iiscof ivhOfirhich^
what, that.
3. What is a thought? What is a sen-
tenced
4. Name the kinds of sentences on basis
of UHC and on basis of form.
5. Analyi^e: How stranjft'ly the past is
peepins: over the shoulders of the
present.
6. W>ite a letter to a business Ann order-
ini: a bill of eroods.
7. Give the principal parts of: sit, set. lie,
lay, see, throw, sinif, run, bid. tight.
8. Write sentences illustratins: the co-
ordinate conjunction and the sub-
ordinate conjunction.
9. Write the possessive, singular and
plural of these words: man, chil-
dren, boxes, tomato, penny, Mr.
Brown.
10. What is comparison? What parts of
speech admit of comparison? ( 'om-
pan* fast, pretty. <lisairreeable, dea<l,
little, much.
HISTOKY.
{AuKU'er anu fiuht.)
1. Show how Marc(> Polo's book on his
eastern travels suggi'sted the dis-
covery of America.
2. What two companies were organized
in F^nglund to colonize America?
What territory was controlled by
each?
3. Name four inventions that have ma-
terially alTe«'ted the industrial
growth of our country.
4. Tell the story of the Hostou Tea Party.
Of the Charter Oak.
5. What was Kngland's argument for tax-
ing the cohmiesf
6. (live a brief account of Hamilton's
plan for restoring the credit of our
country.
7. What were the Alien and Sedition
Laws?
8. How did slavery divide our country in
regard to trade with Europe?
9. Give the most important provisions of
the Omnibus Bill.
10. Why did Congress impeach President
Johnson?
MUSIC.
{Answtr any five.)
1. Construct Hcale ladders, on one place
the scale names in the key of E; on
the other, the key of Eb. Show to
what extent they are alikef I'nlike?
2. What is an interval f An accent?
Name two kinds of w'cent.
3. In four-part music, how many voices
are represented? Give name of
each.
4. There are how many kinds of keys?
Ciive name and signatur(*s of each
key.
5. What is a sralef Name two kinds. Do
in one kind is what in the other?
6. Give all the uses of sharps and flats.
HEADING.
Based on the I^egend of Sleepy Hollow.
L C^ive an account of the author. Name
other selections that he wrote.
t. Describe Ichabod Crane.
3. Name two other characters and de-
scribe them.
4. W^hat is the author writing about?
5. Describe the barn-yard scene.
G. What does the author think of ghost
stories? Why do you think so^
7. Let the applicant be graded from 0 to
40 on his oral reading.
AKITHMETI(\
( A nttwer any eiyht. )
1. At $3.50 per conl. what is the value of
a pile of wood 16 feet long, 7 feet
wide and 5 f<*et high?
2. Ten cents is 5 <>f Frank's money:
Frank's nnuiey is ? of mine ; how
much have I?
3. Defliie ratio, addition, circle, rate per
cent, and commission.
4. A num bought 3 bales of hay of 1124 lbs.
each at $12.00 per ton. How much
<lid it cost?
5. A num Ixuight the E. ) of the N. E. J of
N. W. <iuarter of a section of laud
at $25.00 per acre. How much did it
cost?
e. Fiml tin* interest on $1,025.00 for three
months and 0 days ^a 6 per cent.
7. How many bushels in a bin 12 feet long,
5 feet wide, and 4 feet deep?
8. Sold 25 bbls. of apples for $69.75 and
made 24 per cent. How nmch did
they cost per bbl.?
EDUCATION IN INDIANA.
63
9. The diameter of a spherical balloon is
25 feet. How many square yards of
silk will cover it?
10. An afirent who purchased a lot of wheat
forwanled his bill for $568,875. If
this included his commission of 2^
per cenL, what sum was paid for
wheat!
GEOGRAPHY.
(Anitwer any eight.)
1. Give the circumference and diameter
of the earth.
2. What is a mountain system? A moun-
tain rani^ei Give an example of
each.
3. What is latitude? I^niritudef Give
the latitude and lonffitude of the
place in which you live.
4. Name and describe live larjre rivers in
North America.
5. Name the races of men and tell in what
respects they differ.
6. What are the chief articles of food of
the people of the hot beltf
7. Name the coal districts of the U. S.
H, I»cate Trieste, Lucknow, Bogota. Va-
lencia and Tokyo.
9, Name three state, three reliijrious, and
three private schools of Indiana.
10. Describe the state srovernment of In-
diana.
PHYSIOLOCJY.
{Answtr any fight.)
1. What do we mean by lesser circulation?
By greater circulation?
2.
3.
4.
5.
Name the orsrans found in the thorax.
Give four r(*asons why we should not
use intoxicants.
Describe the heart.
Show how the heart is adapted in sev-
eral ways to do its work.
6 and 7. Tra<'e a piece of bread and butter
from the hand until it becomes
blood, uotiutr the chaniires that oc-
cur in it.
Name the parts of the ear.
Draw a cross section of a long bone.
Of what benefit do you think the study
of pbysioloj:y is?
8.
9.
10.
GENERAL STATEMENT.
After you have finished your examina-
tion, copy and fill the blanks in the follow-
injr:
State of Indiana,
County of
Township of
I am years of agre; have been a stu-
dent in public schools for years; and
I do solemnly declare that in the examina-
tion to-day I have not given or receivetl aid
in any manner whatever.
♦(Name or number)
(Postofllice)
(Date 1903.)
♦NoTK.— Tse name or number, as county
superintendent may desire.
19(H.
April.
1904.
STATE OF INDL\NA.
Queithiu for Examination of Pupils Completing tfw < huriif (tf Study in the
**High School Branches."
FiR.sT Examination.
Prepared by the following committee of the County Superintendent's Association,
1908: Jas. W. Frazier, Madison County, Algebra, Plane (Jeometry and Stdicl (Jeometry:
H. E. Coe, Dekalb County, American and English Literature and Rhetoric: Edgar Men-
denhall. Decatur ('ounty. Chemistry and Physics; Jesse M. Neet. Parke County, (ieneral
Hintory, (Mvics and Physical Geography; William H. Stone. Owen County, Latin an<i
German; John W. Lewis, Wabash County, Botany and Zoology.
To BE HELi> Friday, Apkil 1, 1904.
iNSTKrcTiONS.— Pupils need not copy the questions, but must number each answer to
correspond with the question, and must write the manuscript in ink. When you are
asked to answer **any six" or "any seven," etc., out «>f eight or ten questions re-
spectively, stop when you have answered the number rt*(|uired. To answer more i.s a loss
of time and may lower your grade, as all mistakes will be marked off.
64
EDUCATION IN INDIANA.
Writini?.— The penmanHhip shown in the entire manuscript of the examination will be
srnuled on a scale of KXH^ with reference to leaihility (50$). regularity of form, (30^). and
HfatnesK (20%). The handwriting: of each pupil will be considered in itself, rather than
with reference to standard models.
Spellini;.— The orthosrraphy of the entire examination will l>e ^rraded <»n a scale of
10(H, and H will be <Ieduct^d for each word incorrectly written.
The county superint<»ndent will ifrade the manuscripts, and certificates of frradua-
tion will l»e issued to every applicant who attains a creneral averajje of 75ii. without fall.
infT below 60$ in any subject.
Notice to Applicants.— On the first white patre in your manuscript answer these
requests:
1. (rive your name or number. 6.
2. Give your age. 7.
3. Give number of your school dis- 8.
trict. 9.
4. <ilive your teacher's name. 10.
5. (live your trustee's name.
Give the name of your township.
Give your postoffice.
Give place of birth,
tiive date of birth.
Give number of years you have at-
tended hiirh school.
1.
2.
3.
4.
5.
6.
7.
8.
9.
1.
3.
4.
5.
G.
7.
8.
ZOOLOGY.
{Any sevtu.)
What is the <lifference between plants
and animalst
Make a drawinif of the fresh-water hy-
dra. Indicate the parts.
Give full description of hydra and life
history.
Give a full description of the " fiicker,"
driving: hib nestintr place, number of
egirs, food, use to the farmer, etc.
Discuss fully the benefit of honey and
bumble bees to the fruit grrower and
farmer. (Be explicit.)
Give the life history of the house fly.
(4ive the life history of the electric
lilfht buif.
Define symbiosis; ifive an example.
DistiufTuish beetle and buif. Give two
examples of each.
ALGEBRA.
(.-1 ny Hevfii.)
Factor 9a* +38a»b«+ 49c ».
Reduce to lowest terms:
a'-(b"l-c)*
a"+ab + ac.
The sum of \ of one number and %
of another is 38: and if 3 be added
to the first, the sum will be equal to
Yh of the difl'erence between the
second and 8. Find tlie numbers.
1 2
Solve: — - — — 7,=S.
X— 1 X— 2
A rectanifular fiehl is 12 ro<Is Ioniser
than it is wide and contains 7 acres.
What is the lenifth of its sides f
Find the values of x; x*-f3x'=28.
Find least common multiple of:
a"+3a-4. a'-6a+5 and a'-a-20.
What two numbers are there, such that
their sum increased by their prod-
uct is 34, and the sum of their
squares diminished by their sum is
42f
9. Find the hisrhest common divisor of;
x*-6xy+8y* and x*-8xy + 16y».
LATIN.
{Any seven.)
N. B.— Pupils who have had two yean
Latin answer any seven; and pupils who
have had three years answer ei^rht, inelud-
inir No. 7 or 9, and No. 8 or 10.
1. Decline one noun from each declen-
sion. Give principal parts of one
verb from each conjusration.
2. (iive rules for the formation of ad-
verbs from adjectives and compare
the followinfir: misere, fortiter, pa-
rum.
3. How many infinitives has the reinilftr
verb in Latinf Name them and five
rule for the formation of each.
4. How many participles has the Latinf
Name them and tell how each is
fonued.
5. How is the active periphrastic conju-
tion formed^ The passive peri-
phrastic? How is each usedf
6. Translate: Ca'sur said that he would
invade Gaul. He (another) said
that Ceesar would invade Gaul. It
was said that ('a*sar would invade
(Jaul.
7. Translate: Caesar omni exercitu ad
utramque partem munitionum de-
posito, ut, si usus veniat. suum
quis(iue locum teneat et uoverit,
equitatum ex castris educi et pro-
elium committi iubet.
8. Translate into Latin: But the enemy
attacked the cavalry so quickly,
while they had no fear, because the
deputies a little while before had
asked Caesar for a truce, that they
threw them into confusion.
EDUCATION IN INDIANA.
65
9. Trannlate: Hi^ce omnibus. Catalina,
cum 8umma rei publicae Halute.
cum tua peste ac pemicie, cumque
eoruni exitio qui se tecum omni
Hcelere parricidioque juuxerunt,
prottciscere ad impium helium ac
nefarium.
10. Translate into Latin: (Mcero prom-
ised 80 to mauaflre this treacherouH
war as a civilian that all srood men
would he safe. For he thoufrhtthat
the sTods, who had formerly de-
fended the Roman people from a
forttism foe, would now defend the
city and their own temples.
BOTANY.
(Any eight.)
1. Distingruish between cryptograms and
phanero^rams.
2. Draw and describe fully, one of the
lower cryptogams.
3. State difference in structure between
aquatic and dry land plant stems.
4. (a) Show how funifi are different from
green plants.
(b) Name some of the common ones.
(c) How are they usefulf
5. How are rootlets especially adapted to
grow in hard ground f
6. What constitutes the foo«l of green
plants f How is it securedf
7. At present great interest is taken in
the preservation and maintenance of
forests. Why is this tnief
8. Name three native Indiana plants that
are of economic value.
9. What is the purpose of the distribution
of seedsf How is it accomplished^
10. What are stoma, where found, and of
what valuef
(GENERAL HISTORY.
(Any tferen.)
1. In what way di<i the characters of the
Spartans and Athenians differf
2. What were the Crusatlesf
3. Tell the story of Joan of Arc.
4. Who were Demosthenes an<l Cicero f
5. Why noted: St. Helena, Austerlitz,
Elbaf
6. Tell what you can of the Spanish ar-
mada.
7. What was the edict of Nantes f
8. What do you understand by feudalism?
9. Mention some history connected with
the Bastile: with the tower of Lon-
don.
10. Describe the assassination of Julius
Cipsar.
GERMAN.
N. B.— Second year pupils answer any
eight: third year answer 6, 12, and any
other six.
1. Define ablaut; umlaut. Explain the
origin of umlaut.
2. How many declensions has the Ger-
manf Give the distinguishing mark
of nouns in the strong declension.
3. Decline, der Fall; die Polge; der
Gedanke.
4. Write out in German. 101, 8756. 147996.
1000208.
5. Give the principal parts of the follow-
ing verbs: frieren, gleiszen, fan-
gen, sieden.
6. Translate: Der beriihmte General
(ieorg Washington sasz einmal mit
mehreren seiner Offizieve bei Fis-
che. Da steisz einer von ihnen
eiuen Fluch aus. Washington
liesz Messer und Gabel fallen, warf
einen strengen Blick auf den Flu-
cher. so dasz dieser die Augen
niederschlug Washington sagte
dann: "Ich hatte geglaubt, wir
alle betrachteten uns selbst als an-
stUndige Manner.*'
7. Translate into German:
I thought of you, but I did not know
where you were then.
You would do wrong if you thought
so of me.
I did not know what you would
think of it.
8. Give a synopsis of the verb, greisen,
in the indicative, passive, singular.
9. Name three poems by Goethe; two by
Heine.
10. Translate: Ein Reisender kam an
einenFlusz und mietete ein Boot, um
ihn iil>erzusetzen. Da das Wasser
ein wenig bewegten war, "als ihm
getlel, so fragte er den Schiffer, ob
jemand bei dieser Teberfahrt ver-
loren worrien ware. ** Niemals,"
erwiderte der Schiffer, "niemals!
Mein Bruder ertrank hier letzte
Woche, aber wir fanden ihn am
nUchsten Tag wieder."
11. Give case and construction of all nouns
in 10.
12. Translate into Gennan: Now-a-<lays.
when a man, a woman or a child
wants a pair of boots or shoes, he
usually goes to a shoe store and
buys ready-made whatever he wants
in this line. But years ago it was
different. There were no ready-
made shoes in those days, and peo-
ple always went to a shoemaker,
who took their measure and made
them the article.
5— Education.
66
EDUCATION IN INDIANA.
CIVIL GOVERNMENT.
(Any seven.)
1. State the preamble to the constitution.
2. Name five noteii men who assisted in
framing; the eonstitutiou.
3. What is meant hy the writ of habeas
corpus/ When may it he sus-
pende<lf
4. How may the constitution be amended?
5. What bills must originate in the house
of representatives f
6. How are United States senators
chosen? What qualificati<ms must
they have?
7. Name and define the different depart-
ments of our government.
8. What is statute law? Unwritten law?
Common lawf
9. How are judges of the United States
supreme court chosenf What is
their term of oflice?
10. What were the three great compro-
mises of the constitutional conven-
tion of 1787?
PHYSICS.
(Any seven.)
1. Define physics. Define physical
change.
2. Explain action and reaction, giving
thr(*e illustrations.
3. Explain the hydraulic press. Upon
what law of liquids does it depend?
4. Explain the rainbow.
5. What is the result and what is its di-
rection: U) When two fon'es act
in opposite directions! (2) When
they act in parallel directions? (3)
When they act at an angle! Make
drawings to illustrate.
6. What is the pendulum? State one law
of the pendulum.
7. How is sound propagated? Describe
and explain the telephone.
8. Give the construction of any battery
with which you may be familiar.
Name the chemicals used in it and
thoroughly explain its use.
9. Describe an ordinary camera. Why is
the image inverte<l? Be explicit.
10. Explain the compass. Why <loes one
end always point north? Is this
properly called the "north pole" of
the compass?
PHYSICAL (fE()(;KAPHY.
(Any svren.)
1. Account for the shape of the earth.
2. What are isothermal lines? Why <lo
they not coincide with the parallels?
3. Discuss the causes of ocean currents.
How do they affect climate?
4. Discuss briefly the effect of climate on
the <listributi(m of plants and ani-
mals.
5. Compare and contrast the relief of
N«)rth America and South America.
6. Account for the arid con<lition of the
Great Has in.
7. Give the history of the formation of
coal. Lo<rat« the coal tlehls of Indi-
ana.
8. Descril^e the gulf stream and give its
climatic effects.
9. Account for the heavy rainfall on the
southern slopes of the Himalaya
Mountains.
10. Explain the formati<m of the rainbow.
CHEMISTRY.
(A ny seven.)
1. Distinguish clearly between chemical
and physical changes.
2. Describe and draw a diagram of the
apparatus necessary to obtain oxy-
gen. How would you obtain oxygen ?
3. What <lo you understand by "valence"?
From the following fonuulas: H«
S04, Hcl. HNo„ Na CI. Cu CI,, give
the valence of S04, CI. N03. Na and
Cu.
4. Explain and give the equation for the
chemical reaction which takes place
when <'0 gas is passed through
lime water.
5. Is sulphur a metallic element! Ex-
plain why you answer as you do.
6. What causes "hardness" in water?
Give difference between permanent
and temporary hardness.
7. If a room were entirely filled with pure
hydrogen and an electric spark in-
troduced at center of room, what
would ])e the result? Explain fully.
8. By means of what acid can glass be
etched? How is this acid kept?
9. If you desire to remove and keep
moisture from a box. w^hat would
you use?
10. What i\o yM)u mean by a reducing
flame? By an oxidizing flamef
What part of the Hame is used in
each case?
SOLID GEOMETRY.
(Any sevm.)
1. Show that if there are given four
points in space, no three being col-
linear, the number of distinct
straight lines determined by them
is six: if there are live points, the
number is ten.
EDUCATION IN INDIANA.
i
2. State three meth(Mls of (letermininfr a
plane.
3. Prove: If two intersectiriir planes
paKH throuflrh two parallel Iine8,
their internection is parallel to
thene llneH.
4. Why Im it that a three-leifsred chair is
always stahle on the d(K)r, while a
four leiffired one may not t>ef
5. Fincl volume of a cut>e whose diafronal
is ^ "sT
C Prove: Parallel transverse sections of
a cylindrical space are concrruent.
7. Prove: A place section of a sphere is
a circle.
8. How many square feet in the surfacte
of a cylindrical water tank, open at
the top, its hei^rht heini? 40 feet and
its diameter 40 feetf
9. How many points on a spherical sur-
face determine a small circle f
PLANE GEOMETRY.
{Any seven.)
1. Define plane, proposition, theorem,
postulate, corollary.
2. Prove: The bisectors of two adjacent
anffles formed by one line cuttinif
another are perpendicular to each
other.
3. Prove: Tanirents to two intersectin^r
circumferences from any point in
the production of their common
choni are equal.
4. If one anfirle of a trian^rle is S of a
straiifht ansrle, show that the square
on the opposite equals the sum of
the squares on the other two sides
lews their rectanjf le.
5. How many dianrcmais, at most, has a
general quadrilateral f A ireneral
pentatfonf A ifencral hexaeronf
6. Prove: In any triangle any extenor
anifle equals the sum of the two in-
terior non-adja<*eiit antfles.
7. Prove: All tanifents drav^-n fnmi
points on the outer of two concen-
tric circumferences to the inner are
equal.
H. Draw a tanfrent to a ifiven circle from
a Driven point; the point is on the
circumference.
9. Trisect a riifht anifle.
RHETOKH'.
(A ny tteven, not omitting y-io.)
1. Is it always best to adhere strictly to
the rules for punctuation? (Jive
reasons. What is the present ten-
dency in punctuation f
2. ** Sentences and parairrapha must have
coherence." Define coherence as
here used.
3. Write sentences illustratiufir the cor-
rect use of notorious, noted, famous.
4. In what forms of discourse do the fol-
lowing: terms occur: Point of view;
incident; conclusion.
5. What is a localism f Illustrate.
6. Use correctly the followins: words in
sentences: affect, effect; affifra-
vate, provoke.
7. Correct, ifivinff reasons: The watch-
maker fixed the watch. I have ^rot a
cold, (^hildren love candy and ex-
cursions. Can I borrow your pen-
cils
8. Define "triteness" as applied to writ-
in^r.
9-10. Write a description of at least 150
wortls. ( Select your subject. )
ENGLISH LITERATURE.
{Any seven.)
1. What was the plan of the Canterbury
Tales f WTio wrote themf
2. What is the marked characteristic of
the literature of the Elizabethan
a^ref
3. What irreat names are associated with
the Lake School of writers?
4. Place the followinif authors in chrono-
loicical order: Swift, Spenser, (^ar-
lyle ami Wordsworth.
5. Tell what you can of the life and work
of Addison.
6. Write not less then 100 words rejfard-
inir Silas Marner.
7. Who wrote Marmiont The Ancient
M a r i n e r f Essay on Manf She
Stoops to Conquerf
8. Give a brief outline of the plot in the
Merchant of Venice.
9. Write not less than ten lines on Scott's
narrative poems.
10. "A prince 1 was, blue-eye<i, and fair in
face.
Of temper amorous, as the first of
May,
With lenifth of yellow riniflets, like a
Kin.
For on my cradle shone the Northern
Stor."
From what is the above quoted f Name
the author.
AMERICAN LITERATURE.
{Any seven.)
1. What period of American literature
may justly be calleit the Theoloif ical
Era* Whyf
68
EDUCATION IN INDIANA.
2. Name four authors <if tho Theological
Period.
3. What rank doen Washinertoii Irvinu
hold anion); American authorsf
Make four Mtatenieuts to verify
your answer.
4. Who wrote The Enihariro? Th«' Vil-
lage Hla<'k8nuthf The Hoosier
8ch<H>lniaster? The Gates Ajarf
What do you know of one of these
authors f
5. What is the suhject-matter of litera-
ture f
6. What is the chanwteristii' line of
thought in the writings of Thomas
Jefferson f J. Fennimore Cooper?
William Cullen Bryantf O. W.
Holmesf
7. Name four American authors who have
emhotlied in their writings the po-
litical elements of American life.
8. Name Ave American historians, <me of
wlumi is an Indiana man.
9. State briefly some thoughts ytm have
received fnmi Bryant's writings.
State the same from Longfellow's,
Quoting from him.
10. Who wn)te Snow Bound f Why is it so
fascinating to reatlf What impres-
si<ms. do you think, must have been
made upon the author's mind that
caused him to write itf
r. SC^IIOOL VISITATION.
The law savs that tho eountv sii])erinteinlent sliall visit schools
while they are in se.ssioii, for the purpose of increasing their use-
fulness and elevating as far as ])racticabl(» the })oorer schools to the
standard of the l)est. Perha])s no other one thing has done so
much for the schools as these ])ersonal visitations. The teach-
ers who secure their licenses from these superintendents are
always anxious to do good work and any suggestions offered are
followed to the In^^^t of their ability. The su])erintendent has a
great op})ortunity in this capacity to aid the teacher who is
beginning his work.
The su])ervisorv ])owers of the county superintendent do not
extend over cities having duly appointed su])erintendents, but
they do extend over the smaller incor])orat(Ml towns with no regular
superintendents.
(I CIUCULAKS.
In many counties the su])erintendents supplement visitation
with circulars giving specific directions as to the wcu'k they want
done. These circulars are issued in sonic counties as often as once
a week, and tliev serve to arouse interest and to make the organiza-
tion more efficient. Two of these circulars are submitted here, one
as a guide to teachers while visiting other schools, and the other
giving directions in the regular work:
EDUCATION IN INDIANA. 69
Office of
HOMER L. COOK, Office day. Monday,
('ounty Superintendent Marion County Schools. Residence New Phone 4103.
Indianapolis, Ind., October 13, 1903.
Teachers:
Read first and second circular letters. How about the appearance of
your pupils at this time?
Do you have devotional exercises every morning? Use the Bible. You
will find that your day*s work will be brighter and better by doing so.
Have you plenty of material for busy work?
I have found several teachers allowing pupils to keep their books open
and recite from them during the recitation. If you will study the schedule
of success items on your last county license, I think you will mark ofT
ten for that one fault.
Talk county library to your pupils. Get a card for your own use.
Study course of study.
Begin to work for World's Fair exhil)it.
(Choose some particular subje<'t on which your pupils can do good
work, and keep the liest of their daily work.
Quite a number of teachers have askiMl me what to do in a reading
lesson.
My first assignment always has Ijeen to work out new and difficult
words.
Next get the thought. rrobal)ly ])U])ils can not do this in one day. If
not. work on the thouglit until i)U])ils have it. It is always well to iiave
pupils work out pi<'tures in poetry selections. Never allow pupils to read
orally until you have worked out the tliought of the selection. It is not
absolutely necessary for ])U])ils to read orally all of a selection. Read
a paragraph or two orally and have that done well.
Teachers must make definite assignments. Ask questions and have
them answered. Have i>u]>ils answer your (piestions in writing.
Some teachers say that they do not have time to make these assign-
ments. If that is so, you teach many lessons for wliich you have made
no preparation.
It is my judgment tliat it is more profltal)le for you to prepare your
work and make definite assignments than it is to spend your full time
on the recitation. For example, we will supi)ose that you have not pre-
pared your reading lesson. You have fifteen minutes for tliat recitation.
You have not seen the lesson at all. Take five minutes of the fifteen
to prei)are it; you will find that you will do more good in the ten minutes
than you could have done in the fifteen. But a wiser plan would be to
prei)are your lessons at the proper time.
Some say, what shall we do if we do not complete the work outlined
In the course of study? My answer is that you will get along more
rapidly by preparing your work well tlian if you teach in the old way. Be
concerned about how you teach instead of how much you teach.
I once had a parent ask me wliy his l>oy was not allowed to read. I
had worked on Longfellow's "Rainy Day" one week, but was not ready
for oral reading. The pupils had been reading every day, but he had the
idea that he read only when he was allowed to stumble through the
70 EDUCATION IN INDIANA.
verse mispronouncing half the words and not getting nor giving any
of the thought.
Teach the following:
Eighth Year Julius Caesar.
Seventh Year Commit ETxcelsior.
Sixth Year A Ruffian In Feathers.
Fifth Year How Little Ceiiric Became a Knight.
Fourth Year The Pine Tree Shillings.
Third Year The Three Bugs.
Some teachers have asked what to do in second and third year arith-
metic. Don't do much aritliraetic work. The best educators of the
country to-day advise that no arithmetic be taught until the fourth year.
In the siH*ond year, teach the pupil the relation betwetni the symlwl
and the object. In doing this teach the relation of tlie object or objects
to numbers as expressed by symbols. Use dilTerent objects in teaching
numbers and the use of figures. Teach old-fashioned counting to one
hundred. Teach the child to add simple problems. These directions are
to be carried out during the entire year, and it is not expectcMl that the
teacher can do this work in less time. For third year work see Course of
Study, page 61.
I have this suggestion for your institute work:
On Institute days meet iu sections for one hour.
Primary teachers meet to talk over the work for the primary grades.
Principals and high school teachers meet and talk over your work.
Teachers of one-room buildings meet with primary section. Take one
hour for this discussion. Appoint your chairman and make a regular
organization. I feel that you ought to do this every month and I am
quite sure you will be greatly benefited by it. In the words of William
Hawley Smith, "put the grease right where the squeak is."
Yours respect full.v.
Homer L. Cook.
I wish to recommend *'The Story of Our Engli.<«h (Irandfathers" as
supplementary- work for "The Ten Boys" and the "IT. S. History." You
can examine it at the office. I would be pleased to have tlie teachers
examine it.
VISITATION UEPOUT.
This blank is prepared for the teacher's use who visits some school.
Please till these i)hniks carefull.v and homstly. and send the same to me.
Take notes with pencil while visiting and make report later on tliis blank
with pen. These reports will l)e examined by tlie county superintendent.
Homer L. ("ook. Superintendent of County Schools.
1. Condition of .vard, including walks. fcMices, pump, grass, out-buildings.
trees and plants
2. Condition of schoolliouse. appearance from outside, decorations,
windows, blinds, blackboard, heating and ventilation , , . ,
EDUCATION IN INDIANA. 71
3. Is the school provided with a clock, toilet articles, dictionary, cyclo-
paediH, reading circle books of this year; any library whatever?
Is the teacher making an effort through the trustee or otherwise
to get these things?
4. Appearance of teacher and pupils.
5. Preparation of teacher for the day's work
6. Preparation of pupil
7. Recitation.— Discuss the teacher's method, mentioning his strong and
weak points as you see them. Discuss the results of the recita-
tion
8. Discuss some particular lesson given. In this discussion give the
subject-matter treated and the puri>oses accomplished. Point out
definitely some of the strongest points In the recitation and also
mention definitely some points that are not so good
Discipline.
Genkral Remarks.
Write a summary Including any special points not mentioned above of
not fewer than six Hues.
€. REPORTS.
Tho township trustees of the townships and the school hoards of
the towns and cities report annually to the county superintendents
the school enumeration, w^hich includes all persons hetween the
ages of six and twenty-one years. They also make reports showing
the financial eon<lition of the schools and statistics regarding the
teachers, lihraries, value of school property, etc. From these
reports the county su])erintendent makes a summarized report
annually to the state s u peri nt<^n dent of public instniction.
f. TOWNSHIP INSTITUTES.
Each townshi]) in every county holds a monthly meeting of its
teachers — this meeting is known as the township institute. School-
room problems and tlie teachers' reading circle work are discussed.
AMienever y)ossihle the county superintendent attends these meet-
ings, of which he is chairman ex nfprio. More than seven thou-
sand of these meetings are held every year in the state, and it would
be impossible to estimate the good results that come from them.
72 EDUCATION IN INDIANA.
Here the teachers discuss their problems freely and thoroughly
and through these frank expressions all are benefited.
g. COUNTY INSTITUTE.
The teachers of everv county are called together annually by the
county superintendents for a week's session known as the county
teachers' institute. The work in these meetings is inspirational,
professional, and academic and serves as a stimulus to higher
life and better teaching. The Ix^st educators obtainable are em-
ployed as instructors. In former years the work of institutes was
purely ac^idemic and served as a preparaticm for the examination
Avhich usually was held at the close of the institute. \\\ a few
counties the de])artmental plan has been successfully tried. Just
at present a movement is on foot to improve the institute and the
educators of the state are studying the problem.
h. GENERAL DUTIES.
The county superintendent decides all questions regarding the
transfer of scho<»l children from one corporation to another. He
decides whether or not school districts when once closed shall lx>
re-opened. His decision in these matters is final, but on other
questions an appeal from his decision may be made to the state
superintendent of yniblic instruction.
The official dockets, records, and books of account of the clerks
of the courts, county auditor, county commissioners, justices of the
peace, prosecuting attorneys, mayors of cities, and townshij) and
school trustees, shall be o]>eu at all times to the inspection of the
county superintendent, and whenever he finds any irregularity,
or any misapplication of school funds it is his duty to institute
suit in the name of the state pro])erly to adjust su(*h matters.
B. THE COUNTY BOARD OF EDUCATION.
1. TTTSTORY.
When the county examiners met in convention at Indianapolis
in 186r) at the call of State Suju'rintendent Tloss there was a
resolution adopted calling for the creation by law of a county
EDUCATION IN INDIANA. 73
board of education. This is the first expression of the need which
was felt for some unitv in the countv organization. There was
neither unity nor unifonnity and it was felt that forces that were
working at random ought to be working in harmony. Nothing
came of this resolution directly, but in 1873 when the county
superintendency was created, the law also authorized a county
board of education. It is an ex officio organization and is com-
posed of the townshi]) trustees, and the chairman of the school
trustees of each town and city of the county, and the county
superintendent.
± DUTIES.
While the duties of this board are in the main general, the work
it does is of larger importance than it seems to be. It really is
responsible for the school spirit in the county, for the appearance
of school property, and for the advancement made in education.
When organized the law said that this board should meet semi-
annually on the first days of May and September to consider the
general wants and needs of the schools and school property of
which they have charge, and all matters relating to the purchase of
school furniture, books, maps, charts. The school-book law re-
lieved it of its duty to adopt the text-books in the grades. It
formerly also regulated the course of study which is now made by
the state department and adopted and carried out by this board.
It may adopt rules and regulations for the government of the
district schools. Another of its duties is to appoint on the first
Monday in Mav of each vear one truant officer in the countv.
III. Township Supervision.
A. TOWNSHIP TRUSTEE.
1. HISTORY.
The township, which is the real unit of the educational system
of Indiana, had its origin in an act of congress in May, 17S5, and
has figured as an important factor ever since. In IS 10, the state
legislature provided that ^'upon petition of tw^enty householders in
any township, there might l)e ordered an election, at which three
trustees should be chosen to manage the schools of the township."
Until 1852 the affairs of the tow^iship were not very well defined.
Indeed two political divisions, the congressional and civil town-
ship, were maintained. With the new constitution a change was
made; the congressional township was abolished and the <;ivil
township became the school unit and took on larger importance
and uniformity in the affairs of the state at the same time. The
three trustees were maintained, however, making the school ma-
chinery very oomi)lex. The law^ of 1851) reduced the number of
township trustees to one, making a great stride toward that sim-
plicity that characterizes the school machinery today. Some of the
claims made and allowed by educators for the township unit as it
is in Indiana may l)e enumerated: (1) It reduces the school
machinery to the minimum. (2) It makes one num responsible
for the schools. (3) It makes uniform facilities in the township.
(4) It stimulates a healthy educational tone in neighboring
townships. (5) It makes adjustment of districts and transfers
possible and easy. (6) It makes centralization of schools i)racti-
cal.
2. ADMINISTRATION.
n. ELECTION, TENURE, QUALIFICATION.
The township trustee is elected by the people for a term of four
years and can not be re-elected to succeed himself. The only
(74)
EDUCATION IN INDIANA. T5
qualification is that he shall he a citizen of the township. The
office has come to he regarded of so much importance that the
people generally choose good, honest, intelligent men as incum-
bents.
6. GENERAL EDUCATIONAL DUTIES.
The township trustee has charge of the educational affairs of his
township. He locates conveniently a sufficient number of schools
for the education of the children therein, and builds or otherwise
provides suitable houses, furniture, apparatus and other articles
and educational appliances necessary for the thorough organization
and efficient management of the schools.
c. GRADED HIGH SCHOOLS.
When a township has twenty-five common school graduates a
township graded high sc^hool may Ix? established and maintained in
the center of the township, to which all pupils who are sufficiently
advanced must be admitted. The trustee mav, with the assistance
of a tnistee of another township, establish and maintain a joint
graded high school in lieu of a separate graded high school. The
trustees of the two townshi])s have joint control over such schools.
If the township does not maintain a high school the common school
graduates are entitled to transfers at public expense to a high
school in another corporati(m.
d. CENTRALIZATION OF RURAL SCHOOLS.
Under the law, above mentioned, the township trustees have
been doing much toward centralizing their schools; large buildings
are erected near the center of the township, to which pupils living
at a distance are transported in wagons at public expense. This
move is growing more popular every year as its advantages become
known. The advantages of centralizing schools may he enumer-
ated as follows: (1) When teachers have but one or two grades,
pupils are better classified and the work is better organized. (2)
Pupils are given the advantages of high school facilities which
they otherwise could not have. (3) Tt is an established fact that
a graded school can he conducted with less expenditure than a
number of separate schools. In making this assertion the expense
of transportation is considered. (4) It is less expensive to the
T6 EDUCATION IN INDIANA,
parent to have children transported — the saving is in the care of
the lx)oks and clotliing, and esy>ecially that of hoots and shoes.
(5) The chihlreii are carefully guarded on the road to and from
school. (6) The ideal place for a l)oy is a home on the farm with
high school privileges at hand.
e. REPORT TO ADVISORY BOARD.
The township trustee makes rejK)rts to the advisory board
annually, on the first Tuesday of Se])tend)er, for the school year
ending the thirty -first day of 'Fuly, and as much oftene^r as the
board may require a re])ort thereof, in writing. These reports
must clearly state the following items: (1) The amount of
special school revenue and .of school revenue for tuition on hand
at the commencement of the year then ending. (2) The amount
of each kind of revenue received within the year, giving the
amount of tuition revenue received at each semiaimual apportion-
ment thereof. (3) The amount of each kind of revenue ]>aid out
and expended within the year. (4) The amount of each kind
of revenue on hand at the date of said report, to l)e carried to the
new account.
f. REPORT TO COUNTY SUPERINTENDENT.
On the first ^londay in August the trustee makes an annual
report to the county superintendent, giving statistical information
obtained from teachers of the schools of his townshiy) and embo<lies
in tabulated form the following additional items: The numter
of districts; schools taught and their grades; teachers, males and
females; average com])ensation of each grade; and a detailed
report concerning the financial condition of the township funds
and revenues for schools.
f/. REPORT OF ENT^MERATION TO COUNTY ST'PERINTENDENT.
The trustees of the several townships, towns and cities shall
take or cause to be taken, between the tenth day of April and the
thirtieth dav of the same month, each vear, an enumeration of all
unmarried perscms between the ages of six and twenty-one years,
resident within the respective townships, towns and cities. The
enumeration must be summarized, sworn to and then submitted to
the county superintendent.
EDUCATION IN INDIANA. 77
h, TRANSFER OF PUPILS.
If any child resident in one scIkm)! corporation of tlie state may
be better aceoniniodated in the schools of another school c()rix)ra-
tion the parent, gnardian or cnstodian of sncli child may at any
time ask of the school trnstee in whose township the child resides,
an order of transfer, which, if granted, shall entitle snch chiUl to
attend the schools of the corporation to which snch transfer is
made.
i. POOR CHILDREN PROVIDED FOR.
It is the dutv of each townshii) trustee and each citv school
lx>ard to fnrnish the necessary school books, so far as thev have
been or may he adopted hy the state, to all such poor and indigent
children as mav desire to attend the common schools.
t'
/. PARENTAL HOMES.
School trustees of townships, towns and citi(?s are authorized to
establish parental homes, within or without the corporate limits of
their corporations, a se])i)rate school for incorrigible and truant
children. Any chihl or children who shall 1h» truant or incorrigible
may he com|Kdled to attend such separate school for an indeter-
minate time.
k. S(^HOOL DIRECTORS.
The law provides that the voters of a district may meet on the
first Saturday in Octol)er and elect one of their number as director
of the school; but the ])eople very seldom if ever do thivS, for the
reason that there is no remuneration for this olfice. In case the
voters do not elect a director, the trustee is em])owered to a]>point
one, and almost all the directors are appointed, although they
exercise so little power that they are now hardly thought of as
officers. The school director may call a meeting of the voters of his
district at any time. The director ])resides at these school meet-
ings and makes a record of the same. He shall, under the direc-
tions of the townsliip trustee, have genc^ral charge of the* school
property in his district; and he may also visit and ins])ect the
school from time to time, and when necessarv mav exclude anv
refractory pupil therefrom.
78 EDUCATION IN INDIANA.
L ANNUAL EXPENDITURES.
The trustee shall, at least thirty (30) days, and not more than
forty (40) days, before the annual meeting of the advisory board,
in each year, post at or near the door of all postoffices in the town-
ship, a statement of the several estimates and amounts of the
proposed annual expenditures, and the rates of taxation proposed
for levy against the property within such townshi]), for the several
funds to l>e expended for his township during the calendar year,
and also copies of such notice shall l>e ])ul)lished one time in the
issue printed in the first week of August of each year in the two
leading newspapers ])ublished in the county, representing the two
political parties casting the highest nundier of votes in such county
at the last preceding general election, and one publication in a
newspaper in the townshi]) interested, if there be a paper ])ublished
therein. The cost of such pnblication shall not exceed two dcdlars
in any one year to any one paper, and the cost of necessary copi(»s
for posting and delivery to the lH)ard shall not exceed one dollar
and fiftv cents in anv (me vear. And he shall furnish within like
periods to each of the members of the advisory board a statement
of such estimates and amounts. Snch statement shall contain a
notice of the place of meeting of the advisory l^oard, and shall
be substantially in the following form :
EXPEKDITUKES ANU TAX LEVIES FOR THE YEAR.
The trustee of township, (H>unty, proj)oses for the
yearly expenditures and tax levies by the advisory board at its
annual meeting, to Ix^ held at the school house of sch<Mil district
No. — , the following estimates and amounts for said year:
1. Township expenditures, $ , and township tax, — cents on
the hundred dollars.
2. Tx>cal tuition expenditures, $ , and tax, — cents on the
hundred dollars.
3. Special school tax expenditures, $ , and tax, — cents on
the hundred dollars.
4. Road tax expenditures, $ , and tax, — cents on the hun-
dred dollars.
5. Additional road tax expenditures, $ , and tax, — cents
on the hundred dollars.
EDUCATION IN INDIANA. 79
6. Library expenditures, $ , and tax, — cents on the hundred
dollars.
7. Poor expenditures for preceding year, $ , and tax, —
cents on the hundred dollars.
8. Other items, if any, expenditures, $ , and tax, — cents
on the hundred dollars.
Total expenditures, $ , and total tax, — cents on the
hundred dollars.
(Dated) (Signed) , Trustee.
The trustee shall ])n)cure and lav l)efore the advisory board at
the annual meeting thereof, the assessed valuation of the taxable
property of the township for such year, and also the number of
taxable polls in such township.
B. ADVISORY BOARD.
The latest addition to the school machinerv of Indiana is a
townshij) advisory lx)ard consisting of three resident freeholders
and qualified voters of the township, (»lected by the people for a
tenn of two vears. This came in answer to the demand for some
kind of a check upon the township expenditures.
1. DUTIES.
The advisory V)ard meets annually on the first Tuesday of
September to consider the various estimates of township expendi-
tures as furnished by the township trustee for the ensuing year,
which it may accept or reject in part or in whole. In addition to
this power to determine the amounts for which taxes shall be levied
the advisor^' board determines and fixes the rates of taxation for
the township. The meetings are open to the public and at any
session of such board, any taxpayer of the township may appear
and be heard as to the advisability of any estimate or estimates of
expenditures, or any proposed levy of taxes, or the approval of the
township trustee's report or any other matter being considered by
the board.
The members of the advisory board are usually among the most
reliable citizens of the township. The remuneration is only five
dollars a year, so that the service is an ijidicafiop of the public
spirit of the citizen chosen,
IV. City and Town Supervision.
A. THE SUPERINTENDENT.
1. HISTORY.
Provision for separate school systems in incorporated towns
and cities was not made till 187'3, when school trustees of towns
and cities were given power to em])loy a superintendent for their
schools, and to prescribe his duties, and to direct in th(» discharge
of the same. Previous to this there had simply l)een no city or
town schools as a rule. The city suix>rint(Mident has come to \h^
regarded as one of the most important school officials in the state,
and though his (hities are not specified by law, his duty and power
are recognized in the community.
2. ADMIXISTRATIOX.
a. TENURE AND QUALIFICATIONS.
There is no legalized term of office, but the custom is t^) elect
annually and to retain during good liehavior. There is a growing
tendencv to elect for two, three or four vears. Th(»re is neither
educational nor professional qualification recpiired, but the su])er-
intendent as a general thing is a man of ability and character and
is an honor to the community. The strength of the city schools has
come through the care with which superintendents are selected, the
long tenure, and the freedom of management conferred.
6. DUTIES.
The wide-awake city superintendent is a very busy man. He
has in hand in minute detail the side of equipment, lie knows
the c<mdition of the buildings and suggests im]>rovements and
repairs. ITe makes estimates of the budget needcMl each year for
all expenditures. Tn addition to his res])onsibility for the material
(80)
EDUCATION IN INDIANA. 81
equipment, he answers for the progress of the schools in the eoni-
niunity. He chooses the teachers and assigns them. He makes the
course of study and directs the teachers in making it effective. He
carries out a plan of systematic supervision based upon his expert
pedagogical knowledge. These things he does directly and through
assistant supervisors.
The scholarly, cultured superintendent has great opportunity in
his connnunity to direct public opinion in right channels upon
educational topics.
K CITY AND TOWN SCHCX)L BOARDS.
1. HISTORY.
Tender the law of 1875 the connuon council of each city and the
br)ard of trustees of each incorporated town of the state were
authorized to elect three school trustees to constitute a school
board. All cities and towns in the state with the exception of
Indianapolis and Evansville choose their school boards under this
law. Indianapolis and Evansville schools are operated under
special charters vsccured from the legislature.
I • ^
\T)MTNTSTRATIOX.
a. TEXrUE AND QUALIFICATIONS.
Members of school boards are elected for a term of three vears
I'
and only one new mendx^r is elected each year. Xo qualifications
are specified by law but the people usually select men of intelli-
gence and culture for mendxM's of these boards.
h. GENERAL DUTIES.
The school boards have charge of the schools in their respective
corporations. They employ the superintendent, who is directed by
them to nominate teachers, whom they emjdoy and pay. The
school l>oards, of course, have under their charge the building and
protection of the school buildings. They have authority to buy
and sell school property, erect buildings, establish libraries, and to
do anything that will promote the l>est interests of the schools so
long as the school funds of the town or city permit.
6— Education.
82 EDUCATION IN INDIANA.
c, REPORTS.
The schcxjl trustees of the incorporated towns and cities receive
a special vSchool revenue and a tuition revenue Ix^lon^ing to their
corporations. They are required to keep accurate accounts of the
receipts and expenditures of such revenues, which they render to
the countv conunissioners annually on the first Mondav in Aui^ust
for the schfM)l year, which, in Indiana, ends on the 31st day of
July. This report inchules the following things: First, the
amount of special revenue and tuition revenue on hand. at the
commencement of the year then ending; second, the amount of
each kind of revenue receive<l during the year, giving the amount
of tuition revenue received at each semi-annual ap])ortionmenr
thereof; third, the amount of each kind of revenue paid out and
expended within the year; fourth, the amount of each kind of
revenue on hand at the date of said report to be carried to the new
account.
f/. KINDEUGARTKNS.
By an act j)assed in 188i> school boards were empowered to
establish in connection with the common scIkm^Is of incorporatcMl
towns and cities kindergart(»ns for chihlr(»n lx*twe(»n ages of four
and six, to be paid for in the same manner as other grades and
departments, provided the expenses are met through local taxation.
As a result most of the cities in the st^te and quite a number of the
towns have successful kindergartens in operation. The work done
covers the complete range of kindergartens. In addition to these
there are many private kindergartens.
r. MANUAL TRAINING.
Under an act of lSi)l, all cities of a given pojndation were
empowered to establish in connection with and as a part of the
svstem of the common schools, a svstem of industrial or manual
training and education, wherein shall Ik* taught the practical use
of tools and mechanical implements, the elementary principles of
mechanical construction and mechanical drawing. Indianapolis,
until quite recently the only city that met the conditions, has a
splendid manual training high school. Splendid manual training
schools are now established in Ft. Wayne, Evansville, Richmond,
EDUCATION IN INDIANA. 83
Terre Haute and other cities. Some work in manual training is
done in a number of schools in smaller cities over the state and the
idea is growing.
f. NIGHT SCHOOLS.
By act of 1889 all cities with a population of three thousand or
more were authorized to maintain night schools whenever twenty
or more inhabitants having children between the ages of fourteen
and twenty-one years of age, or persons over twenty-one years of
age, who, by reason of their circumstances are compelled to be
employed during the day for family support, shall petition sch<x>l
trustees so to do. It was provided that all persons between the
ages of fourteen and thirty who are actually engaged in business
or at lalK)r during the day shall 1)0 permitted to attend such
schools. This furnishes an excellent opportunity for certain
classes to obtain an educati<m which would otherwise Ix? denied
them, but no large demand has yet been made for such schools.
See table, which includes night schools, for statistics.
EDUCATION IN INDIANA.
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V. Education of Colored Children.
As early as 1866, while the amendments to the constitution
were still under discussion, the education of the colored children
of Indiana was the subject of a re(»oniniendation made to the
legislature by State Superintendent Hoss. lie suggested (1) that
the school trustees open separate schools for colored children when
a given number of such children of school age reside within
attending distance. He thought the numl)er could not safely be
less than fifteen. He suggested (2) that in case, in any neighbor-
hood, the number of children be less than fifteen, the distributive
share of revenue due each colored child shall be set apart for the
education of such child in such manner as the proper school
trustee shall provide. (3) He suggested that it be made specially
obligatory upon the trustee to make some provision for the educa-
tion of the children to the extent of the money set apart for the
same. This same year the examiners in convention at Indianap-
olis passed a resolution extending the Ix^nefits of the school system
to the colored children of the state. Two years later State Super-
intendent Hobbs made a stronger case calling for some legislation
and finally, in 1869, an act was passed rendering taxation for
common school purposes uniform, and providing for the education
of the colored children of the state. At various times since the law
has been modified and interpreted, so that colored children to-day
have practically the same privileges as white children. In many
communities separate schools are maintained even through the
high school. Where such schools are separate it is insisted that
just as good facilities and teachers shall be provided as are to be
found in other schools. In many of the high schools of the cities
and larger towns colored children attend the same high schools as
the white children, and the doors of the three state institutions are
open to them. At present there are enumerated in Indiana 15,443
colored children betw^een the ages of six and twenty-one years, and
of this number 9,163 are attending the public schools.
(86)
VI. The Teacher.
There are at present in Indiana over sixteen tJiotisaud teachers
employed in the public schools. This army of men and women
represents the best blood and culture of the state. Really with no
professional requirement s]K'cified by law the dignity of the voca-
tion is recognized everywhere, and it is felt that there is a
profession of teaching. State, county and city supervision has
constantly advanced the standard of excellence required, and an
educated public sentiment demands the best service possible.
Even with the life of the average teacher in the districts only
about four years, progress is apparent in all phases of school work.
1. TENURE.
Teachers are elected annuallv, but as a matter of fact the tenure
in the state is during good behavior, that is, the position is secure
as long as good work is done. Rarely does a good teacher lose a
place in Indiana.
2. CONTRACTS.
The law provides that all contracts made by and between
teachers and school corporations of the state of Indiana shall be in
writing, signed by the ])arties to Ix* charged thereby, and no action
can be l)rought uj)on any contract not made in conformity to the
provisions of this law. The law also provides for uniformity in
contracts in the state by using the following contract :
Teacher's Contract.
For Incorporated Towns and Cities.
THIS AGREEMENT, Made and entered Into between the township.
town or city SCHOOL CORPORATION of
In County and State of
Indiana, by
the Board of
School Trustees of said Corporation, of the first part, and
a legally qualified teacher of
said County, of the second part.
(86)
EDUCATION IN INDIANA. 87
t • t I t •
Witn€88€th, That said
hereby agrees to teach, in the Public Schools of said Corporation,
grade, or such grade in the school department as the
School Board or Superintendent may direct, in
School building, during the school year, beginning the day of
A. D. 190. ., for the salary of
Dollars
per (month, year.) to be paid
«StAt« when all or partx of salary will be paid.)
•••••••••••■■•••«•••••*«••••*••••*•*••••••••••••••••••••••••••••••••••
Said
further agrees, faithfully, zealously and impartially, to perform all the
duties as such teacher, using only such text-boolcs as are prescribed by
said Board, or Superintendent, of said schools; that ..he will accurately
keep and use all registers and blanks placed in .... hands by said
Board, or the Superintendent of said schools; that . .he will make a com-
plete and accurate report at the close of the school term, the blank for
which is provided on the back of this sheet; that . .he will make all other
reports required by said Board. Superintendent or School I^aw; that ..he
will exercise due diligence in the preservation of the school buildings,
grounds, furniture, books, maps and other school property committed to
care, and turn same over to said Board at the close of said school.
In as good condition as when received— damage and wear l)y use excepted;
and that ..he will conform to the rules and regulations of said Board,
and Superintendent, and faithfully and impartially enforce them among
the pupils.
Said School Corporation, by said School Board, agrees to keep the
school buildings in good repair and furnish the necessary fuel, furniture,
books, maps, blanks and such other appliances as may 1)e necessary for
the successful teaching of the branches in said schools.
And said School Corporation, by said Scliool Board, further agrees to
pay said
for services as teacher of said school, said salary of
Dollars per (month, year,)
as above agreed upon.
Provided, That in case said teacher shall be discharged from said
school by said Board for incompetency, cruelty, gross immorality, neglect
of business, or a violation of any of the stipulations of this Contract, or
In case license should be annulled l)y the County Superintendent,
or by the State Superintendent, . .he shall not l)e entitled to any compen-
sation after notice of dismissal or annulment of license.
88 EDUCATION IN INDIANA.
Provided further. That the teacher shall have a duplicate copy of this
Contract.
In Witness Whereof, We have hereunto subscribed our names
this day of A. D. 190. ..
President.
Secretary.
Treasurer.
Board of School Trustees.
Teacher.
Notes—
(1.) Full authority is sriven School Boards to substitute the words '* principal," " su-
pervisor" or '* superintendent " wherever the word ** teacher " appears in the Contract,
when the Contract should be so drawn.
(2.) This Contract is the official form as made under the provisions of H. B. No. 139,
of the Acts of 1899.
3. REPOKTS.
To enable the trustees to make reports which are required of
them, the teacher of each school, whether in township, town or
city, shall, at the expiration of the term of the school for which
such teacher shall have been employed, furnish a complete report
to the proper trustee, verified by affidavit, showing the length of
the school term, in days; the number of teachers employed, male
and female, and their daily compensation; the number of pupils
admitted during the term, di.stinguishing between males and
females, and between the ages of six and twenty-one years; the
average attendance; books used and branches taught, and the
number of pupils engaged in the study of each branch. Until
such report shall have been so filed, such trustee shall not pay
more than seventy-five per centum of the wages of such teacher,
for his or her services. Following is a form of this report:
Teacher's or Principat/s Report to Township Trustee.
Note.— This report must be made by each teacher haviug charge of the
attendance of pupils. A liigh school teacher who works under the direc-
tion of a principal will not need to nialce the report in case the principal
reports for the entire high school. In graded grammar schools each
teacher should report for the pupils directly under his charge. The prin-
cipal of a gradeti grammar school should report only for the pupils di-
rectly under his charge.
Report of
(teacher, principal) of District.
Township, County. Indiana.
to the Township Trustee, for the school term beginning
and closing
EDUCATION IN INDIANA. 89
For all Teachfra Who Have Charge of Attendwice of Pupils.
1. Number of days school was in session, - - - -
2. Number of pupils enrolled during year, . - - .
Male, ; female, ; total,
3. Number of pupils withdrawn during year, ....
Male, ; female, ; total,
4. Number of pupils suspended during year, . - . -
Male, ; female, ; total,
6. Number of pupils expelled during year, . . . -
Male, ; female, ; total,
6. Number of pupils re-entered during year, . . - -
Male, ; female, ; total,
7. Number of pupils remaining in school close of year. -
Male, ; female, ; total,
8. Number of pupils neither tardy nor absent during year,
Male, ; female, ; total
9. Number of cases of tardiness during year, - . - -
Male, ; female, ; total,
10. Number of pupils tardy during year,
Male, ; female, ; total,
11. Total days of attendance by all pupils for year, - - -
12. * *• •• ** absence, ** *' *• an . .
13. Total c^ses of tardiness, . . Time lost by tardiness, -
14. tAverage daily attendance for year,
15. Per cent, of attendance— 11^(11 f 12),
16. Number of pupils promoted to
(a) Second year,
(b) Third
(c) Fourth
(d) Fifth
(e) Sixth
(f) Seventh •*
(g) Eighth **
(h) High Scliool,
17. Number of graduatoH from tho coinmoii l)ranches and receiv-
injf diplomas, - Male : female : total.
18. Number of graduates from iiou-oommisKioned towiishii) high
schools, - - Male : femah» : total.
10. Number of graduates from commissioned towiishii) high
schools, - - Male : female : total.
20. How many books in sch(K)l library (not including reading
circle books) at beginning of year?
21. How many books were added to the librairy (not in(*luding
reading circle booksi during year?
Notes:—
*(1.) AfttT three days* i>t absence the pupil shonhl be withdrawn, and his absence
counted no more for that period of absence. After being withdrawn, he is n(>t a pupil of
the Rchool, and can not be atrain until he is re-entered, as in item 6.
t(2. ) To find averai^e daily attendance divide the whole number of day8 of attendance
made by ail the pupils by the number of days of school tausrht.
90 EDUCATION IN INDIANA.
22. Total now In school library (not Including reading circle
books),
23. How many reading circle books were added during year?
24. How many puplis read one or more school library or reading
circle books during year?
25. Do patrons read school library books?
2(5. Number of visits to school.
Parents, ; officials ; others, total,
27. Number of teachers employed (if school be high school),
Male ; female ; total
28. Number of days teacher attended township institute, -
29. Books and apparatus left in school room at end of term. -
1 do solemnly
swear that the above report is true to the best of my knowledge and
belief.
Teacher.
Principal.
4. WAGES.
The wage question lias received a good deal of intelligent con-
sideration in late years and as a result Indiana has the following
law regulating the usages of teachers: '*The daily wages of teach-
ers for teaching in the public schools of the state shall not be less
in the case of beginning teachers than an amount determined by
multiplying two and one-fourth (2\) cents by the scholarship
given said teacher on his highest grade of license at the time of
contracting; and after the* first school term of any teacher, said
teacher's daily Avages shall not be less than an amount determined
by multiplying two and one-half (2i) cents by the general average
of scholarship and success given the teacher (m his highest grade of
license at the time of contracting; and after three years of teaching
said wages shall not b(^ less than an amount determined by multi-
plying two and three-fourths (2^) cents by the general average of
scholarship and success given the teacher on his highest grade of
license at the time of contracting: Provided, That two (2) per
cent, shall be added to a teacher's general average of scholarship
and success for attending the county institute the full number of
days and that said two (2) per cent, shall be added to the average
scholarship of l)eginning teachers.
"All teachers now exempt, or hereafter exempt from examina-
tion, shall be paid as daily w^ages for teaching in the public schools
EDUCATION IN INDIANA. 91
of the state not less than an amount determined by multiplying two
and three-fourths (2|) cents by the general average of scholarship
and success given said teachers: Provided, That the grade of
scholarship counted in each case be that given at the teachers last
examination, and that the grade of success counted be that of the
teacher's term last preceding the date of contracting.
"All school officers shall comply with the provisions of this act
and shall pay the teachers employed by them no less than such an
amount as shall be determined by sections 1 and 2 of this act.
I-
School officers who shall be adjudged guilty of violating any of the
provisions of this act shall be fined in any amount not exceeding
one hundred dollars ($100) for such offense. The state superin-
tendent of public instruction is hereby authorized to bring action
against any school officer violating any of the provisions of this
act.''
Here are some statistics showing the wages paid to teachers in
Indiana daily during the year 1903-4:
Males. Females. Total.
In townships $i;i..5«2 r»l $1 1.242 27 $24,804 88
In towns 1.732 54 2.2;« (K) 3.0<>7 14
In cities 2.0.')(5 ST} 9,474 42 12.411 27
Whole state $18,2.T2 00 .$22.1>51 29 $41,183 29
Average Daily Wages.
Males. Females. Total.
Townships .$2.4.35 $2,275 $2.36
Towns 3.214 2..397 2.696
Cities 4.497 2.779 3.055
Average for state 2.697 2.472 2.567
The alwve statistics do not include salaries for supervision, which are
paid from the special school funds. .$25(),0(K) i)eing paid annually to county,
city and town superintendents.
5. SCHOOL TERM.
The law provides that the miniuium school term shall be six
months. The average length of the term even for district schools
is much more than six months. This, with the wage sentiment, has
helped place teaching upon a higher plane, and has been an incen-
tive to more thorough preparation on the part of the teacher.
92 EDUCATIOX IX IXDIAXA,
6. QFALIFICATIOXS.
Teachers must have good moral character and hold a valid
license. If an applicant is objectionable a majority of the patrons
through petition to the tnistee may prevent his apjxantnient. If
a teacher proves unworthy through neglect, incom|)etency or ba<l
conduct he may l)e removed by the county superintendent who has
power to revoke his license.
7. THE COMMOX SCHOOL TEACHER.
Comnion scIkmiI teachers are those* who teach in the districts
and in the grades in cities and towns. They must pass examina-
tions in orthography, reading, writing, arithmetic, geography, Eng-
lish grammar, physiology, scientific tenn)erance, V. S. history,
literature and science of education. The grading is governed by
the following rules :
A general average of 85 per cent., not falling below 75 per cent, in
any one of the 10 items, nor in success, entitles the applicant to
a twelve months' license.
A general average of 00 per cent., not falling below 80 per cent, in
any one of the 10 itenis, nor in success, entitles the applicant to
a 24 months' license.
A general average of 05 per cent., not falling below 85 j>er cent, in
any one of the 10 items, nor lielow 00 in 0, 10 an<l success,
entitles the applicant to a 3«> months' license.
The general average is the mean of the average scholarship and
success Cobtained by divi<liug their sum by two).
The above standard of license was adopted by the state conven-
tion of county sui)erintendents, held at Indianapolis, June, lSi)S.
Here is the form of license used.
4im»»»m»m>*mmttmm»mm
94 EDUCATION IN INDIANA.
8. THE PRIMARY TEACHER.
The state board of education has provided an examination for
primary teachers re(]uiring less knowledge of the branches and
more knowledge of the work to be done. The license based npon
this examination is issued almost exclusively to women who do
WM)rk in the first four grades.
9. THE HIGH SCHOOL TEACHER.
Still another grade of license is issued to high school teachers
wdio teach subjects other than the common branches. The tendency
is to limit the high school teacher to one or two subjects and to
require special preparation in these. There are five different
forms of the high school license: (1) The county high school
license, issued by the county superintendent, valid in the county
for one, two or three years, according to grade of scholarship.
(2) The state high school license, issued by the state superin-
tendent, and valid in any high school in the state for one, two or
three years. (3) The sixty months' license, issued bv the state
superintendent. Before this can Ik? secured the applicant must
hold a three years' common school license, issued by the state
suj)erintendent. (4) The professional license is granted by the
state board of education, and is valid for a period of eight years.
(5) A life state license is issued by the state board of education,
valid while good character is maintained. Since 18()7 the state
board has issued upon examinations 303 life state licenses and
283 professional licenses. Under the following provisions the
state superintendent has countersigned sixty life state certificates
from (jther states since the enactment in 1899 :
The state superintendent of pu!)Uc Instruction may countersign the
life state certificates of teachers of other states, wlien tlie holders of such
certificates shall have furnished satisfactory evidence of good moral
character, and experience and success in teaching, as is reipiired for life
state certificates In this state; and when so countersigned such certificates
shall be valid In any of the sch(K»ls in this state: Provideil, That the
requirements for ol)taining the life state certificates of other states shall
be equivalent to the requirements for the same certificates in this state.
EDUCATION IN INDIANA.
95
10. GENERAL DUTIES.
The teacher is required to enforce in good faith the rules and
reguhitions of the county hoard of (Mhu*ation; to exercise care over
scliiX)! property ; to use kindly means of enforcing obedience. The
district teacher is required to attend township institute one Satur-
day in each month, and the town and city teacher is required to
attend such meetings as the superintendent shall call. The teacher
is expected to make his sclKM)lroom as cheerful and attractive as
]>ossihle. lie is required to do professional reading and to take at
least one g(X>d school journal. He is expected to take ])art in the
life of the community. He is required by hiw to make reports to
superintendents, trustees and truant ottic(»rs.
11. EXAMTXATIOX QUESTTOXS.
Following will be found sets of examination questions such as
are used for different grades of license :
a, QUESTIONS FOR COUxNTY AND STATE COMMON SCHOOL
LICENSE AND FOR FIRST DIVISION OF SIXTY
MONTHS' STATE LICENSE.
Kl'LES FOK EXAMLNATION.
1. These questions shall be used oii the
last Saturday of the mouth only.
2. DuriniT the examination, all books,
maps, trlobes, or other aids, shall be re-
moved from siifht.
3. The writint; of applicants should be
done in every c*se with pen and ink, to
prevent erasures and ehantres.
4. All conversation or communication
should be absolutely forbidden durini? the
examination.
5. At no time durini: the examination
Hhould any questions be shown, except
such as have been or are then being: used.
6. The printed lists should be divi4le<l,
so that no opportunity or temptaticm may
i*e ifiven to applicants to refer to authori-
ties at recess.
7. Applicants should not be permitted to
ask question.s. If they have any doubts as
to the meaniui: of a question, let these be
offered in writinjp, so that the superintend-
ent may consider them when he examines
the answers to the question,
H. If a correction is necessary, erasures
should not be maile, but a sinirle mark
shouhl be drawn over the error, that the
superintendent may see the error as well
as the correction. In arithmetic, the entire
work should appear on the manuscript.
9. P]a<*h subject shall be ifraded on a
scale of a hundred, each question beingr
valued at an equal part of one hundred, ex-
cept when marked otherwise.
10. These rules should be given the ap-
plicants before enterinif upon the exami-
nation.
*#"The board sujfjfests that, since many
questions admit of a variety of answers,
credit be given for the intelligence shown
in the answers, rather than for their con-
formity to the views of the superintendent.
NoTK 1.— Neither the state board of edu-
cation nor any member of the board pre-
pares for publication in any perio<iical
whatever, answers to the questions asked
by this state board of education. The state
board is not in any way responsible for any
such publication.
Note 2.— For the information of appli-
cants for teachers' license the following
orders of the state board of October. 1885,
are here printed in full ip. 52 record):
96
EDUCATION IN INDIANA.
"Ordered. That the Readiner Circle ex-
aminations in the Hcienee of teachinf? be
accepted by county HuperintendentM in
place of the county examination on that
Hubject, and that the averacre Of their four
sHccettsive yearly fxanrinatio-mt in the
science of teachiner l)e a<*cepted i»y the state
board in the examination for state certifi-
cates."
" Ordered. That the K^adinj; Circle ex-
aminations in the creneral culture boolc be
accepted by county superintendents in
place of the county examination in litera-
ture, and that the averagreof their four suc-
cessive yearly examinntiofis in the ireneral
culture books be accepted by the state
board in the examination for state certifl-
cates/'-May 14, 1896.
WRITING AND SPELLING.
The penmanship shown in the manu-
scripts of the entire examination will be
(graded on a scale of 100, with reference to
leoibility (50), regularity of form (30), and
neatness (20). The handwritinif of each
applicant will be considered in itself, rather
than with reference to the standard models.
The orthogrraphy of the entire examina-
tion will be frraded on a scale of 100, and 1
will be deducted for each word incorrectly
written.
In each list amirer any nir, hut no more.
(1) ARITHMETIC.
1. What must be taken from 446182967 in
onier that the remainder may be ex-
actly divisible by 62S93t
2. The product of three numbers is 8i. If
the first is A and the second 2{a what
is the third?
3. By what decimal part of a pint does
.006 of a quart exceed .0004 of a peck?
4. How many yds. of Brussels carpet
must you buy to carpet a floor 21 ft.
lonir by 13 ft. 9 in. wide, allowinsr
9 in. on each strip for waste in
matchinir the fiirure?
5. A cylindrical cistern is 6 ft. in diameter
and 8 ft. deep. How many irallons
of water will it hold?
6. The valuation of property in a certain
city is $24,500,000.00. How much tax
must be levied on each SIOO.OO to pay
the interest on l>onds issued to the
amount of $125,000.00 and bearinir
34% interest?
7. If 18 be added to a certain number, I of
4 of the sum is 45. What is the
number? Solve by algebra.
^- 7 3
20
21'
Find value of x.
(2) HISTORY.
1. Have the movements in our national
history been toward a federal irov-
enmient or a national government?
2. Name Hve men who were prominent in
the federalist party.
3. What led to the adoption of the 12th
amendment?
4. What was the cause of the split in the
democratic party in 1860?
5. Who were the republican candidates
for the presidency before the Chi-
caiTo convention in 1860?
6. What was the Kansas-Nebraska act?
7. What contention was the occasion for
the Webster-Hayne debate?
8. Write a brief bioirraphy of James B.
Eads.
(3) PHYSIOLOGY.
1. What do you understand to be the
meanini: of the term " school sani-
tation?"
2. Describe the red corpuscles of the
blood and give their function,
3. StartinsT at the risrht auricle, follow a
drop of blood in its circulation
through the larger vessels and the
heart until it returns to the right
auricle,
4. Why does a physician feel a patient's
pulse?
5. What digestive changes are effected by
the gastric juice?
6. Explain the paths of sensory and motor
impulses that figure directly in the
reflex removal of the flnger from
the hot stove.
7. What is the real source of danger in
remaining in a poorly ventilated
room?
8. What physiological effects of alcohol
are apparent enough to any observer
to serve as effective warnings by a
tactful tea<*her?
(4) READING.
The splendor falls on castle walls
And snowy summits old in story;
The long light shakes across the lakes.
And the wihl cataract leaps in glory.
Blow, bugle, blow, set the wild echoes
flying.
Blow, bugle: answer, echoes, dying,
dying, (lying.
1. Who is the author of the above? When
and where did he live? Name eight
poems by this author, underscoring
those you have reail.
EDUCATION IN INDIANA.
9V
2. Give the flrst aHsignint^nt you would
make upon this poem to eitrhth
irrade pupils.
3. Give the picture which the above
stanza suirgrests to youf
4. What is meant in the second stanza by :
" O sweet and far from cliff and scar
The horns of Elfland faintly blow-
ing!'?
5. What is meant in the third stanza by:
" Our echoes roll from soul to soul
And grow forever and forever.*'?
6. SufTgest some example by which the
thought in this poem might be
brought home to the child.
7. Would you select stories written in
dialect for the primary grades? Give
reasons.
8. In the sentence, " Silverlocks lay down
on the wee bear's bed and was soon
fast asleep," how would you teach
the words Silrrj'lorks and asfeepf
(5) GEOGRAPHY.
1. What wat4?rs does the Erie canal con-
nect f What cities are at its extrem-
ities? Of what commercial advan-
tage is this canal ?
2. (^ompare September and December in
regard to time of sunrise and sun-
set: length of sun's rays. Where
are the sun's rays vertical in ewh of
these months f
3. What two countries in P]urope have a
government similar to our own t In
whicli continent is there a total ab-
sence of a republican government ?
4. Locate Rio Janeiro, Hong Kong, the
Indus river. Strait of Gibraltar.
5. Give four important uses of mountains.
6. What are geysers f Llanos? Steppes?
Where may each of these be found ?
7. The following have in recent years
been discussed with much interest
in the newspapers: Cuba, Hawaiian
Islands, Philippines. Martiniiiue.
Where are these places i
8. Modem magazines and newspapers
usually contain maps showing the
location of regions about which
there is considerable interest. What
does this suggest in regard to meth-
ods in geography teaching?
(6) ENGLISH GRAMMAR.
1. Take as a sut)ject "oranges" for de-
scription, and outline your method
of procedure with a class in lower
grammar grade.
2. Give principal parts of went, lie Uo re-
cline), sit, send, bring.
3. Give a sentence containing a verbal
noun.
4. When should the study of technical
grammar be introduced? Justify
your answer.
5. Write the following four times, giving
only a different position each time,
and stftte exactly what each sentence
meanrf:
"Only he mourned for his brother."
6. Give the word or phrase that fits the
following description:
(a) Personal pronoun, third, singu-
lar, masculine, objective.
(b) Personal pronoun, first, plural,
objective.
(cj Verb 00, subjunctive, present
perfect, plural.
(d) Verb ««<•, indicative, present
perfect, progressive, singular,
(e) Verb read, indicative, present
perfect, passive, singular.
7. Illustrate <iifference between attribute
compliment, and objective compli-
ment.
H. Mention some of the things to be noted
in the study of prepositions.
(7) SCIENCE OF EDUCATION.
1. Discuss the purpose and use of the art
of questioning.
2. What application will you make of
competition?
3. Discuss the relative value of gymnas-
tics anil sports in education. What
can you do to promote the proper
use of sports ?
4. Discuss the treatment of children with
defective hearing.
5. How may spelling be taught in ccmnec-
tion with other subjects? Should
there be special spelling lessons ?
6. What must be the character of school
discipline, to prepare pupils for
American citizenship?
7. In what way can you make the work in
nature study practical ?
8. What kind of acquaintance with her
pupils should a teacher cultivate to
make it of service in school work ?
Systematic Methodolo«y.
1. Which should be first cultivated, re-
ceptive or creative imagination t
What reasons are given ?
2. Define notion or concept.
3. The author gives what directions for
the training of a self-willed child ?
What do you think of his sugges-
tions ?
7— Educatiok.
98
EDl'CATION IN INDIANA.
4. Wliat four stages are coiisidcnMl neces-
sary in all riyflit niethtnl of acquir-
ing knowledjje f
5. "A (luestion is the teacher's instru-
ment for niakint; a child think." To
what extent is the above (flotation
true i
6. In teaching primary reading:, is the unit
of thouerht the souml, the word or
the sentence t (Jive reason for
your answer.
7. What is the distinction between the
"objective" and the "subjective"
process of training; sense percep-
tion.
8. When may one safely venture upon
literary criticism.
(8) UTERATUKE.
1. Name five works that you think suita-
ble for eighth year work in litera-
tun*. <iive reasons for your selec-
tion.
2. What characteristics make Robins(m
Crusoe thedelitfhtful book that it is?
H. Why is a crood knowledge of the myths
of (ireei'e and Home a necessity to
the rea<ler of English literature i
4. What <lid Chaucer's writings do for the
English language?
a. Name the leading characters in Shakes-
peare's Julius Ciesar. Which in
your estimati<»n is noblest an<l why i
6. " (). f«»r sueh my frien<I.
We hohi them slitrht: they mind us of
the time.
When we ma<le bri<*ks in Egypt."
To what <lo<*s the author allude in
the last line ?•
7. What is an Epic ? Name the lhn*e
great Epics of the world.
8. Name five Americans who have distin-
guished themselves as writers of
history an<l give the title of at least
one work of each. •
DH'KKNS.
1. Why did ".Toe" show such astonish-
ment when "(iuster" patted him <m
thcr shoulder?
2. What was Dickens' representations as
to the relative advantages of city
and country ?
'A. Why not attempt to nuike pupils moral
by ** prec<'pt " ?
4. Why does Diekens paint his best char-
acters as lovers of nature i
5. What valuable hints as to tea^'bing can
we get f roin his " American Notes t "
G What does he teach as to the education
of the poor an<l outt-ast f
7. Which is the most suggestive of his
books as to method.s of education f
8. What was the purpose of his story of
** CaleVj Plummer and bis blind
child "f
(9) MCSIC.
1. Draw a staff and place on it the (4 clef.
The F clef.
2. Of what use is the staflf and clef f
H. Place on the staff in whole notes, key
of A flat, one, tliree, five, sharp-four,
five.
4. W'hat effect has a dot upon the value of
the note which precedes it t
5. Name three points to he eniphasized in
preparing pupils to sing a new song
or exercise.
0. Des«*ribe the position y<m would re-
(luire your pupils to assume in
singing.
7. Name a pnmiinent (»rchestral con-
ductor.
8. Name three operas and their compos-
ers.
(10) IMPORTANT-GENERAL
QCESTIONS.
Note— These questions must be answered
in full by all applicants or the manuscript
will receive no att^nti<m.
1. (live your name or number. Give post-
office, (live age if under 21.
2. What other than the common schools
has been your educational training i
3. What professional training have you
received ? When did y<»u last at-
tend s<'hool.
4. What works on Psychology or Peda-
gogy have you studied f
5. Have you taught school? How longf
What grades ?
6. In what county.did you teach last year?
What was your grade in succes.s ?
7. What grades of license have you held f
In what c(mnties ? When ?
8. Did you attend County Institute last
year ? Wlu^re ? How many days ?
9. Name the educational papers or period-
icals that you take.
10. Do you read other educati<mal papers ?
Name them.
11. Name the books of the Teacher's* Read-
ing ( -ircle that you have read.
12. Have you given or received aid in any
way during this examination. If so,
explain fully.
13. How many Township Institutes did
you atten<l last year f Did you take
an active part in all f
rWUCATIOS IN INDIANA,
1)9
(6) QUESTIONS FOR PRIMARY LICENSE.
LITERATURE.
(Avsicfr ttix. but wo more.)
1 H<iw did the Nomiaii Conquest aflPeet
the lanfiTuagrc and literature of Eiifr-
landf
2. Give a eoneise account of some char-
acter in one of Shakespeare's trag-
edies.
3. Name the fim»atest poet and the grn'at-
est prose writer of tlie ajre of Queen
Anne, and the best known work of
each.
4. Name three Enfrlish and two American
essayists of the nineteenth century
with one important W(»rk of emdi.
5. Mention five jfn'at Phii^lish poets of
the early part of the ninete(>nth
centiir>' and an important work of
each.
6. Briefly characterize Ijontrfellow as a
man and a poet. Name three loni;
and three short poems which in
your opinion will be most endurinur.
7. Name the author of Silas Manier, The
Princess, Bijrlow Papers. Ijittle
Women, The Newcomes, Rise of the
Dutch Republic, Coriolaiius. The
Faerie Queene.
8. Name a erreat epi<' an<l a urent elegry
written by the same poet.
LANCU'ACiE.
(Any aix, hut no morr.)
1. What do you think is the comparative
value of oral antl written lanifuaire
work in primary schocds? (five
reasons for your decision.
2. Many chihlren who hear correct Engr-
lish at home and in school speak as
incorrectly as children wh<» have
not had these advantaires. Account
for this.
3. Is it worth while for chihlren to put a
list of disconne<*ted words into sen-
tences f Why?
4. Write ten rules for the w^v of capital
letters.
5. Write a brief plan showing how you
would develop the idea of tlu* com-
mand (imperative sentence).
6. What kinds of- exercises do you find
most interestinjf t<» primary chil-
drenf Account for the srreater in-
terest sh<»wn in these.
7. What should be the characteristics (»f
the teacher's siM>ken lanvruairef
8.
1.
2.
3.
4.
C.
7.
S.
3.
4.
5.
What are the sources of the vocabulary
of the pupil ?
ARITHMETIC.
(Any «<>, but no tnorr.)
Outline a course in number work, suit-
able for the first four years.
What is the object in havini? pupils
picture problemsf In this work
what principle should be risridly en-
forced f
Illustrate your method of teachinir a
pupil to "carry the tens."
What will Im* the lowest cost of carpet-
ing a room 20 feet loni; and 19 feet
wide, with canwt % of a yard wide,
costinjf 65c per yard?
A case of 200 oranues cost $4. If there
was a 10<x loss in shipping, what
would be the grnin per cent, if sold at
30c per ilozen?
How many six-inch jjlobes can be
packed in a box that is 2 feet lone:,
IH feet wide and 1 foot de<'p on the
inside?
305.75x2.25. Explain fully each step in
your solution.
A teacher lives J^ mile north and 1 mile
east of her schoolhouse. What is
the nearest distance to her home?
REAI)IN(i.
i A ny six, but no niorf.)
Name a primer or first reader with
whij'h you are very familiar. What
are its trood points? What are its
poor points?
In teachinu: a literary selection such as
The Villaire Blacksmith, would you
put more tinn' an<i effort on the
stu<ly of the poiln (»r on the study
of the author? Why?
Do you consider books of a literary
chara<'ter or books containing: in-
f(«nnation better for supplementary
reading:? Why?
Many children in n>adinfi: will accept a
word iriven them i)y the teacher
when they hesitate on a word, even
if. to test tliein, she has offered a
word that makes nonsense of the
passage. Account for this in all
ways that you can.
Do y<ni rind your children more inter-
I'sted in the pr(»se or in the poetry
in the Indiana Readers? Why is
this HO?
336980
100
EDUCATION IN INDIANA.
6. Name some authors who havt* written
good stories for children. What
points in their work do you like es-
pecially? Name some of their sto-
ries.
7. What means do you use to render the
children independent in makinirout
words? Be explicit.
8. It is a common custcmi to have the
class follow the child who is read-
ing and give criticisms. Do you
approve of this? Why?
HISTORY.
{Avsiver six, but no more.)
1. What. use may the teacher of young
children make of biographies of
great men ?
2. How may the early history of Indiana
be profitably taught in the reading
period?
3. What use should be made in elemen-
tary schools of the history of other
countries than our own?
4. What were the two typical English
settlements? Compan» them as to
(a) purpose, (b) character of colon-
ists, (c) government.
5. Wliat was the great need for a consti-
tution of the United States? What
statesman was largely instrumental
in getting the states to ratify it?
6. What circumstances led Jefferson to
purchase Louisiana? What were its
boundaries? Where and how is this
event to be celebrated in 1904?
7. Where is the National Road? What
effect ha<l the building of this road
upon the country?
8. Explain why the North opposed the
extension of slavery and why the
South d(*manded it.
PRIMARY PHYSIOLOGY.
(A ny Kijr, hut no more.)
1. Give four reasons why physiology
should be tauglit in the primary
schools.
2. How many teeth should a six-year-old
pupil have?
3. Name two diseases of the eye an<l give
remedy for each.
4. (live a simple and sufficient dietary for
one day. Show why the foods
chosen are wise.
5. (live the composition of air.
C. What is the effect of school surround-
ings upon the taste and morals of
the pupils?
1. What are the readiest and surest tests
for vitiated air in a room? How
many cubic feet of space should be
calculated for each pupil?
8. Name the organs of digestion in their
physiological ortler.
9. In what way wouhl you teach the sub.-
ject of scientific temperance to pri-
mary pupils?
GEOGRAPHY.
{Any six, but no more.)
1. Draw an outline map of your county,
locating townships and towns.
2. Compare and contrast temperate an<l
torrid zones. (Jive width of each.
3. What is included in the term "cli-
mate " ? Upon what physical condi-
tions does the climate of a place de-
pend?
4. When would you begin to teach formal
definitions of the physical forms of
the earth?
5. Describe Cuba, giving location, size.
surface, climate, products, govern-
ment and name its chief executive.
6. What geography would you teach to
first year pupils?
7. Name in order the natural divisions of
land and water crossed by tlie
equator.
8. What is irrigation? What portions of
the United States are benefited by it ?
SCIENC^E OF EDUCATION.
(A ny nix, but no more.)
1. What sort of myths and stories would
you select for children for the first
two or three gra<les and how can
you make them of real educational
value?
2. How can you train children in nature
work so that they will learn to exer-
cise " dominion over nature " ?
3. How should you proceed in teaching
reading to Ijeginners?
4. What else shouM a tea<'her, especially
in the lower grades, do for her pu-
pils besides " putting them to their
books"?
5. What is the legal limit of the control
of the tem'her over pupils in and
out of school?
6. To what extn«mes may a teacher legally
proceed to maintain order in school?
7. What do you reganl as the best atti-
tude of the teacher toward the pu-
pils?
8. What can be done to arouse and de-
velop dull pupils?
EDUCATION IN INDIANA.
101
(c) QUESTIONS FOR HIGH SCHOOL LICENSE.
Note.— The rt*quin*nieiits for a sixty-nionthn' license are an follows: The first divi-
sion, an averafire of 95 pt^r cent., not falling below 85 per cent, in the "Common
Branches; " the second division, an averasre of 75 per cent., not fallini? below 60 per
cent, in any of the five branches, as follows:
(irroup 1. Literature and Composition (reqiiinMl of all applicants).
Group 2. Alfirebra or Geometry (one required).
Group 3. Botany, Zoology, ( 'hemistry. Physics. or Physical Geoerraphy (one required).
Group 4. History an<l Civics. Latin or (jemian (one required).
<iroup 5. One subject fnmi ** 2." "3" or "4 " not already taken. Five subjects are re-
quired in this division.
LATIN.
iAnstrrr any six, ineluditiQ o»f and tiro.)
1. Translate into idiomati<? Ensrlish: 6.
Mittit primo Brutum adules-
centem cum cohortibus Ca»sar,
post cum aliis C. Fabiuni lefiratum;
postremo ipse, cum vehementius 7.
pugnaretur. intecros subsidio ad-
ducit. Restituto proelio ac repul-
sis hostibus. ec> quo Ijabienum mis-
erat contend it: cohortes quattuor
ex proximo castello deducit, equi-
tum partem setiui, partem circu-
mire exteriores munitiones et ab
tersro hostes adoriri jubet. Labi-
eiius, postquam neque agriferes
neque fossw vim hostium sustinere
poterant. coactis una quadrairinta
cohortibus, quas ex proximis prae-
sidiis deductas. fors obtulit. Cap- 8.
sarem per nuntios facit certiorem
quid facieiulum existimet. Ac-
celerat Ca>sar. ut proelio intersit.
2. Write in I^atin, marking lon^r vowels:
(«) (.'icen» begged Catiline to go
forth from the city, saying that he
would be freed from fear provided
only a wall should be between
them. 1.
(b) I do not doubt that Catiline
departed gladly.
3. What justification had Cicero for or-
dering the death of Roman citizens
without a formal triaH
4. What nouns and adjectives of 3d de-
clension are i—stemf Which of the
above have i as en<ling of ablative
singular? Which * and e{ Which el
5. Translate into idiomatic English:
Hoc autem uno interfecto intel- 2.
lego banc rei publicie pestem pau-
lisper reprimi. non in perpetuum 3.
comprimi posse. Quod^i se eiecerit
seeumque suos eduxerit et eodem 4.
ceteros undi<iu«»collectos nnufrugos
adgregarit, extinguetur atque dele-
bitur non modo hip<" tam adulta rei
publicip pestis. verum etiam stirps
ac semen malonim omnium.
Explain mode of eiecerit. What is the
difference in meaning between
reprimi and vomprimif What is
the deriviation of vnufrago.Hf
Translate and scan:
p]cce antem complexa pedes in
limine coniunx
Hff'rebat. parvuni (lue patri ten-
debat lulum:
Si periturus abis, et nos rape in
omnia tecum:
Sin aliquam expertus sumptis spem
ponis in arm is,
Hane prinium tutare ilonum. Cui
parvus lulus.
Cui pater et coniunx quondam tua
dicta relinquor?
What would you hold forth t^» your
puplis as the practical benefits to be
derived from Latin stu<ly?
GERMAN.
(Aiixwer any eignt.)
Translate: Doch ist's so schon, an den
Friihling des Lebens zuriickzuden-
ken, in sein Inneres zuriickzus-
chauen— sich zu erinneni. Ja, auch
im schwiilen Sommer, im triiben
Herbst un<l im kalten Winter <les
Lebens gibt's hier und da einen
Friihlingstag, und das Herz sagt:
" Mir ist's wie Friihling zu Muthe."
Ein soldier Tag ist's heute.
Deutsche Liebe.— Max Miiller.
Compare the four attributive adjec-
tives in the above selection.
(live the three principal parts of each
verb in the quotation above.
Write a sentence containing prepo-
sitional phrase **um— willen; " one
containing preposition ** oberhalb."
102
EDUCATION JN INDIANA.
5. Write a sciitt* nee coiitainiiiij: some fomi
of the verb "helfen"' witli an ob-
ject: one eontaininu: some form of
the verb ** rauben '' with two ob-
jects, one of the person, the other
of the thint;.
6. Translate: leh magr <las nieht thiin.
leh morhte es jfern sehen. Mwh-
ten Sie lieber das Andere Iiaben?
7. Translate: He said he had done it.
Why cannot "hatt**" be used as an
auxiliary!
8. Translate:
Aber es sassen die tlrei noch imnier
sprechend zusanmien.
Mitdem greistlichen Herrn der Apothe-
ker beim Wirte;
Tnd es war das (fespriich noch immer
ebendasselbe.
Das viel bin und her nach alien Seiten
prefUhrt wanl,
Aber der treflliche Pfarrer sajfte, wiir-
dijr tressinnt. drauf :
'Widersprechen will ich euch nicht. Ich
weiss es, der Mensch soil
Immer stre}»en /uni Hessern: und, wie
wir sehen, er strebt auch
Immer deni Hoheren nach, zuni wenijr-
sten sucht er das Neue.
9. Translate int<» (iennan: Halt van Tas-
sel was an easy soul: he hived his
daughter be tter even than his pipe,
and like a reasonable nuin and an
excellent father, let her have her
way in everythintj. His notable
little wife, too, had enouirh to do to
attend to her housekeeping.— [The
LeK<*nd of Sleepy Hollow. -Irvintj.
10. Name two histori<*s by .^chiller, and
two historical novels liy the same
author.
(^HEMISTKY.
1. Detine oxidation, reducti(»n. oxide.
atom, molecule.
2. State the law of definite proportions
and illustrate by an example the
meanintr of the law.
3. Mention stMue important W4»rk of two
«if the f<dlowin«: men: Priestly.
Sclieele, Lavoisier. Mi-ndelejeff.
4. Is pure water a mixture or a chemical
compound f (live reasons for your
answer.
5. How wcmld you determine the propor-
tions by weight of oxygen an<l iron
in iron oxi<lef (iive details.
(J. State the properties, physical and
clwmical. of chlorine an<I of hydro-
gen chloride.
7. Describe an experiment to show that
ammonia gaN contains hydrogen.
8. <7ive a clear statement of the method
used and the chemistry involved in
making sulphuric acid.
9. How is artificial illuminating gas madef
What is the chief by-product pro-
duced in making itf What proper-
ties has the gasf
10. What weight of oxygen can be pro-
ducted by heating 245 grams of
potassium chlorate (Kt^lOaf
ZOOL0(JY.
1. Define morphology, physiology, ecol-
ogy.
2. State the general rule govern ii^ the
number of young.
3. Give the life history of the honey bee.
4. Name three forms of adaptation.
5. What is the basis of colonial or com-
munal lifef
♦). What is the purpose of warning colors
and terrifying appearances of some
animalsf
7. Define miml in the bi(dogical sense.
8. Aci'ount for the large numbter of sp*'-
cies.
{*. What is the purpose of sexf
10. Explain the reproduction of the cray-
fish.
BOTANY.
1. What is the effect of strong, dry wimls
upon vegetation?
2. What is a fungusf To what plant king-
dom <loes it belong? Example.
3. Why are annual plants destitute of
scale leaves?
4. Define cell: tissue. Name the princi-
pal plant tissues.
5. In what ways are h'guminous plants
helped by bacteria on their roots?
♦). Mention the common characters of
foliage leaves.
7. What isthe prinuiry meristem? Where
found?
8. Characterize gymnosperms. (live an
example.
5). What is meant by pholosyntax or car-
bon fixation? In what part of the
plant does it take place? Tnder
what conditions?
10. What is the botanical meaning of the
tenn fruit / What Horal parts enter
into the formation of an apple?
LITEKATIRE AND COMPOSITION.
•• Roll on, thou deep and dark blue ocean,
roll!
Ten thousand fleets sweep over thee in
vain:
EDUCATION IN INDIANA,
10:5
3fan markM the earth with ruin— his con-
trol
Stops with the shore:— upon the watery
plain
The wrecks are all thy i\evi\, nor doth re-
main
A shadow of ninnV ravage, save his own.
When for a moment, like a drop of rain.
He sinks into the depths with bubbling:
jrroan.
Without a (rrave. unknelled. uncoflfined,
and unknown/' —Byron.
1. Sketch the life of the author of the
above.
2. Name the literary composition that
first broufrht liini into prominence.
3. Discuss the influence of his writinjfs.
4. Quote him.
5. Explain the illusitms in the stanza
griven above,
fi. State some of the weaknesses of the
modem novel.
7. Outline a lesson in composition in
which you wish to teach
(a) paraphrasing.
(h) vivid description.
(r) style.
8. State a plan for correcting the written
work of a class of thirty or more
students.
9 and 10. State some of the «irdinary ob-
stacles encountered in the t4>nching
of this subject, and suggest reme-
dies for the same.
PHYSICS.
(AttKirer anu eiuht, but no More.)
1. A liter of air at ()"(' and 76 cm. pres-
sure weighs 1.296 gm. What is the
weight of 100 cu. cm. of air at O-r
and at a pressure of 740 mm.f
2. Define dyne. erg.
3. Calculate the temperature of absolute
zero expri'ssed on the Fahrenheit
ami (.'entigrade s<'ales.
4. What are beats and how are ttiey pro-
duce<l?
5. Give Huyghen's construction to show
that the angle of incidence is ecpiul
to the angle of rtjfiection.
6. Two equal magnetic poles placed 10
cm. apart are f<mnd to repel eiwh
other with a force of 3,600 dynes.
What is the strength of each pole?
7. Uive two reasons why copper wire is
not used in resistance boxes.
8. What is the difference between static
electricity and current electricity?
9. What causes a battery to polarize?
10. fjive a diagram of and explain fully
the mo<lem telephone transmitter.
PHYSICAL GEOGRAPHY.
(Answer <tnu eight, not omitting ninth and
tenth.)
1. By what processes is the surface of
the earth broken up and smoothed
down i
2. P^xplain why so many rivers of the
Appalachian region have their
courses across the mountain ridges.
What is a superimposed river?
3. What lan<l forms in Northern Indiana
are due to glaciationf
4. Explain the formation of the Great
Lakes of North America.
5. To what causes are plains due? Give
examples of plains due to the dif-
ferent causes mentioned.
6. Why have Europe an<i North America
so many gulfs, bays and islands an
their coasts and South .Vmerica and
Africa so few?
7. What effect does the (lulf of Mexico
have (»n the rainfall of the United
Stat<*s?
8. Why do isotherms not correspond
with parallels of latitude?
9. (live outline f(>r lessons in field and
laboratory work in physical ge-
ography.
10. What is the relation of physical ge-
ography to political or ctmmiercial
geography?
UENERAL HISTORY AND CIVK S.
(A nswer any eight.)
1. Describe concisely the cdste system of
Ancient Egypt.
2. Marathon-What? When? Why?
3. When and by what battle did Philip
of Ma<*edon become master of
(ireece?
4. What were the reforms favoretl by tin*
(JraiM'hi?
5. (iive a brief arcount of the Feudal
System.
6. What was the Magna Chavtaf When,
from whom. arnl how was it ob-
tained?
7. Who was Ri<'helieu? Walpole? Wil-
liam Piatt? Mazarine?
8. What were the three great compro-
mises of the constitutional conven-
tion of 17vS7?
9. Of what is the congress of the United
States composed? State qualifica-
tions «)f membership, length of
teniis. privileges of members.
10. Of what is the general assembly of
Indiana composed? State (lualiticu-
tions of membership, terms, privi-
leges of members.
Vfi
Ehii \rio\ IS ixr^iAXA.
*-//»» wyS * i^/r**-* •-//•* iJSb. i-/*
t^ *U/*thU^ tktA it* ^»'ti*ffait»Mtor in-
^t^ffttfitiMt/ft iff «J'/«jhWJ jibd it*
u'tutfrMUif titfr*^**rA Uy 7. it J^-
*''/»!*'» uutty. Vitt*\ th#r fntrtion.
*, Kti^f**** »• ft fiuiclf irwx\*m in it*
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rtT^t -tTmie*! 'r^r-*. p*»»Tinr tb«-
Kn.T*- tLftt it- ftr«r« -f ft reciil*r P"»ly-
s^'T. ♦•i'SftN iift":f ib*^ jwv«4art ••f the
ft;«<L^iD ftfi th*- j*rnin*-t*-r.
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mftj *«*- r:ivi«i#-.; xni:* ♦4x*^uftl ftrr-^.
Pn»v«r ihftt *ia*- *»f\hr fttarkr* f<»niM:«i t»r
th#- Ifi^er-t'tr* f»f th<* I*-**- ftnele* <*i
ftii iwiTflf-* triftncl*" >* «-«lo«! l«»'»ne
*tt the f'Xt«Ti«»r *«**• ftn(pk-!<
Wljftt i» ft pUnef Wfiftt dett-rmint's
the p't'^ition <*i ft plan*"!
The j'um «f ftnjr two f»ee «nel*'> «»f •
trihedral ftni^K* i* greater than the
third face ani^le. Prove.
fl. QUESTIONS FOR PROFESSIONAL LICENSE.
StfTP.. 'I'he followinir rewiliitkm wa- a<l<ipted by the state lK>anl of education. Octo-
Sfr'M, 1W7:
lifinth'ftl. That the examination for profenwional license include the followinir
hranclM'^i: Alirehra. Civil (iovernment, American Literature. Science of Education, and
fuutitfiUf fulUtwluic tfirn- HiihJectN Kleinents <»f Physics, pjlements of Kotany or Latin
i\ait\u irrammnr. two hooks of Cfesar. and two of Virt^il): and
FuHhrr rrMiilrrd, That tlie examination for state license shall include, in a<ldition
Ui thoM« of profesMionai license. (Jeometry. Rhetoric, (ieneral History. Knfirlish Litera-
ture. Physical (leoj^raphy, nn*! two of the following fhnt subjects— (^hemistry, <TeoloB:y,
Zoiiloiry,
SPKCIAL NOTICK TO APPLICANTS.
In view of the fart that the numuscripts of applicants for both life stat** and profes-
sional licenses are sent to the several members of the state btiard of education for grrada-
tlon, It \H essential that applicants for such Ii<*enses observe the following rules:
t. Write on oni* side of the paper onfu, usintr legal cap.
2. See that tbe answ<*rs to the questions in each branch are entirely separate from
those of any other branch, and securely fastened t<»>fether.
M. Write full name and postofllce address upon each set of answers.
4. Kurnlsh your county superinten<lent rop*V.«< o/ rcrrtmm#'W</^///«w«,as they are tobe
Mled for future reference, and can not be returned.
ft. The expense of sendintr numuscripts should be furnished the county superintend-
ent by the applicant.
EDUCATION IN INDIANA,
105
i)
RULES.
1. Each applicant for a state certificate
Sihall, at the openiiifr of the examination ,
pay to the county superintendent the sum
of five dollars, the fee pn*scrihed by law,
which can in no case he refunded. Appli-
cants for a " pn>fesHionul " license are not
required to pay a fee.
2. Applicants shall provi<le themselves
with leiral cap paper and pens and ink, and
shall write all their work In ink.
3. Each applicant will he furnished with
a printed list of questions in each subject
at the hour desiiniated. He shall number
his answers to correspond with the ques-
tions, Iwt need not copy the latter. The
pacres upon each subject should be fastened
together, and a<*ross the top of the first paife
should be written at the left the guhjrrt, in
the middle thr applicant'it name, at tlie
rifirht thr county. Manuscripts must not be
folded or rolled.
4. Xo books shall be consulted nor com-
munication permitted during: the examina-
tion. No one shall l>e permitted to make
inquiries respecting: the import of any
question. If any one shall be in doubt as
to the meauiufi: of a question he shall (ex-
press his doubt in \*'ritinjf, and this state-
ment shall be submitted t<» the board with
his examination papers.
5. If corrections are necessary they shall
Ik» made by drawing* a sintfle line over the
amended error, that the error as well as the
correction may be seen. No slate or trial
paxKTs shall be used, but all the writing
shall be upon the sheets of the examination
papers.
6. Any violation of these rules shall be
reported by the superintendent to the state
l»oard.
7. The county superintendent will col-
lect an<l carefully count the manuscripts to
see that none are missinK*. and will send
them immediately to the state superin-
tendent, by mail or express, at the expense
of the applicants.
(GENERAL STATEMENT.
(f>w Meparate ahret.)
1. Forwhat grade of license do you apply f
2. If applyinir for a professional or life
state license, state the dates and general
averages of your two 3&-months' licens<»s.
3. How many months have you taught,
and how many of these have been in In-
diana f
4. Make this or an equivalent declara-
tion: I solemnly declare that in the March
<livision of the (examination I have n(»t
given or received aid in any manner what-
ever, and will neither give nor rtnreive aid
in the r(>maining division thereof.
[Sign with fnll name (not initials), and
add postoffice a<ldress and date. J
AI.({EBRA.
1. Woubl you introduce the subject of
algebra before entering the high
school? (live reasons for your an-
swer.
2. If tlie pro<luct of three c<m«ecutive
numbers be divided by each of them
in tuni, the sum of the three quo-
tients is 74, What are the numbers!
1 0
3. Demcmstrate that a" = 1., — =» «., — is
0 0
- n 1
in<leterminate, that a — —
an .
4. Fin<l the nearest approximate fourth
root of 17, to five decimal places.
5. If the product of two numbers be added
to their ditTerence the result is 26,
and the sum of their squares ex-
ceeds their ditTerence by 60. Find
the numbers.
C. At what time between 10 and 11 o'clock
is the minute-hand of a watch 25
minutes in advance of the hour-
hand f
7. Stdve the following:
1 1 1
— =» a.
X y z
1 1 1
b.
y z X
1 1 1
— = c.
z X y
8. By using the following, develop the
law (»f signs, exponents, and coeffi-
cients, of the binomial theorem
(2ii'-3b='(».
9. Factor
(a) a' -h Sl)\
(b) 6x' + 5x — 4.
(c) x* -h x'y' ^ 9*.
(<li x' - 5x' - 2x -h 10.
(e) a' - b' - c" -I- 2bc -f a f b 1- c.
10. Solve the einiation given l)elow and
thus detennine a formula for the
solution of all (luadratics:
ttx' -f bx +■ c =» o.
nVlL GOVERNMENT.
^Atm r'mht, but no more.)
1. (^ive in iletail the processes involved
in making a treaty with a foreign
country.
106
EDUCATION IN INDIANA.
2. What important udvaiitagre wa?* (rained
for the Unit^'d States in the late
Hay-Paunrefote treaty?
3. What iK the title of our hifrhest diplo-
matic representatives in foreig-n
eoiintriesf Name the foreijni na-
tions to whieh we accredit such
representatives. Name two or more
of these representatives now in the
service.
4. Descrihe fully how a hill lK?c<mies a
law, erivinff all the processes of its
enactment.
5. When <loes a man elected to cimirress
in Novemher. 1902. hec<mie a meni-
her? rnle.ss extra sessions are
held, when will the member first
meet with conirress?
6. Enumerate six sole powers of the
president.
7. Write one pajje on the subject: The
Powers and Duties of the (Governor
of Indiana.
8. Write fully on the jurisdiction of the
United Stat<»s supreme court.
9. Enumerate some acjts of congrress
which were ma<le possible only upon
the basis of "implied powers."
10. How are congressional vacancies filled
— in lower housef In senate?
AMERH'AN LITEKATrUE.
LI HI/ eiuht, but no wore.)
1. (Jive a sketch of the life and work <»f
the l(>adintj: literary character of
the revolutionary period.
2. Discuss WashinK-ton Irvinjr as to
(a) Hunk us an author.
(b) His important writinjfs.
(c) The merits of one of his works.
3. Criticise <me of Eniers(m's essays.
4. Quote from the Vision of Sir Luunful,
and indicate the author's rank con>-
pare<l with contemporary writers.
5. (Nmipare Holmes with Whittieras to
(a) Literary style.
(bi lnMuen<"e.
"The jfrov<'s were (Jod's first temples.
Ere man learned
To hew the shaft and lay the architrave.
And spread the ro<»f ab(»ve them— ere
he framed
The lofty vault, to j^ather and roll back
The sound of antlu'ins: in the darkling
wood .
Ami<l the cool and silenc<', he knelt
ilown
And offered to the Mijrhtiest solemn
thanks
And suppli<'ation."
G. la) Name the author and K'ive mimes
of contemporary writers.
(b) For what was the author of these
lines particularly noted?
7. Who is your favorite American poet?
Quote him.
8. Who is your favorite American novel-
ist? Name his important works,
and crive a brief sketch of one.
9. Discuss the historical novel as to (a)
purpose, (b) influence, (c) literary
merit.
BOTANY.
1. What are the physical factors chiefly
determinine: plant distribution ?
Which of these is the most import-
ant i Give reasons.
2. Name the jfreat groups into which the
plant king:dom is divided. Give an
example of a plant iform belonifinsr
to each of these groups.
3. What characteristics (anatomical) do
plants srrowinfir in water or in soils
rich in water show? Give reastms
for these structural features.
4. Explain in detail the various protective
devices of plants growing in desert
regions. What would be the proba-
ble effect of irrigation upon the
plant life of a desert region.
5. Define plant transpiration and explain
its necessity. Tlirough what parts
of a plant does transpiration take
place ?
H. How do plants breathe? Show that
plant breathing is strictly com-
parable to the breathing of animals.
What is carbon fixation or photo-
syntax ?
7. Define the term roo/as applied to hierher
plants. Give t\w functions of roots.
8. In what ways may plants reproduce
their kind ? (live an example of
each method.
a. Explain plant migrations. Explain
occurrence of arctic plants on moun-
tain tops in temperate regions.
10. (_»ive tlu» lif(? history of any plant you
nuiy select.
LATIN.
( .1 nswer unit eifjht.)
I. Translate: ('a»sar paucos (/i> in eorum
finibus mo/v//f(,«(, omnibus vicis aedi-
ficis(4ue incenses fatisque Huccisis
se in fines Uniorum recepit, atque
his aux ilium suum poUicitus, si ab
Suebis premerentur, per explora-
tores pontem fieri romperissi'tit
more suo concilio habito nuntios in
<»mn('s partes flimisisitet ut de oppi-
<lis demiarttrt-nt. liberos, uxores
EDI' CATION IN INDIANA.
10'
suaque omnia in silvis d<*p»n<Tent.
atquo omnos qui arniaferro poHsont
iimim in locum convcnirent. Hun<*
esse delectum medium fere rr-
ifioniim eanini quas Suehi ohtiner-
ent; hie Komanornm adrentiint ex-
peetare at<iue ibi tlecertare eon-
stituisse.
2. (live the synta<*tienl use of tl>e wonls
' in italic.
3. TranslaUMnto Iwiatin: (a) Many have
been found who have dechired pain
the trreatest ill. (h) Hefore I come
hack to the caRe I will say a few
thinifs concerninsr myself, u-) He
answered ('if»sar that he ha<i come
into (Jaul hefore the Honum peoph*.
What did he want ? Why <Ii<I he
come into his d<miain f (r/) (*hani;e
ic) into oratio recta.
4. (live the forms and uses of the peri-
phrastic conJu>ration. a<'tive and
passive.
5. Translate: At vero ('. ('H»sar intellei^it.
legem Semproniam esse de civihus
Komanis constitutam; qui autem
rei puhlicfe nit hostis. euni civem
esse tiuHo tnodo posse: denique
ipsum latorem Sempnmia* lejjris
hiiuMSH p<»puli poenas rei puhlicnp
deprndixne Idem ipsum Lentuhini,
Utrgitorem et prodierum. non putat
cum <le pernicie populi Komani,
exitir huius urhis tam setrbe. tarn
cmdeliter co^itarit, etiam appellari
posse popularem.
6. (live the sp(»cial use of the wonls in
italic in the above.
7. (.Tive the ireneral niles of participles—
as to form— as to use.
8. Name the prtmiinent p<»ets and prose
writers of the ** Silver Asre."
9. Translate:
En I'riamus! Sunt hie etiam sua
praem ialaudi:
Sunt lacrimal* renim et inenti-m
mortalia tantriint.
Solve metus; feret haec ali(|uam
tibi fama salutem.
Sic ait. atque animuni pictura pascit
inani.
Multa (^emens. lartr^xiue umectat
flumine vultum.
Namque videbat, uti bellantes
Perg-ama circum
Hac fugerent (Jraii. premeret Troi-
ana inventus.
Hac Phryges. instaret rurru crista-
tus Achilles.
10. Scan the above, ami give rulrs of
quantity and accent.
PHYSICS.
1. Show how it is possible for an ice-boat
to sail fa*<ter than the wind.
2. What sort of a force is acting in the
case of a body moving {a) with uni-
form velocity; </>) with uniform
speed in a straight line: (r) with
uniform acceh'ration in a straight
line: (d) with simple hamumic
moti<mf
3. Without the use of a formula, either
expresse<l or implied, describe what
is meant by Moment of Inertia.
4. Define weight, stress, strain, elasticity,
density, specitic gravity, work, spe-
cific heat, water e(iuivalent of a
cahirimeter. electrical difference of
potential.
5. l)e<luce an expression for the value of
**g'' in tenns of the length and
periofl of a simple pendulum,
fi. Describe any methoil of determining
the temperature of a funiace when
you have no thermometer that will
indicate more than 1(X) (.'.
7. With an external resistance of 9 ohms.
a certain battery gives a current of
0.43 amperes, while with an external
resistance of 32 ohms, the current
falls to 0.2 amp<"res. Find the re-
sistance of the battery.
8. When large amounts of electrical power
are to be transmitted long distances
alt<»rnatiug currents are employed
instead of continuous <'urrents.
Why?
9. Kxplain why a piece of iron is attra<*te<l
by a magm>t.
10. ( five the cause of the color of bod ies.
SCIENCE OV EDUCATION.
\AvxiVfr tiuht, hilt tio more.)
1. To what extent, in your juilgment, is
there a science in education f (iive
reasons for the opinion you express.
2. In instruction we go fnrni the known
to the relate«l unknown, it is said.
On what principle of mind is this
foumled?
3. What do you consi«ler the most im-
portant laws of memory?
4. If you are t«*aching a child the idea of
a s<|uare corner, of what value
would it be to have him, construct a
square corner?
5. What are the arguments for and
against out-door recesses?
(>. What, in your opinion, should be the
outcome of all government of chil-
<lren in the school?
108
EDUCATION IN INDIANA.
7. "Action iH the principle of character."
What doe.s this mean, and is this
correct?
8. "Keep thy heart with all diligrence:
for out of it are the issues of life."
Explain the ethical and peda^jro^ical
principle embodied in this quota-
tion.
9. To what extent, in your opinion, is it
the duty of the school to train the
child in social usasres and customs?
10. Of what value would it be to a teacher
to study thorousrhly the Greek and
Roman ideals and systems of edu-
cation.
('. FOR SECOND DIVISION LIFE STATE LICENSE.
Questions to he Ihinl on the IjqH Saturday in April.
Note.— The foUowinfir resolution was adopted by the state board of education. Octo-
ber 31, 1887:
RtHolved, That the examination for professional license include the followinjf
branches: Algebra, Civil (Government. American Literature. Science of Education, and
two of the followinjf three subjects: Elements of Physics. Elements of Botany or Latin
(Latin urrammar. two books of ('«»sar. and two of Virgril); and
Further resolved. That the examination for state license shall include, in addition to
those of professional license. (Geometry, Rhetoric. (General History, Enirlish Literature,
Physical Geourraphy. and two of the foUowingr thref subjects: Chemistry, (^Geology,
Zoology.
SPECIAIi NOTICE TO APPLICANTS.
In view of the fact that the manuscripts of applicants for both life state and profes-
sional licenses are sent to the several members of the state board of education for grada-
tion, it is essential that applicants for such licenses observe the following rules:
1. Write on one side of the paper only, using legal cap.
2. See that the answers to the questions in ea<'h branch are entirely separate from
those of any other branch, and securely fastened together.
3. Write full name and p<»stoflfice ad<lress upon each set of answttrs.
4. t'iimish your county superintendent copieH of recommendations, as they are to l)e
flle<l for future reference and can not be returned.
5. Necessary postage for sending manuscripts should be furnished the county super-
intendent by the applicant.
6. A fee of Hve dollars shonhl be collected from nil applicants for this license.
PHYSICAL (iEO(JRAPHV. 5.
(Any eight, tmt tio more.)
1. Describe and account for the annual
changes in the climatic conditions ♦».
of southern California.
2. (a> Describe the distribution of rain-
fall in the Unite<l States. 7.
(b) Annual rainfall in Indiana.
(c) Account for our summer rains.
Our winter rains. 8.
3. (a) What Importance do you attach to
the fteld work in physical geogra-
phyf Whyf tt.
( b) Outline some field work for second
year high school students.
4. Describe some of the important geo- 10.
graphical features that have favored
the development of the Cnited
States.
Show that the chariu'ter of soldiers and
their success in warfare are de-
pendent largely on geographical
conditions.
Discuss northern and southern Indiana
as to (a) topography: (b) soils; (c)
drainage.
(a) What is a contour mapf
(b) Draw a contour map of Indiana,
with a contour interval of 100 feet.
Account for our dally weather changes,
and the intensity of these changes
during our winters.
Discuss the (treat Salt Lake basin as
to (a) origin; (b) fonner conditions;
(ci former and present drainage.
The Piedmont Belt: (a) Location: (b)
present topography; (c> former con-
(litions; ul) distribution and occu-
pations of the people.
EDUCAriON IN INDIANA.
109
ZOOLOGY.
(Afiu eight, but no more.)
1. (iive chief characteristics separatincr
animalH from plants. Dixtinfiruish
between development and differ-
entiation.
2. What it* meant by phyHioloirical divi-
sion of laborf Give an example
showinfT how division of labor crives
an advanta)?e in the 8trug:crie for
existence.
3. Prove that the color of wild forms is
of gre&t value. How may the equal
color brilliance of the male and fe-
male bird of certain species be ex-
plained f
4. What chancres are broujfht about in
animal fonns as the result of do-
mestication? How may these
changes be explained?
5. Name the animal sub-kingrdoms. As-
sign to proper sub-kincrdom the
following: forms: Lobster, oyster,
shark, house fly, coral, turtle, spider,
jelly fish. Paramecium, whale.
6. Explain respiratory mechanism in in-
sects, flsh and air-breathing mam-
mals. How may these differences
be explained?
7. What factors determine character and
numtier of faunal forms of a given
region? Why are not all species
cosmopolitan?
8. Illustrate (by at least two examples)
the economic relations existing be-
tween lower life forms and man.
Show the effect of disturbing the
"balance of life."
9. (rive characters of any two of the ani-
mal sub-kingdoms. Name the more
important tissues of the animal
body, giving their principal func-
tion.
10. Give the life history of any animal you
may select.
CHEMLSTRY.
(Atiu eight, hut no mon.)
1. Show how the atomic theory ex-
plains the laws of combining pro-
portions.
2. How is the qualitative and how the
quantitative composition of water
determined?
3. Name four substances found in the at-
mosphere, and give a way of deter-
mining the presence of each.
4. Give a method of determining the oxy-
gen from the air free from the other
gases in it.
5. Characterize nitric acid and give an
explanation of its action on metals.
6. What results are obtained by heating
the following nitrates: (1) Potas-
sium nitrate. (2) silver nitrate.
(3) ammonium nitrate?
7. The weight of a litre of oxygen is 1.429
grams and its molecular weight is
32. The weight of a litre of a second
gas is .089 grams. What is its mo-
lecular weight?
8. When chlorine acts as a bleaching
agent or as a disinfectant, what
principle is involved?
9. Give the different steps involved and
the different substances produced
in the Le Blanc method of making
sodium carbonate.
10. What weight of oxygen will it take to
bum completely 50 grams of pure
alcohol (('a H5 OH)f What volume
of carbon dioxide will be produced?
( 44 grams carbon ox ide »22.39 litres. )
GEOMETRY.
(Any eight, tntt no morf.)
1. The areas of two similar triangles are
to each other as the squares of any
two homologous sides. Demon-
strate.
2. Prove that the perpendiculars from
the vertices of a triangle pass
through the same point.
3. Give what you consider to be three
fundamental theorems of plane
geometry.
4. Demonstrate the Pythagorian theorem.
5. What is the value of the square upon
the side opposite the obtuse angle
of a triangle? Demonstrate.
6. Two chords that intersect in a circle
are mutually proportional. Demon-
strate.
7. The areas of two circles are to each
other as — . Complete and demon-
strate.
8. A house and bam are upon the same
side of the road, but at unequal dis-
tances from it. I wish to so locate
a well upon the road that I can build
the shortest possible walk from the
house to the bam, touching the
road at the well. Show how you
would locate the well.
9 and 10. Find the volume of the frustum
of a pyramid.
110
EDUCATION IN INDIANA.
RHKTOKIC.
(Any eight, but wo more.)
1. What is the difference l)etween cor-
rectness and effectiveness in rhet-
oric?
2. What is meant by " line writinjff "
3. What is the relation of the paraerraph
to the whole discussion?
4. What is meant in rhetoric by "cohe-
rence " ?
5. What are the essential rhetorical ele-
ments in argumentation f
6. Explain somewhat the difference be-
tween rhetoric as a science and as
an art.
7. What are the characteristics and what
the uses of the climax?
What are rhetorical fierures an<l what
their value f How many principal
ft<ri»resf Name them.
9. What is meant by jjrace in rhetoric?
10. With what justice can it be sai<l that
liberal culture assures a jfopd rhe-
torical Ktyle?
EXULISH LITEHATrUE.
(.i»U eiiiht, hut no morr.i
1. (live an example of the influence of
litt^rature (po<?try, fiction or the ora-
tion) upon the developnu-nt of the
American people.
2. Write a sketch of u leadincr character
in one of the followinjr works:
(a) Vicar of Waketield. (h) Ivan-
hoe, (c) Dombey <fe Son.
3. Connect one of the followinpr charac-
ters with one of Shakespeare's
' plays, and explain its iufluem-e
upon the <levelopment of the play:
Portia, Ophelia. Miranda, Macbeth,
(^assius, latro.
4. "As You Like It is a romantic come-
dy." Explain in detail what this
sentence means.
5. (Nrntrast the prose of Ma<'aulay with
that of (,'arlyle, in reirardto vocabu-
lary, paratrraphs and the (lualities
of style.
fi. Describe briefly the characteristics of
two periods of Eni^lish literature,
naminu: in each period four of the
more important authors and their
chief works.
7. I'siny: an illustration one novel of each
of the followinir writ(?rs, tell some-
thintr about its autli<)r's ability to
handle plot and to portray rhar-
acter: Scott, Dickens. Thm-keray.
(leorjje Eliot.
8. Discuss briefly this question: " Are
the recent historical novels to I>e
preferred to the ' dialect stories ' of
a year or so airo? "
9. Discuss briefly methods in teaehinfir
literature— (a) In refer(»nce to pur
pose or aim. (b) As to value of
studying literary criticism or com-
ment on the part of others, in com-
parison with the author's works
themselves.
10. Mention the chief works of (1) De-
Quiucy. (2) Macaulay, (3) Carlyle,
<4) liuskin. (5) George Eliot.
GENIiRAL HISTORY.
{Any eight, l)ut no more.)
1. Write, briefly, of the reiirn of Charle-
magne.
2. Discuss, briefly, the influence of King
Alfred.
3. Magna Charta—
(a) Time.
(b) State what you consider its most
important feature.
4. Write briefly, of the life. charat»ter.
and influence of Joan of Arc.
5. Stat«* three important facts in the life
of liUther.
6. Discuss Carthage and her people.
7. Name a c<mtribution to our civiliza-
tion made by (Jreece: by Rome.
8. Mention two great causes of the
French revolution.
9. State causes and results of the
Franco-Prussian war.
10. (live an account of the rise of English
power in India.
(iEOLOGY.
^Any eight, hut no more.)
1. What agencies bring about the decay
of rock? Explain fully how eiwh of
these act.
2. (live the geological growth of North
America, locating the olde.st and
the youngest fonuations.
3. In what does the geological wealth of
Indiana consist? In what part of
the state is each of the leading
products found?
4. Illustrate by diagram the different
kinds of mountains and tell how
each is f<»rmed.
5. What has ])een the effect of the glacial
p(rriod on the surface of Indiana?
9. Trace back to its origin in the sun, the
heat produced by u lump of anthra-
cite coal.
EDUCATION IN INDIANA.
Ill
7. Explain coral formation and locate
the coral fonuation^ of the United
Staten.
8. Draw a diafirrani Hhowintr the forma-
tion of spriniTH, and .show how ar-
tesian wells may be made.
9. What i» a foMHiU What fossils, if any,
are found in Indiana f Locate.
10. How do you account for the existence
of gas and oil fields? Locate the
most important.
11. State fully your preparation for teach-
ing fireolofiry.
NoTiOK.— The state hoard of education,
at its meeting March 22. 1895, resolved that
it reserve ihe right to call before it any ap-
plicant for life state or professional license
for oral examination in addition to the
written examination based upon the ques-
tions herewith submitted.
For the state board of education:
FA8SETT A. COTTON.
State SiiDt. Public Instruct ion.
President.
W. W. PAHSONS.
Prest. Indiana State yortnal School.
Secretary.
NOTES TO THE EXAMINER.
1. In October, 1885 (p. 52. record), the state boanl of education ma<le the following
order: Ordered, That the Heading Circle examinations in the science of teaching be ac-
cepted by the county superintendents in pliwre of the county examination on that subject,
and that the average of their four succc^aive yearlu cxa mi nations in the science of teach-
ing be accepted by the state boanl in the examination for state certificates.
2. The state board of education reserves the right to call before it any applicant for
oral examination, in addition to the written examination based upon the questions sub-
mitted for life state an<l professional licenses (p. 429, n'cord).
3. Please send manuscripts on Momlay following the examination.
/. FOR LIFE STATE LICENSE.
For Graduates of Higher Iiiatlitutiovs of Leorniiuj OnJy.
SPECIAL NOTICE TO APPLICANTS.
The following rules govern the examination of teachers for life state licenses:
1. For Graduates of Higher fnstitutions of Jjcarnina Only.— The, state board of edu-
cation revised its rules governing applicants for life state licenses by the addition of the
following resolutions:
Resolved, That the rules of the state board of education relating to examinations for
and the granting of life state licenses shall be and are hereby amended by the addition of
the following: All graduates of higher institutions of learning in Indiana, or other in-
stitutions of equal rank in other states approved by this board, which n^quire graduation
from commissioned high .schools, or the e(iuivalent of the same, as a conditi<m of en-
trance, which maintain standard courses of study of at least four years, and whose work
as to scope and quality, is approved by the state boanl of education, shall on complying
with the conditions enumerate*! below, be entitle<l to life state board licenses to teach in
Indiana: Provided, however. That graduation by the applicant shall have been accom-
plished by not less than three years' residc^nt study and by thorough, extended examina-
tions in all subjects pursued privately and for which credit has been given by the insti-
tution: And, pr:>rided further. That the requirements as to three years' resident stu<ly
shall apply only to applicants graduatin.; after this date, January 18, IJWO.
First. Such applicants must have hvld one or more sixty months' or pn»fessional
licenses.
Second. They must present to the state board of education satisfart(»ry written testi
monials from compett^nt superintendents, special supervisors, teachers, or other sehool
officials to the effect that they have taught an<l managed a school or schools successfully
for a period of not less than thirty months, at lea^'t ten of which shall have been in Indiana.
Third. They must pass thorough satisfactory examinations in any three of the follow-
ing subjects: (1) (fcneral history of e<lucation; (2i TIh' school system and the school
law of Indiana; (3) E<lucational psychology: (4) Experimental psychology ami child
study; (5) Leading school systems of Europe and America; ((») Science of education,
and (7) The principles and methods of instruction.
112
EDUCATWN IN INDIANA.
Fourth. Before enterinsr upon the examination, such applicants shall present to the
state board of education satisfactory evidence of good moral character, and shall pay Ave
dollars each (the fee prescribed by law), which can in no case be refunded.
Fifth. A license will be »f ranted to those who make a greneral average of 75 per cent.,
not fallinfiT below 65 per cent, in any subject.
In view of the fact that the manuscripts of applicant« for both life state and profes-
sional licenses are sent to the several members of the state board of education for grrada-
tion, it is essential that applicants for such licenses observe th(! followinip rules:
1. Write on one 8i<le of the paper only, using: lejfal cap.
2. See that the answers to the questions in each branch are entirely separate from
those of any other branch, and securely fastened togrether.
3. Write full name and postoffice addresw upon each set of answers.
4. Furnish the member of the state board of education conducting the examination
copies of reconmiendatiouif, as they are to be filed for future reference, and can not be
returned.
5. The expense of sending: manuscripts should be furnished by the applicant.
6. A fee of five dollars should be collected from all applicants for this license.
HISTORY OF EDUCATION.
{ Answer eight, but tio more.)
1. What defects in the education in India
and China were due to the home
life of those peoples?
2. In what respects was education anion?
the Jews superior t« that among:
other Orientals?
3. What educational advautajres could
Eg:ypt have affor<UMl Moses during:
his residence in the palace?
4. What were the diflFerences in the
methods of education in Athens and
Sparta?
5. Mention some of the chief Roman edu-
cators and 8:ive their principles and
methods.
6. What direction and impulse were g:i ven
education by Christianity?
7. State advantag:es and disadvanlHi?es
which came to education from the
Monastic system.
8. Give an account of the rise of the uni-
versities of Britain and Europe, and
grive the main differences in the
educational methods of the two
countries.
9. What is the status of education in
France today?
10. In what respects, if any. do modem
methods of educaticm excel those of
antiquity and the middle a>res?
SCIENCE OF EDUCATION.
{Answer right, hut no more.)
1. Briefly discuss the place of the iniatfin-
ation in education.
2. Briefly discuss the statement that the
g:ranmiar school ag:<! is the period of
drill, mechanism an<l habituation.
3. Name what are. in your judgrment. the
five most pnjvalent faults or weak-
nesses of American teachers.
4. What may be the educational value of
the school recess!
5. Should the educational process follow
the so-called natural bent of chil-
dren! State reasons for answer.
6. What should be the aim of the teach-
ing: of history in the {grammar
school?
7. "Man, in this country, has attained no
small part of his education by the
preaching: and practice of the g:ospel
of work on the American farm."
Briefly discuss this statement and
describe what educational movi?-
ment or movements have lieen
founded on this idea.
8. What mistake or mistakes have been
matle in the practice of schools from
reg:arding: the child as an adult.
9. Is the school life itself, or is it a prep-
aration for life, or is it both? Give
reasons for your answer.
10. Discuss briefly the place of '* thoroug:h-
ness," so called, in the education of
young: children.
LEADING SCHOOL SYSTEMS OF
EUROPE AND AMERK^A.
iAnu eight, but no wore.)
1. Briefly discuss the educational contro-
versy groing: on in England in the
fall of 1902.
2. What advances have been ma<le in
education in (Germany under the
present emperor.
3. What is the method of tuaching: history
in the schools of Germany?
4. How has the Herbatian philosophy in-
fluenced American scIhkjIs?
5. Discuss the <'ducational system of
Switzerlan<l. What, if anything:,
have we to learn from it?
EDUCATION IN INDIANA.
113
6. Name three leuding: centers in th(j
United States for the scientific
stndy of educati<ni.
7. Discnss briefly the influence of Francis
W. Parker upon American schools.
8. What provision is made in France? for
the art instruction of the people?
9. What contributions have been made to
American e<lucation by the Scan-
dinavian countries?
10. What was the Greek ideal of e<luca-
tion? What, if anythine:. have we
to learn from itf
SC^HOOL SYSTEM AND SCHOOL LAW
OF INDIANA.
(.1 nif eight, but fin movf.)
1. What <io you consider the jrreatest
weakness in Indiana's system of
education, as a syst<*mf Discuss
fully.
2. What lepal authority has the county
superintendent of schools? What
qualiHcations are require<l for elec-
tion?
3. When may t«»achers be exempt from
further examination?
4. The statute authorizes the revocation
of a teacher's license upon either
one of four charges. What are
they?
5. What is meant by a de facto boanl?
What are the powers of such a
board ?
6. In what way was the power of town-
ship trustees curtailed by tbe en-
actment of a law requirinj? township
advisory boards? Explain fully.
7. Discuss fully the sources of local
.school revenues.
8. How may a school library be estab-
lished in a town or city of say 3,000
inhabitants?
9. What are all of the s<mrces of school
revenues in In<liana?
10. What are the duties and powers of
county boards of education?
PRINCIPLES AND METHODS OF
INSTRUCTION.
(J tiMirer ei{jhf, hut no morr.)
1. State the diflFerence between method
and device.
2. Explain your method in t^-achinu lonjri-
tmle in treojrraphy.
3. Indicate the devices that should b<' em-
ployed in the process of tea<'hintr
lonsritude in i^eoBrrophy.
4. What principles of mind should be
observed in the process?
5. What principles of the subject of sreo-
erraphy should be regrarded?
6. State the main principles derived from
the nature of mind that underlie
method in crrammar.
7. Name the principles derived from the
nature of the subject-matter of
irrammar that underlie the method
in trrammar.
8 and 9. Give a brief explanation of your
method in teaching: g^rammar.
10. Explain and illustrate the diflference
between principle and method.
EDU(\\TIONAL PSY(^HOLOGY.
{xi ny eight, hut no more.)
1. What are the effects of* arrest of de-
velopment of the nervous system
before birth, and during: childhood,
adtdescence, and at maturinfi:? Edu-
cati<mal inferences?
2. What psychological explanati<ms have
b<*en griven of truancy, bullying: and
teasing, stealing, lighting, deceiv-
ing, hunting, collecting, boys' clubs,
etc.?
3. Discuss the law of transiency of in-
stincts (James) in its educational
bearings. Is this law in harmony
with President Hall's doctrine that
nulimentary psychic processes are
the necessary stepping stones to
the highest development?
4. What is the onler of development of
the interest and ability of children
in the grades, in historj'. definition
of objects, drawing, regard for law,
and freedom from superstition?
5. What are the main facts known about
the period of adolescence?
6. Give a psycholf)gical and educational
interpretation of play. Dis<'uss
opinions regarding it of Spencer,
(Jroos, and Hall.
7. What does Dr. W. T Harris mean by
his three orders of thinking?
8. Wliat is the mental training value of
the study of a foreign language like
Latin? Is this training value of use
in all other subjects?
!). If you wish to gain the utmost possible
proficiency in telegraphy or some
other siniilar occupati<m. what
would you have to do antl what
would be the course of your prog-
ress?
10. Discuss the doctrine of apperception
in its educational applications.
8— Education.
114
EDUCATION IN INDIANA.
EXPEHIMENTAL PSYrHOLCXiY.
(Any eighty but no tuore.)
1. Discuss the use of instropttctiou in
experimental psyeholosry.
2. Explaiu the purpose and manipulation
of the followiufir instruments: The
perimeter, color mixer, kymograph,
jpsthesiometer, chronoscope, eriro-
firraph, and automatoirraph.
3. Show how a psychological experiment
is to be written up hy descrihing
one of the simple experiments
upon after»-imaKres. stereoscopic
vision, or visual illusions.
4. Write a syllabus of (juestions to ascer-
tain what differences exist in the
ability of individuals to recall sen-
sations of taste.
5. J)escribe experim€*nts for ascertain inj;
what the simple sensory elements
in the skin aref
6. What are the primary color sensations.
and what are your reasons f(>r se-
lectinsr these f What is meant by
color tone, saturati(m, intensity f
What must a color theory explain
and what seems t(> you to be true in
the diffen'nt theories proposedf
7. Describe tests for nearsiirht«?dness,
astifjTmatism. color blindness. <le-
fective hearing and loss of muscu-
lar control. Where these <lefects
exist among: pupils, what should be
the practice of the teacher and
school authorities?
8. Describe experiments by which the
bodily effects of the emotions or
mental work may be studied.
Draw diaerrams of the apparatus
that should be used.
9. What experiments show that the space
perceptions of the adult are made
up chiefly of the results of experi-
ence? What is the relation of
movement and the sensations from
movement in space perception?
Cite experiments made in proof of
your statements.
10. Describe the experimental work don<'
in the study of onk of the following
topics: Mathematical prodijries.
telejrraphic lan^uatre. the psycho-
losry of readintf, fatigue, curves of
mental a<*tivity, visual imaerery,
sui?>;estibility of chihlren. or hypno-
tism.
Ndtk'E.— The state board of education,
at its meeting March 22. 1895, resolve<l that
it reserve the right to call before it any
applicant for life state or professional
license for oral examination in addition to
the written examination based upon the
questions herewith submitted.
12. PJlOFE8Sl()i\AL TKAINJNG.
a. INDIANA UNIVERSITY.
Probably tlie earliest att(*m])t at professional training for teach
ers was that made bv the board of trustees of Indiana universitv in
18']0, when it was proposed to establi.sh a ])rofessorship to prepare
teachers for tlie coninion schools. There was no available fund
for the work and nothin«>' was accomplished. Another similar
attempt was made in 1S47 which was also unsuccessful. In 1852
tlu^ university trustees o])ened a normal school in connection with
the ])re])aratorv de])artment. This de])artment was sustained at
intervals more or less successful till 187'5, when it was abarnhmed.
Xothing of permanent value was attempted till 18S<;, when the
department of ])eda<i:o^y was established. This department has
always been strong, and today has some of the reco^rnized educa-
tional leaders in the state as professors.
EDUCATION IN INDIANA. 115
b. STATE NORMAL SCHOOL.
The discussion in regard to the estahlishnient of a state normal
school lx?gan early. There was a wide diversity of opinion as to
the wisdom of such an institution and it was not till 1805 that the
general assembly saw fit to make provision for one. In his report
in 1800 State Superintendent Hoss, after stating what the legis-
lature had done in regard to a state normal, makes a labored
attempt to justify the act. The idea of this school from the
beginning was that it should Ix^ distinctly ])rofessional, and it has
never departed from this notion. It has always made a distinction
between merely training teachers in the mechanical manijnilation
of devices, and practice based upon an understanding of funda-
mental ])edagogical principles. This last thing the school has
striven to do, and any distinct merit it may possess is due to this
fact. The sch<^ol was opened in January, 1870, and from that day
to this has grown in efficiency. Tlie state has ecpiipped the institu-
tion well and the substantial encouragement which it received at
the hands of the last general asseml)ly has given it new life and
made it ])ossible to realize some long cherished plans. It is now
ecpiipped to meet the denuinds for Avell ])repared teachers in evrry
department of public school work.
f. CITY TUAIXINCJ SCHOOLS.
A number of the larger cities in the state sustain training
schools in connection with the city systems. In these high school
graduates are given a course of training und(»r professional super-
visors before they are given regidar jdaces as teach(»rs in the
schools.
fi. L\r)KPEM)p:NT (Y)llf:(;ks and universities.
The independent colleges ami universities of the stat(» in most
instances offer c(»urses for teachers in various academic branches
and in ])edag<'gy. The tendency is toward the (Mpiipuuiut of
strong pedagogical departments.
r. INDErENDENT NORMALS.
Indiana has a nnml>er of very strong independent normal
.scho(ds which offer training to teachers. Most of these schools
are well equij)ped and <lo strong work both in theory and practice.
lir> EDUCATION IN INDIANA.
f. TIIK C!()UNTY INSTITUTE.
One of tlie strongest factors in prolessional training of teaeliers
is the county institute. Tt has had an interesting development in
Indiana and is at the present time in a transition stage. Educators
in the state are working at the problem and it is hoped that some-
thing may l>e done {o make the institute at once more professional
and more practical. At present the institute is held in each
county annually for one week. Instructors are employed and the
work takes a wide range in topics discussed. The work may be
said to be inspirational, cultural, professional and practical.
0. TOWNSIirP INSTITUTE.
Probably the most efficient work is d(me in the township insti-
tute. At least it is Ifcere that the largest number of teachers d<>
systematic work looking toward better teaching. The state depart-
ment of public instruction prepares each year a careful outline of
the Avork that is to be done in the township institute and the county
superintendent organizes the institutes and sees that the work is
done. Every teacher in the township schools attends these insti-
tutes one day each month and has some personal work to do.
//. TEACHERS* READING CIRCLE.
The reading circle board selects each year two books which form
part of the work outlined for the township institute. These books
are generally professional and cultural and each township teacher
is required to own them and study them.
i. TEAf nERS' ASSOCIATIONS.
Tn addition to the above forces for professional training the asso-
ciations mav be mentioned. There is first the state teachers'
pRSociation, which meets annually during the Phristmas holiday at
Indianapolis. TsTe^it there are the northern and s(mthern Indiana
associations, which meet annually during the spring vacation.
Then there is the county association, which holds an annual moot-
ing of two days, generally at the Tlianksgiving holiday. All of
these forces contribute to and kec^p nlive the professional spirit
among teachers. There never was a time in the state when there
was larger professional zeal or larger determination to place the
calling upon a higher plane every way.
VII. Compulsory Education.
A. THE LAW.
a. CHILDREN BETWEEN THE AGES OF SEVEN AND FOURTEEN
YEARS MUST ATTEND SCHOOL.
The Law.— Every parent, guardian, or other person in the state
of Indiana, having control or charge of any child or children between the
ages of seven (7) and fourteen (14) years, inclusive, shall be required to
send such child or children to a public, private or parochial school or to
two or all [more] of these schools, each school year, for a term or iK»riod
not less than that of the public; schools of tliM school corporation where
the child or children reside: Provided, That no child in good mental and
physical condition shall for any cause, any rule or law to the contrary, be
precluded from attending schools when such school is in session.
6. COUNTY TRUANT OFFICERS-DUTIES-MISDEMEANOR.
The county board of education of each county shall constitute a board
of truancy whose duty it shall be to appoint on the tirst Monday in May
of each year one truant officer in each county. Tlie truant officer shall
see that the provisions of this act are comi»li(Hl with, and wh(Mi from per-
sonal knowledge or by rei)ort or com))laint from any residcMit or teacher
of the township under his supervision, lie l)clieves that any child subject
to the provisions of this act is ha1)itually tardy or absent from sc1hm)1. he
shall immediately give written notice to the i>arent, guardian, or custodian
of such child that the attendance of such cliild at school is rc(iuired.
and if within tive (5) days such parent, guardian or custodian of said
child does not comply witli the i)rovisi(nis of tliis section, then such
truant officer shall make complaint against sndi parent, guardian or cus-
todian of such child in any court of record for violation of the provisions
of this act: Provided, That only one notice shall Ik* required for any
child in any one year. Any such i)arcnt. guardian or custodian of child
who shall violate the provisi<Mis of this act sliall i>e adjudged guilty of a
misdemeanor and upon conviction tliereof shall \h\ tined in any sum not
less than five ($5.00) nor more tlian twenty-live <h>llars (.$2r>.(Kn, to which
may be added, in the discretion of the court, imprisonment in the county
jail not less than two nor more than ninety days.
c. TRUANT OFFICERS IN C^ITIES AND TCnVNS.
A city having a school enumeration of tive thousand or more children,
or two or more cities and towns in any county having a combined school
enumeration of five thousand or more. may. in the discretion of the county
(117)
lis EDUCATION IN INDIANA.
l>onrd of triuincy. eonstituto Ji sei)arat(' district for tlie administration of
this act. Cities containing a scliool enumeration of t(»n tliousand cliildrcn
or less sliall liave ]>ut one truant officer, (^ities containinjr a scIi©ol enu
meration of more tlian ten thousand and less tlian twenty thousand chil
dren shall have two truant officers. (Mties containing a school enumera-
tion of twenty thousand and h»ss than thirty thousand shall have three
truant officers. Cities containinjr a school enum(»ration of thirty thousand
and less than forty thousand children may have four truant officers.
(Mties contaiidnj; a school <»numeratlon of more than forty thousand chil-
dren may have five truant officers to be seh'cted by th(» board of school
commissioners. Tlie truant officers of cities and such seiKnrate districts
shall enforce the provisions of this act in the manner and under such
penalties as are prescribed by section 2 of this act. Truant officers of
cities mtMitioned In this s^'ction shall be aiipointed by the board of school
trustees or board of school commissioners, respectively, of the city.
d. SALARY OF TKUANT OFFK^EU.
The truant officers shall receive from the county treasin-y tw<» [dollars]
($2) for each day of a<'tual service, to be paid by the county treasurer upon
warrant sijnied by th(» county auditor: Provided, That no county auditor
shall issue a warrant upon the county treasury for such service until the
truant officer shall have filed an itemized 5<tatement of time employed in
such service: and such statement shall have been certified to by the sujM'r
intendent or superintendents of s<^i<m)1s of the corporaticui or cori>orations
in which such truant officer is employed and such <-laim have been allowed
by the board of county commissioners: Provided, further. That no
truant officer shall n^ceive pay for more days thnTi the avera.ire lenj^th of
school term, in th(» county, cities or towus under l^is supervision.
e. REPORTS MIST HE MADE HY SCHOOL OFFKMALS.
All school officers and t<»achers are hereby required to make and fiu'-
nish all reports that may be required by the superintendent of public
instruction, by the board of state truancy i»r the truant officer, with ref-
erenc(» to the workinjrs of this act.
f. POOR (CHILDREN ASSISTED.
If any parent, guardian or custodian of any child or children is too
poor to fiuni.sh such child or children with the necessary books and
clothinjr with which to attend school, then the schocd trustee of the town-
ship, or the board of school trustees or ccmimissioners of the city or in
corporated town where such i)arent, j^uardian or custodian resid(»s shall
furnish temporary aid for such purpose, to such child or children, which
aid shall be allowed and paid upon the certificate of such officers by tlie
board of county commissioners of said county. Such township trustee, or
board of school trustees, or commissioners shall at once make (»ut and
file with the auditor of the county a full list of the chihlren so aided,
and the board of ccmnty commis-sioners at their next rejrular meeting:,
shall investijrate such cases and make such provision for such child or
children as will enable them to continue in school as intended by this act.
EDUCATION TN INDIANA. 119
//. TAHENTAL HOMES FOR INCOURHUBLE CHILDUEN.
Sf'bool coiiunisHiontra, trustees and boards of trustees are empowered
to maintain, either within or with<mt the corporate limits of their eor-
I)orations, a separate school for incorrijrible and truant children. Any
child or children who sliall Ih» truant or incorrijjible nniy 1h» compellecl
to attend such separate school for an bidet (»rmiimte time.
h. CONFIRMED TRIAXTS-SEXT TO REFORM SCHOOLS.
Any child who absents it.self from school habitually may be adjudged
a contirmed truant i>y th(» truant otticer and sup«»rintendent of the schools
of the county or city. Such confirmed truant may ho sentenced by the
judjre of the circuit court to the Indiana Boys' School, if a boy. or the
industrial school for pirls, if a jrirl. provided its ajjre is witliin the lindts
set for admission to such institution. If deemed advisable by said judjre.
such incorrijrible child or children may be sent to such other custodial
institution within the state as may be designated by him. For its nmln-
tenance in such custodial institution, the school cori)oration in which it
resides shall pay at the h*gal ratc» for supportinjr depenclent children,
twenty-tive (2r») cents jier day. with such expenses of transportation as
are necessary.
I. TAX FOR EXE<'CTIXr; (^O.MIM LSORY EDFCWTIOX LAW.
For the defraying of the increased e.xpenditure necessary for tlie carry-
ing out of the purposes of this act trustees of school townships, boards
of school trust(»es or commissioners of cities and towns and boards of
school commissioners are lierei)y empowi'red to levy in addition to any
and all sums heretofore provided by law. any amount of si)ecial school
revenue not exceeding ten (KM cents on tlie hundred (10(h dollars of tax-
able property, such taxes to b<» levied and collected as all otlier si>ecial
school revenue*.
/. EXTMERATIOX OF CHILDREN.
In onler that the provisions of tliis act may be more definitely en-
forced it Is herei>y provided tliat tlie enumerators of scliocd children in
taking the annual .school census shall ascertain and reconl the place and
date of birth of every child enumerated, -and tlie parent, guardian or
cu.stodian of such chihl shall sui»scril)e and take oatli or affirmation that
such record is true. The enumerator is herei)y empowered to administer
such oath or affirmation, and any parent, guardian or custodian of any
child who shall refuse to take such oath or affirmation shall be adjudginl
guilty of a misdemeanor and up(Ui conviction tliereof shall l>e fined any
sum not less than one doUar ($1.(M>).
A-. NAMES OF CHILDREN FCRNISHED TRI'ANT OFFK^ER.
On the first day of school the trustees, boards of trustees, or com-
missioners of school corporations, shall furnish the truant officer with the
names of the children of compulsory age who are enumerate*! on th(»
120 EDVCATIOX IX IXDIAXA.
rejrular t*iiuiiicratiou lists. These uames shall be alphabetically arranged
ami give all the inforiiiation contained in the regular euuuieratiuu
returns. The county coniiuissioners shall provide necessary i)08tagc and
such blanks as may be required by the state lH>ard of truancy or the
state su|>erintendent <»f public instruction.
B. STATISTICS ON TRUANCY.
Triiaiiev is the priniarv scIkk)! of crime. This is the substance
of the testimony of the judges of many juvenile courts. Since the
establishment of children's courts in ime after another of our
larger cities, it has been found that most of the cases of juvenile
delinquency iK^gan with truancy. A well-executed compulsory
education law is of the greatest value as a preventive of crime.
Since the enactment of the first truancy law in this state, in 181)7,
the results have been noteworthy. The reports of all of the truant
<»fficers for the last year have been compiled and the information
gathere<l from them is as interesting as that of the preceding years.
The law ]^rovides for the appointment of one truant officer in
each county, with additional officers in counties having large
cities. This results in one officer in each of eighty -one counties,
two in seven counties and three in thrt^ counties, while in Marion
cimnty the city of Indianapolis has five officers and the county
one. Thnmgh the efforts c»f these 110 officials, 23,*J07 children
were bnmght into school during the 1JM):2-190*5 term — '22,135 t4>
the public schools and 1,1.'52 to the private or parochial institu-
tions. This was accomplished at a financial outlay of $19,201).r>l
for the salari(^s of officers and $20,215.02 for clothing and books
given poor children — a total of $*5J>,424.1>.*], or an average of $l.t>9
for each child brought into school. The aid furnished was given to
S,(nS children, of whom S,:>1:) wont to the luiblic schools and 305
to the private schools. In the performance of their duties, the
truant otTicers made 72,223 visits to the liomes of truant children
and the schoc)ls, and 15,()5() days were spent in this service. ITnder
the provisicm of the law whi(»h ]>ermits the truant officer to pros-
ecute ])avents who vicdate the law, 325 prosivutions were made
during the year, all but sixty-tive of these being suc(*essful. In
twenty-seven counties no prosecutions were made; in forty-five
EnUCATION IN INDIANA. 121
there were from one to five. St. Josepli county had the highest
nuniher, twipnty-five ; Vigo came next with twenty-four ; JeflFerson
eouiitv had twentv, Boone countv, seventeen; Grant and Verniil-
lion each thirteen, and Marion county eleven.
The officers of two counties, Stx^uhen and Miami, report no
children brought into school. Martin county reports one. Twenty-
eight counties report less than 100; twenty-two counties from 100
to 200 ; fourteen counties from 300 to 300 ; thirteen counties from
*^00 tf» 400 ; five counties from 400 to 500. The following coimties
report the highest numbers: Madison, 568; Dubois, 627; ITenry,
630; Laporte, 656; St. Joseph, 769; Marion, 2,049; Vigo, 2,485.
Tn a tabulated form the reports of truant officers for the school
term 1902-1903 make the following sliowing:
Number truant officers in state 110
Total amount salaries paid $19,200.01
Xuml)er days spent in service 15.(»5<1
Number visits made 72,223
Numljer pupils brought into school 23,207
Numl>er of al>ove attending public srhools 22.135
Number of above attendinpr i)rivate schools 1.132
Number who received aid 8,018
Number aided attending; public schools 8,313
Number aided attending l)nvjite schools .305
Total cost of assistance given 20,215.02
Number of prosecutions 325
Number of prosecutions successful 260
Number of prosecutions not successful 05
Salaries 10.200.01
Assistance 20,215.02
Total cost of administering the law $30,424.03
Amount pi*r capita spent for children brought Into school $1.09
Amount per capita spent for children aided to attend school 2.34
C THE INFLUENCE AND COST OF EXECUTING THE
COMPULSORY EDUCATION LAW.
The number of children hronght into the schools and the cost
of enforcing the law since its passage in 1897 as shown hv the
reports of the secretarv of the board of state cliarities are as
follows :
122 I'JDUCATIOX IN INDIANA.
Xo. Children Cost in Salatii-M
to and AxHistiinrf
to Poor Children.
fironaht intr
thr School:<.
1808 21,447 .$r)l,;i.jl ()4
18JM) lO.KM) 43.44-J 54
1000 28,074 48,:^44 ;n
1<M)1 25,025 47.(58(» 08
1002 24.784 ,Sr».745 8()
11H)3 28.207 :{0.424 08
D. THE CHILD-LABOR LAWS OF INDIANA ASSIST IN
THE EXECUTION OF THE COMPULSORY
EDUCATION LAW.
The ohild-labor law follows:
Sec. 2. No child under fourteen years of nj:t» slijill be employed in any
mnnufacturiii^ or mercantile establislunent. mine, (luarry. laundry, reno-
vating; works, bakery or printing office within this state. It shall be the
duty of (»very person employing younj; persons luider the age of sixteen
years to keep a n»;rister. in which shall be recorded the name, birthplace.
age and i)lace of residence of every person employed by him under the
age of sixteen years; and it shall be unlawful for any proprietor, agent,
forennm or other person connected with a manufacturing or mercantile
establishment, ndue, (luarry, laundry, renovating works, bakery or print-
ing office to hire, or employ any young i)erson to work therein without
there is first i)rovided and placed on lile in th«» office an affidavit made by
the parent or guardian, stating the ag(^ date and place of birth of said
young person; if such young person have no parent or guardian, then such
affidavit shall be made by the young jierson. which affidavit shall be kei)t
on tile by the employer, and said register and affidavit shall be i>roduced
for inspection on demand made by the insp«>ctor. appointed under this
act. Th«*re shall be postecl consi)icuously in every room when* yotmg
persons are employed, a list of their names, with their ages, respectively.
No young person und<T the age of sixteen years, who is not blind, shall
be employed in any establishment aforesaid, who can not read and write
simple sentences in the Ki\glisli language, exce]>t during the vacation of
the public schools in the city or town where such minor lives. The chief
inspector of the department of inspection shall have the pow<»r to demand
a certificate of idiysical litness from some n^gular physician in the case
of young pers(ms who hiay seem physically unable to i>erform the labor
at which they may i)e employed, and shall have the power to prohibit the
employment of any minor that can not obtain such a certificate."
EDUCATION IN INDIANA. 123
E. ILLITERACY IN INDIANA.
Uif inqiiirv of tlio National Census l^nrcaii with respect to tlie
literacy of the population does not apply to persons under ten years
of age, but "covers a return on the population schedule concerning
the ability of each ])er8on ten years of age and over to read and
write in any language; that is, the test of literacy is based upon
one's ability to read and write not necessarily the En":lish Ian-
guage, but the language ordinarily spoken by him.'' The inquiry
into illiteracy naturally develoiKnl the fact that there are two
dasvses of illiterates : (1 ) P(»rsons who can neither read nor write ;
(2) persons who &du read Cin a limited way) but can not write.
In giving the figures Ix^low both classes are represented in the
totals and per cents. :
1. Total populHtion of T^nitcd States, ton years of aj?e and over:
(a) In ISSO .•^fJJ(n,(M)7
(h) In ISIM) 47,4i:{.rM0
(c) In IIMK) 57.049,824
II. lUiterates in United States, ten years of njje and over:
HI) In 1880 f;.23l),958
(]» In 181H) G.:i24.7(>2
(e) In VMM) r»,18O,0(50
III. Per eent. of iliiteraey in United States:
in) In 18W) 17 per eent.
(I)) lln 18JM) 13.a per eent.
(c) In IIMK) 10.7 per eent.
IV. Total population of Indiana, ten years «)f ajre and over:
(a) In 1880 1.4«8,005
(1>) In 18JMI 1,074.028
(c) In 11)00 l.?MKS.2ir>
V. Total illiterate po])uIation <|f Indiana, ten y«'ars of a^e and over:
(a) In 1880 110.7(il
(h) In 181M) 105.820
(0) In liMMl , 00.530
VI. Per eent. of iliiteraey on total i>opulation of Indiana, ten years of
age ancl over:
(a) In 1880 7..-, per cent.
(b) In 181M) r,.3 per eent.
(c) In IIKM) 4.0 per eent.
(This showing is better than that of any other state lying
to the east of us. save Ohio.)
VII. Illiterate male poi)ulation. ten years of age and over:
1. In the l-nUed States—
(a) In 1880. 2.0(;0.42l. 15.8 per eent. of males of age as above.
(b) In 18!M). :{.008.222, 12.4 per eent. of nniles of age as above.
(c) In 10(X), 3,055,05(;, 10.2 per eent. of males of age as above.
124 EDUCATTON IN INDIANA.
2. In Indiana—
(a) In 1SS(I, r>2,u;W, ().!» i)(»r cent, of males of njre as above.
(b) In 18JX), 40.5()5. 5.8 per eent. of males of aj;e as above,
(e) In IJKK). 4.*i7(l.*?. 4.;i per eent. of males of age as above.
N'lll. Illiterate female iiopnlation. ten years of ajre and over:
1. In the United States—
(a) in 188fl, 'A:2i:\J^M, 1S.2 per e<»nt. of f (-males of ajre as aliove.
(b) In 18J)(l. :?,:nr.,480. 14.4 per eent. of females of age as al)ove.
(c) In IJKK). :{.ll)l.H(n. ll.:5 per eent. of femahs of age as above.
2. In Indiana—
(a) In 188n, 58.728, 8.2 per eent. of females of age as above.
(b) In 181KK 5<>.:i24. r>.l) per eent. of females of age as abov(\
(e) In IIKH), 4<t,77t). 4.0 per eent. of females of ag(» as above.
IX. illiterate native white popnlation. ten years of age and over:
1. In the United States—
Tofaf
Populafioti
of Such A ae.
(a) In 188<) 25,785,781>
(b) In 1800 :i3.144.187
(c) In 1000 41,30;{.5<J5
2. In Indian ; -
(a) In tsvi) 1,207,150
(b) In lS:n •. . . 1.405.302
(c) In 1000 1.780.458
(This is larger than in the New England and Eastern
states.)
X. Illiterate colored popnlation,* tvn years of age and over:
1. In the United States-
Toial Total If lite rah
Popu la tioH Popu la t io h — A' / n d
of Agv an a n d A yr a^ Prr
Above. Above. (\'ht.
(a) In 188U 4.001.207 8,220.878 70.0
(b) In 1800 5.482.485 3,112.128 5(J.8
(c) In 10<K) ().810.034 3.037,252 44.0
2. In Indiana-
fa) In 1880 20,140 10,3tkS 35.0
(I)) In 1800 35,004 11,405 32.2
(e) In 1000 47,355 \(),i)Hi) T2.i\
XI. Illiterate negro popnlation. ten years (»f age and over:
1. In the United States
(a) In 1000 Males 43.0 per eent.
(b) In 1000 Females 45.8 per cent.
(e) In 1000 Hoth sexes 44.4 per cent.
2. In Indiana-
(a) In IIMM) Males 21.7 per cent.
(b) In 1000 Females 23.4 i>er <»ent.
(c) In 1000 Both sexes 22.r. per cent.
Illiterate
Population
of Stirh Age.
2.255,400
Per
Cent.
8.7
2,005,003
<1.2
1,010.434
4.(J
87,78r>
0.8
78,(138
5.3
03.8(M>
3.r,
•I>,
PerHoiKs of nefirro descent. Chinese, Japanese and Indians.
EDUCATION IN INDIANA, 125
XII. Illiterate native wliite populalion of native parentage, ten to four
teen years of age:
1. In the United States-
(a) In 18iM> G.7 per cent.
(b) In IJMK) 4.4 per cent.
2. In Indiana—
(a) In 181X> 2.0 per cent.
(b) In 11)00 0.5 i)er cent.
(Grood showing f(»r modern s^chools.)
XIII. Illiterate foreign white popidation. ten to fonrteeu years of age:
1. In tlie United States-
fa) In 18JK) 5.0 per cent
(b) In IfKK) 5.0 per cent.
2. In Indiana-
la) In 1890 a.4 per cent.
(b) In 1000 2.0 per cent.
(Good showing.)
XIV. Illiterate negro popnlation. ten to fourteen years of age:
1. In the United States-
fa) In IIKM) :M).1 per cent.
2. In Indiana-
lb) In 1000 1.5 per cent.
VIII. Teachers' and Young People's
Reading Circles.
1. TEACHERS' READIXG CIRCLE.
At i\ nioetin^of the Tndinna teacluM's' association liold at Indian-
opolis Dec'einbor, 18S»'5, the first steps Avere takew t(>ward th(* organ-
ization of the Indiana teachers' reading circle. According to a res-
olution introduced bv W. A. Bell it was decided that this circle he
under the care and direction of the association and that this asso-
ciation choose a lK)ard of dirc^ctors, select a course of professional
and literary reading, issue wrtificates of progress and grant di-
])lonias as evidence of its ccnnpletion.
The first niCH^ting of the board of directors was h(»ld Februarv,
1884. .Vt this nieetin*r, after a full discussion of the wavs and
means to \)v enijdoyed, a counnitlee on ]dans of organization was
appointed. A month later this committee reported the following-
plan :
THE PLAN OF OKGAXIZATIOX.
(SiM' Prosfiit Plan of Orpinization at closo of this division.)
1. Any toachor or otluT persons in th«» state of Indiana may booouie
a nuMnbor of tliis cirol** by forwarding? his name to the manager of liis
county, tojjether witli a i»l«»dp» faitlifnily to pui*sne tlie iiresoribed conrso
of study, and luiyinj; a fee of twenty-live cents for the present year, and
for future years, such fees as may be deeidtMl upon at tlie be^innin^ of
the year.
2. In ease there is no manager within a coimty. any teacher may
become a member of the stat(» circle and receive all the IxMiefits of the
same by applying to the manaprer of an adjoining coimty. The memlxTs
of the state circle resident In any t(»wn. township or neiphljorhood. may
form a local circle which shall meet once every we<»k or fortnight, as
they may elect, for the purpose of reading and discussion.
3. Each local circle shall elect a secn^tary. whose name shall be
report tKi to the coimty nnina^er. and who shall act as the medium of
communication iM'twei'U the local circle and tlie county nuuia^rer: but
this provision shall not preclude the possibility of Indrviduals who are not
members of a local circle rei>ortinp directly to the county manaprer.
(12fi)
EDUCATION IN INDIANA, 127
4. The Kt*u<'nil direct Ion of the work in each county shall be placed
in charge of the comity superintendent -or other person to be api)ointed
l)y the state board of directors, who shall be called the county manager.
5. It shall be the duty of the county manager to transmit to the
teachers of his county all circuhirs. books, examination questiims, etc..
issued 1)3' the board of directors; to solicit and transmit to the board of
directors names of members and membership fees, and all examination
papers, etc.. that shall be called for: and to discharge all duties that nniy
devolve upon him as the medium of communication i»etween the h)cal
cir<-le and the board of directors.
Vt. The board of directm-s shall establish and maintain at the capital
of the state a bureau under the charge of the secretary of the i>oard. to
whom all communications from county managers sliall be a<ldressed.
Said bureau shall, for the present, be located at the office of i\w state
superinten«lent of public instru<!tion.
7. It shall Im» the duty of the state lioard of directors to arrange and
prescribe two or more lines of reading, along which the reading of the local
circle and individual members sliall Ik» imrsued: but the amount of read-
ing to be done within any given time and other details of the work not
herein provided for shall i»e arranged by the county manager In conjimr-
tion with the secretaries of the local circles of the county.
8. It shall be the duty of the state lK)ard of directors to make provi-
sions for all requisite examinations of the issuance of certiticates and
diphinuis.
The results of the first four vears of the history of tho eire!^*
very fully justified th(^ efforts luade to iuiprove the professioual
spirit auiong the teachers of the state. It had been proved Ix^youd
a doubt that the teachers were growing, were beeoniing more
interested, nion* skillful, more intelligent in their work. Tfowever,
much progress had been made, tlien^ was an important step takeii
in 1888 in the adoption, as a part of the reading for tiie next year,
Hawthorne's "Marble Faun" and Carl vie' s **IIer(tes and Hero
Worship.'' The work done in the study of real literature rather
than a study alxmt literature was an epoch-making experience
among the rank and file of the teachers of \\io state. When they
had completed the year's work, hel])e(l by a suggestive jdan of study
for the Marble Faun, for instance, they had learned somethinc;
al>out how to get real culture from the poet, and the novelist. In
short this year's work marked a ])eriod of greatest growth in char-
acter, in insight, that the circle had yet known. Many teachers had
l^een reached and helped who had not had o])]>ortunities in normal
schools and coll(»ges. ^lanv were so inspired by their entrance iiito
the fields of truth. It had been felt bv manv that this pursuit of
128 EDUCATION IN INDIANA,
general culture contributes more to the equipment of the teacher
than does the study of purely' professional lines of thought.
The state board of education lias recognized the importance of
the teachers' reading circle to the profession by offering credits on
examination for county and state licenses. At tlie October meet-
ing, 1885, the following order was passed by the board: ^'Ordered
that the reading circle examinations in the science of teaching
(science of education or theory) be accepted by the county superin-
tendents in place of the county examinations on that subject, and
that tli(^ average of their four successive yearly examinations in
the science of teaching be accepted by the state board of education
in the examination for state certificates."
Again at the May meeting, 1896, the following order was unan-
imously adopted : "Ordered that the reading circle examinations
in the general culture book be accepted by the county superintend-
ents in place of the county examinations in literature, and that tlie
average of their four successive yearly examinations in the general
culture books be accepted by the state board (of education) in the
examinations for state certificates.''
The^growth of interest has been most gratifying. It is not an
unusual thing for a new venture to meet with success in the
beginning and then gi'adually lose its hold and pass into neglect,
leaving little but a remembered failure. But the Indiana teachers'
reading circle* has steadily grown, each year fully justifying its
existen(»e by the improvement in the work done in the schools as a
direct result of the fostering of higher educational standards, and
of encouraging a finer professional spirit.
The membership for 1887-8 was in round numbers 7,000, every
county in the state, and in thirty counties almost every district,
being represented in this membership.
The membership for 1002-*! was 13,274, every county in the
state l>eiiig re]) resented.- This was an average of 144 members
for ea(*h c<Minty. The highest membership for any one county was
300; the lowest 52. These two counties had 356 and 78 teachers
respectively.
EDUCATION IN INDIANA. 129
2. YOUxVG PEOPLE'S READING CIRCLE.
In the summer of 1887, at a meeting of the state association of
county superintendents a report of the very satisfactory progress
made by the teachers' reading circle in the four years then passed,
was presented. After this report was made it was suggested that
the work should begin with the children. Following this sugges-
tion, at a meeting of the state teachers' association in 1887, a
committee was appointed to consider the feasibility of such a
movement and this committee made the following report which was
unanimously adopted by the association :
We regard the subject one of the highest importance. To place the
general reading of the half million of children of the public schools under
competent guidance and control, even to a limited extent, would in our
judgment, be productive of most benelicial results. To substitute for the
trashy and often vicious reading matter, which finds its way into the
hands of children and youth, a grade of literature at once sound in its
content, chaste in its language and imagery, and pure in its moral tone,
is an end which may properly command the best and most earnest efforts
of this association, and of the teachers of Indiana. To your committee
the enterprise proposed seems a means for accomplishing, in a measure,
this highly desirable end.
By vote of the association the organization and management of a
young people's reading circle was referred to the board of directors
of the teachers' reading circle. Accordingly the work was at once
undertaken. T\w guiding thought from the l)eginning has been
to avoid making the reading in any sense a task. There has been
done everything to avoid the routine of school work for it has be^en
felt that the purpose of the reading would be largely defeated if
the children should come to look upon it as an additional task to be
performed under compulsion. There have been no examinations
given, no set ways of reading suggested. Tlie purpose of introduc-
ing the children to the best in books suited to their needs has been
felt to bn the highest service that could bo perfr>rnied in this connec-
tion. Of course, much good has been done by tactful teachers in
making the children desirous of hooking intf) tlies(» books for them-
selves.
It has been the aim to place no book upon these children's lists
from year, to year which was not worthy as literature. Whatever
quality it might possess of value, however interesting, however full
of information, the book has been subjected to scrutiny as to
9— Education.
130 EDUCATION IN INDIANA.
whether it were an artistic production, worthy as literature,
whether a beautiful expression of truth. Books have been selected
appealing to a wide variety of tastes and interests. Books of
fiction, travel, biography, science, nature study, poetry, history
have been included.
Under the plan of organization the reading of one book in the
year's list is sufficient to constitute a membership in the circle. A
card of membership has been awarded each member.
The w^isdom of separating the reading of these books from the
regular school work has impressed itself more and more upon those
who have observed the progress of the work. There has been all
over the state a very noticeable elevation of the taste. A very-
strong current of influence has set in against the trashy vicious
stuff so much of which is waiting to corrupt the morals of the
youth of many communities. These books selected for the young
people have done their good work not only for the children but they
liavc gone into the homes and have interested the older picmbers of
the family. So they have created a demand for more of the best
books.
From sixteen to twenty books are selected for each year, distrib-
uted into five groups: (1) Those for second grade, (2) those for
third grade, (3) those for fourth and fifth grades, (4) those for
sixth and seventh grades, (5) those for eighth and advanced
grades.
Previous to the year 1902-03, 352,481 books had been distrib-
uted throughout the state. During this same year and up to April
1, 1904, 114,132 were added, making a grand total of 40n,(;i3
lx)oks now in the young |)eople's reading circle libraries. This
makes an average of 5,071 for each county. The highest numter
owned bv anv one countv is 16,309; the lowest 631.
The enumeration for 1902-03 was 500,523 children of school
age. Of this numl)er more than 200,000 were members of the
circle.
Within the twentv vears that this work has lx?en carried on,
experience has suggested various changes in the organization and
management of the affairs. At first, when the work was new, then*
were many difficulties which have gradually been overcome. One
of the most gratifying results obs(»rved has been the fact that such
a market for the l)cst l>ooks has Ix^en created that the very best
EDUCATION IN INDIANA. 1:U
publishers have eonie to thiuk it worth their while to supply books
at very uiucli lower rates than had before been possible.
In 1880 by action of the st^ite teachers' association, the state
superintendent of public instruction was made, **ex-otHcio,'' a
member of the board of directors of the reading circle.
Another change was made in the abolition of botli membershij)
and examination fees from members. During the first three years
of the circle there were charged a fee of twenty-five cents for
membership, and an additional twenty-five cents for examination,
the former going to the board of directors, and ('onstitnting a fund
for running expenses, the latter to county managers as remunera-
tion for the examinations. The returns from both were so small
as to meet but a fraction of the expense. So no remuneration was
furnished f(>r time spent or services rendered by either local or
state directors. In 1887, with the prospect of larger sales, some-
what lower rates were secured from publishers with the provision
also that the discount usuallv allowed the trade should be paid to
the b>ard. This arrangement proved a double gnin in that it
secured to teachers a lower rate on the books, an<l gave a definite
income for the management in proportion to the membershi]).
PRESENT PLAN OK ORCiANIZATION.
In Decendier, 1807, the following constitution, rules and regu-
lations for the government (^f the board of directors were author-
ized bv the state teachers' association :
1. The Indiana state teachers' assoeiation hereby ronstitiites the
lK)ar(l of directors for the Indiana teac.'hers' and youn^ people's reading
circles, and adopts tlie following ndes and regidations for its government.
2. The aforesaid board of dire<-tors shall be eonu>osed of seven mem-
bers, including the state snperinten<lent of pnblie instrnetion, who shall
he ex-offlcio a member of th(» board. Of the remaining six members, at
least one shall be a eonnty snperintendent: at least one a city superin-
tendent, and the remainder shall be chosen from the teaching profession
at large.
3. No member of a imblishing firm, or agent of such lirni, shall be
eligible to membership on this board. Should any member of this board
Iwcome a member of a publishing lirm, or agent of such firm, within the
term for which he was appointed to this board, his membership herein
shall immediately cease, and the state teachers' association shall at its
next meeting fill the vacancy thus arising from tlie unexi)ired ])ortion of
said term.
132 EDUCATION IN INDIANA.
4. The members of this board, except the state super inteudeut of
public instruction, wliose membership shall be concurrent with his in-
cumbency- of the state superintenclency, shall be appointed by the state
teachers' association in annual convention for a term of three years, or
until their successors are appointed.
5. Should any member of the board of directors leave the teaching
profession or quit active school work, his membership shall immediately
cease. At each annual meeting of the state teachers' association, the
members of the reading circle board of directors shall meet and organize
for the ensuing year.
7. The members of this board shall receive a per diem of four dollars
and actual expenses, for all time employed in discharging the duties
devolving upon them as members of said l)oard; but no member shall
receive any additional per diem or salary as an officer of the board. The
board shall allow and pay the se(*retary such reasonable salary as will
be a fair compensation for the duties i)erformed.
8. It shall be the duty of this l)oard to plan a course of reading from
year to year, to be pursued by the public school teachers of Indiana, to
provide for examination on the said course and to prepare questions for
the same; to issue certificates to such teachers as pass the examination
satisfactorily, and to issue diplomas to such teachers as pass the exami-
nations in four successive years satisfactorily.
It shall also be the duty of this board to plan a course of reading,
from year to year, to be pursued by the pupils in the public schools in
Indiana, and to make such rules and regulations as to examinations, cer-
tificates and diplomas, in the young i)eople's reading circle, as the board
may deem desirable and practicable.
It shall be the further duty of this board to select the books to be read
in such teachers' and young i>eoples ('ourses; to make the most favorable
terms with the publishers as to prices of such books to members of the
two reading circles, and to provide a plan for a convenient and inexpens-
ive distribution of the books to the teachers and pupils.
9. At each annual meeting of the state teachers* association, this
board shall make a report of the receipts and disbursements for the year
just closing and of such other items as in its judgment shall be of interest
to the association, or as 'the association may from time to time request.
At each annual meeting of the association, an auditing committee shall
be appointed for the coming year, to audit the books and accounts of the
reading circle board. At each meeting of the association, the report of
this auditing committee shall be appended to the report of the board of
directors and shall be a part of the report of that board to the state
teachers' association.
10. This constitution, rules and regulations may be amended, revised,
or annulled by a majority vote at any annual meeting of the Indiana state
teachers' association.
IX. Associations and Institutes.
A. ASSOCIATIONS.
1. STATE TEAdlETlS' ASSOCIAITOK
a. 11IST()U1(\\L SKETCH.
IM-cpnrod by. A. C. Shortrldgo, W. A. Bell, W. E. Henry, Coinmltteo ap-
pointed by State Teachers* Association, December. 1903.
In accordance with resolutions previously passed by teachers'
meetings held at Shelbyville and Salem, a circular was issued
for the purpose of calling a '^convention of practical teachers'' with
a view to the organization of a permanent '^state teachers' asvsocia-
tion."
This circular was signed bv the following persons :
Caleb Mills, E. P. Cole, B. L. Lang, O. J. Wilson, G. W. Hoss,
Chas. Barnes, John Cooper, M. M. C. Hobbs, Rufus Patch, T.
Taylor, J. Bright, Cyrus Nutt, James G. May, B. T. Hoyt,
Lewis A. Estes, J. S. Ferris, R. B. Abbott, Geo. A. Chase, Silas-
Baily.
Tn pursuance of the above call a convention was held in Indian-
apolis, December 25, 1854.
The first president was Rev. Wm. M, Daily, president of the
state universitv.
The first constitution, which has never been materially changed,
was prepared by Prof. C^ileb Mills, then state superintendent of
public instruction.
The preand)le to this constitution is worth remembering. It
reads :
As harmony and concert of action are liij^lily necessary for the thor-
ough and entire acconiplislinient of any important purpose; and l)elleving
that it is especially so in the dei)artment of education, we. the under-
signed, as a means of eh'vating the profession of teachinji:, and of pro-
moting the interests of .*<chools in Indiana, associate ourselves together
under the following constitution.
(133)
134 EDUCATION IN INDIANA,
The addresses at this first meeting were as follows:
"Tiiiportance of civil polity as a branch of common school educa-
tion," bv Prof. Daniel Read, of the state nniversity; "Graded
schools," bv Dr: A. T). Lord, of Columbus, Ohio, editor of the
Educational ^fonthlv; "Drawin*^ in scliools," bv Prof. J. Brain-
ard, of Cleveland, Ohio; '^TTse of the Bible in schools," by Dr
R. J. Breckenridge, of Kentucky, author of the public school sys-
tem of Kentuckv ; "Fenuile education," bv Hon. K. D. Mansfield,
of Ohio; and the ymncipal address of the session was on "The
duty of the state to provide for and control tlu* education of
youth," by TTon. Horace Mann, then president of Antioch College,
of Yellow S])rings, Ohio.
The record shows that Calvin Cutter, of Massachusetts, was
present, but it does not show that he made an address. It will be
remembered that Calvin Cutter was the author of one of the first
if not the first public school physiology ever published.
Tn addition to the above addresses the association considered
the following:
The supreme court had, a short time before this, rendered a
decision to the effect that local taxation for the payment of teach-
ers in the district schools was illegal. The supreme court, in 1857,
made a similar decision in regard to incorporated towns and cities.
' This made it impossible to keep the public schools open more than
from two to four months in the vear. This was a vital matter with
the teachers and it was one of the live topics in every association
for several vears.
After discnssion a coumiittee was appointed in regard to the
establishment of an educational journal with Mr. E. P. Cole as
chairman.
A resolution was adoy)ted favoring the addition of history,
physiologN', political and moral science, to the curriculum of com-
mon school studies. Tt was
Resolved. That the members of this association will exert their utmost
efforts to have the Bible introdiieed as a reader or class book into every
school in the state, in which it is not thus used already.
Resolved. That we recommend to the lepislatnre of this state to create
the office of circuit superintendent of public instruction, and to make It
one of the duties of that officer to hold a series of t(»achers* institutes
dnrinj? each year, in his circuit.
EDUCATION IN INDIANA, 185
Resolved, That in ease such action is not taken by our next legislature,
we hereby instruct our executive committee to hold Institutes in different
parts of the state in the name of this assocdatitm.
Resolveii. That we, as teachers, will use all our efforts to organize
county associations in our respective eoimties and report our progress
at the next meeting of our state association.
Resolved, That the delegates present, as far as practical)le, appoint a
committee of one, whose duty it shall be to report the condition and
character of the public schools in his county at the next meeting of this
association.
Resolved, That a committee of three be appointed to investigate the
claims of the phonetic method of spelling . . . and give their views
of the projuMety of Introducing it into the common schools of the state.
Resolved, That this association recommend to the county examiners,
throughout the state, to observe strictly the provisions of om* school law
in licensing teachers; or if any case be found in which circumstances
seem to demand the licensing of teachers of defective (lualitications f(»r
a short time, the examiner should inform such teacher that he will not
receive a second license initil the requisitions of the law shall be fully
satistied.
Resolved, unanimously. As the opinion of this association that the tax
for school libraries ought to be continued for another period of three years,
as a great instrumentality of popular education.
Tliese resolutions were not reported by a resolution eonmiittee,
and adopted as a whole, but were introduced from session to session
and discussed separately.
Tt will Ik» seen from the above that many subjects vital to the
welfare of the schools of the state were considered in this first
meeting of the association, and they indicate the general purpose
of the organization.
Among the charter members Avere many who continued for
years to exercise a large influence in shaping the educational
forces of the state. Among the more conspicuous of these are
Cvrus Nutt, then of Centerville, but afterward for manv years
])resident of the state university; B. T. Hoyt, then of Lawrence-
burg, afterward ])rofessor in Asbury, now DePauw, university;
James G. ]\rnv, of N^ew Albanv, who continued in active work till
he was the oldest teacher in the state; Chas. Barnes, for many
years vsuperintendent of the Madison schools: Rufus Patch, for
many years principal of the Ontario academy in Lagrange county ;
E. P. Cole, then of Indianapolis, but afterwards of Bloomington;
Miles J. Fletcher, afterward superintendent of ]>ublic instruction :
John B. Pillon, Indiana's most noted historian: Geo. W. IToss,
136 EDUCATTON TN TNDTANA.
afterward state superintendent and professor in the state uni-
versity, and for manv vears editor of Indiana School Journal ;
Caleh Mills, the second state superintendent of public instruction,
for many years connected with Wabash college, but always in-
terested in the public schools; Geo. A. Chase, superintendent
of the "Rushville schools, who was the first socretarv of the state
association : W. T). Henkle, the second editor of the Indiana
School Tonmal, and afterward state school commissioner of Ohio;
Moses C Stephens, of Richmond, for many years professor of
mathematic^s in Purdue university; John Cooper, then of Dublin,
but afterward superintendent of the schools at Tlichmond and
later of Evansville; and A. C. Shortridge, then of Milton, but
afterward for many years superintendent of the Indianapolis
schools and later president of Purdue university.
Out of the 17<^ charter members, now at the end of fiftv years,
only four of them are living, so far as the committee can learn,
yiz. : Hoss, Stevens, Cooper and Shortridcro
It will be noticed that the enrollment of this association reached
1Y8, which was a larger per cent, of the teachers at that time than
is an attendance of 1,000 of the teachers now employed in the
state, and this in face of the fact that at that time but few rail-
roads entered Indianapolis.
The second meetinc of the association Avas held at Madison,
December 2f>, 27, 2R, 1R55. At this meetinc: the committee ap-
pointed at the previous meeting reported in favor of establishing
an educational journal, and after discussion it was
Resolved. That this association wiU pubUsh an odncational jonrnal,
fiimUar In size and typoprraphioal exoontion to tho Ohio .Tonrnal of Educa-
tion, that this jonrnal be conducted by nine editors appointed by this
association, one of whom shall be styled the resident editor, and that the
journal shall be furnished to subscribers at one dollar per annum.
Geo. P. Stone, superintendent of the Indianapolis schools, was
appointed resident editor. Members of the association present
subscribed for 425 copies, and the first issue appeared the follow-
incr month, Tanuary, l^r>f). For several years the association
continued to appoint editors and stand responsible for the finances
of the iournal.
EDUCATION IN INDIANA. 137
At this meeting on motion of Aloses ( •. Stevens it was
Resolved, That we, as teachers, beHevhig the use of tobacco iu aU its
forms to be unnecessary and Injurious, will exert our influence to restrain
its use by every laudable effort.
Tlie resolution was discussed and passed with enthusiasm. J)r.
Daily, who was presiding, listened to the discussion and put the
motion without liesitation, but continued chewing and spitting
as though nothing had happened.
At this meeting a connnittee was appointed to memorialize the
next legishiture to provide unmans to sustain a competent corps of
instructors to assist the state su])erintendent in conducting teach-
ers' institutes for at least six months annually; and also to consider
the propriety and wisdom of making provision for the establish-
ment of at least two nonnal schools.
In August of this vsame year a semi-annual meeting of the
association was held at Lafayette, at which resolutions were passed
in fa vol of longer school terms, more freipient county institutes,
higher standards for teachers, and a state agent was appointed to
canvass for the school journal.
At the meeting of 1857 committees were appointed for each
congressional district, whose duty it was to conduct teachers' insti-
tutes.
These specific citations indicate clearly the scope of the work
of the association. Its w(»rk may be classed largely under four
heads: ( 1 ) To create a better public sentiment in regard to public
s(*hools; (2) To suggest and influence school legislation; (3) To
secure higher standards for t(*achers and better methods of teach-
ing; (4) To extend the length of the school term. Working along
these lines t\w association has accomjdished wonders. In 18f)7 the
same law that had been declared unconstitutional by the supreme
court in 1854-7 — the law giving the people the right to levy local
taxes for tuition purposes — was r(»-enacted, and so great had been
the change in ]mblic sentiment in ten years, that the constitution-
ality of this enactment was not tested for eighteen years and then
it was declared constitutional.
Largely through \\w influence brought to bear by this association
the legislature ()f 18(>5 enacted laws adding physioh)gy and IT. S.
historj^ to the legal connuon schoid branches; extending the powers
and duties of the school examiner; making the legal age for a
138 EDUCATION IN INDIANA,
cliild to outer school six instead of five years; making tlie lioldiug
of county teachers' institutes obligatory u])on examiners.
At this session also the school law was amended by the addition
of tliis (daust»: "The Bible shall not be excluded from the public
schools of the state."
It will be remembered that the first meeting of the association
passed a resolution in regard to the teaching of the Bible, and an
examination of the records will show that down to the present
time there has scarcely lx?en a session held in which J^ible and
Christian teaching has not been commended in some form. And
the record shows no instance in which one word has ever l)een
spoken against such teaching. This imglit to be conclusive proof
that thos(» who denounce the public schools as "(iodless" belong
io that class wh(> cannot distinguish between religious and dog-
matic teaching, and that their statements are libelous.
The figlit for a state normal school, begun in the second meeting
of the association, was kept up until the year 1S<»5, when the
normal s(*hool bill becanu* a law. This legislation was hastened be-
cause of the fact that th(» chainuan of the executive conunittee of
this association, A. ('. Shortridge, induced Gov. O. P. Morton to
make an addn^ss before the associati(>n and to recommend in his
message to the legislature tlu* establishment of a normal school.
The governor r(»ad to .Mr. Shortridge that part of his message
which referred to the normal school cjuestion and asked for sugges-
tions. It was further aided l)ecause a m<»mlx»r of this association,
Hon. I). K. Khod(»s, of Vermillion county, was a meml)er of the
legislature and was its chi(»f su]>])orter.
Next to the law permitting local taxation the county superin-
tendencv law was the most important ])iec(» of sch(K>l legislation
ever achi(»ved in the state. It did more to integrate, unify,
and elevate the countv schools than anv other one law. This law
was (Miacted in 1ST*» and was the <lire(»t outgrowth of the work of
this association to elevate^ the standard of teachers and to make
l)etter the district schools.
As will l>e s(HMi from the abf)ve, that vears before the state made
any provision for the h<)l(ling of townshi]) associations or county
institutes, this ass<»ciation urge*! the holding of such meeting
voluntarily and often a])])ointed c(»mmittees to look after the work.
In this way thousands of teachers were reached and helped.
EDUCATION IN INDIANA. 139
In 1865 this association appointed John M, Olcott to hold a
state institute. It was held at Knightstown, and continued three
weeks, wnth an enrollment of 131. In each of the years 18G0,
18G7, 1868, four state institutes were held in the four quarters of
the state. These were under the management of a committee
appointed by this association. Able instructors were brought from
other states and the work was of a high order. Jt can readily be
seen that, under the tlien existing conditions, this work was of
great value.
In the early history of this state and for many years after the
organization of this association no provision whatever w^as made
for the education of the negroes. The subject was frequently
brought forward in the association and always aroused animated
discussion. On one occasion a member introduced a resolution
favoring the e<lueation of the negro, and the president (James G.
May) refused to entertain the motion. An appeal being taken to
the associaticm and a majority deciding against the president he
vacated the chair rather than put the motion, and did not resume it
till that question was disposed of.
Among the agencies for the improvement of teachers in the state
is the teachers' reading circle. This (►riginated in this association
and is still controlled exclusively by it without the help of state
aid. The resolution under which the reading circle was organized
was introduced by W. A. J^ell in December, 1883, and the reading
circle l)oard was organized and began its work the following year.
This has been, from tli(* beginning, the most successful t'cachers'
reading circle in the United States and has been the means of cir-
culating among the teachers thousands of good books every year.
The amount of i»:ood this aijencv has done in the last twentv vears
can hardly be estimated.
Another child of this association is the young ])eople's reading
circle. It came as the result of a ])a]>er nnid before the asscuriation
by Prof. Jose))h Carhart, in December, 1877, and it began its
work the following year. It is under the control of the teachers'
reading circle board and has Wen managed in such a way as to he
a great success from the start. It is sup])lemental in a way to the
le«:ally constituted common-school svstem, but this does not <limin-
ish in any degree its power for good. Through this ag(»ncv good
140
EDUCATION IN INDIANA.
books by the hundred thousand go into the hands of children and
their homes every year.
In these later years the association has greatly increased its
scope and its influence by providing for different sections to occupy
a part of the time. These sections are the high school, primary,
classical, English, mathematical, musical, elocution, ccmnty super-
intendents, etc. In these sections the special needs of the various
departments of work can be considered and the main association
can give its time to the discussion of the larger more general
educational problems.
Of course it is not claimed that this association has been the
exclusive agency in bringing about all the educational reforms
named above, but it is claimed that it inaugurated many of them
and has helped in i\\\ of tliem.
This closes its fiftieth year's work, and it has reason tc> be proud
of what it has accom|)lished. We can all rest assured that in the
future, as in the past, it will strive for what is the highest and best.
Below w(» give the nam(»s of the various presidents of the asso-
ciation, with the dates of their service:
Wm. :M. Daily ;.1854
\Vm. M. Daily 1855
Chas. Barnes 1856
James G. May 1857
Barnabas C. Hobbs 1858
Caleb Mills 1859
E. P. Cole 1800
Geo. A. Irvine 1861
(\'rus Tsutt 1862
A. K. Benton 1863
B. F. Jloyt 1864
K. T. Brown 1865
Geo. W. lloss 1S(;6
Jos. F. Tuttle 1S67
A. (•. Shortridge 186.S
Joseph Tingley 1861)
D. Eckley Hunter 1870
Alex. il. Gow 1871
Wm. A. Bell 1872
Jas. H. Smart 1873
Wm. A. J(mes 1874
Geo. P. Brown 1875
Wm. JI. Wiley 1876
J. II. Martin 1877
John M. Bloss 1878
J. T. Merrill 187J)
John Cooper 1880
H. B. Jacobs 1881
Horace S. Tarbell 1882
John S. Irwin 1883
Harvey B. Hill 18S4
E. E. Smith 1885
(Vrus W. Hodgin 18S6
Emma ^lont McRae 1887
Lewis H. Jones 1888
J. A. Zeller 1889
W. W. Parsons 18i)0
E. B. Bryan 1891
EDUCATION IN INDIANA. 141
J. X. Study 1892 W. II. Glascock 1899
L. O. Dale 1893 Robert I. Hamilton 1900
Joseph Swain 1894 H. B. Brown 1901
Howard Sandison 1895 C. A. Prosser 1902
J. F. Scull 1896 Charles A. Van Matre. . .190.3
R. A. Ogg 1897 Wni. L. Bryan 1904
F. M. Stalker 1898
•- • »•»■ .
2. SOUTHERN INDIANA TEACHERS' ASSOCIATfON.
a. HISTORICAL SKETCH.
The state teachers' association' has always contrihut<?d largely to
the interest which kee])s alive the professional spirit among our
teachers. But it was observed soon after its organization that
its influence was not as far-reaching as it should be. In order to
"bring together, annually, a large nund)er of teachers who seldom
attend the sessions of the state association, a number of superin-
tendents and teachers from the southern part of the state met
during the session of the state teachers' association" held in
December, 1877, "and formed a new organization, called the
'Southern Indiana teachers' association.' " Tlie attendance in
1902 was about 2,000.
h. PROGRAM.
Program Bloominoton Meeting, April 3, 4 and 6, 1902.
general association.
Thursday, April 3, 8 p. m.
Greetings— (a) From the city of Bloom Ington.
(b) From the public schools.
(c) From the university of Indiana.
Response— Charles A. Prosser. superintendent schools. New Albany.
Address— Retiring president. C N. Peake, superintendent schools. Prince-
ton.
Inaugural Address— President .7. H. Tomlin, superintendent schools, Shel-
byville.
Business— Appointment of committees, etc.
Social Function— General reception to teachers by the women's council
of the city of Bloomington.
142 EDUCATION IN INDIANA.
Program State Teachers* Association, December 26-28, 19()1.
GENKHAL ASSOCIATION— HOUSE OF IlErilKSENTATIVES.
'J'lnirsday, DoeonilK^r 2i), 8 p. m.
Invocation- Tln' Hcv. II. i\ Moserve. pastor riymouth cliiirch.
Music— Violin solo, Trof. Fred Noble.
Address- Hot irlnj; president, Snpt. U. I. Hamilton. Huntington.
Inaugural Addrt»ss— "The Kesponsiliilities of the Kducator." President II.
B. Brown. Valparaiso.
Music— Vocal solo, Miss Etfle (1 Hessin.
Business— Appointment of committees and misct-llaneous business.
Friday. December 27. HMO a. m.
Invocation— Tlie Uev. .losliua Stanstield. Pastor Meridian-street M. K.
church.
Music— Piano solo. Miss Olive Kilgore.
Symi)osium- "What Shall be Indiana's Next Steps in FducalionV*
a. As to "Ideals and Processes." Prof Howard Sandison: 20 minutes.
b. As to "Reforms," I*rof. Amos W. Butler: 2t) minutes.
c. As to "School Economy,** Supt. F. L. Jones; 20 ndnuto.^.
d. As to "Supervision." Supt. (Mias. A. Van Matre: 20 minutes.
e. As to "Manual Training." Supt. U. I. Hamilton; 20 minutes.
f. As to "T\u^ Training of Teachers." Supt. D. M. Geeting; 20 minutes.
Discussion of the views ]>resented in the Symposium. Prof W. \V.
Parsons; 20 ndnutes.
Address— "Education Through Self-activity." Mrs. O. P. Kinsey, Val-
paraiso college.
FrUIay. December 27. 2 p. m.
Music— Vocal solo. Miss Efflt^ C. Hessin.
Selection— By Mrs. C. W. Boueher.
l/ccture— "Some Foundation Stones of Education," Prof. H. P. Ilalhck.
principal male high s<hool, Louisville. Ky.
"The Function of tlie Training School." Miss Anna Trueldood, state
normal training school.
Di.scussion— Mrs, Elixabeth (). Oopeland. Mari(»n normal college; .Mrs. E.
E. Olcott. Danville nornnd college. (Jeneral discussion.
Lecture— "Liquid Air. Its I'ses and Possibilities." Prof. H. B. Thearlc.
Note— Prof. H. B. Thearle will conn* prepared with apparatus and will
Uiake liquid air, which the audience will be allowed to examine. Dr.
Glenn, of (t(»orgia, says that Prof. Thearle's work is wonderful and will
be highly valuable to the educator.
Friday. r>ecember 27. 8 p. m.
Music- Piano solo. Miss Olive Kilgore.
Violin soh),* Prof. Fred Noble.
Address— Annual address, "Fads." Supt. F. Lcmis Soldan, St. Louis. Mt».
EDUCATION IN INDIANA. 143
Friday, April 4, 9. a. m.
luvocation— Uev. T. J. Claris, pastor Kirlcwood-avenue Cliristian clnircli.
AddresH— "Tliinlcinj? in Tilings and in Symbols/* Dr. Nathan C. Scliaeflfer,
llarrisbiirg, I'a.
rai)or— ^'Education I)y Occupation," Dr. W. L. Bryan, university of In-
diana.
Discussion— Principal R. V. Taylor, colored high school, Jefiforsonville.
ludhina as the State Teachers' Association.
Friday, April 4, 2 p. m.
Address— "Grades of Tliinl^lng and Thinking in the Grades," Dr. Schaefifer.
Address— *'Modernizing tlie Course of Study," W. A. Hester, superintend-
ent schools, Evansville.
Di.scu8sion— Prof. F. M. Stalker, state normal school, Terre Haute.
Address— "Art," Mr. A. M. Hrooks, university of Indiana.
Friday. April 4, 8 p. ni.
Annual Address— "The Central Factor in Education." F. Trendley, Super-
intendent schools, YoungstOAvn. Ohio.
Saturday, April f>, 8:30 p. m.
Invocation— The Kev. C. E. Clough. pastor Haptist cliurcii
Address— "Does Education PayV" Dr. S<'haeffer.
Report— Committee on revision of. constitution.
Business— M iscelhuu»ous.
PRIMARY SECTION — WYUE HALL, SECOND FLOOR (ROOM 36).
April 4. 2 p. m.
This work does not come to hand in time for publication.
MUSIC SECTION — WYLIE HALL, SECOND FLOOR (ROOM 36).
April 5. 8:30 a. m.
Paper— "Music in the Primary (Jrades," Miss Ella Duncan, Columbus.
Paper— "Sense and Nonsense, in Music Teacliing," Artliur Mason, Co
lumbus.
Discussions— (a) "Tone." Mr. RItlgeway (tcbliart. New Al!>any.
(h) "Individual Work." .Mr. J. M. Black. Washington.
Music — Vocal and iu.*<trumental. will be interspersed tlirough the work of
the session.
ART SECTION.
Exhibit in woman's gymnasium, open Friday and Saturday. Work in
connection with this to i>e arranged.
144 EDUCATION IN INDIANA.
HIGH SCHOOL SECTION— WYLIE HALL— SECOND FLOOR (ROOM H6).
Friday. April 4. i) a. in.
l*ai>er— "General Secondary School rroblenis,'' W. S. Howe, superintend-
ent of schools. Connersville.
Discussion— A. O. Neal, principal hijjh scliool. Franklin; Lotus I). Coflf-
man. principal high school, Salem.
Paper— "The High School Principal and His Work." Edward (J. Bauiuan.
principal high school. Mt. Vernon.
Discussion— S. H. Hall. Horden college. Horden.
Paper— "Some Phases of High School English Compositicm Work." A. W.
Senior, dei)artment of English, university of Indiana.
Discussion— O. H. Greist, department of English. Bedford high scliool;
Clara Funk, department of English. .lefl'ersonville high school.
General discussion and miscellane<ms business.
J. H. TOMLIX, President.
FANNIE WATTS, Secretary.
W. D. KEULIN. Treasunr.
.1. K. IHOCK, Chairman Executive Committee
3. NORTIIKRN JNDIANA TEAC+JKRS' ASSOCM ATIOX.
II. HISTORICAL SKETCH.
In order to aecoiiiplisli the same results in northern Indiana that
the southern assoeiation aceoniplislied in the southern pai't of
the state, an ()rpinizati(>n bearing the above name was effected
at Island Park (Rome ('ity, Ind.), July i), 1SS:J.
This assoeiation has enroll(»d large numbers of teachers eaeh
year, bringing together teachers innn all grades of school work.
The attendance in A])ril, 1902, was about »*>,0()().
h. PROGRAM.
PnooKAM OF THE Soi'TH Bknd Mektin(;, 11M)2.
GENERAL ASSOCIATION— STUDEBAK EH AUDITORIUM.
Thursday, April :5. 2:30 p. m.
Music.
Invocation.
Music.
Address of WcU'omc— (a^ On behalf of I lie city. lion. S<huyler Ct>lfax.
mayor city of South Rend, (b) On behalf of the* s<lio<)ls, Hon. .Tolin
R. Stoll, president Soutli Rend board of education.
Respon.se- Supt. .1. W. Carr. Anderson. Ind.
Address of Retirinjr President -Supt. J. W. Hamilton. .Monticello. Ind.
President's Inaujrural Address— Supt. A. II. I)<mj,'lass. L<>pnisi>ort, Ind.
Music.
Miscellaneous business and announcements.
Appointment of committees.
Adjournment.
EDUCATION IN INDIANA, 145
Thurs(ia3% April 3, 8 p. m.
Illustrated Lectnro— **rhysical History of a World," Mr. Jacques W.
Redway.
Music.
Anu(»uii<'('iiieiits and adjournment.
Friday. April 4. {) a. ni.
Music.
Invocation.
Music.
Address— "Sonie Traditions and Connnon Errors in Geograpliy." Mr.
Jacques Redway.
Intermission.
riiysical culture drill by pui)lls from Soutli Hend.
Address— "Education and Democracy," Mr. Charles Zueblin.
Rei)ort of committcH* on division. Committee: T. A. .Mott. Richmond:
W. R. Snyder, Muncie; W. C. Rellman. Hammond: J. X. Study. Ft.
Wayne: C. W. Henton, Indianapolis: W. A. .Mlllls. Crawfordsville: B.
F. Moore, Marion: Wm. Clem, Soutii Rend.
Announcements and adjournment.
IN THE AUDITORIUM.
Friday Evening. April 4. S o'<-h>cl\.
Music.
LccttU'e— "Anierican Painters and Sculptors of Today," Mr. Lorado Taft
With this lecture* are exiiibited V2o !)eautiful illustrations of repre-
sentative works of American painters :ind sculptors.
Announcements and adjoiu'nment.
IN THE AUDITORIUM ANNEX.
Music.
Ijoctu re—* 'Public Schools,'* illustrated by s(ereoi)tlcon. by Mr. Charles
Zueblin.
This lecture jrives views of school eciuipments. decorations, and classes
at work in kinderpirten. nature study, manual traininjr, domestic .science,
vacation schools, commercial work, recreations and athletics.
Announcements and adjournment.
Satiu'day .Morning. April r», U o'clock.
Music.
Invocation.
Music.
Address— "Rivers and the Lessons They Teach." Mr. Jac(iuc»s W. Redway.
Music.
Address— * 'Social Organization." Mr. Charles Zueblin.
Reports of committees and election of officers.
Miscellaneous and adjourmnent.
IC— Bducatiow.
140 KDirATIOy IN IXDJAXA,
SECTIONAL MKETINGS.
(ilCADE TEACIIEKS' SECTION— FIRST PIIESRYTERIAN (riURCll.
Friday Aftoriiooii, Aj)ril 4, 'J o'do<'k.
«
Address-'HMilture," Mr. diarlos Ziieblin.
Music.
Address— "Essentials in rriniary Geojrrapliy." Mr. Jacques W. lUnlway.
Election of officers and iuis<-ellaneous business.
(). L. W(H)LEY, Ft. Wayne, President.
J. II. WHITKLY. UrtH-utield. Secretary.
HIGH SCHOOL SECTION — FIRST METUODIST CHURCH.
Friday. April 4, *2 p. in.
Music.
Appointment of connnittees.
Address— "Some Tendencies in Secomlary Education." (J(»orffe H. Locke.
A. M., assistant professor of edu<'ation ('lii<-aj^o university, and editor
of School Review.
Music.
•'Status of IMiysical Culture in Serondary Scliools.'* I. N. Warren, Lai>orte,
Ind.
Paper— J. H. Pea ivy. Aiulerson, Jnd.
Mi.scellaneous business and election of ottitvrs.
Immediately upon the conclusion of the above i>rograin the section will
take ui) a round table discussion of su<*h topics as may be presented by
its members.
.1. Z. A. Mc(\\Ul;IIN, President, Kokonio, lud.
S. (\ HANSON. Cli. Ex. iVun.. Williamsport. Ind.
CATHAKINE HLYNN, Ft. Wayne, lud.
ART SECTION— STl'DEBAKER AUmTORIUM.
Friday. April 4. "2 p. m.
Music.
Lecture -"A Cllmpsc of a Sculptor's Studio." or "How Status's Are Made,*'
Mr. Lorado Taft.
This l<'cture is illustrated fully at each step by the actual process upon
the stap'.
Elertion of otlii-crs and misccllaiu'ous business.
AiUHmncements and adjournment.
There will be <'xhibited at the Central hi;;h sehool building; a collection
of drawinjrs from the publle sehtM»ls of variiuis towns and <*itie8 in
northern Indiana. 'I'hen* will also be an exhibit of class work from the
Chicajro art institute.
EVELYN K. IHCEW. Pies.. Iluntinjrton, Ind.
•lOSEPH SFLLIV.VN. Sec. Connersville, Ind.
EDUCATION TN INDIANA. 147
COUNTRY AND VILLAGE SECTION — FIRST BAPTIST CHURCH.
Friday, April 4, 2 p. m.
Music*.
"irsos and AIjusos of Texts," Mr. B. A. WinnanH, Uoriie, Ind.
Addri*ss—** Nature Study in Country Schools,*' Supt. W. II. Horslmian,
Hammond, Ind.
Pa iH»r— "Rewards as a Di.sciplinary Measure,'* Supt. W. S. Gibbons, Ful
ton county, Ind.
Music.
Paper— "Religious Worship in Public Schools." Mr. Carl Beard, Oakford.
Ind.
Report of committees and election of otticers.
Announcements and adjournment.
The executive committee invites jreneral discussion on each topic.
ELBERT LAXGLEY, I»resident, Center, Ind.
SUPT. GEO. \V. WORLEY. Ch. Ex. Com., Warsaw.
MARIE KELLY, Secretary, M«ncie, Ind.
MUSIC SECTION — LECTURE ROOM FIRST METHODIST CHURCH.
Friday, April 4, 2 p. m.
Music.
ApiK)intment of committees and miscellaneous business.
Paper— "Is it Practical to Make Independent Readers of Children in the
First Four Years of School?" Win. Niles, Ft. Wayne.
Discussion— Dessa Kilander, Wlnamac.
Music.
Report of committees and election of officers.
On the completion of the above [>roj?ram the section will take up the
following:
Qw'sfionM for Round Table DiscuAnion.
1. How much general culture^ outsi<le his immediate specialty should
the director in music have? How much si)ecial training?
2. Should the directoi* of music, any more than the regular teacher,
be absi»nt from meetings when matters of method and discipline are under
consideration?
.3. When parents and the director of music disagree as to what part
the child slnnild sing, what is tlie proper ccmrse to ])ursue?
4. Should tlie room teacher be aUowed to employ a teacher to instruct
her pupils in music?
5. What is to ]>e done witli a pu[>il wlio absolutely can not sing, if
there be such?
<». The rhythmic element and its development in child-life.
7. Cause and cures for singing '*off i)itch."
8. Should patriotic songs be sung wliile pupils are seated?
148 EDUCATION IN INDIANA.
9. A practical lessou on some music problems suggested by members
of the music section.
Note.— Supervisors are invited to write and to hand the president of
the music section the problem they wish to have demonstrated and choice
will be made from the suggestions oflfered.
L. M. TILSON, President, U»banon.
WILL EARIIART. Ch. Ex. Com., Richmond.
Headquarters— Auditorium Annex, 207 South Michigan Street.
The annex will be oiK»n at all hours to all members of the association
and their friends. Malie this your downtown home during the association.
Offices: Room 1. treasurer: Room 2, executive committee; Room 3.
local committee.
Baggage will l)e checked at the office of the local committee, where
porters and guides will be in waiting.
Officers.
President— A. 11. Douglas, Logansport.
Vice-President— Alexander Thompson, Marion.
Secretary— Miss Margaret l*orcIi, Anderson.
Treasurer— W. A. Mills, Crawfordsville.
R. R. Secretary— T. A. Mott, Richmond.
Chairman Rusiness Committee— Calvin Moon, Soutli Bend.
President (Jrade Section- (). S. Wooley. Ft. Wayne.
President High Scliool Section— J. Z. A. McCauglin. Kolcomo.
President Connty and Village Secticm— Elbert Langley, Center.
President Music Section— L. M. Tilson, Lebanon.
President Art Section— Miss Evelyn DeCew. Huntington.
President Peninansliii) Section— J. H. Baditenkircher. Lafayette.
Executive committee— John A. Wood, chairman. Laporte: H. C. Hei-
ronimus, Richmond: T. E. Kinzie, Indianapolis: W. E. Ervin. Muncie:
Daniel Freeman. Crawfordsville: Edward Ayres. Lafaj'ette; L. T. Turpin.
Kokomo: D. A. Lanibriglit, Kendallville; Walter Dunn. Knox.
Local business committee— William Clem, South Bend: Charles II.
Bartlett, South Bend: John 11. Rittinger, New Carlisle: Essie B. Dakin,
South Bend: Sarnli E. Kirby, South Bend; Ludwig S. Fickenscher. River
Park; Alice E. Hill, South Bend; John A. Byers, S(mth Bend; Winona
Dodd, South Bend: Calvin Moon. Chairman, South Bend.
4. CITY AND TOWN SITPKTUNTFXDEXTS'
ASSOCIATION.
n. HISTORICAL SKETCH, BY SCPT. R. A. OCCi. KOKOMO, IXD.
Duriiip: the yoar 1889 a controversy arose over tlie distribntion
of tlie public school revenues. The county su])erinten(lents and
others representing the interests of the county schools held that
EDUCATION IN INDIANA, 149
the method of distributing the state's school revenues in propor-
tion to the enumeration of chiklren of school age discriminated
against the country, because the enumeration in cities was not
accurately taken. They charged that in some cities the lists were
deliberately padded by the enumerators to increase their pay for
taking the enumeration. The question assumed such proportions
that it became evident that wisdcmi must be used to prevent an
injury to the school interests of the state.
Prompted by a desire to aid in the solution of th« problem, at
the meeting of the state teachers' association in 1889, a few of
the city su])erintendents met together on December 26th to con-
sult, and agreed to organize an association of city and town super-
intendents corresponding to the county superintendents' associa-
tion. Superintendent J. N. Study, of Richmond, presented a
plan <if organization, which, with sundry modifications, was
a<iopted.
The following officers were then elected : President, L. II.
J<mes, Indianapolis; vice-president, R. I. Hamilton, Huntington;
se(*retarv, P. A. Ogg, Greencastle; treasurer, J. T. Merrill, La-
fayette; executive committee, J. N. Study, chairman, Kichmond;
E. IK Butler, Ilushville; W. H. Wiley, Terre Haute; P. P. Stultz,
Jetfersonville; W. K. Snyder, Muncie; Sheridan Cox, Kokomo.
A second session was held at which a numl)er of other superin-
tendents were present. Work was assigned to various commit-
tees, which were to investigate and re])ort at the next meeting.
Some of thesf* questions were: Is the school enumeration less
honestly taken in the citv than in the count rv i Is there anv
reason in the nature of things why the ratio of children of school
age to the census should differ in i\w city and country? Are
there any reasons whv citv schools should naturallv show a smaller
enrollment upon enumeration than the country schools? K(»lative
cost per capita per day in city and country (
On Novemlx^r 20, 18l)0, the second meeting was held and the
reports on the various <piesti(»ns were heard and discussed. It
was felt as a result of the investigation that the system of distri-
bution of revenues was not unjust to any interest of either country
or city, if honestly administered, and it was agreed that the asso-
ciation should labor to secure such auK'udments to the law as
would insure equity.
150 EDUCATION IN INDIANA,
Tlie question at issuo l)ot\v(*on country and city was given formal
consideration at the following meeting of the state t(»achers' asso-
ciation bv a discussion of iti^ nuTits on the one side bv the state
su])crintendent and two county su])erintendents, and on the other
by three city su])erintendents. The result was a law re<juiring
a rigid system of emimeration, and wliat threatened to diviih* the
educational forces of the state, resulted in bringing them into
greater unity and better understanding.
This controversy having been happily settled, the association
began its legitinuite work of discussing to])ics of general interest
to the citv and town schoids. At the UK^etiuff on Xovember 12,
ISOl, ''Methods of Promotion/' "The Uniformity of Commis-
sioned High Schools/' ''The Superintendent's Term of Office/'
etc., were discuss(Ml. The r(K*ords show that for two years the
leading questions considered by the association related to exami-
nations, promotions and the uniform text-lx)ok law. In 189J]
a departure was made which has prevailed ever since, viz., that
of a^>poi-nting couimittei^s to make certain investigations and do
certain work, and re])ort to the following meeting.
Three of these n^ports were presented and discusscMl in 1804,
viz., *SSystems of Pnnnotion," by K. A. Ogg; "School Kxamina-
tions/' bv Edward Avres; 'Mlindrances to the ITi«:hest Effici(»ncv
of Town and (Utv Schools/' bv J. W. Carr.
The great "Report of the Committee of Ten," from the national
educational association had called out a great interest in the ques-
tion of what should constitute the school curriculum, and on mo-
tion of Mr. Ayres, the president, D. W. Thomas, of Elkhart,
appointed a committee to prepare "a report on a course of study
for the ]mblic schools, said re])ort to indicate the principles which
should underlie* such a course of studv, and to contain an outline
of the work of thi» public schools as determined by said principles."
The committee* was iiuide to consist of R. A. Ogg, chairuian; W.
R. Snyder, W. II. Sims, W. (\ IWman, W. P. Burris. The
time of the meeting in 1S05 was largely occupied by the discus-
sion of this re])ort. The course as proposed by the committee
was unanimously a])proved for trial for one year and the com-
mittee asked to rep(>rt at the next meeting such modifications as
the experience of the su])erintendents might suggest. At the meet-
ing in ISOn the committee re])orted no changes called for, and
EDV CATION IN INDIANA, 151
after discussion the course was adopted without dissent. Super-
intendent Woody then moved that a committee of forty, eight for
each of the five lines of study, grammar, arithmetic, geography,
reading and history, be appointed to amplify the work ])lanned by
the original committee. These vaiious committees reported in
1897, and after discussion the reports were referred to the chair-
men of the various committees with Superintendent W. 1). Weaver,
president of the association, as chairman, to unify and print the
course as thus developed.
At the November meeting of lSi)8 this final report was adopted.
This discussion of course of study running through four years
has added largely to the etticiency of superintendents, the discus-
sion bringing out the fundamental principles of education. Coup-
led with this was a fine address at the meeting in 181)7 un ^*The
Principles That Underlie the Formation of a Course of Study,
and Wliich (\nistitute the Canons of Criticism," bv Lewis H.
Jones, of Cleveland, O., formerly superintendent of Indianapolis
schools, and the first president of the association.
At the meeting in 1891) the matter of greatest interest was a
report on the uniform course of study for high schools, with
Supt. W. A. Millis as chairman. An excellent report was pre-
sented and a full discussion was had. The result will l)e to further
unify the work in our high schools, though it seems unlikely
that as large a unity will prevail as in the lower grades becaus3
of the more diverse conditions under which the hiii:h schools work.
The awakened interest in th(» subject of art in the schools w\*is
given impetus by two excellent addressees from Dr. AV. L. Bryan,
of the state university, and Prof. J. L. Lowes, of Hanover col-
lege.
The meeting of 11)00 was characterized by three re])orts, one
cm "The School in delation to Institutional Life,'^ bv W. XL
Glascock, Bloomington, Edward Ayres, Lafayette, and ^L AV.
Harrison, Wabash ; one on ^''The School as Kelated to Art," by
W. R. Snyder, Muncie, and Alary K. Xicholson, Endianapolis;
and one on "Spelling Book,'' by AV. F. L. Sanders, ( ^3nnersville.
The first of these was a printed re])ort. All elicitet! much interest
and discussion. The meetings of LSi)l) and 11)00 were character-
ized by a departure in the way of a dinner on Friday evening,
at which time a welcome was extended to all new superintendentc^,
152 EDUCATION IN INDIANA,
and they were called upon to respond, that the association might
become acciuainted with them. In 1900 this occasion w^as made
very enjoyable by a fine address on '^Shylock," by Judge W. D.
Robinson of the appeUate court. While it is a superintendents'
association, the friends of the colleges and normal scOiools are
invited, and a number of them attend and participate in the
divscussions.
At the meeting in November, 1901, the matter of chief interest
was a ])rinted report on "Course in Nature Study for Common
Schools.*' This report w^as presented by Supt. H. B. Wilson of
Salem and discussed by Prof. Sherman Davis of Indiana uni-
versity, who had aided the committee in the preparation of the
report. ^Much difference of opinion was expressed by the mcm-
lx>i*s of the association regarding the kind of nature study to be
done and the method to be employed. A departure which marked
the beginning of a modified order of things was made in having
an address on "School Boards and Superintendents,'' by William
George Bru(!o, editor of the American School Board Journal. The
significance of this may be seen in the following programs which
provide for certain joint sessions of this association and that of
school boards, the organization of which followed the address of
Mr. Bruce.
Another significant discussion was that wdiich followed a report
by Supt. 1. V. Busby of Alexandria upon "Defects of State Text
Books.'' In view of the fact that the state board was providing
for a revision of some of the adopted texts, the discussion was
of very great interest.
At the meeting in Novemlx^r, 1902, a discussion on "The Best
Method of Selecting Teachers and of Determining their Tenure
of Office" was led l)y Supt. Robert L. Hughes of Whiting.
"Needed School Legislation" was discussed by Supt. R. I. Ham-
ilton of Huntington. A printed re])ort on "Additional Normal
School Facilities — Xecessitv and Feasibilitv" was made bv Supt.
»T. W. Carr of Anderson, (\ \V. McDaniel of Madison and R. A.
Ogg of Kokomo. The re])ort was fully discussed and indorsed
by the association. At the joint meeting of superintendents and
school boards, W. H. Anderson of Wabash led the discussion on
"School Janitors," and Hon. Theodore Shocknev of Union (Mtv
on "Relation of the Superintendent to the School Board.''
EDUCATION IN INDIANA. 153
The meeting of 1903 was characterized by a printed report
on "School Heating- and Ventilating," prepared by a joint com-
mittee of superintendents and school board members with Supt.
J. A. Wood of Laporte as chairman. Under this topic were special
(Hscnssions led bv Dr. J. N. Hiirty of Indianapolis, W. H. An-
derson, Wabash, B. F. Moore, Marion, A. M. Sweeney, Indian-
apolis. The discussion of "A Uniform Card to Record Work of
High School Pupils Desiring to Enter Other High Schools or
Colleges," was j)resented by J. Z. A. McCaughan, principal of
Kokonio high school, and after discussion was referred to a special
committee* to perfect and report a year later. "Defects of City
Su|>eriutendents from the Point of View of Teachers" was dis-
cussed by Supt. E. L. Hendricks of Delphi. State Superintendent
F. A. Cotton discussed "The Ideal Superintendent Characterized."
Two round tables were held at which brief discussions of various
topics wen* had. "Do Indiana Schools Compare Favorably with
the Schools of Other States" w^as discussed by Supt. C. N. Ken-
dall of Indianapolis and Supt. F. W. Cooley of Evansville, both
of whom have c>f late vears come into Indiana from other states.
They discussed Ixith the features of superiority of the Indiana
system and the points of weakness. A printed report on "Needed
Eliminations and Additions to the Course of Studv for Indiana
Schools" showed that history repeats itself and that the important
question of the course of study still appeals to Indiana superin-
tendents. The committee which made this report consisted of
Supt. C. A. Prosser, New Albany, Supt. W. A. Millis, Craw-
fordsville, and Supt. T. A. Mott, Richmond.
It is safe to say that the association of city and town superin-
tendents is the most distinctively pedagogical organization of
the state, and since it^ organization has done more than any other
to mould the educational sentiment of the state. Its work is
rather that of a round table, papers seldom being read, and dis-
cussions being as informal as possible. It is not a meeting for
pyrotechnics, but for discussion by all who choose to participate.
It has grown from a small c/impany to an annual gathering of
over one hundred from all parts of the state.
154 EDUCATION IN INDIANA.
5. COUNTV Sn^ERINTEXDENTS' STATE ASSO-
CIATION.
n. HISTORICAL SKET(^1I.
State Siipcriiiteii<leiit of Public Instrueti(ni Milton R. Hopkins
eallod the first state nuvtin^ of county superintendents. The
convention assembled in the hi^h school hall at Tndiana])olis,
July 22, 187e3. From that time the association has met annually,
and has l)een of incalculable service to the state. In the earlv
meetings many questions arose as to the duties of the super-
intendents under the new laws. Followin«^ the adjustment of
these (piestions the su])erintendents addressed themselves to the
educational questions of the day. Such questi(uis as the followiuf^
claimed the attention of the first superintendents:
1. The oxnniiiuitioi) of teachers.
2. Visiting soliools.
li. Townsliip and county institute work.
4. Duties of the county Ixmrd of education, etc.
A few years later th(\v began the study of such subjects, as —
1. Course of study for tlie rural scliools.
2. (Massiticntion and gradation.
3. Tlie graduation of piqiils from the eonnnon branches.
4. T'niform outline of townsliip institute work, ete.
They ])repared and had printe<l a (*ourse (»f study for the rural
schools and outlines of township institutes work. The pn^paration
of these documents was ])laced in the state department of public
instruction, December, 1804.
For several years the association has l>een ])re])aring the ques-
tions for the examination of pupils in the f::ra(l(»s and hi<ih schools
of the townships and snuill towns.
Following is a ])rogram of the last meeting of the superin-
tendents :
To the County Superintendents of Indiana:
You are herel)y calh-d to meet in convention on June [\0 and July 1.
IJMKJ. For wliicli attendance you are allowed the reguhn* per diem as pro-
vided by law.
Yours sincerely.
r. A. COTTON. State Supt.
EDUCATION IN INDIANA. 155
Otticors: Siipt. E. E. Kobt*y, president; Supt. E. C. Crider. secretary;
iSiipt. Claude Uankin, treasurer. Meetings to be lield in the supreme
court room. Headquarters at Grand hotel; rates, $2.00 per day.
Tuesday, 10:80 a. m.
Devotional exercises.
Address— "The County Institute." Dr. Wm. L. Hryan. president state uni-
versity.
Discussion— Dr. W. T. Stott, president Frnniilin college; Francis M.
Stalker, associatt* professor of psychology and methods, state normal
school.
Tuesday, 2:(H» p. m.
Reailing Circle Work— A. L. (iary.
"The Ex-County Superintendent," Ex-Supt. Elmer C. .Terman. Decatur
(jounty.
••The New County Superintendent,*' Supt. J. W. Dunn. Starke county.
Address— F. A. Cotton, state superintendent.
Wednesday, 0:00 a. m.
"Indiana's Educational Exhibit at the World's Fair." Senator Fremont
Goodwine. chairman educational committee, world's fair committee.
"The Superintendent's Work with Inexperienced Teachers," Supt. C. F.
(irosjean, Vigo county.
Visit to T. B. Laycock's factory.
Wednesday, 2:00 i>. m.
Symposium—
"The County Sui)erintendent as a Supervisory Otticer" (10 minutes).
Supt. E. C. Crider, TipiHH'anoe county.
"The County Sui)erintendent in Uelatitm to (Jrading Manuscripts" (10
ndnutes), Supt. Samuel L. Scott. Clark county.
"The County Superintendent in Uelation to (bounty Institutes" (10
minutes). Louis H. Hamilton, Jasper county.
"The County Superintendent in Relation to Townshij) Institutes" (10
minutes), Supt. William Clem. St. Joseph county.
The County Superintendent in Relation to the People" (10 minutes),
Supt. W. O. Baker. Morgan county.
The County Superintendent in Relation to tlie Common School Gradu-
ate" (10 minutes). Sui»t. Irvin Brandy berry. Adnms county.
"(jJeueral Discussion of Special Points in Symposium." F. A. Cotton,
state superintendent.
Miscellaneous Business.
Adjournment.
T). rorXTY .\SS()(MATI()XS.
TCotwithstaiidiiiii tlio fnct tluit tlie attondaiicc^ in tlio state asso-
ciation ^e\v rajMtUy, fmni year to year, and enrolled toaeliors from
all grades of sohool work, tlu^re were a gr<»at many prominent odn-
.*rf
..rpi
156 EDUCATION IN INDIANA,
eators who believed that there was yet a larger and still more im-
portant field for association work in Indiana. In response to this
general feeling of the need for an annual meeting that would reach
all the teachers in the state, the county teachers' associations were
organized in the several counties. These associations are the most
efficient agencies in promoting the interests of the rural and vil-
lage schools. Occurring as they do after the schools have been in
session, at a time when the teachers really feel the need of ins])ira-
tion and helpful suggestions, the county associations exert a greater
influence in the improvement of teachers than the county insti-
tutes. The meetings are conducted under efficient supervision,
with instructors capable of increasing the range of thought among
teachers. In manv of our counties the annual associations are the
most helpful u'cetings in our system.
The first associations "were instructed largely by home talent,
but in recent years the best men in the faculties of our colleges and
normal schools have been drafted into the w^ork. As a result of this
change, the professional spirit is growing. Teachers are studying
educational problems as they never have before. If nothing more
should come from these meetings than the good from merely get-
ting away from home for a day or two and making new acquaint-
ances, the associations are worth much to the profession. But there
is more than the social element and the rest.
B* INSTITUTES.
1. COrNTY INSTITUTES.
a, STATEMENT.
The connty institute has had an interesting development in
Indiana and is at present in a transition stage. Educators in the
state are working at the problem of improving the work, and it is
hoped that something may be done to make the institute at once
niore professional and more practical. At ]>resent the institute is
held in each countv annuallv for one week. Instructors are em-
ployed and the work takes wide range in topics discussed. The
work is inspirational, cultural, professional and practical.
EDUCATION IN INDIANA. 157
b. TUE LAW.
In order to the encouragement of teachers' institutes, the county
auditors of the several counties of this state shall, whenever the
county superintendent of such county shall file with said auditor
his official statement^ showing that there has been held, for five
days, a teachers' institute in said county, with an average attend-
ance of twenty-five teachers, or of persons preparing to become
such, draw his warrant on the county treasurer, in favor of said
county superintendent, for thirty-five dollars; and in case there
should be an average attendance of forty teachers, or persons pre-
paring to become such, then the said county auditor shall draw
his warrant on the treasurer for fifty dollars; and in case there
should be an average attendance of seventy-five teachers, or per-
sons preparing to become such, then the county auditor shall draw
his warrant on the treasurer for one hundred d( ►liars for the pur-
pose of defraying the expenses of said institute: Provided, how-
ever. That but one of said payments be made in the same year.
All laws and parts of laws in conflict herewith are hereby repealed.
1. Superintendent's Duty and Pay.— Such an institute as is contem-
plated by the law is not a voluntary association, but a teachers' luwting.
at the head of which is the county suiu'rintendent. He, therefore, has no
right to surrender it into the hands of an incompetent director, nor to
permit a course of procedure by any one, or bj' tlie institute itself, by
which time shall be wasted or unsatisfactory work done. The teachers
are there to be instructed, and the sui)erintendent must necessarily take
the responsibility of the institute upon himself. The money which the
auditor is authorized to pay is to defray the expenses of the institute
exclusive of the i)er diem of the superintendent, whose compensation
must be obtained in the usual way. He is also entitled to his per diem
for reasonable services in nuiking preparations for the institute.
2. Pay of Teachers.— Teachers are allowed their regular per diem
when attending both county and township institutes.
Schools Closed. — When any such institute is in session, the com-
mon schools of the countv in which said institute shall be held
shall be closed. (K. S. 1881, §4522; R. R. 1894, §0011; R. S.
1897, §6231.)
Sessions. — The several county superintendents are hereby re-
quired, as a part of their duty, to hold, or (;ause to l>e hold, such
teachers' institutes, at least once in each year in their respective
counties. (R. S. 1881, §4523; R. S. 1894, §6012; R. S. 1897,
§6233.)
l.-.f EIU'i A'rinX ly IX in AX A.
Th-^ •'•/"T.tv ■:-':TN=-riirit-r;'i«-nT> liave i-i:'ire charsre ••£ the institutes.
Thr-v rjt the 'iiu*- ••! li«'l.]in:! iho Muvtiiii:<-, »'iii]»l««y instructors, etc.,
:ht- "ri-.v -:;:nr"rv n-iriirenienT 1«»:^inir 'ha' ••n«:- in-iinite shall be
hf?I»i axii:v.allv. Then- is an a]»jin»priaTi..n ••f *1<h» 5n each c*«:»\inty
f'-r :he s':TM-«n ••: such instirire, wlien the averaiie 'lailv attoml-
ATi*-*- i< -•>'•'* -n-v-nv*- iir !!;«'n'. Sino- n** f»iiii^v ha-^ an attendance
V^i-*w :ha* M;T!:V»:r. •!:«• riiiMial a|»|ir*]»ria*i«»n l»y rhe state is
#'^,4»«i'.l««. The rv-!:iaii;«ier «•! the e -■ i> l» •m»- W »he Teachers.
'. STATISTirAl. SUMMARY.
S'lzi^-^T niftl*:^ •.-lii't'l-M in sT;!Tt» iThn-* oiiimi»< •■u.iTTt^l «oi a«>
•vun* .'f n*» rv-x*.n* 7,t?21
A«>.>»ni.'! "f :>• rw';-»n« S.S1K>
T'.oal n!i-i-?»'r vLr"*!!*^! In M:rf •■•lu •-••«•. tt i»::.:v--t »*n :\-»^»\u\\
-f &> rv-;-.r: 17.<>25
:.-■ r ;--rT l.VriOT.O
Av-rr. j>.* ?:T*-n«iai-«v :n omiity 17wl.Ii
Le-iiT- -'f 'i-->'>>»ii ::i •l:iv< f^r • ii;:r»» Mi'T :it' •-oivty »•:•.■:::.••! on
a-v^'Ti:.: --f :;•• r»-j««rt' .... 4^1
Av-ras»- :-::irvh "f <t^<>«^i "!^ «1;nv f.c • :^ h •-»»u'i':y. . r»
Av-T^cw- s::<«T:n'' ■•f :v.'-i>'y f!r:i\vv. :^ r o»u!iTy 5lS iX>
:->! -T. a-^-^.ar.: .-f :>■ :>*i*»r:- 21,4riO r^S
EDUCATION IN INDIANA
150
STATISTICS ON ('Ol'NTY TEACHERS* INSTITCTKS, HELD iX 1903.
COUNTIES.
Enkollment.
3S
o
.
«>
i.
C
C
cS
X
c
«
o
c;
w
X
4->
«8
«M •
II,
j5
g
ti-
0^
ff c
>
ii"*
<
C ^ «8 O
22c t
Or!! -=
«
aniM
en (No rt»portj
•tholomew
iton
,<»kfonl
>ue
>wn —
•roll....
«8
rk
y
titon...
kwford
I'ieHs . .
irbom
^atur . .
Italh . . .
aware
bois . . .
;hart ..
rette . .
yd....
iiitain
nkliii.
ton .
•Hon.
mt ..
•ene.
niiltmi..
ticook ...
rriHoii . .
ndricks,
ary
wan!
DtiufTton
kson
pt*r
ferson .
ninjfs .
nson ..
DX
«MU.'»ko
rransre.
te
)orte...
rronoe
lison ..
non .
rshall
rtin ..
imi . . .
108
77
107
41
47
103
70
97
100
100
109
130
90 ;
154
72
58
90
120
82
212
44
78
72
50
70
104
«
90
110
105
128
82
76
90
120
90
43
105
89
58
70
84
101
71
50
:«
70
180
76
100
«
100
109
82
50
102
40
96
150
135
111
104
55
144
83
97
84
145
79
324
46
98
70
64
65
*
110
104
82
92
121
91
89
101
112
113
77
177
71
90
106
127
85
170
150
90
120
127
111
*
120
185
178
216
123
97
205
110
193
250
'£i5 ;
220 I
ZU '
145
298
155
155
174
265
161
536
{to
176
142
114 ,_
135
196
360
200
214
187
220
203
167
179
221
202
156
182
266
129
160
190
228
156
220
IKi
160
300
203
211
145
220
192
118
96
197
95
190
225
230
207
190
132.8
240
147
151
155
250
250
46;^
88
150.6
131
112
130
175
240
200
204
175
200
186
162
168.2
215
191.6
151
200
180
121.6
125
178
224
145
214
161
155
250
im
204
«
220
5
5
5
5
5
5
5
5
D
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
6
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
$100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
50 00
100 00
100 00
100 00
100 00
100 00
50 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
100 00
50 00
100 00
100 00
100 00
100 00
100 00
100 00
50 00
50 00
100 00
100 00
50 00
100 00
I
$280 00
246 50
222 10
254 25
229 20
120 00
312 00
250 00
300 00
155 75
261 59
201 00
346 85
142 20
182 40
288 00
350 53
194 45
268 70
173 75
205 25
125 00
209 09
275 00
235 00
350 00
235 00
250 00
227 97
240 00
2:«00
212 60
280 00
275 00
233 Zi
256 00
280 00
182 15
177 9:j
210 00
225 00
263 72
20!) 09
201 80
271 25
275 00
500 00
250 00
192 75
228 67
320 00
report.
EDl'CATIOy /.V /.Y/)/.l.V.l.
STATISTICS (»N ((H-KTY THAfHRRS' IKSTITITKS, HKM) IN 1903-
EDUCATION IN INDIANA. 101
2. TOWNSHIP INSTITUTES.
Local school officers and teachers give increasing attention to
township institutes. These are the most valuable meetings held
in Indiana in the name of education. The assembling of all of the
teachers of a townshi]) at least once each month during the school
term to discuss matters of educational concern is of great value to
the stiite. It is a great institution for the regeneration and educa-
tion of the rural teaching corps.
a. STATISTICS.
Townshii) institute's lu'ld during year oucling July 31, 11)03 0.421
Average number held in each township 6.3
Cost in wages to teachers for year $149,602.20
b. THE LAW.
(1889. P..C7. Approved and in force March 2, 1889.)
Township Institutes. 0. At least one Saturday in each montli
during which the puhlic schools may be in progress shall be de-
voted to township institut(»s, or model schools for the im])rove-
ment of teachers ; and two Saturdays may he appropriated, at the
discretion of the townshij) trustee of any township. Such insti-
tute shall be presi<led over by a teacher, (►r other person, desig-
nated by the trustee (►f the township. The township trustee shall
specify, in a written contract with each teacher, that such teacher
shall attend the full session of (»ach institute contemplated herein,
or forfeit one day's waives for (»v(»rv clav's absence therefrom, unless
such absence shall be occasioned by sickness, or such other reason
as may be approved by the township trustee, and for each day's
attendance at such institute each teacher shall receive the same
wages as for one day's teaching: Provided, That no teacher shall
receive such wages unless he or she shall attend the full session of
.such institute and perform the duty or duties assigned. (K. S.
181)4, §6009; R. S. 1897, §02150.)
1. A trustee failing to comply with the above is subject to prosecu-
tion and removal from ottice.
H-Eduoatioh.
X. School Journals.
A. THE INDIANA SCHOOL JOURNAL*
The Indiana state teaelicTs' association was organized at Indi-
anapolis, December 25, 1854, and at the first session the snbject of
an educational journal was considered. The project of establish-
ing a journal was referred to tlte executive couiniittee with instruc-
tions to report at the next annual session.
The second association met at Madison, Ind., in December,
1855, and the following report was submitted by Prof. E. P. Cole,
principal of the Indianapolis high school:
lU'solvrd. (1) That this asHooiation will publish an educational journal,
similar in size and typographical execution to the Ohio Journal of Educa-
tion. (2) That this journal be conducted by nine editors api)ointed by the
association, one of whom shall be styled resident editor.
The report was ])romj>tly adopted, and the paper was named
the Indiana School Journal. ^Meml)ers of the association sub-
scribed for 1V5 copies, and AV. Vk Smith, of Cincinnati, Ohio, do-
nated $200 to aid the enterprise. The first number was issued in
January, 1850, and it bore the name of the Indiana School Jour-
nal until the summer of 1000, when it and the Inland Educator,
of Terre Haute, were consolidated at Indianapolis under the name
of the Educator- Journal.
After the first number of the Indiana School Journal had been
issued Prof. E. P. Col(» acted as traveling agent for same for only
a few months, and as a result the subscription became large for a
new publication. The editors selected were as follows: Geo. B.
Stone, superintendent Indianapolis schools, resident editor; asso-
ciate editors, W. I), llenkle, E. P. Cole, (leo. A. Chase, Kufns
Patch, B. F. Iloyt, Alary AVells, and Jane (-hamberlain.
In 1858 Mr. Stone left the state and W. D. llenkle became resi-
dent editor of the Indiana School Journal, and in 1850 he was
succeeded by Air. O. Phelps, to whom the management of the Jour-
nal was transferred bv the Indiana state teachers' association in
(162)
EDUCATION IN INDIANA. 1G3
Ueceinber, lb")9. In 1862 Mr. Phelps, with the consent of the
state teachers' association, transferred the Journal to Prof. Geo.
W. Hoss. In 1S69 Prof. Wni. A. Bell, principal of the Indian-
apolis high school, became half owner. In July, 1871, Professor
Hoss, having been elected president of the Kansas state normal,
sold his interest in the Journal to W. A. Bell, who then became
editor and sole proprietor, and he continued as such for twenty-
eight years, when he sold the Journal to Hon. D. M. Geeting,
state superintendent of public instruction, and his deputy, Hon.
F. A. Cotton, the latter selling his interest to Mr. Geeting a few
months later. In July, 1900, the former owners of the Inland
Educator, which had been published at Terre Haute since 1895,
united their interests with the owners of the Indiana School Jour-
nal, and the Educator-Journal Company was incorporated for
$20,000, and the first number of the Educator-Journal was pub-
lished at Indianapolis in August, 1900. The first issue consisted
of 20,000 copies.
In January, 1901, the following editor and officers were chosen:
Hon. D. M. Geeting, editor; Wm. H. Wiley, superintendent Terre
Haute schools, president; Chas. F. Patterson, superintendent
Edinburg schools, treasurer ; .F. W. Walker, secretary and business
manager.
In 1903 Dr. Robt. J. Aley, professor of mathematics in Indiana
university, became editor.
From its first issue in 185G the Journal has been thoroughly
representative of th(» best thought and sentiment in Indiana, and
its circulation now extends to almost every state in the union. Its
subscription price is one dollar per year. The paper was never
more prosperous than at present.
R THE TEACHER'S JOURNAL AND OTHER EDUCA-
TIONAL PAPERS THAT HAVE BEEN PUB-
LISHED IN THE STATE*
In January, 1809, A. C. Sliortridge, superintendent of the
Indianapolis schools, Ge<>rir(* P. Brown, superintendent of the
Richmond schools, and W. A. T>(»11, principal of the Indianapolis
high school, started The Indiana Teacher. At the end of six
164 EDUCATION IN INDIANA.
months W. A. Bell bought out his associates and merged the Teach-
er into the Indiana School Journal and thus became half owner
of the Journal. W. B. Chrisler, who was for many years at the
head of Bedford male and female college, edited and published a
paper called The Common School Teacher. This paper continued
for a number of years and had more than a local circulation. The
exact date of this publication is not at hand, but it was in the
seventies.
In 1873, A. C. Shortridge, superintendent of the Indianapolis
schools, and Geo. P. Brown, principal of the Indianapolis high
school, started the Educationist. This paper continued for two
years and was edited with much ability. In March, 1875, the
Educationist was merged in the School Journal and Messrs. Short-
ridge and Brown became for a time associate editors of the
Journal.
In January, 187 4-, 11. A. Ford, editor of the "Michigan Teach-
er," at Lansing, Mich., started The Northern Indiana Teacher and
published it at South Bend, Ind. The body of this paper was the
same as that of the Michigan Teacher, which did not at all detract
from its merit, but its miscellaneous and personal departments
were especially devoted to Indiana interests. In July, 187G, W.
A. Bell bought this paper and merged it in the Journal.
The Normal Teacher, edited and published by J. E. Sherrill,
was started at I^adoga in 1878, but soon afterward, when the
C^entral Indiana normal school was removed from Ladoga to
Danville the pa])er was also <^hanged to that place. The paper
represented largely the thought of the normal school, although not
formally connected with it.
The Normal Teacher was pushed with great vigor and secured
an extensive circulation. After some years the name of the paper
was changed to the Teachers' Examiner. In 1892 Mr. Sherrill
sold the paper and its standard was not kept up by its new proprie-
tor. In a short time after this change \V. A. Bell bought it and
filled the time of its subscribers with the School Journal.
In 1881 a paper was started at Valparaiso, called the Northern
Indiana School Journal, and in 1884 W. J. Bell bought out his
partner and Ix^c^mu* sole owner and editor. In December of this
same year Mr. Bell sold the paper to a man, who changed its name
to "The American," and in 1886 removed it to Iowa.
EDUCATION IN INDIANA, 165
The Student was the name of a paper edited and published by
Prof. Bogarte, of the Xorthern Indiana normal school, from
February, 1891, to October, 1892.
In 1882 John M. Olcott started The Educational Weekly. This
was the only weekly educational paper ever published in Indiana,
it was pushed with Mr. Olcott's characteristic energy and in a short
time secured a large circulation, but was never made to pay
financially. In 1884 Mr. Olcott accepted the superintendency of
the Greencastle schools, but continued to edit the Weekly. In
TJ'ovember, 1885, the ])aper was sold to the "N'ew England Journal
of Education.
The Teachers' Journal is an educational monthly published at
Marion, by A. Jones, editor, and O. W. Ford, business manager.
The proprietors are both members of the faculty of the Marion
normal school. The first issue of this paper was in July, 1901,
and it now claims a circulation of 7,000. It has among its con-
tributors some of the best educational writers in the state.
Tfumerous county papers have been published by county super-
intendents, some of them lasting many years. Rome of these were
well edited and ser\'ed well the purpose for which they were in-
lended. That these school papers have been a help to teachers
and thus been a means of advancing the educational interests of
the state, can not be doubted.
XI. Indiana Union of Literary Clubs,
Note.— Mrs. Eva B. Rohbock, president of the Union, appointed Mrs. Elizabeth ('.
Earl to edit the above chapter and acknowledfirments are due Mrs. May Wright Sewall.
Mrs. Martha N: McKay, Miss Merica Hoavrland, Mrs. C. B. Woodworth. Mrs. George Felts
and Mrs. Virerinia (\ Meredith for co-operation.
The Indiana union of literary clnbs was formally organized in
Richmond, June 3, 1890, during a convention in which were dele-
gates representing twenty-six literary clubs. The preliminary
work of the organization, however, had been undertaken by the
executive committee of the Indianapolis woman's club, Miss Eliza-
beth ^sTicholson, with whom originated the idea of a state union of
clubs, was chairman of this committee. The initial step in the
organization was a reception given by the woman's club of Indi-
anapolis in October, 1889, to the literary clubs of the state, when,
for the first time, members of clubs met socially.
The object of the union as set forth in the constitution is "the
discussion in open annual meeting of questions pertaining to so-
cial, educational and literary matters, and of methods for the best
culture and advancement of the state." The annual convention
has been marked by comprehensive programs, strong speakers and
rich social opportunities: while notable art exhibits and excellent
musical programs have characterfzed many of the meetings. Four-
teen annual conventions have been held in the following places:
Richmond, Terre Haute (twice), Lafayette (twice). Fort Wayne,
Indianapolis, Tluntington, Connersville, Warsaw, Bloomington,
Evansville, Valparaiso and Crawfordsville. The presidents elected
annually have been representative of the diflFerent sections of the
state — 1890, "Mrs. Tosenhine F. "Martin, Richmond; 1891, Mrs.
A. B. McGregor, Indianapolis; 1892, Miss Elizabeth Nicholson,
Indianapolis; 1898, Mrs. J. IT. Smart, Lafayette: 1894, Mrs. C.
R. Drver, Terre Haute: 1895, Mrs. Virginia C. Meredith, Cam-
bridge ritv; 1896, Mrs. O. W. Tonnor, Wabash: 1897, Miss Mer-
ica Hoacland, Fort Wavne: 1898, Mr. John B. Wiselv, Terre
Haute; 1899, Mrs. Frances M. Swain, Bloom ingt on : 1900, Mrs.
Emma Mont McRae, Lafayette; 1901, Mrs. George F. Felts, Fort
(166) H
EDUCATION IN INDIANA. 167
Wavne; 1002, Mrs. S. Elliott Perkins, rndianapolis; 1003, Mrs.
Elizabeth C. Earl, Connersville ; 1004, Mrs. Eva B. Rohbock,
Wabash.
The delegates from constituent chibs made reports to the first
conventions concerning the work of their respective clubs, but
soon the membership grew so large that the very vahiable plan was
necessarily abandoned. The importance of continuity in club
work and the advantages of printed programs soon l)ecame appar-
ent and the eagerness for exchange of programs was a marked fea-
ture of the earlier conventions, but with age and experience clubs
have come to take their own initiative, so there is now little de-
mand for exchanges. The reports of the constituent clubs soon
disclosed the need for libraries universallv felt outside of the
larger cities. Study programs participated in by members is the
general plan pursued by the clubs, therefore access to reference
books is imperative. A few clubs early adopted the plan of each
year purchasing with club funds a number of lx)oks relating to the
subjects of the year's study; this excellent plan could not, however,
be generally adopted and in consequence there is found recurring
again and again in the minutes of the conventions resolutions re-
lating to public libraries and library laws. At the Connersville
convention the discussion assumed a more definite form, Miss Har-
riett N'oble, Mrs. Virginia C. Meredith, Mr. Jacob P. Dunn and
others making some valuable suggestions, but it was at the Warsaw
convention of 1807 that the Indiana union of literary clubs took
definite steps toward securing better library legislation and time
has proved what earnestness of purpose will accomplish. Tn her
president's address Miss Merica Hoagland "entered a plea for a
library law which would establish a public library commission and
secure to even the smallest towns free public libraries." At the
last session of the same convention Mrs. Elizabeth C. Earl, of Con-
nersville, introduced the following:
Resolved, That tho president of this convoiition appoint a oommitteo
of five, of which she shnU bo one, to co-oporato with the state library
association, in framing a law which shall secure to Indiana a library com-
mission, and this committee shall report pro.c:n»ss at the next convention
at Bloominpton.
The union adopted the resolution and the following legislative
committee was appointed: Mrs. Elizabeth C. Earl, Connersville;
IfiS EDUCATION IN INDIANA,
Mrs. Jacob P. Dunn, Tndianapolis; Miss Sarah A. Catlin, War-
saw ; Prof. T. P. Moran, Lafayette ; Miss Merica Hoagland, Port
Wavne. After a vear's careful study of the library laws of the
more progressive states, the committee submitted to the Bloomiug-
ton conveution its report, which contained the following provi-
sions : Tlie creation of a public library commission, said commis-
sion to assume charge of the state library, render the use of many
of the books contained therein accessible to the whole people of the
state: to give advice and information concerning the administra-
tion and organization of public libraries and make possible the
establishment of a system of traveling libraries and the organiza-
tion of township libraries. The report was adopted and the com-
mittee continued, as a legislative committee, with instructions to
have the bill introduced into the next general assembly.
Inadvertently while working toward an ideal centralization of
library interests separated in administrated form, though closely
related to the school system of the state, the committee found itself
somewhat involved in the state and nonstate school controversv
which was coming up in the assembly of 1899. Prof. T. P.
Moran, of Purdue university, resigned from the committee and
Mr. Tames P. Rtutesman, of Peru, was appointed by Mrs. Prances
M. Rwain to tnke his place. The committee introduced what it
considered an ideal bill, "Senate Bill 58 f Brooks V and allowed
it to be amended bv the senate committee to which it was referred.
The irritation caused bv the original measure has never wholly
disappeared and tho most interested in the library development
of Indiana now feel that the elimination of that section relating
to the state librarv was unwise, as there is little doubt but that
it could have been carried.
As a direct result of the efforts of the Indiana union of literarv
clubs, in 1899, there was secured the passage of a law, creating a
public library commission, providing for a system of free traveling
libraries, appropriating $8,000 for them and making possible the
establishment of new township libraries. Governor Mount ap-
pointed as library commissioners Mrs. Plizabeth C Pari, of Con-
nersville; Mr. Jacob P. Dunn, of Indianapolis, and Mr. Joseph R.
Voris, of Bedford. Governor Mount reappointed Mrs. Pari, and
Governor Durbin, Mr. Dunn. .\t the expiration of his term Mr.
EDUCATION IN INDIANA, Kiy
Voris, declining a reappointment, Mr. William W. Parsons, of
Terre Haute, was appointed to fill the vacancy.
To meet an apparent need, the commission induced the general
assembly of 1901 to make a sufficient appropriation to admit of ex-
tending the traveling libraries and the appointing of a' library or-
ganizer. Miss Al erica Hoagland, of Fort Wayne, was appointed '
library organizer. The value of the commission's services to the
state commended itself to the legislature of 1903 and it granted for
the further extension of library interests an annual appropriation
of $7,000. At present this is being expended in four departments
of work: Purchase and circulation of traveling libraries; office
and publication; instruction of libraries and library institutes;
organization and improvement of public libraries. In all the com-
mission's legislation the Indiana union of literary clubs has given
valuable assistance.
The commission purchased and equipped 34 traveling libraries,
which were ready for circulation August 26, 1899. By October,
1900, these had increased to 80 and at present number 127. Dur-
ing the second and third fiscal years, for some reason there was a
decline in the popularity of the traveling libraries, 87 being sent
out in 1901 and 72 in 1902. With the transfer of the administra-
tion and custody of the books to the commission's office the interest
has been revived and the report for the year 1903 shows 244 trav-
eling libraries circulated in the state. Miss Georgia Reynolds, of
Elkhart, was appointed librarian of the traveling library depart-
ment October, 1902.
From the opening of the office of the public library commission,
i^ovember 1, 1901, information has gone out from it concerning
the selection and classification of books, library organization, im-
proved methods in administration, instruction of librarians, best
building plans, etc.
The erection of the Henry Henley library building at Carthage
and of 39 library buildings, the gifts of Mr. Andrew Carnegie to
various cities in the state, has laid upon the commission the in-
spection of plans and the giving of advice concerning the essentials
of library buildings.
From the first, the commissicm has given much attention to the
instruction of librarians, assembling a class of thirteen members
in its office October 31 to Xoveniber 7, 1901. The first school for
170 EDUCATION IN INDIANA.
librarians was held at the state house, xVpril 17 to May 15, 1902.
In May, 1903, the commission seen red the services of Miss Anna
R. Phelps as permanent instructor.
The second course of the school for librarians was held in 1903
at Winona Lake in connection with the assembly and summer
school. At the same ])hice will be held the third course in 1904.
The course has gradually Ikh'u improved until it ranks among the
best in the country.
In May, 1J03, the public library commission, following the plan
of New York state, divided Indiana into seventeen districts for the
purpose of holding library institutes similar to the teachers' and
farmers' institutes. The Indiana union of literary clubs and the
Indiana state federation of women's clubs are co-operating with
the commission in a])pointing district library institute directors
who will become responsible for the library interests in their sec-
tions. This concentration of attention upon a circumscribed area
can not but be effective in the library development of the state.
Under the Mummert library law of 1901, amended in 1903, it
is possible for any incor])orated town or city to organize a free pub-
lic library and the efforts of the public library commission is to en-
courage such organization, the library organizer visiting any place
desiring to secure organization.
The part ])layed by the* Indiana union of literary clubs in the
recent library d(»velopment must not only he gratifying to each
member of its athliated clubs, but to every citizen of the common-
wealth. In the very beginning it was decided that membership in
the union sliould net be limited to women's clubs, but that men's
clubs and mixed clubs should be included, and to this ideal the
union has r(»mained loyal. During its entire existence, however,
there has hi'ou an (Oenient in the uni^m that desired aHiliation with
the general fcMlcr.ition of women's clubs. This, of course, was im-
possible while tlic cnnstituencv of the union included men's clubs
and mixe<l clubs. When the ^'Indiana federation of women's
clubs'' was organized, in 1901, naturally some of the women's
clubs belonging to the uni<in withdrew in order t<> join that organi-
zation, thereby reducing the number of clubs in the union, which
had reached 190 in 1900 to 130 in 1903. This loss in membership
is ex])lained in ord(»r to forestall incorrect infenMices.
EDUCATION IN INDIANA. 171
The annual convention of 1901 authorized four standing com-
mittees, the object being to secure detiniteness of aim and concen-
tration of effort in promoting '^the best culture and advancement
of the state." These standing committees were: Fine arts (music
and architecture), education (schools, libraries, clubs and press),
home economics (home and municipal housekeeping and the pro-
tection of family life), and business (executive work of the an-
nual convention). Each committee was given the responsibility of
a program for one session of the annual convention in addition to
the task of interesting the constituent clubs in their respective
subjects.
Mrs, C. B. Woodworth, of Fort Wayne, was appointed chair-
man of the ''standing committee on fine arts.'' Up to the present
time three traveling picture galleries have been purchased; one,
of 45 photographs dealing with the technique of art; one, of 72
photographs on French painting; and a third, of 82 photographs
and etchings outlining American art. These galleries are sent
to any club of the union, the club becoming responsible for ex-
pressage one way and having the privilege of retaining the desired
section two weeks or more. The committee is also prepared to
send lecturers on art whenever requested to do so.
Mrs. May Wright Sewall, of Indianapolis, was appointed
chairman of the ' 'standing (•ommittee on education.'' The pur-
pose of the committee was to find a means of relating clubs to
the other educational agencies of the state, the home, the school,
the church and the press.
"The whole world has always agreed that women have a right
to be interested in their children, and a democracy more cer-
tainly and continually than any other form of government takes
children out of the home. It is Wause children are taken out
of the home bv democratic institutions that under democratic
institutions women must go out of the home to follow the chil-
dren. Each w^oman by lu^r personal influence follows by her care
and her criticism her own children to and fro from their daily
school, into the Sunday-school of her church; she may, if she will,
dictate to her children what and how much of the daily paper
they may read ; she may, if she will, dictate to her children what
public entertainments they may attend. It is in tlieir organized
capacity within the club that this function of guardianship, which
172 EDUCATION IN IN VI AN A.
belongs to woman by virtue of her own nature and her maternal
function, may be exercised by women." The committee by cir-
cular letters and by its convention programs has sought to enlist
each individual club in a study of the schools and the press of
its locality.
Mrs. Virginia Meredith was appointed chairman of the "stand-
ing committee on home economics," The announced object of
the committee is to promote a public sentiment favorable to the
teaching of home economics in the common schools and the colleges
of the state.
"The wise use of knowledge, time, energy and money, in what-
ever pertains to the home, is the scope of home economics. Many
clubs have observed the request of this committee to have special
programs during the year, while in some instances clubs have
had a series of conseeutive programs dealing with the several
phases of home economics. Speakers from schools and colleges
where the subject is being taught have addressed the annual con-
ventions. There are a number of schools in the state where a
beginning is being nuule by the introduction of subjects closely
related to the art of living. School superintendents usually are
favorable to the idea, and when the club women of a town are
sufficiently informed to be hospitable to the proposition to intro-
duce this subject into the* school, they become a helpful influence
and one that sometimes prevents the too narrow conception of
the subject which would limit the teaching to cookery and sewing.
They may also prev(Mit this by insisting upon specially prepared
teachers who are com])etent to give instruction in hygiene, the
distribution of income and house furnishing. The proposition
that home is a place and an op])ortunity for the right development
of the ])liysical and spiritual natures is the basis for seeking to
bring about a system <>f edu(ration that will give some degree of
preparation to the niw who would organize a home. The subject
is not considered exclusively a woman's subject, but, on the
other hand, is thought to be so difficult and so far-reaching in
its influence that the intelligence and sym])athy of men is solicited
in its behalf."
Mrs. Harry (-ook, of Evansville, was appointed chairman of
the "standing committee on business,'' which has charge of all
the business of the annual ccmvention, even including resolutions
EDUCATION IN INDIANA. iTS
and electioTivS. It contributes greatly to the rapid and orderly
transaction of the business of the convention.
At the request of the standing committee on fine arts a stand-
ing committee on music was authorized with Mrs. Eunice A.
Youche, of Crown Point, chairman.
The union of literary clubs is intelligent upon and interested
in public questions, and has brought to its annual conventions
the best thinkers upon educational and sociological themes, while
the exhibition of the paintings of Indiana artists at Huntington
in 1805, the "composition of a picture," graphically illustrated
by W. R. French, at Evansville, in 1002, and the "embellish-
ment of backyards," shown by stereopticon views from the Na-
tional cash register company, of Dayton, Ohio, have had a benefi-
cent influence not easilv over-estimated because so widelv dif-
fused.
The union discussed forestry and asked legislative action before
the present forestry laws were ])assed. At the present time it
is asking a law making it mandatory that school boards shall
include at least one member a woman.
The Indiana union of literary clubs is one of the potential
forces in creating public sentiment favorable to advanced methods
and agencies in education ; it has become so on account of the
scope of subjects embraced in club programs, the earnestness of
its membership and the wide distribution throughout the state
of its constituent clubs, the aggregate membership of which reaches
into the thousands.
XII. School Funds.
A. COMMON SCHOOL FUND— $8,032,654.79.
1. HISTORY.
From tlio State Constitution.
Sec. 2. Tlio common srliool fund Hhall consist of the congressional
H)wnship fund, and tlie lands belonging thereto:
The surplus n»venu(» fund;
The saliiu* fund, and the lands belonging thereto:
The bank tax fund and th<» fund arising from the one hundred and
fourteenth section of tlie cliarter of the state bank of Indiana;
The fund to be derived from the sale of county seminaries, and the
moneys and i)roperty heretofore held for such semimiries; from the tines
assessed for breaches of the penal laws of the state: and from all for-
feitures which may accrue;
All lands and other estate which shall escheat to the state for want
of heirs or kindred entitled t(» the inheritance;
All lands that have been or may hereafter Ik* granted to the state,
where no special purpose is expressed in thi» grant, and the procee<ls of
the sales thereof, including the jiroceeds of the sales of the swamp lands
granted to the state of Indiana by the act of congress, of tin* 28th of
September, 1S."W). after dtHlucting the exjiense of selecting and draining
the same;
Taxes on the i)roperty of corjuirations that may be assessed by the
general assembly for common school purposes.
Sec. l^. The principal of the common school fund shall remain a
perpetual fund, wliicli may be increased but shall never be diminished;
and the incom«* thereof shall be inviolably appropriated to the supi)ort of
common schools, and to no other purpose whatever.
Sec. 4. The general assembly shall invest, in some safe and profitable
manner, all such i>ortlons of the common school fund as have not hereto-
fore be<Mi entrusted to the several comities; and shall make provlslon.s.
by law. for the distribution, among the several counties. <»f the Interest
thereof.
Sec. 5. If any county shall fail to deman<l its proportion of such
interest for common school purpos(»s, the same shall be reinvested for
the benefit of such county.
Sec. G. The several count ii»s shall be held liable for the preservation
of so much of the said fund as may 1h^ entrusted to them, and for the
payment of the annual interest therecm.
(174)
EDUCATION IN INDIANA. 175
Sec. 7. All trust funds held by the state shall remain Inviolate, and
be faithfully and exclusively applied to the purposes for which the trust
was created.
The purpose of the general assembly in 1852. upon the adoption of
the new constitution, was to consolidate the several school funds into one
common fund (see Art. vili, of constitution of Indiana), but the supreme
court (6 Ind. 83) decided at the November term of 1854 that the con-
gressional township fund could not be so used. We have then two dis-
tinct funds, known as the conj^ressional townshij) fund and the common
school fund, which latter is made up of several funds, su(?h as the surplus
revenue fund, the bank tax fund, the saline fund, sinking fund and the
seminary fund. (See R. S. 1881, sec. 4325, and school law. sec. 4325.)
B. THE CONGRESSIONAL TOWNSHIP FUND—
$2,465,983-65.
1. TITSTORY.
The congress of the United States, by an act passed on the
lOtli of April, ISlfi, "to enable the people of the Indiana terri-
tory to form a constitution and state government, and for the
admission of such state into the union on eqnal footing with
the original states, offered for the free acceptance or rejection
of the people, the proposition among other propositions that the
section of land numbered Ifi in every township, and when such
section has been sold, granted or disposed of, other lands equiv-
alent thereto, and most contiguous to the same, should be granted
to the inhabitants of such township for the use of schools, on
condition that the convention of the people in forming a state
constitution should provide by an ordinance irrevocable without
the consent of the Tin i ted States, that every and each tract of
land sold by the Fnited States should be and remain exempt
from anv tax, laid bv order or under anv authority of the state,
county, township, or any other pui7)ose w^hatever, for the term
of five vears from and after the dav of sale."
Tn 1827 the legislature of Indiana applied to congress to ex-
tend to the general assembly the power to sell the school lands.
By act of congress, 1828, such request was granted and the trust
estate became a "trust fund."
The provision of this act declared that "Said land, or any
part thereof, shall in no case be sold, without the consent of the
inhabitants thereof."
176 EDUCATION IN INDIANA.
By virtue of acts of January 24^ 1828, congressional lands
were authorized to be sold and the monev loaned, the interest
applied to the use of schools.
By virtue of an act of 1833, February 2, which provided for
three trustees for each congressional township and for a school
commissioner for each county, the inhabitants of each congres-
sional to-wnship w^ere authorized to determine by vote whether
the moneys received from the sale of lands should be forwarded
to the state loan office (established by acts of January 9, 1821)
or loaned to the citizens of the countv.
Tn 1838 (see R. S. 1S38, p. 500) each congressional tOAvnship
was made a body politic and corporate, and the affairs of the
several congressional townships situated within each county were
managed by a school commissioner who made deeds for the lands
sold and loaned the money for the use of the township.
Tn 1843 the legislature (art. viii, sec. 114) made the ccunlios
liable to the inhabitants of the respective congressional townships
for the preservation of said fund, and the payment of the annual
interest thereon, at the rate established by law. Up to that time
$27,018 were lost to this fund through the failure of mortgagors
to pay the funds borrowed in full.
The countv auditors of the several counties manage this fund,
loaning it upon mortgage secured by real estate, at 6 per cent,
interest, and the interest is collected and apportioned within the
respective counties managing it.
EDUCATION IN INDIANA.
irfr
177
C TABLE SHOWING INCREASE IN FUNDS
FROM 1853 TO 1903.
Year, Total Fund.
1853 $2,278,588 14
1854 2,559.308 12
185«1 2,7^5.858 87
ia")8 2.8<J().<501) 72
18»50 3,293,42r» 70
1862 7,193,154 91
18r>4 7,778.355 1>4
18G«] 7,011,337 44
1808 8.259,341 34
1870 8,575,047 49
1872 8,437,593 47
1873 8.590.239 00
1874 8.711,319 00
1875 8,799,191 04
1876 8,870.872 43
1877.
1878.
1879.
1881.
1882.
No record
No record
No record
No record
No record
No record
year. Total Fund.
1883 $9,271,748 79
1884 9.339,205 58
1885 9,458.085 71
188r» 9.518,887 &3
1887 9.617,250 49
18S8 9.654.552 05
1889 9,765,598 25
1890 9.784,170 56
1891 9,856.585 77
1892 9.98(>,a55 59
1893 10.057,649 37
1894 10,157,16,3 32
1895 10,141,316 47
18J»6 10,218,432 19
1897 10,256,418 72
1898 10,303,184 01
1899 10.312,015 27
1900 10.359,959 05
1901 10,390,326 33
1902 10,443.885 32
1!K)3 10.498,716 09
12- Education.
XIII. School Revenues.
A. TUITION REVENUES.
1. FKOM STATK.
a. FROM STATE TAXATION.
There shall be In the year 1805, and annually thereafter, assessed and
collected, as other taxes are assessed and collected, the sum of eleven
cents on each one hundred dollars worth of taxable property, and lifty
cents on each taxabl(> poll in the state, whieh money, when collecte«l,
shall be paid into the school revenue for tuition fund in the state treasury,
and shall be apportioned to the several counties of the state in the manner
now provided by law.
h. FROM intp:ri:st on common school FT-NI).
The principal of all moneys, whether belonjjinj? to the common school
fund, or the congressional townshii) school fund, received into the county
treasury, shall be loaned at (> per cent, per annum payable annually at the
end of each year from the datt» of such loan. The interest from these
funds go to the tuition revenue.
2. FROM LOCAL SOURCES.
a. FROM LOCAL TAXATION.
The school trustees of the several townships, towns and cities shall
have power to levy annually a tax not exceeding tifty cents on each one
hundred dollars of taxable proiH>rty and twenty-five cents on each taxable
I)oll, which tax shall be assessed and collected as the taxes of the state
and county revenues are assessed and collected, and the revenues arising
from such tax levy shall constitute a supplementary tuition fund, to
extend the terms of school in said townships, towns and cities after the
tuition fund apportioned to sn<'h townships, towns and cities from the
state tuition revenues shall be exhausted: rn»vidcd. however. That
should there hv remaining in the tuition fund of any township, town or
city levying such tax at the <'los(» of any school year any unexpended
balances of such supplementarj' tuition finid assessed and <'ollected for use
in such school year, or previous years, equal to or exceeding in amount
one cent upon each one hundred dollars of taxable i)roi>erty in .said town-
ship, town or city, then it shall ])e the duty of the county auditor to take
notice of the same, and at the time when the trustee or trustees of such
(178)
EDUCATION IN INDIANA. 179
school cori)oration shall make the annual levy for such tax such trustee or
trustees shall make, tnder oatli. an esthnat(» of the amount of supple-
mentary tuition fund that will be recjuired to meet the actual expenses of
the schools for the next school year, and from such estimate said auditor
shall deduct the unexinrnded lmlnnc(» of such fund in such trustee or
trustees* hands on the first Afonday of July, and the said trustee or
trustees shall make a levy not larf?er than shall be sufficient to produce
a supplemental revenue equal to the corporation as well as upon money
capital paid in: Provided, That this act shall not apply to waterworks
companies.
h. FROM DOG TAX.
And when it shall so occur on the first Monday of March of any year
in any township in the state of Indiana that said fund shall accumulate
to an amount exceeding one hundred dollars over and above orders drawn
on the same, the surplus aforesaid shall be paid and transferred to the
county treasurer of the county in which such township is located and the
fund arising from such surplus from the township of the county shall
constitute a county* dog fimd and sliall be distributed among the townships
of the county in wliich the orders drawn against the dog fund exceed the
money on hand. This distrilmtion shall l)e made on the second Monday
in March of each year, and if said county dog fund be insufficient to pay
for all the live sto<'k or fowls maimed or killed by dogs of all the town-
ships the distrii)ution shall be made in the ratio of the orders drawn
against the dog fund of the townships and uni>aid and unprovided for,
which ratio shall l)e ol)tained fr(»m the report of the trustees of the town-
ships made to the auditor of the county which is hereby directed shall be
made by each townslili) trustCM* of the county ui)on the first Monday of
March of eacli year, which report shall show all receipts into the
dog fund of his township, and all orders drawn against the same in the
order in which they were drawn. And when it shall occur again upon
the second Monday in March of any year that there is a surplus left of
the county dog fund after provisions have been made for the payment
for all the live stock or fowls killed or maimed, of all the townships of
the county, such surplus sliall l>e distributed for the schools of the county
in the same manner the common school revenue of such county is dis-
tributed.
c. FROM LIQT'OR LICENSE TAX.
The money and incf>m(» derivcMl from licenses for the sale of intoxicat-
ing liquors shall be applied exchisiv(»ly to furnisliing tuition to the com-
mon schools of the state, witliout any deduction for the expense of collec-
tion or disbursement.
d. FROM INTEREST ON CONGRESSIONAL TOWNSHIP FUND.
The revenues derived from the congressional township fund are dis-
tributed by the county auditors to the townships and counties to which
they belong,
ISO EDUCATION IN INDIANA.
B. SPEQAL SCHCX)L REVENUE.
1. FRO^r LOCAL SOX'RCES.
a. FROM LOCAL TAXATION.
The trusU'Os of the several townships, towns and cities shall have the
power to levy a special tax. in their respective townships, towns or cities,
for the construction, renting, or repairing of school houses, for providing
furniture, school apparatus, and fuel therefor, and for the payment of
other necessaiy expenses of the school, except tuition: but no tax shall
exceed the sum of fifty cents on each one hundred dollars worth of tax-
able property and one dollar on each poll, in any one year, and the income
from said tax shall Ik* denominated the special school revenue. Any tax-
payer who may choose to pay to the treasurer of the township, town or
city wherein said taxpayer has property liable to taxation, any amount of
money, or furnish Tmilding money for the construction of school houses,
or furniture or fuel therefor, shall be entitled to a re<*eipt therefor from
the trustee of said township, town or city, which shall exempt such tax-
payer from any further taxes ftir said purposes, until the taxes of said
taxpayer, levied for such purposes, would, if not thus paid, amount to
the sum or value of the materials so furnished or amount so paid: Pro-
vided. That said building materials, or furniture and fuel, shall be received
at the option of said trustee.
XIV. Comparative Tables on Funds
AND Revenues.
Tlie tables on followiu^r ])a^(»s c:ivo a l)ri(?f survey of the growth
of Indiana's sdHM>ls.
asi)
182 EDdCATlOX IN INDIANA.
TABLE A. ♦PUlNCirALS OF SCHOOL FUNDS BY CALENDAR
YEARS.
Common School Cotigressional Town-
year. Fund. ship Fund.
1880 .i;(»,G](;.112 (K> $2,449,142 09
1885 «.023,8r)4 57 2,4(^,93« 82
181)0 7.2(K>.W;5 20 2,494,105 35
18J)2 7.47^.632 41 2.500,701 87
1893 7.521,220 45 2,472,150 97
18i>4 7.585,228 10 2,571.935 22
1895 7.<;45,30S) 22 2.501.51K) 08
\Sm 7,714,433 4(; 2.503.998 73
1897 7.752.727 9(; 2,470,004 28
1898 7.799.150 75 2,504,03:{ 20
18J>9 7.S42.032 77 2.409.982 50
1900 7.892,303 52 2,407,055 5;i
liM)l . 7,925,579 50 2,401,74(J 8.3
1902 7.978,580 70 2.405.304 04
1SMK3 S,032.rM4 79 2.4455,983 05
♦These nniouiits are loaiu'd by county auditors, payable aunually at the
end of the borrowers' year. Counties must pay Intercast on unloanetl
balances. The eonjrressional principal has reached its nnixinium (ap
proximately). The common school fund increases by fines, forfeitures,
escheats, etc.
EDUCATION IN INDIANA. 183
'1^
TABLE B. ♦REVENUES AVAILABLE FOR SCHOOL PURPOSES
EACH CALENDAR YEAR.
'Tuition Hevenue Special School Rev-
f or Paying enue for Buildings,
Y'rar. Teachrrn. Repairs, etc.
1880 $2.J)43,105 77 lj;i,461,891 1.")
I880 3,371,205 00 1.545,739 92
1890 3.794,52(5 03 1,777,598 32
1892 3,835,918 91 1,773,735 89
1893 4,428,207 10 1,940,462 09
1894 4.379,000 10 2,140.847 0(J
1895 4,735,088 (i3 2,412,507 03
18JMJ 4,301.413 04 2.275,857 89
1897 4,5:J3.310 (>2 2,411,351 23
18J)8 4.9r»0,8:J9 3(5 2,425,340 15
1899 5,21M).217 01 2.507,825 97
1900 5,443,092 17 2,578.040 07
1901 5.480,400 5(5 2,542,4(50 01
1902 5,7IK).0O2 (50 2,795,352 32
1903 (5.1(50.381 80 3,1(53.011 29
♦Those revenues represent the Januaiy and June distributions of each
calendar year. The June distribution is used, ordinarily, to meet tlie
expenses of the schools for the first half of the succi»eding school j'ear.
In view of this fact the sum of the tuition and special revenues set
opiK>8ite each year above will not accord with tht* total revenues
available for school expenditure as set fortli in the succeeding table
(Table C), which shows sources for the actual school year, namely, the
June distribution of one year with the January distriliution of the
succeeding year. Neitlier will these figures agree with "Table D,*'
showing the expenditures. Expenditures are always In excess of the
revenues from tax and interest sources. The sources other than rev-
enues are private tuition charges, money realized from bond sales,
school warrants, and transfers.
184
EDUrATIOX IN IX DIANA.
TABLE C. SOURCES OF ALL SCHOOL
SI ATK SOIRCKS.
I.
Srli<M)l Yt'ar F^iidiiitr
.Inly 31-
II.
x
sp-
in.
IV.
V.
IWD
«1, 519,791 Mi
1884 1.40K.113 49
1HN7.
18HH.
18W.
1800.
18»1
1892.
1893
18m.
1.44.x 17« 55
1.40;i,412 91
1.:C».092 27
1,446.255 46
1.453.568 01
1.48:{,0:% 42
l.ilH3,348 \M
2,077.323 12
1895 1.9H0.452 20
1896 I 1,8<5«.745 11
1897 I l,5;i5,429 04
1898 I 1.5<J8,187 59
1899 1.559.144 91
1900 1.595.344 10
I
1901 1,564.955 27
1902 ' l.(Ki3.170 87
'19CW ! 1,6J>8,86H 59
$204,145 30
211,112 19
449,612 15 !
4^,140 73 ^
462,207 22 |
476.184 31 I
I
427.550 42
436.924 m
4:^5.197 84
4:16.960 17
4:n,994 76
444.400 13
422,125 88
4;r7.794 99
436.847 51
451 .a55 84
443.811 36
423,130 68
401.829 06
$l!r7.675 80
187.162 70
197.748 14
218.118 il3
199.165 22
180.188 30
213.464 60
191,761 17
157,246 10
161.906 62
15:{.169 95
154.817 02
162,729 63
148,744 53
167.748 (i8
147,456 01
153.145 27
139,059 59
144.981 53
VI.
$1,921,612 76 j $2 71
1.806.388 38 , 2 51
2.090.536 84 2 80
2.085.672 67 I 2 74
2,051,464 71 I 2 71
2,102,628 07 2 72
2.094.583 08 2 72
2,111.722 25 2 76
2.575.792 28 3 31
2,676,189 91 3 36
2,565,616 91 3 17
2.467.9G2 26 3 08
2,120.028 55 2 89
2.154.727 11 2 87
2.163.741 10 2 86
2,193,855 96 2 90
2.161.911 10 2 73
2,185,961 14 , 2 88
2.271.570 59 , 2 91
NoTKs ON Ahovk Tamlk: 1. In ciilumiis II, III. VII. VIII, IX, XI the sources of the
n'VciiiM's actiiully um«mI un» t\\v J:uniary distribution of any year, together with the June
(listriliution of the ])revi«»us y<'ar. not tlie t\voilistribnti<»ns <»f a calendar year. The soh<»ol
year einbra<'es the hist half of oim* and the Hrst half <»f the next calendar year.
2. In column IV the current y<-ar is usi-d. The ct»njfressi«»nal interest r<»niains about
the sauK' from year to y<*ar.
3. The tabic shows that the state's i)arti<'ipation in e<lucatiou is about the same per
capita ca<'h yiMir. wluTcas tlu* loeal support luis more than doubled in the period from 1880
to VMi.
EDUCATION IN INDIANA.
REVENUES IN INDIANA.
LOC.^L SOURCES.
VII.
VIII.
IX.
X.
XI.
XII.
XIII
XIV.
j
r
1*
i
j2
i
4
111
1
S58B.0W1 SI
XOIH-.
«i.«ii.sni 15
S8.WG3C
•193.512 IS
tZ.253,482S;
»18
15 89
m.41.^ K
X<.(».-,
uio.mi 09
^.060 11
279.885 89
2.517.361 4(
350
6 01
»5I.9J9™
Xon.'.
1.54fi.ffin 90
3I.J77 U
331.250 59
2Jf61,273 38
381
661
l.l»8.Crr.; 56
X..TH-.
I.6l.->.:Hi5;i
33.^02 10
344.342 79
2.SMI0.004 m
»93
667
l.l»1.032 68
N.mr.
1,5«.B21 40
31.743 07
346.S52W
2J>47,350 04
387
660
i.iri.ai XI
S45.75:! Ul
1.777,500 85
11.474 :»
337.779 83
3,344.739 98
4 42
706
IJTM.m S5
57.im IS
1.70S.727 M
31.42178
353.155 to
3,613,292 10
156
727
t.(W.XI6 CI
C7.78»M)
1J»9.UISG1
18.872 SO
3S8.407 04
3.542.M1 12
161
7 40
I.0B1.T96 08
13.714 71
lJ110,il7 3»
25.193 54
391.554 66
3.322.676 31
19)
75S
t.-m.'m 75
IH.S30 5I
H.OW.ITB <a
I8.r4<i 14
395.621 HO
S.HIl.XTH 26
192
828
I JIC155 75
a.4I.^B0O 44
ai.iw:*i
3»G.I«0 00
1.412.275 42
5 45
877
a 83 S7.87:i in '
>t nfriinl with tli<' per
Ita iliKtriliiitlciri 'if -h-IuhiI n-vi-iiw' Ik ncvi-r a tnoaHun' of the
Hiioli- >il>jH-t in iiukiiiB tliix talilc ix to Khciw the n.'lativ<-
186
EDUCATION IN INDIANA,
TABLE D. EXPENDITURES FOR THE MAINTENANCE OF COM-
MON AND HIGH SCHOOLS. COMPARATIVE TABLE.
Note.— This table takes no aecoiiiit of oxpeiiditiires for the state's
higher institutions.
Total Per Capita Per Capita
Expend it are Expenditure Expenditure
for on School on School
Fear. Schools.* Enamerati&n.* Enrollment*
1897 $7,(JJ)(i.0a5 13 $10 25 $13 96
1898 7.84(k139 24 10 39 13 85
1899 8.188.088 74 10 83 14 70
1900 8,182.52(5 72 10 82 14 48
1901 8.444.267 5<; 11 14 15 16
1902 9.405.513 14 12 34 16 78
1903 9,901,thI5 41 12 90 17 66
♦These items sliow all expenditures from the school funds (state and
local). They do not take account of the following, paid from funds
outside of school revenues:
(a) Annmil salaries of township trustees from town-
ship funds (approximated) $80,000 00
(b) Compulsory education expenses from county funds 36,0(X) 00
(cj Salaries of county su|)erintendents from county
funds (approximated) 92,CKK) 00
(d) Funds realized from the sale of local school bonds
for building purposes No data.
(e) Amount paid by counties out of county fund for
county institutes (1903) 8,462 40
(fi The total expended on account of items above (a, b. c, d, e.)
will approximate $500,000 annually, which added to the
*'total expenditures,'* would raise the per capita accordingly
each year.
TABLE E. TEACHERS' WAGES— COMPARISON.
.S3
0/
1897
1898
1899
1900
1901
1902
1903
Total Ex- >* J t 5.5f.i
TkA<'HKRS. 1 g g aX'VXi
I
u.^ £=: i-r
$4,510,658
4,762,347
4.800.964
5.023.481
4.930.292
5.483.938
6.122.075
40
32
68
27
97
01
17
$300 07
312 83
309 98
1121 68
308 54
Ml 91
381 65
AvERA<4E Daily Waoes.
In Townships.
Mal«'M. iPemalcs
In Tciwns,
Mal«
'M.
Fonmles
In Cities.
MaloH.
Females
'«''
♦ '
• • ■ * • • ■
*
«
*
.$2 10
$1 90
52 99
$2 04
$4 34
2 11
1 94
3 08
2 03
4 31
2 14
1 94
3 06
2 07
4 38
2 38
2 20
3 13
2 :c
4 34
2 43
1
2 27i
3 21
2 ;«)
4 49
$2 33
2 56
2
2
2
34
72
77
*The statist ics for 1898 are jjiven for all teaohers in each oorporation-not divided into
classes of niahis and females: In townships. $1.98: in towns. $2.32: in cities. $2.58.
EDUCATION IN INDIANA. 187
TABLK l\ PAY OF TOWNSHIP TRUSTEES.
A mount Paid
Trnxteea fitr
Maun if if 10
^durational
i'far. Affairs.
1807 $87,007 64
1898 89,967 77
1899 110,122 90
1900 103,818 61
1901 109.975 (J8
1902 87,049 58
1903 95,287 55
TABLE [i.
Year tCnumeration. Ktirolltnenf. Attendance
1880 708,558 511.28,*^ 321,659
1885 740,949 504.520 332,746
1890 *770,722 512.955 342,275
1892 776,963 511.823 360,664
1893 ♦795,256 519,(K)9 350.963
1894 ♦808,261 541.570 392,689
1895 ^798,917 529.345 392.015
1896 734,640 543,665 401,702
1897 749,902 551,073 402.747
18J)8 754,945 566,157 t432,931
1899 755.<398 556.651 424,725
1900 756.004 .5(^4,807 429,566
1901 757,684 55(J,731 420,276
1902 761,801 560,224 423,078
irK)3 767,436 5450.523 424,007
♦From 1890 to 1S95. inchisivf. the i'lninipratloii lists wore "padded." The
new law on tliis subjeet makes it difficnlt to return an incorrect list.
IThe he.st att(>iidane(> is shown in 1898. Tliis was due to the then new
compulsory education law.
188 EDUCATION TN INDIANA.
TABLE H.
The following table shows total ainouiit of school fund since 1862, an«l
the per capita belonging to each child of school age in the State:
Vear. Enumeration.
i8tJ2 n28,r>8;{
18<;4 557.01)2
186r> .mOJTS
18«8 r)i)2.8<M
1870 010,027
1872 <wn,5:^!>
1874 VmVMW
1875 mi.TM\
187r, 070.230
1877 004.7(M;
1878 <I00,153
1870 708.101
1880 703.558
1885 740,940
1800 770.722
1802 770.063
1803 705.250
1804 '. 808,201
1805 708.017
18JM5 734.CV40
1897 740.JM)2
1898 754.r»45
1890 755.00S
IJKK) 75(J,(K>1
1JH)1 757,084
1902 701,801
11M>3 7ri7.430
Total School
Fund
Common and
Congressional.
Per
Capita
of Funds
on Enu-
meration.
Interest
Distributed
I'pon Basis
of Funds
Per
Capita
on Enu-
meration.
$7,103,l-'»4
91
$13
01
• • • •
7,778.355
94
13
m
7,011,337
44
13
59
8,259,341
34
13
93
♦8,575,047
49
13
84
8,437,503
47
13
3(J
8.711.3ir»
m
13
31
8.799.191
VA
13
18
8,870.872
43
13
00
8,924,570
34
12
85
8,974,455
55
12
85
9,013.mn
75
12
73
9,(MI5,254
73
12
88
9,328.791
39
12
59
9.784.170
55
12
09
.70
0.955,394
28
12
81
. 4 4
!>,993,377
42
12
50
.75
10,157,1<{3
32
12
5<;
.75
10.140,959
30
12
70
.70
10,218,432
19
13
90
.a-j
10.222,792
24
13
03
t.82
10,303,184
01
13
03
t.82
10,312,015
27
13
04
t.82
10,.3.59,9^59
05
13
70
t.82
10,.390.320
33
13
71
t.82
10,443,885
34
13
70
t.82
10.498.710
0!)
13
r»8
•
r.82
♦It is believed that tlw ligures for 1870, which were taken from a former
report, are not accurate.
tit is apparent that the growth in the school funds can no longer exceed
the growth in sch(H)l enumeration. For seven years the per capita distri-
bution ui>on the basis of the interest from the funds has been the same
amount, namely. 82 c(»nts.
KDUCATION IN INDIANA. 189
fi^
FABLE I. ADDITIONS TO COMMON SCHOOL FUNDS.
Fine.x Ihtlancr
and from Other Total
year. Forfeitures. Sources. Additions.
1880 $43,910 48 $8,481) tJl $52,400 15
1881 4{i,2&2 05 SMS 52 47,111 17
1882 r»:^.591 59 20,644 0<j 80,235 (i5
188;^ 54,470 93 4,30<) 21 58,771 14
18iW .■)8.220 40 0,939 11 65,159 57
1885 4!»,8<M) 77 6,(>64 28 56,525 05
1880 57.!M>7 91 4.405 27 62,373 18
1887 08,423 30 14.143 70 82,507 00
1888 70,017 08 13,167 60 83,784 68
1889 44,0*^4 58 12,r>99 50 56,794 14
1S90 («,208 HJ 14.455 88 82,0(54 04
1891 (»1.71<J 07 9.18J) 97 70,1X)6 04
1892 71,10(5 23 11,134 8(5 82,241 09
ia93 57.120 95 9,473 09 (5(5,51>4 04
1894 58,S:i9 43 5,1(52 22 (U.(K)l (55
18J)5 59,9()9 57 14.807 0(5 74,830 (W
189(5 57,119 03 11,945 21 69,0(54 24
18J)7 34,738 97 7,919 73 42,658 70
1898 41,(582 94 4,739 85 46.422 79
1891» 3(5.765 53 8,477 24 45,242 77
VMMi 44,858 23 (5,439 (54 51,297 87
1901 :U.36S> 12 2.(598 4(5 37.067 58
VMTJ 43.444 43 9.700 77 53.151 20
1903 41,433 82 12,080 IK) 53,514 72
190 EDUCATION IN INDIANA.
TABLE J. S(?HOOLHOl SKS. NUMHEU OF TKACIIEHS AM)
SCHOOL TERMS.
yum her ' Ar*fitf/e
of yunibrr Leuath of
School- of School in
Year. hounett. Teachers. Days.
1880 9,647 13.578 i:Ui
1885 9.877 13,254 127
1890 9,907 13,278 130
1892 9.873 13.549 132
1893 10,007 13,89(^» No data.
1894 9,327 14,071 No data.
1895 9,327 13,869 No data.
181M) 10.051 14,884 No data.
1897 10,053 15,052 136
1898 9,754 16,228 144
18JM) 9,983 15,488 149
1900 10.038 15,617 152
1901 10,003 15,979 140
1902 ♦9,987 16,039 146
1903 9.375 16,041 tl37
♦On account of scliool consolidation w(» have probably reached our maxi-
mum number of schot)lhou.^es.
tThe increase in teachers' watres has tended to decrease the length of
school term.
r
SECOND DIFISION.
SECOND AR Y ED UCA TION.
(191
I. High Schools.
A- COMMISSIONED HIGH SCHOOLS.
1. GENERAL STATEMENT.
Indiana is justly proud of her high school system. Sho harf
704 high schools each enn>loying two teacluu's or more. Add to
this an ostiniated number employing one teacher each and the
grand total will reach about 1,000, or approximately one high
school for each townshi]). We have high sc^huols accessible to nearly
cverv child in Indiana.
The law makes it necessary for (^very school officer to provider
high school facilities at home or in lieu thereof to transfer eligible
pupils at public (expense to cor])orations maintaining them.
The following is a summary of high school stativStics:
13— Bducation. (193)
194 EDUCATION IN INDIANA.
(I. HIGH SCHOOL STATISTICAL SUMMAUY.
1903.
1. Number of cominissioiUMl niid iion-eomniissioncd high
schools in Indiana liaving two or more teachers 7U3
2. Nunil)fr of higli seliools having one teaclier, about 240
li. Nunil)er of commissioned liigli scliools 185
4. Numl>er of graduates (11M)3) from non-commissioned
high schools 1,344
5. Number of graduates (1003) from commissioned higli
scliools 3,090
0. Number of pupils enrolled in non-commissioned high
schools 13,305
7. Total paid teachers in non-commissioned high schools $248,787 21
8. Total paid during the year for librari(»s, appliances.
stoves, furniture, etc.. not including janitors* service. . 37,001 42
9. Total current or annual cost of maintaining non-com-
missioned high schools 285.788 03
10. Average cost per pupil in non-commissioned high schools. . 25 00
11. Number of pupils enrolled in commissioned liigli s<*liools. . 23,330
12. Total paid teachers in commissioned liigh schools $.'>70,803 90
13. Total paid for appliances, reference books, stoves and fur-
niture in commissi<med high schools ()1,4()5 42
14. Total current or annual cost of commissioned high
schools r.,32,2r»9 32
15. Average current cost p<»r pupil in commissioned high
schools 33 00
Vk Number of teachei*s employeil in connnissioned high
schools 981
17. Number of teachers employed in non-commissioned high
scliools 848
18. Average yearly wages of teachers in commissioned high
schools $720 00
19. Average yearly wages of teachers in non-commissioned
high schools 432 00
From the figures given above it is evident that the state is
concerned in a large way with secondary education. Tt is im-
portant, therefore, that the work be carefully supervised to avoid
waste and incompetent instruction.
EDUCATION IN INDIANA. 11)5
2. ' COURSE OF STUDY FOR OOMMISSJONEU HIGH
SCHOOLS.
Adopted May 14. 1904.
<i. INTRODUCTION.
The following course of study for the commissioned high schools
of Indiana was adopted by the state board of education, May
14, 1J>04. Tt is a revision of the course adopted in 1898 and
revised in 1902. Jt provides for required work as follows:
Three years of language, three years of history, three years of mathe-
matics, two years of science, four years of English, and electives to
complete a full course of four years. It is not intended that the course
should be an absolute one, but that I^Tfhould guide local school officers
and teachers and form the basis of a i^inimum course. For example,
the option is given in the first year to study either botany or zoology,
or one of four languages. In the third year to pursue the study of
English history througliout the entire year, or to divide the year between
the French and English history; in the fourth year to study either
physics or chemistry, or both, or to carry throughout the year any one
of a number of electives. It is the desire of the board to have a few
subjects contained throughout the entire course rather than a great
field of subjects each through a brief period. It would not seem advisable
to drop one yeai^ of Enghsh for the purpose of substituting an elective,
nor does it seem advisable to drop one year of historj' and substitute
an elective in a different department. A course of study containing few
subjects pursued throughout the entire high scliool course has many
advantages: First, It gives excellent training, scliohirship and discipline
in a given subject. Second, It makes necessary fewer teachers. Third.
It requires a smaller library and equipment. The board recognizes the
fact that a great many students do not continue their education beyond
the high school. For that reason, the option is given of substituting
commercial arithmetic or bookkeeping for solid geometry. It Is the
intention of the state board of education to inspect as many of the com-
missioned high schools eadi year as it is possil)le for them to reach.
The points of interest to them are those required of all commissioned
high schools, namely: First, The character of the teaching must be
satisfactory. Second. The liigh school course must not be less than
thirty-two months in length, continuing from the eighth year. Third.
The whole time of at least two teachers must l)e given to the high schoo.
work. Fourth, At least one of the high sch(K)l teachers must be a college
graduate. Fifth, Tlie pursuing of few sul)je(?ts throughout the entire
course, rather than many covering short periods. Sixth. A library ade-
quate to meet all the demands for reference work and general reading
supplementary to the regular text books. Seventli, I.almratories fully
equipped to do all of the necessary work in the sciences pursued in any
given high school. Eighth, Xo science should be taught for a term of less
196
EDUCATION IN INDIANA.
tliau one year. Ninth. Admission to tlie higli school must l)e jiriven only
to llioso who have complotod to the (Mitire satisfaction of the school ort1<*ers
and teadiers, all of the work of the grades. Tenth. The high school
Imilding must bo kept in goo<l order, the sanitary appliances adequate, the
heating and lighting go(Kl, and outhouses and indoor closet.s clean and
sanitary. Eleventh, All courses leading to college entrance should pro-
vide at least three years of foreign language. (See outline. > Twelfth.
l*syc'holog3'. sociology and political economy should not be taught in high
schools. ThirttH»nth, Heginning with the sc1wm)1 year llHK'i each high school
must have in its faculty at least one graduate from an acceptable normal
school, college or university. Fourteenth, The course of study must be at
least a fair etpiivalent of the following:
h. OUTLINK COURSE.
First Year.
I
Second Year.
Third Year.
Fourth Year.
(Required.)
Alifebra.
Botany or Zoology.
EiisrliKli.
LaiiKUttfir<*—
(a) Latin,
(h) German.
((•) French
or
(d) (ireek.
Aljrehra.one-lialf year,
and Plane (leometry.
one-half year.or Con-
crete (ieonietry, one-
half year. (Elective)
Engrlisli.
History of ( i reece. one-
half year, and His-
tory of Home. on<*-
lialf year.
Lani^naire,
Plane iJeometrv. one-
half year, and Solid
(leometry, one- half
year.
Eng^lish.
History of Enifland,
one year, or F rench
andEnj^lish History,
one year, (one - half
year eiwh. >
Langrua^e
English.
American History
and Civil (ioveni-
ment.
Physics or Chem try
Elei'tives—
Physical iieog-ra-
phy.
<Tt»oh)(fy.
Commercial Arith
metic.
Hookkeepiiiff or
Langrnatre, one
year.
c. DKTAILEI) (H)rHSK.
S( ip:nce.
Systematic instruction in out* or more branches of natural science Is
an essential part of the higli school curriculum, but it should not be
attempted unless a skilled teacher is availalde and proper facilities for
laboratory work can be provided. The chief object of science teaching
in the high school is not to impart information or :ittcmi>t scientilic train-
ing, but rather to fix the interest of the pupil upon natural phenomena,
to develop his powers of observation, and to cultivate the scientific sidrit
of accuracy and truthfulness.
The choi(!e of subjects to be taught shoidd be made deliberately, for
definite reasons and then adhen d to: it should not be a<*cidental to the
wishes or convenience of teachers whose services may Ik* of a temporary
character only. At least on<^ of the teachers in the high school should
be employed lK»cause of .special training and fitness to administer the
particular science subjects of the curriculum.
EDUCATION IN INDIANA. li)7
Wherever i>osRil)le a separate room should be provi(le(i for laboratory
work, supplied with proper desks or tables and with cases for storing
of apparatus. The equipment should 'l)e kept elean and in order. It is
destructive of a proper estimate of the value of science study if the pupil
is not made to respect and value highly all of the eciuipment and suppliers
furnished for that purpose. The eipiipment should be well selected,
simple and for use.*
A common mistake in i>rcsenting science to liigh school pupils is the
attempt to do too much. In most instances the amount of time, the char-
acter of equipment, the capacity of the teacher and the character of the
pupil forbid the attempt to do more than teach some of the elementary
principles of a science. Scientific theories which are not well established
should be avoided and the attention of the pupii dire<-ted to a study of
objects and phenomena, of causes and results and of relations. Intelligent
note-taking and recording of work performed should be cultivated.
Not less than one year's time should be given to any particular l)ranch
of science.
Botany.
Oidy certain phases of botany can l)e protltal)ly pursued in the higli
school. It is advised therefore tliat these be empliasizcd rather than that
the work be extended. Much harm has been done both to science and to
the pupil by the attempt to include in the high school course work which
can only be given with profit in the college or university.
Plants as living things may obviously l)e studied in any one of three
ways:
Morphnlofju.
The general ai)peara!ice of plants (form, color, gross anatomy, etc.).
and their more evident adaptation to their surroundings, animate and
inanimate, may be observed. At the present time tliis way of studying
plants is the only one wliich i>upils at the average high school, or at
many of the commissioned high schools, can profitably attempt. It is
known as the general morphology of plants. In this course, which should
be as much as possible out of doors, the pupil should observe the young
as well as the old plants, not merely as individuals, but as parts of the
general scheme of nature, noting the conditions of soil, light, moisture
and exposure under whl<*h they live, and their ada|)tatl<m to these condi-
tions. For the work of this course eltluT ("Jray's "Structural Botany"
(American Book Co.. New York), or Coulter's "Plant Studies" (D. Appleton
& Co.. Chicago.), may serve as a guide. These slxmld ])e suiipleniented by
such works as Kerner's ".\atural History of Plants" (Henry Holt & Co..
New York), or Cfmlter's "Plant Relations" (D. Appleton & Co., Chlcairoi.
Anatomy.
The constructive elements of plants may b(» studied, noting not merely
the form and the arrangement of the parts, but the fitness of each ele-
ment, and the sulta]>leness of each arrangement of elements to meet
•(Members of tin* hoani of e<liicati<m will be triad to srive advice in such matterK when
requestetl. )
198 EDUCATION IN INDIANA,
oxteriml conditions, largely those of a physical nature, such as mechan-
ical strains, the force of gravitation, etc. Only in the most advanced
high schools as yet can pupils prolitably undertake the study of tlie
microscopic anatomy of plants and the study of plants which, because
of their minute size, must be examined under the luicroscope to be known
at all. Some knowledge of the fundamental principle of physics will be
necessary before such a course is attempted, not only that the pupil
may understand the instruments with which he works (lenses), but also
the mechanical and other principles involvcHl in every plant structure,
even the simplest. The state board of education distinctly advises against
the introduction of microscopic anatomy into the high school course in
botany except when the teacher in charge has been well trained for the
work and the apparatus is ample and appropriate. Assuming that the
sul)ject is given one-fourth of the pupil's time during one year, the second
course may be made to cover the following topics:
1. The Typical Plant Cell.— A study of its structure, general comix)-
sition, c(mtents, form and methods of multiplication.
2. Unicellular Plants.— A .^ttudy of tlu* general structure and main
facts of growth and reproduction of yeasts and protococcus.
8. Multicellular Plants.— Noting the arrangements of cells together,
the effect of such groupings on the numl>ers of the groups, the mechanical,
physical and physiologi<'al results of such groupings and the modes of
reproduction as shown by:
a. Spirogyra (common i)ond scum) cladophora. chara or nitella.
b. Mucor (bread mold).
c. The rusts and mildews.
d. A moss.
e. A fern.
g. Flowering plants.
The character and scope of desirable work under these various heads
is indi(*ated with sufficient accuracy in tlie various K^xt-books in botany
on the market, .\dditional books n»commended for this course are
-Spalding's Introduction to Botany" (D. C. Heath & Co., New York).
Atkinson's "Elementary Botany" (Henry Holt & Co.. New York). *'Bot-
any." L. H. Bailey (The Macmillan Co.. New York). Sedgwick & Wilson's
*'Biology," (roodale's "Physiological Botany" (American Book Co.. New
York), Arthur. Barnes and (^oulter's "Handbook of Plant Dissection"
(Henr>' Holt & Co., New York). Bergen's "Klemenls of Botany" C^inn &
Co., Chicago). Bower's "A Course of Practical Instruction in Botany*
(Macmillan & Co.. New York), Strasburger. Schimper. Schenck and Noll's
"Lehrbuch d<M* Botanik." English translation (Macmillan & Co.. New
York). The following apparatus would be required for the efficient prose-
cution of this course: Compound microscopes, one for each pupil during
his stay in the laboratory, but by dividing tlie class into small sections
the total number of microscoi)es need not be large. Tln» Bausch & Lomb
Optical Co., Rochester. N. Y., or the Cambridge Botanical Supply Co..
Cambridge, Mass. (who will import foreign instrum(Mits, duty free, for
school), can furnish suitable microscopes from $27 upward in price
Cheaper ones are untrustworthy. In addition will be needed:
EDUCATION IN INDIANA. VM)
Glass slides, about 75 cents per gross.
Cover glasses, 75 cents per ounce.
Razors, $1 to $1.50 each.
Camel's hair brushes (small), 20 cents or more per dozen.
Watch glasses (flat on bottom), 25 cents per dozen.
Dissecting needles (self-made by forcing sewing needles into slender
handles).
Fine pointed forceps, 15 cents to 75 cents per pair.
Chemical reagentfiu such as iodine, glycerine, potassic-hydrate,
potassic-iodine, and a few stains such as fuchsin, eosin. safTanin, costing
in all about $5.00.
Physioloifi).
The plant at work may be studied, considering l)oth the nature of tlie
work done and the means by which it is accomplished. The most im-
portant facts of plant physiology should be presented by the teacher
to classes studying plants in either of the ways already descril)ed; l)ut
the study of plant physiology itself should not be attempted in the high
school, since the conditions necessai*y for successful experimentation can
not ordinarily be provided, and especially since the antecedent training in
chemistry and physics essential to a comprehension of the (luestions
involved can not have been given under high school conditions.
Zoology.
Assuming that one-fourth of the student's tinu* for one year is devoted
to the subject, the following sclieme may !)e followed:
Fall and winter, a study of comparative anatomy of a series of ani-
mals, beginning witli the lower types. In this the organism as a living
thing may be considered, and then its parts, noting the division of the
bofly into definite organs and systems for definite functions, and the
gradual increase in comples^ity and eflJciency of these organs and systems
as the higher types are reached. Detailed outlines for the study of indi-
vidual forms are to be found in Nos. 1 and 2 of the ])ooks mentioned
below. The spring may be taken up with a more detailed study of some
group of local representatives of animals most familiar to the teacher.
In this connection frequent excursions must l)e taken, and especial atten-
tion paid to the variety of spi'cies found, the character differing most in
the different species, the peculiar surroundings in which each one lives,
the peculiarities that fit each one as to its peculiar liome; the habits of
each species, the coloration of each species as compared with its surround-
ings, the comparative number of individuals of each species, the difference
between individuals of the same species. For this i)urpose Nos. i\ and 7
of the books given below will 1m» found useful.
All of the Imoks mentioned l)elow should be accessii)le in the labora-
tory. Each student should be supplied with 1 or 2.
1. Elementary Biology, Boyer. Al>out $1.00: pul)llshed by D. C. Heath
& Co., Chicago.
2. Elementai-y Lessons in Zoology. Needham. Al>out $1.25: published
by American Book Co., Cincinnati.
200 EDUCATION IN INDIANA.
3. p]lomentnry Biolo^o'. PJirkor. A])out $2.50; published by Macmllhin
& Co., Now York.
4. Invertebrate Morpholopj', MiicMurich. About $4.00; published by
Henry Holt & Co., Boston.
5. Comparative Anatomy of Vertebrates, Wiederscheim. About $3.50:
published by Maeniillan & Co., New York.
<». Manual of Insects. Comstock. AlK)ut $4.(K1; published by Comstook
rul)lishing Co., Ithaca, N. Y.
7. Manual of Vertebrates, Jordan. $2.r>(); published by McClur^ &
Co.. Chicago.
S. Colton's Practical Zoology. 80 cents: I). C. Heath & Co.. Chicago.
1>. Holder's Elements of Zoology; published by D. Appleton Co.,
Chicago.
10. Pratt's Invertebrate Zoology- : pul)lisheil by Ginn & Co.. Boston.
11. Jordan and Kellogg's Animal IJfe: published by D. Appleton &
Co.. Chicago.
Appdratus for a (lass of Ten.
A well-lighted room with table space of 2VL'Xl!i> feet for each student.
Two compound microscopes, at $27.00. Bausch & Lom!>. Ro<*hester,
N. Y. AAB2.
Five dissecting microscopes, at $5.00. Bausch & Lomb. Rochester.
N. Y. Imi>roved Barnes.
One scalpel, one i>air small scissors, ont» pair forceps, one blow pipe,
liand lens, momited needles. Five sets at $1.00. To be had put up in
small box form from K. H. Sargent & (^o.. Chicago, or Bausch & Lomb.
Rochester. N. Y.
Alcohol may be purcliased for schools at about 50 cents per gaUon.
Application shcmld be made to some distillery to set aside ten gallons or
more for withdrawal, duty free. A bond must be given for twice the
amoimt of the tax of the* alcohol to be so withdrawn. Printed instru**-
tions may be secmvd from the nearest collector of internal revenue.
Phvsic.s.
It were better that this science be left out of the high school curricu-
lum than to entrust its presentation to a teacher who has not had special
training in a physical laboratory. If pliysics can not be taught well.
substitute for it a s<-ience that can be. It makes not so much dllTerence
what is taught as how it is tauglit.
Physics is an experimental science, and must be taught largely by
experiment. This means that each higli scIkm)! must have a supply of
physical apparatus. But the amount tliat is actually required is much
less than is generally suiiposed. With the aid of the apparatus and sup
plies mentioned in tho appended list, an enthusiastic and skilled teacher
will be able to give most of the experiments mentioned in the usual high
school text-books on physics:
2 meter sticks (to millimeters and in<'hes», at 25c $0 50
3 sjiring balances (24 lb.), at 15c 45
1 platform balance (beam graduated to 1-10 gm) 5 ♦15
EDUCATION IN INDIANA. -201
1 set metric weights (2 Isgm. to 1 gm.) $1 75
1 box metric weights (brass), 100 gm. to 1 cgm 1 50
1 specific gravity balance (upright) 3 00
1 pmnp (reversible, condensing and exliaustiug) 3 00
10 feet 3-10-inch rubber tubing (heavy), at 10c 1 00
10 lbs. mercury, at (55c <» 50
10 lbs. glass tubing, soft, assorted sizes, at 54)c 5 00
1 Bunsen burner (for gas) 35
2 thermometers, 100 degrees C, etclied on stem, at \)T>v. . . 1 IK)
2 tuning forlcs, C. & C\ at $1.50 3 00
1 sonometer 4 (X)
1 long brass spiral spring— for waves 75
2 flint glass prisms, at 35c 70
1 double convex lens, 4 inches, at $1.25 1 25
1 crystal of Iceland spar 1 25
1 magnetic needle on stand 50
2 bar magnets (about 20 cm. long) 50
1 electro magnet (helix), with remcivable core 1 50
1 astatic galvanometer 5 00
2 gravity cells (crowfoot), at 50c 1 00
1 grenet cell, 1 qt 1 75
2 lbs. insulated office wire. No. 18, at 35c 70
1 lb. iron filings 10
1 gold leaf electroscope . . 75
1 electrophorus 1 50
10 lbs. copper sulphate (comnu'rcial). at 5(' 50
10 lbs. sulphuric acid (commercial), nt 5c 50
1 lb. chromic acid 40
1 rubber (ebonite) rod, 1 (!m. diameler 30
1 soldering outfit 75
For supplies (as tumblirs, cans, zinc, corks, wire, <liem-
icals, etc.) that can be purchased as needed of local
dealers 10 00
Total $(;7 30
Suitable texts may be mentioned as foUows:
Carhart and Cluite's Physics (Allyn & Baccm. publishers).
Gage's Physics ((4inn & Co.).
Appleton's School Physics; Outlines of IMiysics (Macmillan & Co.,
publishers, New York).
Thwing's Elem(»ntary Physics (B. H. Sanborn & Co., Boston).
The following named are reliable dealers in supplies and ajiparatus:
W. A. Olmstead, 182 Wabash ave., Chicago.
Bimer & Amend. 205-211 Third ave.. New York.
Chicago Laboratory Supply and Scah» Co.. Chicago.
The Columbia School Supply Co.. Indianapolis. Ind.
202 EDUCATION TN INDIANA.
Chemistry.
The study of chemistry, accompanied by individual experimental work
by the pupil and demonstrations by the teacher, provides excellent train-
ing in observation and a useful lvnowled|?e of important natural and
industrial processes, as well as in logical thinking. The aim of the course
in the high school should be mainly to secure an understanding of funda-
mental principles and tlie development of the j)owers of observation,
deduction and expression. The pupil should not be led to think that he is
being trained in tlie practice of analytical chemistry.
The course should include tlie study of a suitable text accompanied
by numerous simple exporiments done !>y the pupil to show the method
of preparation and the properties of various substances. These should be
supplemented 1)3' demonstrations by the t€'acher if circumstances permit,
showing the quautitative relations concerned in some fundamental re-
actions. The pupil may thus become familiar by observation with the
experimental evidence of the more important quantitative laws, and thus
realize that our present theories have been deduced from and are not the
causes of the facts observed.
With this in view, most of the time commonly devoted to qualitative
analysis may well be given to more thorough work in general chemistry.
Analytical work, unless under the guidance of a very exceptional teacher,
is limited in its instructional value and has little direct application unless
supplementeil by more advanced study and practice.
The laboratory' equipment need not be extensive. Table space is essen-
tial for the performance of experiments. Gas and water attachments are
not indispensable but <lesirable. A resourceful instructor will be able
to conduct the work of a class without most of the fixtures considered
necessary in college and university laboratories. Of course the best equip-
ment is desirable if the school can afford it. The elementary text-books
on chemistry usually contain complete lists and prices of materials and
apparatus needed for the course presented. The cost of such outfits will
vary from $15 to .$50, and since some of this is of permanent character,
the subsequent annual cost of maintenance is small.
Not less than one year should be given to the study even in its ele-
mentary outline.
The following are some of the more recent texts which seem best
adapted to high sdiool work:
Briefer ("ourse in Chemistry. Reinson. (Henry Holt & Co.)
Experimental Chemistry. Newell. (D. C. Heath & Co.)
Elementary Principles of Chemistry. Young. (Appleton & Co.)
The following are reliable dealers in chemical apparatus and supplies:
E. H. Sargent & Co., Chicago.
Eimer & Amend. New York City.
The Chicago I.aboratory and Scale Co.. Chicago.
The Columbia School Supply Co., Indianapolis, Ind.
Geolooy.
It would be far better for the student and the school not to attempt
to teach geology than to give a disconnected and poorly balanced course.
B DUCAT to N IN INDIANA, 203
lu case, however, it is desirable to include this subject, it is recommended
that it be taught in connection with the iihysical geography, which may
be elected in the last part of the third year or throughout the fourth year.
At least one complete year should !)e devoted to the course. As far as
may be possible, the worlc of the student should Ije. in part at least, of
an observational nature. The student should be encouraged to reason
and draw conclusions from observed facts.
As iireparatory to further worlv. the high scliool courses in geology
may be based upon Tarr's "Elementary Geology," or W. H. Scott's "Intro-
duction to Geology." For the work in physical geography the course may
be based upon Tarr's "Physical Geography." For fuller treatment of the
topics than can be given in the course fre(iueiit reference should be made
to the following books:
Dana, Manual of Geology. American Book Co.
Geikie, Class Book of Geology.
Shaler, Story of Our Continent.
Shaler, Sea and Land.
Uussel, L. C, Volcanoes of North America.
Geikie, Physical Geography.
LeConte, Elements of Geology. D. Appleton & Co.
Mathematics.
Two courses of study for classes in high scliool mathematics are liere-
with given, either of which covers the amount of mathenuitics required
of commissioned liigh schools.
It will be seen that they dlflft r but slightly, one introducing the study
of concrete geometry which the other does not offer, and requiring its
study previous to the study of <lemonstrative geometry, tlius pushing
demonstrative geometry one-half year farther along in the coiu'se.
The formal study of demonstrative geometry immediately following
algebra is known to be extremely ditticult for many students, and the
study of concrete geometry as an introducti(m to demonstrative geom-
etry, thus familiarizing tlie students with the simpler elements of the
subject but particularly with the language of geometry, has been found
by skilled instructors to make the nuistery of demonstrative geometry
much easier by students generally, and its study more thoroughly enjoyed
by them.
It is recommended that those students whose si-hool education will
end with their graduation from the high school, be permitted to elect
.some other mathematical sul)ject, say advanced arithmetic, advanced
algebra or bookkeeping, in the place of solid gcnmietry in the fourth year.
/. Ahjrbra.
One and one-half years (at l(»ast twelve school months) of daily reci-
tations given to the mastery of the fundamental processes, factoring,
fractions, simple and quadratic equations, simple simultaneous equations,
powers and roots. (Have omitted logarithms.)
204
EDUCATION IN INDIANA,
Tlie following named texts, which have been thoroughly tested by
competent teachers of algebra, are recommended for use in high school
classes:
1. Taylor's Elements. Allyn & Bacon.
2. Wells' Essentials. I). ('. Heath & Co.
8. Wentworth's Revised. Liinn & Co.
4. Fisher and Schwatt. University of Pennsylvania.
5. Beman and Smith. Ginn & Co.
(J. Milne-Academic. American Rook Co.
12. Concvclv (ivnim'ti'ii.
One-half j-ear (a mininnim period of fom* .school months) of daily
recitations to be devoted to the mastery of the "language of geometry"
and such of the simpler elements of geometry as may be illustrated in a
concrete way. To be taught orally or witli the assistance of some good
text.
ii. nemojistratire drowrtrff.
One year (eight school months) of daily recitati(ms in plain geometry
re(piired of all students, and one-half year (four months) of solid geometry
reciuirtni of students who are preparing for entrance to college, but elec-
tive with those who will cease going to school at the close of their high
school coiu'se. Special emphasis to be placed on the working out of
practical exercises and the solution of original problems.
The following texts are recommended:
1. Wells' Essentials, Revised. D. C. Heath & Co.
2. Wentworth, Revi.sed. Ginn & Co.
3. Reman and Smith, Revis(»d. Ginn & Co.
4. Philips an<l Kisher. American Rook Co.
5. Milne. American Rook Co.
0. Schultze an<l Sevenoak. The Macmillan Co.
Yeakj^.
COCRSE 1.
COIRSE II.
First ! Aljrehra.
AlKTobra.
Secoiiil.
Third
Alirebra, oru'-luilf of year. I Alg-fbra, one-lialf of year.
r)einonstrativo(»poinetry, one-lialf ' Concrete (Jeonietry', one-half of
of year. Plane. | year.
Demonstrative ( ieonietry— Plane,
one-half of year.
Demonstrative (ieonietry - Solid.
one-half of year.
Demonstrative ( »e<mietry— Plane*
entire year.
Fourth I ?ile'*tive.
Demonstrative (Jeometry— Solid.
first half of year.
Elective, second half of year.
iWlJCATlON IX INDIANA. 20:)
Foreign Languages.
Latin, GrcH»k, French or German, if equally well taught, may be given
equal value in the high school course. But in order to meet the require-
ments for admission to Indiana colleges generally, a student must have
had not less than three full years' work in some one of these languages.
Latin.
The study of Latin in the high school may he divided conveniently
into periods of nine months each, whether or not thes(» i)eriods correspond
to the length of the year in the several schools. Each period of nine
months should be devoted to a distinct subject, the elements of the lan-
guage, Caesar, Cicero and Virgil. These four subjects, or as many of
them as the length of the course permits, should be taken in the order
given al)ove, and no subject should be ])egun until nin<» months has been
spent upon the one immediately preceding. Schools having a three years'
course, shoidd. therefore, omit Virgil altogether; those having a two
years' course should omit Cicero. The course which gives nine months to
the elements and nine months to (^aesar is a better course than one of
the same h^ngth which distributes the last nine mcmths among Caesar.
CMcero and Virgil, or In^twcK'n auj' two of them.
A school library is as essential to good work in Latin as is a collection
of apparatus to good work in physics or zoology. Thirty or forty dollars
will buy a good working collection as a nucleus, and the following list
is recommended as a good one from which to make selections:
Madvig's (Oinn & Co.) or Koby's (Macmillan) I^atin (Jrammar; Kiep-
ert's (Leacli, Shewell tS: Sanborn) or Ginn ik. Co.'s Classical Atlas; I^ewis'
Latin Dictionary for Scliools (Harper's); Harper's Dictionary of Classical
Antiquities and Lit€*rature; Schreiber's Atlas of Classical Antiquities
(Macmillanj; Johnston's Latin Manuscript (S(H)tt. Foresman & Co.); Gow's
Companion to School Classics (Macmillan); Howard's Quantitative Pro-
nunciation of Latin (Scott. Foresman & Co.); Mackail's Latin Literature
(Scribner's) ; any good history of Rome; Plutarch's Lives; Roman Politi-
cal Institutions, by Abbott ((iinn & Co.); History of Latin Literature, by
Simcox (Harper's); Private Life of The Romans, by Preston & Dodge
(B. H. Sanborn iN: Co.); Helps to the Intelligent Study of College Prepara-
tory Latin, by Harrington (Ginn & Co.); liatin Phrase Book, by Meissner
(Macmillan); Harper's Latin-pjuglish Dictionary; Smith's Dictionary of
Greek and Roman Biography and Mythology, li vols. (Harper's); Ward
Fowler's Julius (\iesar (Putnam); Caius Julius ('aesar. by Dodge (Hough-
ton. Mifflin & Co.); Julius (\-ieNar. by Dodge (Hougliton Mifflin & Co.);
Julius Caesar, by Xapolc<m III (Harper's); Julius Caesar, by J. A. Fronde
(Harper's); Caesar's Conquest of (Jaul, by T. Rice Holmes. London, 180?)
(Macmillan); Roman Britaiin. by H. M. Scarth (Oxford); Roman Poets
of the Augustan Age— Virgil, by S^'llar (Oxford); Essays on the Poetry
of Virgil, in connection with his life and times, by Nettleship (D. Appleton
& Co.); Master Vircil, by Tmiison (Robert Clark & (^o.. Cincinnati); Classic
Myths, by (rayley (Ginn iS: Co.); Story of the Aeneid. Edward Brooks,
superintendent public schools, Philadelphin; Myths of (ireece and Rome,
by Guerber (American Book (^o.); Johnson's Metrical Licenses of Virgil
206 EDUCynON IN INDIANA.
(Scott. Foresman & Co.); Trollop's Cicero, 2 vols. (Harper's); Life of
Cicero, by Forsyth (Scribner's); Catiline, Claudius and Tiberius, by Bees-
ley (Longmans. Green & Co.); Cicero and the Fall of the Roman Republic,
by Strachan— Davidson (Putnam's); Roman Life in the Days of Cicero,
by Church (Dodd, Mead & Co.).
The first nine months in Latin should be devoted to the study of the
elements of the language under the guidance of some one of the modem
books for beginners. It may be safely said that good results may be
secured from any book in the following list, and also that books not in
this list should be adopted by experienced teachers only, who have them-
selves tested the books: rx)llar and Daniels (Ginn & Co.): Coy's (Ameri-
can Book Co.); Jones' (Scott, Foresman & Co.); Scudder's (Allyn & Bacon);
Tuell & Fowler's (B. F. Sanl^orn). The main emphasis should be laid
during the use of the beginner's book upon the pronunciation, the inflec-
tions, the order of words and the translations. In the average school
time can hardly be spared for quantitative pronunciation, but the student
should be well drilled in the Roman sounds of the letters and in accent.
In regard to the inflections, nothing short of absolute mastery will suffice,
and at least one-third of the recitation time should be devoted to black-
!)oard drills upon declensions and conjugations until such mastery has
been gained. In drilling the pupils to take the thought in the Latin order
the teacher should follow the method outlined by Professor W. G. Hah'
(Ginn & Co.) and should give daily exercises. In translation the teacher
should insist ui>on faultless English, fluent and idiomatic, and should pre-
pare his own translations of even the easiest sentences with great care
that they may serve as models for imitation by the class. At least nine
months will ])e necessaiy for doing well the work given in any of the
beginner's books named above, and schools having a year of less than
nine months in length should carry this subject over into the second year.
During the remainder of the course the work will be centered upon
some one of th(» three great chissics. and the methods of the several
periods will fliflfer very slightly. In justice to the teacher the authorities
should insist*that all members of a class use the same text, and special
texts for class-room should be provided and owned by the school. As
the work goes on less and less attention need be given to inflections, but
the drill in reading in the Latin order and in idiomatic translations should
be maintained to the end. Special attention must be given throughout
the rest of the course to syntax. The student should be examined every
day upon the notes in his edition, and the teacher should test his knowl-
edge by setting English sentences based upon the vocabulary and syntax
of the Latin text for translation. These sentences should be short and
easy, and are best made l>y the teacher from day to day; if, however, the
teach<»r lacks time to compose the sentences he may draw them from such
manuals as Collar's (Ginn & Co.); Daniel's (B. F. Sanborn); Moulton's
(Ginn & Co.); Dodge & Tuttle's (American Book Co.), or Rigg's The Series
in Latinum (Scott, Foresman & Co.). In addition to this translation there
should be a systematic drill in syntax based upon one of the older meth-
ods (Jones' is, perhaps, the most thoroughly tried) which should be con-
tinued throughout tho second (Caesarian) and third (Ciceronian) period.
While Virgil is read, prose composition may be suspended and the time
EDUCATION IN INDIANA. 207
devoted to reports upon mythology based on assigned references to works
in tlie libraiy. Sight translation, once a fetich, should be used with
caution, and only in connection with the text of the next day*s lesson.
In Caesar a text may be selected from the following: Kelsey (Allyn &
Bacon); Harper and Tolman, or Harkness (American Book Co.); Chase &
Stuart (Eldridge & Bro.); Greenough (Ginn & Co.); Lowe & Ewing (Scott,
Foresman & Co.).
It is recommended that the class read first Book I, Chai)ter 1-29, then
Rooks II, III and IV, and then the omitted chapters of Book I, or an
equivalent amount from Book V.
In Cicero the class should read first the four orations against Catiline,
then one of the longer orations (e. g., the Manilian Law, the Milo, the
Murena or Roscius, then if there is time for further reading, a selection
from the letters will be found interesting and profitable. The following
editions are the best: Kelst\v (Allyn & Bacon); "D*Oge" (Sanborn, Bos-
ton); Greenough's (Ginn & Co.); Johnston's (Scott, Foresman & Co.).
In Virgil the reading should be confined to the Aeneid and Book III
may well be postponed or omitted altogether. Scanning should be taught
from the first, and either the advance or the review lesson ought to be
scanned in full every day. Tlie following editions are reconunended :
Greenough & Kittredge (Ginn & Co.); Comstock's (Allyn & Bacon);
Frieze's six books and vocabulary (American Book Co.).
Practical suggestions on the teaching of the Latin in the high schools
of Indiana will be found in a paper read Ijefore the classical section of
the state teacliers' association in December, 1890, by Professor Johnston,
of Indiana university. It may be obtained without cost of Scott, Fores-
man & Co., 8r»8 Wabash ave., Chicago.
Greek *
1. A !)eginner's book, followed, if time permits, by the reading of easy
selections from Xenophon.
2. Three or four books of the Anabasis, or two of the Anabasis and two
of the Hellenica. with plentiful exercise in prose composition and
some study of Greek histoiy.
3. Three or four books of Homer, either Iliad or Odyssey, with careful
study of forms and the heroic meter, and a general view of Greek
literature.
German*
1. Elementary German, using a !)eginner's book, supplementing the same
with Guerber's Miirchen und Brziihlungen. and Storm's Immensee.
2. German Grammar and reading of Hoher als die Klrche, Aus dem
Leben eines Taugenichts. Der Neffe als Onkel and Der Bibliothe-
kar.
3. Prose composition and reading of Der Fluch der Schonheit, Wilhelm
Tell, Hermann and Dorothea, Minna von Barnhelm. A general
view of German literature.
♦CouFHe outlined by the city siiperinteiHlents' association.
208 EDUCATION IN INDIANA.
French *
1. A staiHlartl course in eleinontary French, with exercise in composition.
and the reading of L*Abbe Constantin and liindred selections from
French literature.
2. Continue the study of French grammar and read Madame Therese.
Coppee et Maupassant, and Contes de Daudet.
3. French comimsition and reading of Hugo's Hernani, Moliere*s Le
Bourgeois Gt»ntilhomnie. and Racine's Athalie.
Literature and Composition.
The object of the English course in the commissioned high school is
to give the student the ability to speak his native language correctly, to
write readily and effectively, to read with sympathy and insight, and thus
to strengthen himself with the best thoughts of others, and to communi-
cate his own best thoughts in an unmistakable way. To attain this object
involves the teaching of literature and of composition. One re<*itation a
day for foin* years should be given in English.
The teaching of composition should extend over thn full period of
four years, even if tlie subject can not be taught oftener than once a
week. The reason for this is that composition is not a subject that seeks
to impart a given amount of information; it is a subject that concerns
itself with the student's ability to express himself at all times. This
ability can be conveyed to the student only by drilling him in writing at
all stages of his career. As he grows In thought, he must advance in
expression; and hence practice in comi)osition must be continuous until
tlu» student has the command of English suggested above.
There is less reason for making the study of literature continuous;
in so far as the study of literature consists of information, it may be
taught like history or science: but in so far as it is a training in taste,
it requires continuous treatment. Add to this the fact that literature
is a potent aid to composition, and it appears that, on the whole, literature
ought to l>e taught continuously through the four years. If, however,
only one of the two subjects can be taught continuously, that one subject
should be composition.
As to the relative amoimt of time to be si>ent on literature and com-
position, it is suggested that approximately two fifths of the time given
to English ])e devoted to composition.
This <'ourse of study is recommended for the non-commissioned and
township grade<l higli schools of the state also, and teachers are urged
to follow the suggestions for commissioned high schools whenever
possible.
The work should 1k» done so well that pupils completing one. two or
three years in the non-commissioned schools sliould receive credit for
same upon entering any of the commissioned schools.
Composition.
The work In composition should consist of constant practice in writ-
ing. The two great sourc«»s of material that the pupil should use in his
♦Course outlined by the city superintendents' association.
EDUCATION IN INDIANA. 209
work are (1) his own experience, (2) literature. The work in literature
and composition should be so correlated as to make the first furnish
a great deal of the material for the second, while the second should
strongly supplement the first. Themes or essays ui)on sul)jects well
within the student's range should be called for at least once a week.
Many short papers, daily, if possible, rather than longer papers weekly,
will contribute to the ends sought Dltflcult, complex subjects, l)eyond the
reach of the immature mind, should never be given. These papers should
l)e corrected, discussed and returned for rewriting. Careful, conscientious
supervision of the work on the part of the teacher, and judicious, sympa-
thetic criticism of all the work on the part of the teacher and pupils is
strongly to be desire<l. There is a large part of the habit-forming element
in comiK)sition. Correction should involve points in spelling, grammar,
l)unctuation, choice of words and construction of paragraphs. The teach-
ing of rhetoric should be made distinctly subordinate to the teaching
of composition.
The study of standard authors as models; for example, Irving and
Stephenson in description; Hawthorne, Toe and James in narration; Thor-
eau and Martin in exposition; Burke. Welister and Beecher in argumenta-
tion. Of these forms of discourse, description and narration should re-
ceive most attention. Exposition should have more time than argumenta-
tion. It is not necessary, however, that pupils spend a great deal of time
in learning to make sharp distinctions between these various forms of dis-
course.
No one text-book in rhetoric or composition will be found adapted to
the needs of eveiy school. Tlie text-books named below are all practical
l>ooks; but the teacher must rememl)er that in composition teachhig no
text-book can take the place of stimulating class-room instruction.
Studies in English Composition, Keeier and Davis; Outlines of Rheto-
ric. Genung; Handbook of Composition, Hart; Foundations of Rhetoric,
Hill; English Composition. Newcomer; Exercises in Rhetoric and Com-
lM)sition, Cari>i'nter; S<'hool English, Butler; Composition-Rhetoric, Scott
and Denny; Composition and Rhetoric for Schools. Herrick and Damon;
Composition and Rhetoric. T.o<*kwood and Emerson; Talks on Writing
English. Arlo Bates; English C<nnpositlon. Barrett Wend(»ll; Short Story
Writing, Charles Raymond Barrett; Pliilosophy of the Short Stor.v. Bran-
der Matthews; Story Compo.sition. Sherman Cody; The Story Teller's
Art, Charity Dye.
LiTKKATrRE.
The work in literature should consist mainly of tlie study of repre-
sentativ«» selections from the work in English and American authors. The
simi>ler forms of writing, those that tlie student can interpret most easily,
should be first presented, narrative* poems and tliose having strongly
marked symbols coming before descriptive poems and those in which
the charm is largely in suggestion. As tlie student gains in interpretative*
power, the more difficult form*^ may be i)ut before him. Thus the litera-
ture work might fitly l)egin with selections from Ivongfellow and Whittier.
and end with Slialv(>s]>eare. Browning and Carlyle.
14— Education.
210
EDUCATION IN INDIANA.
The emphasis should at all times be placed upon the study of the liter-
ature rather than upon books about literature. But this should not mean
that some very systematic work should not be done in studying the devel-
opment of the literature and the place occupied by each author in this
development. This work may be in the form of talks by the Instructor,
or some of the briefer manuals may be put into the hands of the pupils.
While it is true that it is better to know a few books well than to
know many imperfectly, yet it is also true that one purpose of this work
is to give an idea of the extent of the fields covered. To that end a num-
ber of masterpieces should be studied in reasonable detail, while many
more should be r(»ad rapidly for special i>oints and to give some hint to
the pupil of the great variety and diversity of literary products. The
greatest objection to a set course of masterpiece study is that it gives an
utterly false perspective of the subject. This may in some measure be
corrected by the means suggested.
In the following list the dat«'s refer to the year or graduation, i. e..
a class graduating in 11)02 should read during its high school career the
books named under that date.
I. For general reading and composition work:
ShakeKpean^— Merchant of Venice I «
Shakespeare— Julius Ca'sar
A<idison— Ue ( 'overly Papers i *
Tennyson— The Princess . *
Lowell— Vision of Sir Launfal ' «
Scott— Ivan lu)e ' «
('oleri<ijere— Ancient Mariner «
Pope-Iliad, r, VI, XXII, XXIV , ♦
rioldsniith- Vicar of Wakefield ' *
Cooper— Last of tlie Mohicans I *
(leorjre Eliot— Silas Mamer *
Carlyle— Essay on Burns
II. FiU' minute and critical study:
Shakespeare— Macbeth
Milton— L'Allepro, II Penseroso. Conius. Lycidas
Macaulay— Milton and Addison
Burke— Conciliation with America
* « *
* i * «
« ' » *
« I * *
*
*
*
(*) An asterisk indicates the year a book is to be used.
It is greatly to bo (h^sired that (»v(M'y high school be supplied with a
large number of standard works suited to the needs of l>oys and girls of
liigh school age. Opportunity would thus be ofTere<l for directing to con-
siderable extent tlie outside n»a(iing of the l)oys and girls at this impor-
tant period of their mental development. For purposes of general reading
and culture it is suggested tliat as many of the works named l>elow, and
others of similar chara<'t<'r. as <an l)e sui>i>lied be i)la<'ed on the shelves
of the library in every high school of the state:
EDUCATION IN INDIANA. 211
</. LIST OF HOOKS KOU HIGH SCHOOLS-SUPrLEMENTARY.
Corvantos. S. M. do. Don Quixote; abridged by Clifton JohnMon.
HuKO, Victor. Jean Valjean; od. by Sare E. Wiltse.
Stevenson. K. Louis. Trea.sure Island.
Moi*se. John T. Jolni Quiney Adams.
Shuniway. Edgar E. Day in Ancient Rome.
Harri.son, Benj. This Country of Ours.
Ball, Robert S. Starland.
Bulfinch, Thos. Age of Fable.
Bulwer-Lytton, Sir I^Mward. Last Days of Pompeii.
Guerber. H. A. Legends of the Middle Ages.
Hale, E. E. Man Without a Country, and Five Other Stories.
Curtis. Geo. Wm. Prue and I.
Dickens, Chas. Story of Oliver Twist; condensed by Ella B. Kirk.
Matthews. Wm. Getting on in tlie World; or Hints on Success in Life.
Hcilprin. Angelo. Earth and Its Story.
Shaler. X. S. Story of Our Continent.
Thoreau. Henry D. Snc<*ession of Forest Trees.
Byron, T^ord. Childe Harold; ed. by Andrew J. George.
Dryden. John. Palamon Arcite; cd. by W. H. Crawshaw.
Goldsmith, Oliver. She Stoops to Conquer.
Wordsworth, Wm. On the Intimations of Immortality.
(JrifHs, Wm. Elliott. Brave Little Holland and What She Taught TJs.
Hodgin, Cyrus W. Indiana and the Nati<m.
Marcus Aurelius Antoninus. The Thought of; ed. by Edwin Ginn.
Campbell. Thomas. Pleasures of Hope.
Emerson, R. W. American Scholar, Self-Reliance and Compensation
Keats. John. Endymion; ed. by Gollancz.
Moore, Thos. La Ha Rookh.
Pope. Alex. Essay on Man.
Sophocles. Antigone and Oedipus King; tr. by Coleridge.
Moore. Sir Thos. TTtopia: ed. by Gollancz.
Wallace. JjOW. Ben Ilur.
Warner, Chas. Dudley. Being a Boy.
Lamartine. A. de. Oliver Cromwell.
Mahaffy, J. P. Old Greek Life.
Whipple, Edwin P. Charact(»r and Characteristic Men.
Plato. Ai)ology. Crito; tr. by Paul E. More; Republic.
Mulock. John Halifax Gentleman.
Kipling, R. Light tliat Failed. Captains CouragiH>u.s.
Dickens. Clias. David Coppertleld; Nicholas Nlckleby.
Bryant, Wm. C. Thanatopsis.
Brooks. Lecture on Biography.
Burke. Speech on Conciliation with America.
Coleridge. Ancient Mariner.
Cooper. Last of the Mohicans.
DeQuincey. Revolt of the Tartars.
Dickens, C^has. Tale of Two Cities.
Epictetus.
212 EDUCATION IN INDIANA.
Gayley. Classic Myths in Eiif^lish Literature.
Eliot. Geoi-jro. Silas Mariier.
Goldsmith. Oliver. Vicar of Walietield: Deserted Village: The Traveler.
Irving, W. Slcetch Rook.
Johnson. Hasselas.
Macaulay. Essays on Addison and Milton.
Milton, Paradise Lost, Bks. I, IL and Lycidas; L'Allegro, II Penseroso.
Conuis.
Plutarch. Lives.
Uuskin. Selections.
Scott. Ivanhoe; Talcs of a (Grandfather.
Shakespeare. Merchant of A'enice; Julius Caesar; Hamlet; Macbeth:
ed. by Hudson.
Coverley, Sir Roger de. Papers.
Tennyson. The Princess: Enocli Arden: In Menua'iam: Ix)ck8ley Hall.
Webster. Si>et*<*lies: Pirst Runker Hill Address.
White. Natural History of Sclborne
Wriglit. C. 1). Industrial Evolution of the IT. S.
Clod<l. Edw. Stoiy of l*riniitive Man.
Atkinson. Philip. Elc<*tricity for Everybody.
Grinnell. G. R. Story of the Indian.
Lodge. H. C. and R(K>sevelt, Theodore. Hero Tales from American
History.
Walker. F. A. Making of the Nation. IT&MSIT.
Dana. Two Years Refore the Mast.
Poe. Haven.
Schurz. Carl. Abraham Lincoln.
Chauc(>r. Prologue, The Knight's Tale, and The Nun's Priest*s Tale.
Lowell. Vision of Sir Launfal: Books and Libraries; My Garden Ac-
quaintance.
Franklin. Renj. Poor Uichjird's Almanac and Autobiography.
Hawthorne, (ireat Stone Face; Snow-Innige.
Whittier. Snow- Round: .M.-uid Muller.
Emerson. Rehavior: R<ioks.
Everett. (Character of Wsishington.
Longfellow. Ev.ingeline; Ruilding of the Ship: Courtship of Miles
Standish.
Tennyson. Charge of the Light Rrigad<»: Death of the Old Year:
Crossing the Rar.
Wordsworth, Wm. To a Skylark; To the Cuckoo; DafTodils; To the
Daisy.
Rurns. The Cotter's Saturday Night: To a M(mse; For A' That and
A' That: Auld Lang Syne.
Lamb. Dream Children: Dissertation Fikju Roast Pig; Barbara S :
Old China.
Coleridge. Kuble Khan.
Racon. Essays: of travel: of Studies: of Suspicion: of Negotiating: of
Masques and Triumi>hs.
Lowell. Abraham Lincoln; Commemoration Ode.
Holmes. Autocrat of the Rreakfast Table.
1
EDUCATION IN INDIANA. -21:)
Hughes. Tom Browif s School Days.
Larcom, Lucy. A New England Girlhood.
Longfellow. Chilron^s Hour.
Diekens, Chas. Christinas Carol.
St. Pierre. Paul and Virginia.
Brown. John. Rab and His Friends.
Carlyle. (iot^the, an Essay.
Gray. Elegy in a Country Churchyard.
Lamb. Essaj's from Ella.
Thomson. The Seasons.
Thackeray. Lighter Hours.
Homer. Hiad; Odyssey: tr. by Bryant.
Aeschylus. I*rometheus Bound: tr. by More.
Euripides. Alkestis: Medea; Hippolytos: tr. by Lawtoii.
Dante. Divine (^omedy: tr. by Norton.
Omar Khayyfim. UubAiyfit; tr. by Fitzgerald.
Fiske. War of Indei)endence.
COIRSE IX HiSTOKY AND (^IVirs FOK CoMMISSlONKI) HlGIl SCUOOLS.
Second Year-
History of (xreece (tirst half year).
History of Home (second half yean.
Third Year-
History of England (whole year), or
History of France (first half of year).
History of England (second half of year).
Fourth Year-
American History and the Civil (Jovernment of United States and In-
diana (througluMit the year).
T«»xt-l>ooks—
History of Greece. Myers, Botsford.
History of Rome. Allen.
History of England. Larned: Montgomery: Oman: Coman and Ken-
dall.
History of Franc*'. The Growth of the French Nation, Macmillan.
American History. Mcljiughlin: McMaster: Clianning: Fiske.
Civics— IJ. S. Fiske: Hinsdale: Macy: ^Vrigllt.
Civics— Indiana. Rawles: Hodgin.
It is recommended that the third year's work, while particularly de-
voted to France and England, be made to include a general survey of
meiliaeval and modern hist<u'y. As a basis for such study France is to be
preferred. If. however, the year consists of at least nine full months, this
subject may be taken up during the first half, and the remaining time be
devoted to England. In this case it would be well to concentrate the
work in English history on the development of English institutions since
214 EDUCATION IN INDIANA,
the accession of the Tudors, going over briefly earlier phases of English
history like the Norman conquest, Magna Charta and the beginning of
parliament.
In the fourth year it is desirable that the work in American history
and civil government be as closely correlated as iM)ssible. Thus, thr
study of the text of the articles of confederation and of the constitution
should come in connection with the stmly of their historical setting.
Among the books that should be placed in tiie library as reference
l)ooks in history may 1m» named the following:
History for Ready Reference. Lamed. (» vols.
History of Rome. Duruy. 8 vols.
History of Greece. Botsford.
History of Rome. Gibbon.
History of Middle Ages. Duruy.
History of France. Duruy.
History of England. Fronde.
History of England. Green.
History of England. Oman.
History of England. Guest.
The Dutch Republic. Motley.
United Netherlands. Motley.
Periods of European History. The Macmillan Co.
Ferdinand and Isabella. Prescott.
Philip II. Prescott.
England in the Eighteenth Century. Leckey, 8 vols.
Civilization During the Middle Ages. Adams.
Causes of the Frendi Revolution. Dabney.
History of the People of the United States. McMa.ster.
Twelve English Statesmen. The Macmillan Co.
American Statesmen Series. Houghton, Mitllin & Co.
History of the United States. Bancroft.
Epochs of Ameri(!an History. Longmans, Green & Co.
American History Series. Scribner's.
Schouler's History of the Ignited States.
Rhodes' History of the United States.
Critical Period of American History.
American Common Wealth Series.
Bryce's American Commonwealth.
Also each school should be supplied with:
MacCoun's Historical Geography of Europe. Ancient and Classical
Period.
MacCoun*s Historical Geography of Europe. Mediaeval and Modern
Period.
MacCoun's Historical Geography of the United States, or some series
of charts equivalent thereto.
EDUCATION IN INDIANA. 215
3. LIST OF COMMISSIONED HIGH SCHOOLS.
City. Supermtrmlenf.
Akron Mrs. Carrie Tompleton.
Albany W. L. Cory.
Albion J. A. Cunimiugs.
Alexandria J. G. Collieott.
Aniboy A. E. Martin.
Anderson J. W. Carr.
Angola H. H. Keep.
Arcadia E. J. Llowollyii
Ashley J. A. Moody.
Attica E. H. Drake.
Auburn B. B. Harrison.
Aurora J. R Houston.
Bedford W. E. Alexander.
Bloomfield C. B. McLinu.
Bloomington J. K. Beck.
Bluflfton W. A. Wirt.
Boonville C.E.Clark.
Boswell J. H. Barnes.
Brazil L. B. O'Dell.
Bremen W. F. Ellis.
Broad Ripple S. B. Plaskett.
Brookville H. L. Smith .
Brownstown W. B. Black.
Butler H. G. Brown.
Cambridge City Lee Ault.
Cannelton J. F. Organ.
Carmel John W. Teter.
Carthage J. H. Scholl.
Cayuga Colfax Martin.
Chalmers John Gowers.
Cliarlestown W. A. Collings.
Cliesterton S. H. Roe.
Churubusco Claud Belts.
Cicero F. A. Gauze.
Clinton Wm. F. Clark.
Colfax C.O.Mitchell.
College Corner E. P. Wilson.
Columbia City C. L. Hottel.
Columbus T. F. Fitzgibbon.
Connersville W. S. Rowe.
Converse C. E. Spaulding.
Covington H. S Kauffman.
Corydon Jesse W. Riddle.
Crawfordsville W. A. Millis.
Crown Point F. F. Heighway .
Dana W. H. Smythe.
Danville 0.0. Pratt.
216 EDVC.VnoK L\ INDIANA.
('fty. Sapermtendeid.
Darlington Daniel Freeman.
Decatnr H. A. Hartman.
Delphi E. L. Hendricks.
Dublin J. C. Mills.
Dunkirk O. E. Vinzant.
East Chicago W.C.Smith.
Edinburg C. F. Patterson.
Elkhart D. W. Thomas.
Elwood C. S. Meek.
EvansTille Frank W. Cooley.
Fairmount C. H. Copeland.
Flora J. S. Slabaugh.
Fortville W. A. Myers.
Fort Wayne J. N. Study.
Fountain City B. W. Kelley.
Fowler Lewis Hoover.
Frankfort E. S. Monroe.
Franklin H. B. Wilson.
Frankton J. B. Fagan.
Galveston E. E. Tyner.
Garrett E. E. LoUar.
Gas City J. H. Jeffrey.
Goodland M. A. Hester.
Goshen V. W. B. Hedgepeth.
Gosport Edwin L. Thompson.
Greencastle H. G. Woody.
Greenfield W. C. Goble.
Greensburg E. C. Jerman.
Greentown H. E. Shephard.
Greenwood O. E. Beliymer.
Hagerstown O. L. Voris.
Hammond W. H. Hershman.
Hartford City C. H. Drybread.
Hobart W. R. Curtis.
Huntingburg F. D. Kepner.
Huntington W. P. Hart.
Hebron S.N. Greery.
Indianapolis C. N. Kendall.
Jasper B. Sanders.
Jeffcrsonville C. M. Marble.
Jouesboro A. E. Highley.
Keudallville D. A. Lambright.
Keutland C. L. Stubbs.
Kirklin F. B. Long.
Knightstown W. D. Kirlin.
Knox C. W. Egner.
Kokomo R. A. Ogg.
EDUCATION IN INDIANA. 217
Citjf. Suj^erfntend^yit.
Ladoga J. F. Warfel.
Lafayette R. F. Hight.
Lagrange W. H. Brandenburg.
Lapel W. W. Mershon.
Laporte John A. Wood.
Lawrencebnrg T. H. Meek.
Lebanon C. A. Peterson.
Liberty J. W. Short.
Ligonier W. C. Palmer.
Lima A. W. Nolan.
Linton Oscar Dyo.
Logansport A. H. Donglass.
Lowell H. B. Dickey.
Lynn Ossian S. Myers.
Madison CM. McDaniel.
Marion B. F. Moore.
Markle Jolm Reber.
Martinsville J. E. Robinson.
Michigan City P. A. Cowgill.
Middletown H. N. Coflfman.
Mishawaka J. F. Nuner.
Mitchell J. L. Clanser.
Monon J. H. Shaffer.
Montezuma J. A. Lineberger.
Monticello J. W. Hamilton.
Montpelier L. E. Kelley.
Mooresvillo W. C. Pidgeon.
Mt. Vernon E. G. Bauman.
Muncie G. L. Roberts.
McCordsville W. B. Stookey.
Nappanee S. W. Baer.
New Albany O. A. Prosser.
New Augusta John Shipman.
New Carlisle J. W. Rittinger.
New Castle J. C. Weir.
New Harmony Joseph Kelley.
New London M. R. Heinmiller.
Newport J. W. Kendall.
Noblesville J. A. Camagey.
North Judson C. F. Blue.
North Manchester C. F. Miller.
North Vernon G. P. Weedman.
Oakland City R. J. Dearborn.
Odon F. M. McConnell.
Orleans M.S. Mahan.
Oxford M. F. Orear.
Paoli J. C. Brown.
Pendleton E.A.Allen.
218 EDVCATIoy IS INDIANA.
City. SuperinienderU.
Pennville W. W. Knox.
Peru A. A. Campbell.
Petersburg Sylvester Thompson.
Pierceton F. F. Vale.
Plymoutli R. A. Randall.
Portland Hale Bradt.
Princeton Harold Barnes.
Redkey J. E. Orr.
Remington J. N. Spangler.
Rensselaer W. H. Sanders.
Richmond T. A. Mott.
Rising Sun R. L. Theibaud.
Roaclidale E. C. Dodson.
Roann J. O. Reynolds.
Roanoke W. T. Lambert.
Rochester D. T. Powers.
Rochester Township High School W. H. Banta.
Rocki)ort F. S. Morganthaler.
Rockville O. H. Blossom.
Rusliville A. O. McGregor.
Salem Lotus D. Coflfman.
Seymour H. C. Montgomery.
Slielby ville J. H. Tomlin.
Sheridan Abraham Bowers.
Shipshewana J. W. Hostettler.
Shoals O. H. Greist.
Soutli Bend Calvin Moon.
South Wliitley J. W. Coleberd.
Spencer A. L. Whitmer.
Summitville A. C. Wooley.
Sullivan W. C. McCullough.
Swayzee E. E. Petty.
Terre Haute W. H. Wiley.
ThorntowTi T. C. Kennedy.
Tipton I. L. Conner.
Toi)eka L. K. Babcock.
Union City Linnaeus Hines.
Upland W. W. Holiday.
Valparaiso A. A. Hughart.
Van Buren S. W. Convoy.
Voedt^rshurg W. C. Brandenburg.
Vovay E. M. Dauglade.
Vincennes A. E. Humke.
Wabash Miss Adalaide S. Baylor.
Walkertou A. E. Clawsou.
Wanatali F. R. Farnam.
Warren J. H. Shock.
EDUCATION TN TX DIANA. 219
City. Superintendent.
Warsaw Noble Harter.
Washington W. F. Axtell.
Warterloo W. S. Almond.
Waveland Rupert Simpkins.
Westfield W. A. Jessnp.
West Lafayette E. W. Lawrence.
Whiting R. L. Hughes.
Williamsport S. O. Hanson.
Winamac W. H. Kelley.
Wincliester O. R. Baker.
Windfall John Owen.
Wolcott E. B. Rizer.
Worthington W. B. VanGorder.
Zionsville H. F. Gallimore.
4. PROFESSIONAL TRAINING OF HIGH SCHOOL
TEACHERS.
The public hi^h school as it exists today in America is largely
the ^rowtli of the ])Jist sixty years. These schools have to a
lar^e extent sn|)])lanted the endowed academies and private schools
that formerly constituted the only connection between the ele-
mentary schools and the college. Its development has been so
rapid and complete that at the beginning of the twentieth century
we find it a fundamental part of the system of public education
in all our states.
The functions of the high school may be enumerated as follows :
1. Tt completes and symmetrizes tlie work begun in the ele-
ment arv schools.
2. Tt seeks the safety of the state by extending to the more
capable children of all classes those educational advantages that
will result in the selection and training of leaders for intelligent
service in academic, professional, and industrial life.
3. Tt opens the doors of the college, the technical, and the
professional schools to capable boys and girls of slender means.
4. Tt supplies teachers and furnishes incentives to the ele-
mentary schools.
5. Tt seeks to maintain political equality and active sympathy
among all classes.
6. Tt serves to extend among the mass of people the beneficent
results of higher training and sound learning.
220 EDUCATTON TN INDIANA,
7. Tt seeks to implant in the minds of youth the fundamental
notions of idealism and morality.
Tn making a study of the high schools of the country one will
find that the weakest element in their work results from lack
of trained teachers. A great majority of the teachers have re-
ceived no professional training whatever. Tt has been too long
held that teachers like poets are horn, not made, and therefore
any professional and technical instruction, or criticism of their
work is superfluous. There seems to he a belief that by some
mysterious process of mental alchemy college students may be
transformed into successful teachers by sitting behind the in-
structor's desk. A yonng man does not become a practicing phy-
sician after taking a college course in physiology, or a lawyer
after passing his examination in constitutional law; the state in
both cases protects, alike, the young man from himself and the
community from his inexnerience. This sort of protection is
not extended to the schools of the state, and high school students
everywhere are sufl^erers from the well meant but crude efforts
of college graduates to gain experience, an experience that must
be gained at the expense of their pupils. Hundreds of young
teachers with hijrh scholarly attainments enter our high schools
with ambition to succeed, rejoicing in their opportunities for suc-
cess; yet there is a constant procession of those who as failures
abandon the profession simiilv because they never were taught
the first principles of theory and practice, and of method in
the work before them.
The secondary school is not merely the first four years of the
college, nor is it an additional four years of the elementary
schools. The secoudarv school of today fills a place in the edu-
cation of the child that is untouched by the elernentary school
or the true collecre. The child enters the his:h school at from
thirteen to fifteen years of age, and for the next four or five
years passes through a distinct and vital period of his develop-
ment. TTis traininfiT during this adolescent period presents new
and vital problems that are not met in the primary or elementary
schools, and which are not important in the real college.
With this psvcholonrical and new birth, new and distinct meth-
ods become imperative. The individual at this stage more than
at any other time of his life, is susceptible to real culture and
EDUCATION IN INDIANA. 2'21
tlevelopinent. In most lives this is the time of natural dawn
of the educational instinct. It is tlie waking time of life in
both body and mind, it is now that we find ^'subtle emotions
are setting into dispositions, and dispositions are becoming char-
acter." This is especially the period "when the great instincts
of altruism begin to be felt and transform the soul, and there
comes to the individual the great conception that life is after
all not to be lived for self, but for others; there comes to the
soul the instinct of subordination and sacrifice, of being ready
to die for what he would live for."
In this period of tlie child's growth there is demanded of both
parents and teachers a larger kno\vledge of his physical and
psychical life than at any other time; here a broader knowledge
of the child nature and the laws of his growth is imperative.
Here, as well as in the kindergarten and the elementary schools,
the teacher trained for his particular work is a necessity.
It is only during the last few years that there has arisen any
serious questi(m concerning the necessary qualifications of teach-
ers in the secondary schools. So long as the only secondary school
of consequence was the academy or college preparatory school,
so long the only teacher worth considering was the college grad-
uate. He who would successfully fit boys for college must him-
self know^ by experience what the college demanded. But with
the growth of knowledge of the child's life, with an enlarged
curriculum, and especially since the grow^th of the high school
has introduced varicjty, not only in the subject of instruction,
but in the purposes of the school as well, the lV>rmcr supply
of teachers has proved inadequate. Unquestionably the lack of
professional training and technical knowledge in the art of teach-
ing, on the part of the average college graduate, had great weight
in promoting the belief that a college education was not an essen-
tial pre-requisite for teaching in the secondary schools. In hun-
dreds of cases the normal school graduate, the specialist and
the elementary teacher who has made a reputation in school man-
agement have b(Hm selected for positions in the high school in pref-
erence to those with a liberal college training.
We may deplore the situation as we will, it is nevertheless
true that the college-trained teacher without true professional
knowledge has but a slight advantage in gaining admission to
222 EDUCATION IN INDIANA.
our secondary school. The college graduate has been carefully
weighed these many years and too frequently found wanting.
The specialist and the normal school graduate have also been
tested and the popular verdict is that they, too, are often poor
craftsmen. The educational welfare of the country demands that
public opinion recognize higher standards of professional prep-
aration. Those interested in the good of the school must know
that "School keeping is not necessarily school teaching." The
technical ability to teach includes both. ''The art of teaching
is mimicry and a dangerous gift" unless it is founded on the
true science of life, which takes into account the ends and means
of education and the nature of the mind to be taught "Gradu-
ates of colleges and normal schools must fail as teachers in the
high school if they teach only as they have been taught." The
methods of college professors are not always the best, and if
they wore, high school pupils are not taught or disciplined as
college students are. The work of the s(*coudary school is unique.
It requires an arrangement and pn^sentation of the subject matter
of instruction in a way unknown in the elementary school
and unheeded in most college teaching; it requires tact, judgment,
and disciplinary powers peculiar to the management of youth.
In considering the question ai the advanced training of teachers
for the secondary sduxils wo can not fail to take into considera-
tion the problem of remuneration of the teacher. It is becoming
harder, year by year, for the college* graduate to find employment
in the schools at a living salary, (rranted that the number of
positions annually falling vacant is relatively stationary, and that
the number of ap])licants are annually increasing, but one result
may be expected unless an increase of wages can be brought
about. The law of supply and demand would seem to force
the salaries down. In the majority of secondary schools of the
country, little pecuniary inducement is oflFered to the intending
teacher to take an advanced course in professional training. It
may seem true that so lightly is higher professional training re-
garded in secondary schcK)ls that it is a question whether the
average teacher who must de])end on the usual salary can aflFord
to spend the time and money necessary to the higher preparation
for his work.
EDUCATION IN INDIANA, 223
While we acknowledge the strength of this argument, we still
contend that tlie great advantage of the trained teacher in the
high school will be finally recognized. When the American people
see that a thing is really worth having they know how to pay
for it without grumbling. The better class of secondary schools
over the country now pay fair salaries and insist on getting the
ablest teachers. The very fact that the competition for these posi-
tions is disagreeably keen is the surest guarantee of a better
system of training teachers for the secondary work. The earnest
young teacher can not afford to compete, other things being equal,
with those whose preparation has been less expensive and less
complete than his; the only hope of the ambitious college grad-
uate is to put himself distinctively above his competitors in
the field of his chosen work. This fact furnishes the opportunity
for the teachers' c(->llege and the school of pedagogy in the uni-
versity. It is precisely this condition of affairs which makes
possible for the first time in America a serious consideration
of ideal methods for training teachers for secondary schools.
The committee of fifteen have said that ^^One-sixth of the teach-
ers in the United States are engaged in secondary work and in
supervision. These are the leading teachers. They give edu-
cational tone to the communities as well as inspiration to the
larger body of teachers. It is of great importance that they
be imbued Avith the professional spirit springing from sound
professional culture. The very difficult positions which they fill
demand ripe scholarship, more than ordinary ability, and an
intimate knowledge of the period of adolescence.''
During the sixty years of the existence of the normal school
in America, its influence on the educational methods and thoughts
of the country has been teyond estimate and its growth phe-
nomenal. According to the latest educational report of the na-
tional bureau of education, 09,593 students were in attendance
at the different normals and training schools of the United States.
The excellence and thoroughness of the work in most of these
.schools have always made them centers of educational thought
in our country. That these institutions liave as yet failed to
provide an ideal preparation for all classes of teachers is largely
due to the fact that they have in nearly all cases disregarded
some of the most fimdamental principles of professional training
224 EDUCATION IN INDIANA.
which were so ably set forth by Coiiiinissioner Harris in his
article on *^The Future of the Xormal School." The most obvi-
ous of these defects is the failure to differentiate the work they
have attempted. The result of this failure is that all students,
irrespective of the part they are to take in the profession, are
trained side by side. The same course is supposed to train teach-
ers to become city superintendents, county superintendents, prin-
cipals and teachers at high schools, elementary teachers, primary
teachers, and teachers in normal schools and colleges. It is
certainly plain that the qualifications and equipment needed for
teachers in these various positions are different in a very large
degree.
The great advance made in educational methods during the
past twenty years surely warrants us in saying that a new era
in the problem of training teachers is beginning, resulting first
from the demand of public opinion for a higher class of trained
teachers in all departments of the school, and secondly, from
the recent movement of colleges and universities in establishing
professorships of education. It is evident to all students of edu-
cational processes that the method oi instruction and the organi-
zation of the work of training teachers should vary according to
the grade of education in which tlie student expects to work.
(N)mmissioner Harris, in the article above referred to, says:
^'There is one method for the higher education and another for
the elementary. Within each of these* there should be a further
discrimination of methods, so that five stages of method will
be noted.'' These five he enmnerates as the method of the kin-
dergarten, of the elementary school, of the secondary school, of
the college*, and of the university. S]>eaking of the work w4iich
will bo re(|uired of the future normal s(*ho<)l and the department
of education in the university, he says: *^The student will be
taught how to present a branch of study symbolically according
to the method of the kindergarten; by typical facts as in the
elementary school; scientifically as in the secondary school; com-
paratively as in th(* college; as a specialist would investigate it
in the post-graduate course."
In France there are three classes of normal schools and tlie
prospective teacher enters one or the other according to his inten-
tion of becoming a teacher in the elementary schools, a teacher
i; DUG ATI ON IN INDIANA. 225
in the secondary schools, or a teacher of teachers. The first
of these normal schools trains those who are to be teachers of
boys and girls under the age of fifteen. Eighty-nine of such
normals have been established for young men and eighty-six
for young women in France and the French colonies. For the
training of instructors in these normal schools two special schools
have been established, one for men and one for women. Here
the subjects taught in the elementary schools are studied with
a special reference to the needs of those who are to become a
teacher of teachers.
The normal school for the training of teachers for positions
in secondary and higher institutions of learning is at Paris.
In this school there are approximately one hundred students who
are chosen by competitive examinations, open only to those who
hold the bachelor's degree. At the end of the first year of the
course all students are required to pass the examination for the
master's degree. In all these normal schools courses are given
in philosophy, psychology, history and principles of education,
and during the last year of the course much time is devoted
to observation and practice teaching under skilled critic teachers.
In Grermany's experience we find an illustration of the truth
that for the true high school teacher "to liberal scholarship must
be added special scholarship, and to special scholarship profes-
sional knowledge, and to professional knowledge technical skill."
There the intending teacher in the secondary schools must first
of all be a graduate of a secondary school; he must also hold
a degree from the university; he must then obtain a certificate
from a state board of examiners. But this certificate confers no
right to teach. Something more than culture and scholarship
is required. The applicant must have taken a course in philoso-
phy, ethics, logic, psychology, and in the history and principles
of education, and have spent one full year in the tonohrr's i^'Mu-
inary, where he is trained in special methods of presenting the
subjects which he expects to teach, in practice teaching under
guidance, and in familiarizing himself with practical workings
of a secondary school. It is safe to say that Germany owes more
to the professional training of her teachers and their strong
professional spirit than to any other factor in her educational
system.
Ift^BDVOATIOH.
226 EDUCATION IN INDIANA.
When taking up the study of this question your committee
addressed a letter of inquiry to about sixty leading educators
of the United States containing the following questions:
1. In addition to the regular collegiate course, or its equiva-
lent, what professional training should be required of applicants
for high school positions?
2. How can this training be given by colleges?
3. How can this training be given by our normal schools?
4. How can this training be given by our city training schools ?
5. ^Vhat requirements as to professional training are made
of applicants for high school positions by the Board of Education
of your city?
Fifty-one answers were received to this letter. In answer to
the first question, forty-two said that in addition to the regular
college course one or more years of strictly professional character
covering the work of the high school should be required.
Of these forty-two answers, twenty-one insisted that one-half
year or more should be given by all students to the observation
of good high school work and practice in actual teaching under
skilled critic teachers. Among those favoring the requirement
of the practice work were the following: Charles Degarmo, Cor-
nell university; Elwood Cubberly, Leland Stanford; F. Truedley,
Youngstown, Ohio ; George P. Brown, Bloomington, 111. ; J. F.
Millspaugh, Minnesota state nomuil; Edwin B. Cox, Xenia,
Ohio; G. Stanley Hall, Clark university; Henry Wittemore,
Massachusetts state normal ; J. M. Greenwood, Kansas City ;
W. X. Hailniann, Dayton, Ohio; Paul H. Hanus, Harvard uni-
versity; Sain T. Button, Columbia university; Arthur C. Boy-
uen, Massachusetts state normal; S. T. Dial, Lockland, Ohio;
C. B. Gilbert, Rochester; C. A. McMurray, Bloomington, 111.;
Francis W. Parker, Chicago; H. S. Tarbell, Providence, R. I.;
L. H. Jones, Cleveland, Ohio. Twelve of these forty-two made
the specializing in the subject the candidate expects to teach, in
addition to the usual college course, a very important require-
ment.
In the second question the general answer was that the colleges
and universities could furnish opportunities for the preparation
of high school teachers by the establishment of schools of pedagogy
for graduate students. In order to provide for the observation
EDUCATION IN INDIANA. 227
and practice work provision would necessarily have to be made
for co-operation with the public high school in the vicinity of
the college where students could do work under skilled direction.
The answers to the third question were nearly uniform and
to the effect that this work could not be done by the normal school
as generally organized. But it would require the establishment
in these schools of special departments for intending high school
teachers who liave completed the regular course in the college
or its equivalent, and the establishment of practice school facili-
ties.
Concerning the fourth question the answers were uniform to
the effect that the city training school could not practically do
this work owing to the small number of teachers required and
the large cost of maintaining a special school for this work.
This plan was tried for a time at Providence, R. I., and at
Brookline, Mass.
The answers to the fifth question were to the effect that no
city from which an answer was received had any uniform re-
quirement in regard to the professional training of high school
teachers. Most of the cities require that the candidates have a
college education or its equivalent, and many of them that they
should have specialized in the branches they are to teach. Two
answers held that professional training for elementary work and
successful practice therein were a good preparation for high
school teachers.
What, then, is the ideal preparation to be expected of high
school teachers? The lowest requirements we can consistently
demand would include four elements: (1) General academic
culture. (2) Special academic training in the subjects the can-
didate expects to teach. (3) Theoretical professional training.
(4) Practical training in the art of teaching.
First Greneral culture. Six years ago the committee of fifteen
said that "the degree of scholarship required of the secondary
teacher is by conmion consent fixed at a college education. No
one, with rare exception, should be employed to teach in a high
school who has not this fundamental preparation." The culture
gained by a four years' course in advance of the grades to be
taught is not too much to demand. The inspiring influence that
comes from a well developed manhood or womanhood taught
228 EDUCATION IN INDIANA.
l^c-
to view the subjects of the secondary school in a comparative
manner, and trained to see the relationships existing in the vari-
ous spheres of knowledge, is a force that the managers of a high
school can not afford to neglect.
Second. Special training in tlie subjects to be taught. The
fact that a high school teacher must in some degree be a specialist
is generally recognized, hi addition to the usual college course,
the applicant should have 8i)ecialized one or more years either
during his college course or in the post-graduate courses of the
university in the subjects he expects to teach. Mr. Russell, of
Columbia university, in his article on the "Training of Teachers
for Secondary Schools,'' says: **The strongest argument that
we can use against the average 'college graduate is that he has
nothing ready to teach. This argument applies with even greater
force to the normal graduate, however well he may be equipped
on the professional side. Neither liberal culture nor professional
skill can at all replace the solid sub-stratum of genuine scholar-
ship on which all true secondary education rests. No one who
knows the scope, purpose, and methods of collegiate instruction,
no one familiar with the work of the average normal school, will
for a moment say that such training necessarily gives any remark-
able degree of special knowledge. Special scholarship is an abso-
lute necessity to qualifications for secondary teaching. Without
it the teacher becomes a slave to manuals and text-books; his work
degenerates into a formal routine with no life, no spirit, no educa-
tive power."
Third. Theoretical professional training. The committee of
fifteen outlined the course in the science of teaching for the
secondary teacher to include psychology in its physiological and
experimental features, methodology, school economy, history of
education, and philosophy of education. The true teacher must
know the nature of mind. He must understand the process of
learning, the formation of ideals, the development of the will,
and the growth of character. The secondary teacher should have
had such a course in professional work as will enable him to
view his own subjects and the entire course of instruction in
their relation to the child and society. "A teacher may be atle
to teach the subject ever so well, may have the reputation of
being a distinguished educator, yet through his whole life may
EDUCATION IN INDIANA. 229
be a teacher of Latin or physics or history, rather than a teacher
of children." The secondary teacher needs to know the psychology
of the adolescent period, in particular. This is that important
time in a child's life which we know as the period of beginnings,
the beginning of a more generous and ambitions life, a period
having the future wrapped up in it ; a transition period of storm
and stress, in which egoism gives way to altruism and the social,
moral and religious feelings bud and bloom. To be a guide of
youth in this formative state requires a nature both deep and
sympathetic, and a knowledge and insight into the deeper nature
of child life.
Fourth. Practical training in the art of teaching. The special
training for the actual work of the schoolroom is of primary
importance. It is safe to say that no quality is so absolutely
desired in the teacher as the technical ability to teach. After
the question relating to general culture, special and professional
knowledge have been answered, there comes the all-important ques-
tion that must be asked of every candidate — "Can he teach ?"
This training in the art of teaching should include both obser-
vation and practice. Tn all real training schools for secondary
teachers, students must be required to observe true high school
work until they have become saturated with its spirit. They
must also be given large opportunity to do practice teaching under
the ^idance of skilled critic teachers.
Many of the larger colleges and universities of our country
have within the past few years recognized the importance of
professional training of college graduates for teaching in high
schools and colleges and have established post-graduate courses
in educational work to meet this need. A few of the best normal
schools have also sought to meet this demand, and have estab-
lished regular courses, in which college graduates may do a
high grade of professional work. Tn most instances, however, both
the normal schools and the colleges have failed to afford oppor-
tunities for regular practice work in high school teaching. Tn
many cases they provide ample opportimity for observation, but
omit entirely the practice work.
Tn Harvard pedagogical school arrangements have been made
with the neighboring high schools whereby graduate students,
before completing their course in professional work, may not only
230 EDUCATION IN INDIANA.
observe high school work, but do actual teaching under skilled
critic teachers. In Brown university we understand that grad-
uate students in the pedagogical department may teach half the
time in the Providence high school under skilled supervision.
The Columbia teacher's college affords opportunities to all stu-
dents for both observation and practice work. The high school
at Brookline, Mass., under Superintendent Button, arranged to
give graduate students from Wellesley college opportunities for
observation and practice under critic teachers. We understand
that a few of the state normals in the east have offered similar
advantages to students preparing for high school teaching.
The Indiana state normal school attempts to do four things
in order to aid the student wishing to engage in high school work
in their preparation:
1. The course of study affords to the students a fairly ade-
quate opportunity to study the different branches taught in the
high school, and to specialize upon them.
2. In the practice work the students who are to enter upon
teaching in the high schools are given more extended observation
and practice in grades seven and eight than in the lower grades.
This enables them to have a very clear notion of the condition
of students entering the high schools.
3. By an arrangement with the city school board and the
superintendent of the city schools, such students are assigned
for observation in the Terre Haute high school. This observation
is both general and special; that is, they observe the work of
the different departments in general, and give special observation
in 'the department for which they are preparing.
4. These students at the end of the work in observation make
a specific report to the head of the professional department as
to courses of study, methods and presentations, etc., as found
in the high schools.
The Indiana university offers courses in psychology, philosophy
and pedagogy in educational work which it would require several
years' study to complete. Some of these are designed especially
for intending high school teachers and give in compact, separate,
practical form such a survey of principles, methods, and organi-
zation in secondary education as is deemed necessary. The fol-
EDUCATION IN INDIANA. 231
lowing statements of these special courses are taken with but
slight alteration from their catalogue:
1. Special courses in high school pedagogy. High school ped-
agogy, lectures, reports, recitations. The following topics are
treated : High school management, including hygiene ; the organ-
ization and function of secondary schools in different countries;
the general history of secondary education; the history of meth-
ods; the psychology of adolescence; the reports of the committee
of ten and the committee on college entrance requirements, with
related literature.
2. Teachers' courses in the different departments. Most of
the departments whose subjects are represented in high schools
offer teachers' courses in which the methods of teaching such
subjects are discussed and illustrated.
3. Conferences on secondary education. Lectures on the
methods of teaching the subjects in the high school rurri^nhnn
are given by the professors of the different departments of the
university concerned.
4. Observation and apprentice courses. Each student taking
this work will teach not less than two weeks as an apprentice in
some high school to be agreed upon, and will also visit and prepare
a written report upon the work in at least four other high schools.
In these schools opportunities for full and sufficient practice
work are not yet provided. But the indications all point one
way. The outline of work in the high grade professional school
of the future, in which high school teachers are to be trained,
must include in addition to the usual curriculum in special studies,
full opportunities for observation and practice in high school
classes under trained supervision. — From report of committee rep-
resenting the Indiana council of education, Supt. T. A. Mott,
chairman.
233 EDUCATION IN INDIANA.
5. STATTSTTCR AND TLLUSTRATTONS OF
COlifMTSSTONED HIGH SCHOOLS.
AKRON HlOn SCHOOL.
Mrs. C. H. Templeton, Superintendent,
Organized, 1896. Commissioned, 1901.
Superintendents, with dates of service:
Mr. A. A. Campbell 1896-1899
Mr. James Heines 1899-1902
Mr. A. B. Cast 1902-1903
Mrs. Carrie H. Templeton 1903-1904
Principals and assistants:
Mr. A. E. Cast 1899-1901
Mrs. C. H. Templeton 1901-1903
Mr. J. H. Heiffhway 1903-1904
High school teachers and subjects they teach:
Mrs. C. H. Templeton, English and Mathematics.
Mr. J. D. Helghway, Mathematics and Science.
Mr. Ralph Noyer, I^tin and History.
Average yearly salary of high school teachers, including superintendents,
$480.
Training of teachers:
Mrs. C. H. Templ(»ton. State Normal. Terre Haute, a graduate; an
undergraduate of Chicago University; attended three years.
Mr. J. D. Heighway, a graduate of Valparaiso Normal.
Mr. Ralph Noyer. a graduate of Akron Higli School; an undergradu-
ate of Indiana University. attend(»d one year.
Enrollment in high school 42
Total enrollment in grades and high school 230
Number of girls graduated last year (1003) 3
Number of boys graduated last year n003) 1
Number in this class that went to college None
Number of graduates since school was organized. : . 22
Number of these who have attended college ^ 5
ALBANY ?IIOH SCHOOL.
W. L. Cory. Superintendent. . .
Organized, 1803. Coniniissioned. October. 1890.
SupcTintendents, with dates of service:
N. B. Powers 1893-1895
E. F. Dyer 1895-1899
H. S. Kaufman, September 1899-1903
W. L. Cory. September 1903-
Principals and assistants:
Principal, J. E. Orr: Assistant, Mrs. H. S. Kaufman 1899-1900
Principal, W. L. Cory: Assistant, ^Frs. H. S. Kaufman 19n0-19a3
Principal, J. C. Dickerson: Assistant. Willmr V. Bell 1903-
EDUCATION IN INDIANA. 233
Hlgb school teachers und aulijects tlu'f ti'nch:
W. L. Corji ]*otuiiy, I'liysica nml Histoiy,
J. C. Dk'kerson, I.nthi and Miithi'iiiiitlcx.
W. V. Bell. English uikI HlMtory.
Average yciirly miUiry of higli school ti'iiclKTH. hii-lnilint; siiiHTlnteiKlciit,
SiMO.
Truiiilni; of Ipuchcrs;
W. I,. Cory, griulimti- i-hisslc c'c.msr. thr.'c yi'Hi-s. <:i'iitrnl Ni>niiiil
Culle}i:c: nis') (ri'iKliiiilc. riiui-yoiir i-niii'si', Iiiiliniiii Statu Ni>riiinl
Schwl.
J. C. DIckcrsoii. Kraduiilc coiivkc. I.i'liiiiicm XorttJiil,
W. V. Hell. gniJiiiitc .Miiiiiiy lll^'li Sehool.
Eurollment In hlgli school 34
Total i>ni-oIliiienl In grml.'M uikI liif-h Mihool .Ti'i
Niunlier of Kirls ki'ui1uii(i.'<I lii«t yciir illK.i.''.i 5
Nuinlier of lioys fe'riulimteil liis) yetir ilWL'ii 2
Number Id Ihls ulass IliJil weni lo collcKe 2
Nuinlier of RrjidunleH siiiiv Ni-lnml was .iruiiiilwil ."n!
XuinlxT of these who hiivc iillenile<l ciiUeKe 8
Ar.BANY HicH Si;:hool
234 EDUCATION IN INDIANA.
ALEXANDRIA HIGH SCHOOL.
J. G. Collicott, Superintendent.
Organized, 1803. Commissioned, 1804.
Superintendents, witli dates of service:
T. M. Nuzum 1893-1804
I. V. Busby 18M-1902
Lawrence McTunian 1902-11K)8
J. G. Collicott 1903-1904
Principals and assistants:
J. T. Giles 1894-1900
J. G. Collicott 1900-1901
J. H. Wagner 1901-1904
O. H. Williams 1904-
High school teachers and subjects they teach:
Oscar Willinnis, Science.
Beatrice Jones, Hlstoiy.
Nellie CoolvC, English.
D. A. Norris, Latin.
Esther Schwartz, German.
Harry Reddicrk. Mathematics.
Mary Brereton. Music.
Gertrude Galerin, Drawing.
Average yearly salary of liigli school teacliers, including superintendent,
Training of teacliers:
Oscar Williams, gniduate Indiana State Nonnal; senior, Indiana
University.
Beatrice Jones, junior Leland Stanford. Jr., University.
Nellie Coolvc. graduate DePauw T^niversity.
I). <". Norris. gniduate Indiana State Normal.
Esther Scliwartz. sopliomore Indiana University.
Harry Reddick, senior. Indiana University.
Enrollment in high scliool 140
Totnl enrollment in grndes and high school 1,335
Number of girls graduated last year (IIK)^) 6
Number of boys graduated last 3'ear (1008) 3
Number In this class that went to college 1
Number of graduates since school was organized 57
Number of thcs(» who Imve attended college 14
EDUCATION IN INDIANA. 235
Ai^^^
n
-Jbi
L
1
it ! ! •
■ T
r
Tin
s;
■'i' ■
pa
■ ■
■ ■
Efi
1
" _
.9
JB'Efi
rrmii;ii?
Alexandria HuiH Sc:hool.
A.MHOY (Academy) IIujh Sciiocil,
236 EDUCATION IN INDIANA.
AMBOY HIGH SCHOOL.
A. E. Martin, SuiM»rintondent.
Organized, 1872. Commissioned 1889.
Superintendents, with dates of service:
J. Z. A. McCaughan 1880-1803
Supt. Kimmell 1883-1895
P. M. Hoke 1895-1902
F. D. Perkins 1902-1902, De6. 27
A. E. Martin 1903-1904
Principals and assistants:
Jesse Small 1892.
A. C. Baldwin 1892-1894
Verne Baldwin 1894-1890
O. D. Melton 1890-1899
P. L. Kling 1899-1902
Mildred Cain 1902-1903
F. J. Kimball 1903-1901
High school teachers and subjects they teach:
A. E. Martin, Latin, History and Physics.
F. J. Kimball, Mathematics and English.
A. S. Thomas, Physiography. Geography, Civics and General History.
Average yearly salary of high school teachers, including sui)erintendent.
^600.
Training of teachers:
A, E. Martin, high school graduate: student Moore's Hill College, two
years; Indiana University, one term; and graduate of Earlham,
1904.
F. J. Kimball, graduate Amboy Acndemy; State Normal; and four
terms at State University.
A. S. Thomas, graduate Amboy Academy, and one term State Nor-
mal.
Enrollment in high school <»0
Total enrollment in grades and high school 230
Number of girls graduated last year (IIXW) None
Number of ])oys graduated hist year None
Number in this class tliat went to college None
Number of graduates since school was organized 125
Number of these who have attended college 55
.EDUCATION IN INDIANA.
ANDERSON HIGH SCHOOL.
J. W. Carr, Superintendent.
Organized, 1873. Commissioned, 1875.
Superintendents, wirii dnteii of service;
Justin N. Study 1873-1881
R. I. Hamilton 1881-1887
A. J. Dlpboye 1887-1890
.7. W. Cnrr 1890-
FriDclpuls and assistants:
B. I. Hamilton. A. .T. Dipboye. Luther Cromer, John F. McGlnre.
O. L. Kelso, Wilhert Ward, James B. Pearcy.
Average yearly salary of high school tencliers. Includlntt nuperlntendent.
$962.94.
Training of teaeliors:
If you mean liigli scliool teachers alone, nee Hat of teachers. If you
mean all teachers. I will say that there are 46 college people and 66 normal
school people. Only three have had neither college nor normal school
training— 93 teachers In all. So you see some Lave had both normal school
and college training.
Enrollment In high school 480
Total enrollment in grades and high school 3,721
Number of girls graduated last year (1903) 48
Nnmber of boys (rraduated last year (19C6) 22
Number In this class that went to college 12
Number ot graduates since school was organized 660
Number of these who have attended college i:^
238 EDUCATION IN INDIANA.
ANGOLA HIGH SCHOOL.
H. H. Keep, Superintendent
Organized, 1871. Commissioned, 1902.
Superintendents, with dates of service:
A. B. Stevens No data
W. O. Bailey No data
J. W. Wyandt 1«)3-1!K)3
No data for earlier superintendents.
Principals and assistants:
C. J. Sharp, Howard Long, Mrs. Melendy, Orville Smith.
High school teachers and subjects they teach:
H. L. Rock wood (Grammar Grade), Algebra and Geometry.
E. V. Shockley, English, History, Latin, Physical Geography.
H. H. Keep, Algebra, Science, German.
Average yearly salary of high school teachers, including superintendent,
$741.66%.
Training of teachers:
H. H. Keep, superintendent, B. S., Tri-State Normal College.
E. V. Shockley, senior, Indiana University.
H. L. Rockwood, B. S., TrI-State Normal College.
Training of teachers:
No special, except from experience.
Enrollment in high school 85
Total enrollment In grades and high school 425
Number of girls graduated last year (1903) 13
Number of boys graduated last year (1903) G
Number in this class that went to college No data
Number of graduates since school was organized 100
Number of these who liave attended college No data
EDUCATION IN INDIANA. . 239
ARGAJ>IA HIGH SCHOOL.
E. J. Llewelyn, SuperlDtendent.
Organised. 188T. Commissioned. 1902.
Superintendents, with dates of serrlce:
C.A.Peterson ,. 1887-188!)
J. A, Mitchell 1S8»-18!H
M. C. Mam 18U1-18!>3
J. M. Ashby 18.I3-18.M
J. H. Mavlty 1804-18.15
W. Curtla Day 18(l5-]81Hi
B. E. Vance 18tMH8!)7
N. C. Randall 18.i7-l!H)l
B. J. Llewelyn since lim
Principals and assistants:
Preceding the year 1899 the auperinteudent did all the work.
W. A. Jesaup, Principal 1899-11101
B. G. Klolz. Principal 1900-1901
R. G. Beats, Principal 1901-1903
Miss JulEa E. Stout since 1903
The Assistant Principals are as follows:
E. E. Fltzpatrick 1899-1902
W. B. Shoemaker, A. B 1902-1903
J. S. HInstaaw, A. B since 1903
ARCADIA High School.
240 EDUCATION IN INDIANA.
TLigh school teachers and subjects they teach:
Miss Julia E. Stout, High School Principal, English and History.
Mr. I. S. Hinshaw, First Assistant Principal, Science and Mathe-
matics.
E. J. Llewelyn, Superintendent, Latin.
Walter Harger, Music Supervisor.
Average yearly salary of high school teachers, including superintendent,
$570.
Training of teachers:
E. J. Llewelyn, graduate of West field Commissioned High School;
undergraduate In Earlham College for three years; and attended
and taught in a county normal three summers. Has taught and
sui>erintended for 51 months.
Miss Julia E. Stout, graduate of Cicero Commissioned High School;
has had 11 terms of work at DePauw University, and has taught
a number of terms successfully.
Mr. 1. S. Hinsliaw, A. B., high seJiool graduate; Earlham gradiiate
spring of 1903; attended summer term (1903) at State Normal.
Enrollment in high school 72
Total enrollment in grades and high school 351
Number of girls graduated last year (1903) 5
Number of boys graduated last year (1903) 2
Number In this class that went to college 2
Number of graduates since school was organized 74
Number of these who have attended college 22
ASHLEY HIGH SCHOOL.
James A. Moody, Superintendent.
Organized. 1894. Commissioned, 1903.
Superintendents, with dates of service:
W. H. May 1893-1897
J. Walter Johnson 1897-1901
H. H. Keep 1901-1903
James A. Moody 1903-
Prlnclpals and assistants:
Miss Roxana G. Johnson.
High school teachers and subjects they teach:
James A. Moody, Latin, Geometry. Physics, Chemistry and Book-
keeping.
Miss Roxana G. Johnson. Greek and Roman History, English
History, Literature (American and English). Composition and
Rhetoric, and Algebra.
Average yearly salary of high school teachers, including superintendent,
$500.
Training of teachers:
Supt. James A. Moody, A. B., from Trl-State Normal College, An-
gola, Ind., course 36 months.
EDUCATION IN INDIANA. 241
Principal Miss Roxana 6. Johnson, A. B., from Indiana University.
Seventh and eighth grades, Miss Luella Rempis, undergraduate of
Indiana State Normal, with three year^ credits.
Fifth and sixth grades. Miss Berta Mills, undergraduate of DePauw,
• two years.
Third and fourth grades. Miss Gussie Courter, Rochester Normal
graduate, three years.
Second grade, Miss Ruth 'Keep, undergraduate from Tri-State Nor-
mal College, two years attendance.
First grade, Miss Alma Hussleman, undergraduate Tri-State Normal
College, two years.
Enrollment in high school 34
Total enrollment in grades and high school 240
Number of girls graduated last year (1903) 4
Number of boys graduated last year (1903) 3
Number in this class that went to college 4
Number of graduates since school was organized 20
Number of these who have attended college 12
ATTICA HIGH SCHOOLS.
E. H. Drake, Superintendent.
J. E. Lay ton. Acting Superintendent.
Organized, 1870. Commissioned, 1875.
Superintendents, with dates of service:
Waltz, Caldwell. Barnett. Butler, Buzzell, French, Kenaston, S. E.
Harwood, Coultrap, W. H. Hershman. W. A. Millls, E. H. Drake,
J. E. Layton.
Principals and assistants:
W. F. Mullinnlx, present Principal.
High school teachers and subjects they teach:
W. F. Mullinnlx, Mathematics and History.
Carolyn S. Greene, English and German.
Winifred A. Hubbell, Latin and History.
G. W. Henderson, Science.
Average yearly salary of high school teachers. Including superintendent,
1789.
Training of teachers:
J. E. Layton, graduate Indiana State Normal School and Indiana
University.
Carolyn Greene, graduate Montlcello Seminary.
Winifred Hubbell, graduate Michigan University.
W. F. Mulllnnix, graduate Spencer Hlfrh School.
Enrollment in high school 85
Total enrollment In grades and high school 601
Number of girls graduated last year (1003) 8
Number of boys graduated last year (1903) 3
Number in this class that went to college 2
Number of graduates since school was organized 151
Number of these who have attended college 70
1&— Eduoatioit.
242 EDUCATION IN INDIANA.
AUBURN HIGH SCHOOL.
B. B. Harrison, Superintendent.
Organized, 1880. Commissioned, 1886.
Superintendents, with dates of service:
W. H. Myers 1880^1882
M. W. Harrison 1882-1886
B. B. Harrison 188C to present time
Principals and assistants:
Dr. Llda Leasure 1882-1884
H. E. Coe 1884-1888
Minnie Deming 1888-1880
H. E. Coe 1889^1894
J. C. Teeters 1894-1808
H. G. Brown 1898-1901
O. D. Tyner 1901-
Hlgli school teachers and subjects they teach:
O. D. Tyner, Principal High School, Mathematics and History.
Julia M. Hodge, Latin and English.
B. B. Harrison, Superintendent, Latin, German and Science.
•Mae Provines, Physical Geography.
Average yearly salary of high school teachers, Including superintendent
$712.50.
Training of teachers:
B. B. Harrison, A. B., Oberlln College.
O. D. Tyner, undergraduate (several schools).
Julia M. Hodge, A. B., Michigan University.
Mae Provines, undergraduate Chicago University.
Enrollment In high school 72
Total enrollment In grades and high school 920
Number of girls graduated last year (1903) 8
Number of boys graduated last year (1003) 2
Number In this class that went to college 2
Number of graduates since school was organized 151
Number of these who have attended college 54
AURORA niGIH SCHOOL.
Jos. R. Houston, Superintendent.
Organized. ISiJO. Commissioned, 1904.
Superintendents, with dates of service:
A. W. Freeman 1863-18fi5
M. Plutchiiison 18G5-18W?
O. H. Temi)le 1866-1868
J. M. Davidson 1868-1869
E. 8. Clarlv 1869-1876
F. H. Tufts 1876-1881
R. S. Groves 1881-1883
F. D. Churcliill 1883-1890
EDVOATION m INDIANA. 243
244 EDUCATION IN INDIANA.
Robt. Wood 189a-18d5
Sanford Bell 1895-1896
J. R. Houston 189S-
Prlucipals and assistants:
Thos. W. Records.
High school teachers and subjects they teach:
Thos. W. Records, Physics, English aed History.
Miss Iluldab Severin, Mathematics. Civil Government, Physical
Geography and Botany.
Miss Kalla Kassebnum. Knglish and Latin.
Average yearly salary of high school teachers, including superintendent.
$731.25.
Training of teachers:
Thos. W. Records, graduate of State Normal and State University.
Miss Iluldah Severin, graduate of State Normal.
Miss Kalla Kassebaum. graduate State Normal and State University.
Jos. R. Houston. M. S., Moores Hill College.
Enrollment in high school 118
Total enrollment in grades and high school 600
Number of girls graduated last year (1903) 5
Number of boys graduated last year (1903) 4
Number in this class that went to college 3
Number of graduates since school was organizeil 334
NumlH»r of these who have attended college 45
BEDFORD HIGH SCHOOL.
W. E. Alexander. Sui>erintendent.
OrganlztMi. 1870. Commissioned. 1884.
Superintendents, with dales of service:
Jas. A. Madden 1870-1880
D. D. Blakeman 1880-1883
F. P. Smith 1883-1888
F. M. Stalker 1888-1892
Chas. Thomas 1892-1893
E. K. Dye 1893-1895
Chas. Cunningham 1895-1896
W. E. Alexander 1896-
Higli school teachers and subjects they teach:
Arda Knox, Mathematics.
A. B. Lowder. English.
R. E. Newland, Science.
Clara Friedley. History.
Lillian Bassett, Latin.
Average y«'arly salary of high school teachers, including superintendent.
$782.50.
EPVIWTlnN JN lNmMi.\. 245
246 EDUCATION IN INDIANA.
Training of teachers:
W. E. Alexander, Indiana State Normal and Ft. Wayne College.
Arda Knox, Indiana University.
A. B. Lowder, Indiana University.
R. E. Newland, Indiana University. State Normal and DePauw.
Clara Friodley, DePauw.
Lillian Bassctt, Dcpauw.
Enrollment in high school 149
Total enrollment in grades and high school 1,518
Number of girls graduated last year (1903) 10
NumlKT of boys graduated last year (1903) 6
Number in this class that went to college 5
Number of graduates since school was organized About 300
Number of these who have attended college 75
BLOOMFIELD HIGH SCHOOL.
C. B. McLinn, Superintendent.
Organized. . Commissioned, 1889.
Superintendents, with dates of service:
Christian Daniels 1894
A. J. Johnson 1894-1895
W. T. Brown 1895-1900
E. R. Mason 1900-1902
C. B. McLinn 1902-
High school teachers and subjects they teach:
C. B. McLinn, English.
W. L. Jones, Mathematics and Science.
Anne M. Cunningliam, I^tin and History.
Average yearly salary of high school teachers, including superintendent.
Training of teachers:
Superintendent, C. B. McLinn, Indiana University.
Principal, W. L. Jones, undergraduate Indiana University.
Miss Anne M. Cunningham, undergraduate Indiana State Normal
and Western College and Seminary.
P^nrollment in high school, tliis year's enrollment, 75: present enroll-
ment 65
Total enrollment in grades and high school 450
Number of girls graduated last year (1903) 9
Number of boys graduated last year (1903) 5
Number in this class that went to college 6
Number of graduates since school was organized Since 1889, 120
Number of these who have attended college Since 1889, 34
EDUCATION IN INDIANA.
24T
BLOOMINGTON HIGH SCHOOL.
James K. Beck, Superlnteudent.
Organtzed, 18^. Commissioned, 18S5.
Superintendents, with dates of service:
Margaret H. UcCalla 1885-1800
C. M. Carpenter 18»0-18!Kt
Zenas B. Leonard 1803-1893
W. H. Pertich 1805-1900
Will H. Glascock 1900-11)01
James K. Becit 1902-
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BLOOMINGTON HlOtt SCHOOL.
Principals and assistants:
Principal, Jolin W. Curr; Assistants, William A. Bawles, Ella Tnr-
ner and Grace Woodburn.
Princljial, Grace Woodburn; Assistants. Laura Hendrix, J. E. SLep-
ardson and D. T. Weir.
Principal, 3. Z. A. McCaugiiiin; Assistnnts, Carrie Colvin and Kate
M. Hfght
Principal, James K. Beck; Assistants, Kate M. Hlglit. Nester D.
Dodd and James V. Organ.
Principal, Howard H. Clnrk; Assistants. J. H. Casileman and J. C.
Castlcnian.
248 EDUCATION IN INDIANA,
Present corps of high school teachers:
Howard H. Clark, Principal and Instructor in Latin.
J. C. Castleman. Assistant Principal and Instructor in English.
R. E. Roudebush, Instructor in Mathematics.
Minnie B. Ellis, Instructor in History.
Edith R. Riley, Instructor in Latin and German.
Sarah V. Hanna, Assistant Instructor in English.
O. D. Melton, Assistant Instructor in Science.
John Montgomery, Assistant Instructor In Mathematics and Science.
Mary Johnston. Assistant Instructor in Latin.
Average yearly salary of high school teachers, including superintendent,
from 1885 to 11)04, $087.14.
Training of present corps of high school teachers, including superin-
tenent:
James K. Beck. Superintendent, A. B. and A. M., Indiana Univer-
sity.
Howard II. Clark, Principal and Instructor in Latin, graduate Dan-
ville, Indiana. Normal, and A. B., Indiana University.
J. C. Castleman, Assistant Principal and Instructor in English, A.
B.. DePauw University, and A. B.. Indiana University.
U. E. Roudebush, Instructor in Mathematics, A. B., Indiana Univer-
sity.
Minnie B. Ellis, Instructor in History, graduate Indiana State Nor-
mal and A. B.. Indiana T'niversity.
Edith R. Rili»y, Instructor in Latin and (ierman, A. B., Woman's
College, Baltimore .Mai'jiand.
Sara V. Hanna. Assistant Instructor in English, A. B.. Indiana
University.
John Montgomery, Assistant Instructor in Mathematics and
Science, student Indiana University.
Mary Johnston, Assistant Instructor in Latin. A. B. and A. M.,
Indiana University.
Enrollment in high school 250
Total enrollment in grades and high school 1,400
Number girl graduates. June. liM);{ 24
Number boy graduates, June. 11HK5 12
Number girl graduates. June. V.H)'.\. in college 13
Number boy graduates. June. ]1H)15, in college 9
Numb€»r gratluates sint-e school was organized 500
Number of these who have attended college 300
BLUFFTON HIGH SCHOOL.
W. A. Wirt, Superintendent.
Organized, 1881. Commissioned, 1882.
Superintendents, with dates of service:
P. A. Allen 1881-1801
W. P. Burris 1801-1807
E. H. Walker 1897-1809
W. A. Wirt 1899-
Principals and assistants:
Chas. G. Dailey. Principal.
EDUCATION IN INDIANA. 249
High school teacbere and subjects tbey toat'h:
Chas. G, DallP7. Mathematics and Geologry.
Blanche Kams. Lntln. Encllah and llotany.
Oliver C. Lockhurt, History and English.
Simon G. Bngic, Koolotrj'. Physics, Chemistry nntl fii-rman.
Harriett Fudge. Mnslc and Drawing.
Ethel ThornburK, Sewing.
Guy E. WulflnR, Manual Training.
Average yearly salary of lilgli scliool teaebcrs, including superintendent.
$793.-
Training of teachersi
No teacher In employed for high school work who U not a graduate
of a standard college or Mnhersity, except In manual training,
drawing and music departments.
Enrollment In high school 166
Total enrollment In grades and bigh school 1.043
Number of girls graduated last year (1003) 17
Number of boys graduated last year (l!W3i 11
Number in this class that went to college 12
Number of graduules since school was organized 235
XumlMT of these who have ii I tended coliegc 72
Bluf^'ton Hiuh Sc-hool.
250 EDUCATION IN INDIANA.
BOONVILLE HIGH SCHOOL.
Charles E. Clark, Superintendent.
Organized, 18G8. Commissioned, 1887.
Superintendents, with dates of service:
D. S. Hoover 1868-1871
Walter Welch 1871-1874
John W. Davidson 1874-1877
Martin 1877-1880
John W. Davidson 1880-1881
Zacharlah Emerson 1881-1885
Chas. E. Clarke 1885-
Principals and assistants:
M. W. Numbers. Latin and Mathematics.
R. S. Moore, History and English.
Average yearly salary of high school teachers, including superintendent.
^805.
Training of teachers:
Martin W. Numljors, Ph. B., Ann Arbor.
R. S. Moore, A. B., Indiana State University.
Chas. E. Clarke.
Enrollment in high school 67
Total enrollment In grades and high school 762
Number of girls graduated last year (1903) 7
Number of boys graduated last year (11)03) 3
Number in this class that went to college 2
Number of graduates since school was organized 118
Number of these who have attended college 19
BOSWELL HIGH SCHOOL.
J. H. Barnes, Superintendent.
Organized, 1896. Commissioned, 1901.
Superintendents, with dates of service:
J. Caldwell 1896
C. H. Kellog 1897-1900
C. H. Miller 1900-1904
J. H. Barnes 1904-
Principals and assistants:
Miss Ada Smith. J. G. Winsor, Mrs. C. F. Miller, M. A. Dalman
and Miss Sara Darby.
High school teachers and subjects they teach:
J. H. Barnes, Superintendent, Botany and Mathematics.
M. A. Dalman. Principal, Latin and Pliyslcs.
Miss Sara H. Darby, Assistant in German. Literature and History.
Average yearly salary of high school teachers, including superintendent,
$597.
EDUCATION IN INDIANA. 251
Training of teachers:
J. H. Barnes, A. B., DePauw, Superintendent.
M. A. Dalman, A. B., DePauw, Principal.
Miss Sara H. Darby, Ph. B., DePauw, Assistant.
Enrollment In high school G5
Total enrollment in schools 230
Number of girls graduated last year (1903) 7
Number of boys graduated last year (1903) 1
Number of graduates since school was organized 19
Number of these who have attended college 3
BRAZIL HIGH SCHOOL.
L. B. O'Dell, Superintendent.
Organized, 1885. Commissioned, 1889.
Superintendents, with dates of service:
J. C. Gregg Began, 1876
A. D. Hurst, James W. Brown, W. H. Ferdick and L. B. O'Dell.
Principals and assistants:
T. M. James, eighteen years.
F. M. Garver, two years.
High school teachers and subjects they teach:
F. M. Garver, Algebra, Geometry and Physics.
Wm. Arnett, History, Botany and Physiology.
Nellie Head, English Grammar, Composition, Rhetoric and English
Literature.
Jennie Fisher, Latin.
Average yearly salary of high school teachers, Including superintendent,
$804.(X).
Training of teachers:
F. M. Garver, undergraduate Indiana University, graduate Indiana
State Normal.
Wm. Amett, graduate Indiana State Normal.
Nellie Head, graduate Indiana State Normal.
Jennie D. Fisher, graduate of DePauw and undergraduate of Ann
Arbor.
L. B. D'Bell, graduate of Indiana State Normal, Northwestern, and
undergraduate of Columbia University.
Enrollment In high school 144
Total enrollment In grades and high school ^ 1,844
Number of girls graduated last year (1903) 7
Number of boys graduated last year (1903) 4
Number In this class that went to college 4
Number of graduates since school was organized 273
Number of these who have attended college No record
252 EDUCATION IN INDIANA.
BREMEN HIGH SCHOOL.
W. F. Ellis, Sui)erlntendeiit.
Organized, 1887. Commissioned, 1901.
Superintendents, witli dates of service:
H. H. SUUer 1878-1892
J. E. Pomeroy 1892-1893
D. B. Fliclcinger 1893-1894
\V. F. Ellis 1894-1904
i Principals and assistants:
Lizzie Christy 1894-1895
I. S. Halin 1895-1897
John Crowley 1897-1898
Milo F. Hale 1898-1903
Chas. H. Barts 1903-1904
High school teachers and subjects they teach:
W. F. Ellis. History. Latin and English.
C. H. Barts, Science and Mathematics.
D. O. Miller, German.
Evelyn Harsch, Assistant in English.
Average yearly salary of high school teachers, including superintendent
$500.
Training of teachers:
W. F. Ellis, A. B., Indiana University, 1890; graduate Indiana State
Normal. 1892; graduate student Chicago University, 1901.
C. II. Barts. three years in Valparaiso School.
D. O. Miller, graduate of Scientific Course, Valparaiso.
Evelyn Harsch, graduate IMy mouth High School.
Enrollment in high school 34
Total enrollment in grades and high school 400
Number of girls graduated last year (1903) 8
Number of boys graduated last year (1903) 2
Number of graduates since school was organized 68
Number of these who have attended college 37
BROAD RUMPLE HIGH SCHOOL.
S. B. Plasket. Superintendent.
Organized, IS&i. Commissioned. 1803.
Superintendents, witli dates of service:
J. S. Puett 1883-18J)1
Thomas Smith 1801-1893
R. E. Harris 1803-1JK)1
S. B. Plasket 1001-
Principals and assistants:
E. A. Cunningham.
J. W. Bowden.
Bessie Hendrix.
Arthur Jackson.
J. B. Hessong.
EDvr.moN IN iNnr.iNA. 253
■4
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1
Bremen Hiuu School.
Hlgli school teachers and subjects tUey teach:
Arthur Jackson, Science and History.
Bessie Heudrlx, German and English.
J. B. Heasong, Mathematics and English.
Average yearly salary of high school teachers, Including superintendent,
5733.
Training of teachers:
S. B. Plasket. A. B., Indiana University; graduate Indiana State
Normal; graduate student Chicago University, summer quarter,
1902.
Arthur Jackson, undergraduate Indiana University, nearly four
Bessie Hendrlx. A. B.. Indiana University.
,Tohn B. Hessong, graduate State Normal School
Enrollment in high school 47
Total enrollment In grades and high school 260
Number of girls graduated last year (1003) 6
Number of boys graduated last year (1903) 1
Numlier in this class thnt went to college 1
Number ot graduates since Rchool was organlited 05
Number of these who have attended college 15
254 EDUCATION IN INDIANA.
BROOKVILLE HIGH SCHOOL.
Henry L. Smith, Superintendent.
Organized, 1873. Commissioned, 1879.
Superintendents, with dates of service:
A. W. Bleglile 1875-1870
J. E. Morton 1876-1881
H. M. Sliinner 1881-1884
A. N. Crecraft 1884-1886
C. W. McClure 1886-1803
K. M. Temple 1893-1895
Noble Harter 1895-1899
II. S. Voorhees 1899-1901
H. L. Smith 1901-
Principals and assistants:
Principal, N. V. Patterson; Assistant, Michael Bossert.
High school teachers and subjects they teach:
N. V. I*atterson. Latin, three years; Geometry, one year; Physics,
Chemistry and English, second year.
Michael Bossert, English, first year; Algebra, first and second years;
General History, French and English; History, Botany, Review.
Average yearly salary of high school teachers, including superintendent,
$705.
Training of teachers:
H. L. Smith, A. B. and A. M., Indiana State University.
N. V. Patterson. A. B., four years.
Michael Bossert. graduate Indiana State Normal, four years; under-
graduate Indiana State University.
Enrollment in high school 46
Total enrollment in grades and high school 292
Number of girls graduated last year (1003) 8
Number of boys graduated last year (1903) 1
(These figures are misleading. This year the figures are, boys, 4; girls,
5. We usually have as many boys in liigh school as girls.)
Number in this class that went to college 6
Number of graduates since school was organized 150
EDUCATION IX INDIANA. 255
Bh(>okvii,i,k Hujii H<
250 EDUCATION IN INDIANA.
BROWNSTOWN HIGH SCHOOL.
W. B. Black. Superintendent.
Organized, 1Hr)8. Connnissioned, 1882.
Superintendents, witli dates of service:
J. L. Lucas 188i>-18a4
Prof. Sims 1884-l88o
C. L. Hottel 1885-1888
E. C. Hobl)s 1888-18a>
J. T. Perizo 1889-1890
Prof. Owen 1890-1801
Prof. p:vans 1891-189^
L. X. Fouts 181KJ-1898
E. W. Davis 1898-19rrJ
W. B. Blaclc 1902-
Princlpals and assistants:
J. C. Browning.
Will H. Hackendorf.
Mr.**. L. N. Fouts.
Essie Shirley.
Daisy Plunket.
High school teachers and subjects they teach:
Essie Shirley, Mathematics and Botany.
Daisj' Plunket, Latin and English.
W. B. Black. History, Civics and Physics.
Average yearly salary of high school teachers, including superintendent.
$56G.
Training of teachers:
Daisy Plunket, graduate Indiana University.
Essie Shirley, graduate Indiana University.
W. B. Black, graduate Indiana ITnlversity.
Enrollment in high school (M.)
Total enrollment in grades and high schtM)! 400
Number of girls graduated last year iVM)[i) 9
Number of boys graduated last year (190.3) 2
Number in this class that went to college 4
Number of graduates since school wa& organized About 11«
Number of these who have attended college 40
BUTLER HIGH SCHOOL.
H. G. Brown, Superintendent,
Organized, 1808. Commissioned. 1902.
Superintendents, with dates of service:
No records.
Principals and assistants:
No records.
High school teachers and subjects they teach:
Miss Lillian Hillman, Principal, History and English.
Miss Anna Taylor. Assistant Principal. Latin and German.
H. G. Brown, Superintendent, Latin and Science.
EDUCATION IN INDIANA. 267
Average yearly salary of high school teachers, including superintendent,
$645.
Training of teachers:
Superintendent, H. G. Brown, B. S., Tri-State Normal School.
Principal, Lillian A. Uillman, undergraduate University of Michigan.
Assistant Principal, Anna Taylor, Smith College.
Enrollment in high school 50
Total enrollment in grades and high school 450
Number of girls graduated last year (1903) 1
Number of boys graduated last year (1903) 2
Number in this class that went to college 1
Number of graduates since school was organized Don*t know
Number of these who have attended college No record
CAMBRIDGE CITY HIGH SCHOOL.
Lee Ault, Superintendent.
Organized, 18(59. Commissioned, 1880.
Superintendents, with dates of service:
J. M. Oyner 1869-1871
Jas. R. Hall 1871-1881
W. H. Simms 1881-188:i
W. F. L. Sanders 1883-1889
N. C. Johnson 1889-1896
Paul Wilkie 1896-1900
Lee Ault 1900-
High school teachers and subjects they teach:
Isadore Wilson, English, History, Literature and Latin.
W. O. Wissler, Mathematics and Latin.
Lee Ault, Science.
Average yearly salary of high school teachers, including superintendent,
$805.
Training of teachers:
I^e Ault, Superintendent, White Water Academy and S. W. Normal
School, Lebanon, Ohio.
Isadore Wilson, Earlham College.
W. O. Wissler, Indiana State Normal School.
Enrollment in high school 89
Total enrollment in grades and high school 409
Number of girls graduated last year (1903) 8
Number of boys graduated last year (1903) 4
Number in this class that went to college 3
Number of graduates since school was organized 269
Number of these who have attended college 74
17— Education.
258 EDUCATION IN INDIANA.
(;annelton high school.
James F. Organ, Superintendent.
Organized, 1800. Commissioned, 189G.
Superintendents :
G. P. Weedman.
O. P. Robinson.
Abel Powell.
James F. Organ.
Principals and assistants:
Cbas. A. Unnewebr, Principal 1002-1904
A. J. Blickenstaff, Assistant Principal 1902-1904
Average yearly salary of bigb scbool teaebers, including superintendent,
5^544).
Training of teaebers:
Superintendent, James F. Organ. A.B., Indiana University.
Principal, (-. A. Unnewebr. A.B., Indiana University.
A. J. Bliclvenstaff. A.B., Indiana University'.
Peter Van Braam. Pb.I>., from Utrecbt, Holland.
Enrollment in bigli s(rbool 48
Total enrollment in grades and bigb scbool 900
Number of girls graduated last year (IJKKi) 4
Number of iKiys graduated last year (V,)OH) None
Number in tbis class tbat went to college None
Numl)er of graduates since scliool was organized 20
Number of tbese wbo bave attended college 6
CAItMKL UUUl SC^HOOL.
Jobn \V. Toter, Superintendent.
Organized. 1S87. Conmiissioned, lfK)l.
Sui»erintendents. witb dates of service:
J. E. Itetberford 1901-1902
Jobn W. Tetoi- 1902-1904
Principals and assistants:
Principal, Clare O'Neal.
Luella McWurter.
Maude Wbite.
Klbert Ilarolcl.
Join) l.angston.
Edward Morgan.
Higb srliool teaebers and sul>jects tliey teadi:
.Maude Wliite. Latin and Englisb.
Edward Morgan, Matliematics and History.
Jobn W. Teter, History and Science.
Average yearly salary of bigli scbool teadiers, including superintendent,
$440.
Training of teaebers:
All of tbe teaebers bave bad college training. Tbe superintendent
and assistant principal are from Indiana University. Tbe princi-
pal is a graduate of Earlbam College.
EDUCATION IN INDIANA.
Cannblton High School.
jroltment in IiIrU school 75
)tiil (enrollment \n lO'niJo) und Ugh scliuol 2'^,
iiuber of girls nrjuluntwl Inst year (l!>03) 2
jluUer of boys Kr"*lii"t*''l '"st i'vat {11*03) li
.imlipr In tbls elnBs tliut wpiit to college 2
imbcT ot Kriiiliintes uhtce Kchool wiim nrKiiiilzcd 15
imber of tliese wLo have uttteuileil i-ollpgL' 2
CAIITIIAGK men SCHOOL.
J. H. Stlioll, Sniu'ilntfiuk'ut.
■gBDlzHl. 18T0. OonimisHlom>il, 1X81.
ilierliitCiMlentM, nllh iliili'S of sprvii^i':
A. J. Joliiisoii ISTO-lSSt
B. Martin 1881-1885
Jx)u[a Morcun 18.'C-1887
E. r. Truebloiiii 1887-1888
A. II. Sherer 1888-18.'>5
Edwin Jay 1805-18.18
J. H. Sclioll 1808-1004
inclpals and asalstnnte:
Mra. A. U. Sherpr, 1888-1805.
J. K. E\-aua, 1805-1000.
E. A. Launlng, 1000-1904.
2C0 EDUCATION IN INDIANA.
UigU school teachers and subjects they teach:
E. A. Lanniug, LMitin, Mathematics, History and Literature.
J. H. Scholl. Physics. Cliemistrj', Latin, Literature.
Ida L. Ludlow, English, Mathematics, Civil Government.
Lulu Robinson, English.
Average yearly salary ot high school teachers, including superinteudent.
$005.
Training of teachers:
J. II. Scholl. A. K., Indiana University, 189S.
E. A. Lanning. B. S.. Tri-State Normal School.
Ida Ludlow, undergraduate of State Normal School.
Lulu Uobinsou, graduate Olivet ('oUege, Michigan.
Enrollment in high school 94
Total enrollment in grades and high school 295
Number of girls graduated last year (1903) 7
Number of boys graduated last year (1003) 2
Number in this class that went to college 2
Number of graduates since school was organized 138
Number of these who have attended college 06
CAYUGA HIGH SCHOOL.
Colfax Martin, Superintendent.
Organized, 1804. Commissioned, 1807.
Superintendents, witli dates of service:
R. E. Newland 1894-1895
O. B. Zell 1896-1898
Colfax Martin 1899-1904
Principals and assistants:
John D. Groves 1896
Edwin Dodson 1897-1898
Chas. D. Marley 1899
J. R. Patrick, assistant 1902
J. S. Schumalter, assistant 1903
J. H. Caldwell, principal 1903-1904
Chas. A. Wright, assistant 1903-1904
High school teachers and subjects they leach:
Colfax Martin, History.
J. H. Caldwell, Latin and Mathematics.
Chas. A. Wright, Science and English.
Average yearly salary of high school teachers, including superintendent,
$637.50.
Training of teachers:
Colfax Martin, graduate Indiana State Normal and graduate of the
State University.
J. H. Caldwell, graduate of State Normal, two terms in Indiana Uni-
versity, one term in Chicago University.
Chas. A. Wright graduate Indiana State Normal School.
Enrollment in high school 46
Total enrollment in grades and high school 302
EDUCATION IN INDIANA.
CARTHAiiK HH51I SfHOOr..
Nuiubfii- of i,'lil!i i;ri"lii:>l'«l Iii«t your (ISKKli 7
Nuiii1>t>r of buys j;i"1(Ih'i''''1 '"St year (llhlu) 4
Nuiiibor of oni:li in this diiss tliiit weut to wiUoci'. Hii'l" (the Iiidijinap-
ollii KiiiiiiTKiirti'ii) 1
Niimlii't' of ^'riidiiiitOM nimn: ki'IhihI niiH orgiiiiJzcd 4<l
Nliiuber of tbpse wlio liavc iitti'niii-ij i'oHcku Id
rUAl.JlEIlK HICJIl SCIIOOl.,
.ti>li[i H. Ciowci's. Suti(>riiilRii<]i^iit.
Oi'ifiiiiiKul. 1S'.M. roiiiiiiIsKliiiii'il. imxi.
SjIilH'i'lnti-iiili'iitN. wHli Uiili'K iif Kcrvlcc:
E. r. Crwti ll>lXI-l!1():i
.lohu It. <j0wc'i« 1!KI3-1!HM
I'l-iiii'iimls mill nKsisiiiiiis:
Ernetit Mutlo.-l: 19004(101
E. S. DyiT lOOl-lIWi;
I.yiin Solliio 1!HI2-I!)(H
llijiti m^lionl tt'iii-licrs jiiid Kub.lci'lK tbi'y lonclii
.loliii I!. Gowi'i'M. Illi^lory and EnKlinti.
Lynn Si'l|iU>, MiitljoniiitlrH tinil Sdeucf.
Florwifc Hwyi'r. I.ntin iind EiikHsI).
262 EDUCATION IN INDIANA.
Average yearly salary of high school teachers, iucluding superintendent,
i'ralnlng or teaciiers:
John B. (towors, Michigan State Normal School.
Lynn Scii)Io. Angola Normal.
l'lort'n<*e Dwyer, Midiigan State Normal.
Enmllment in high school 40
Total enrollment in grades .and high school 175
Nnmber of girls graduated last year (1903) 3
Number of boys graduated last year (1903) 2
Numl)er of each in this class that went to college 0
Number of graduates since school was organized No data
Number of these who have attended college No data
CHARLKSTOWN HIGH SCHOOIv.
\V. A. Collings, Superintendent.
Organized. 18«(». Commissioned, 1901.
Superintendents, with dates of service:
John A. Wo(Kl 188(5-1880
J. G. Scott 1889-1800
I). E. lU»ck 1890-1893
Chas. Ammermnn 1893- 1894
W. E. Life 1894-1895
E. E. Olcott 1895-1899
W. A. Ohlfathor 1899-1900
W. A. (Pollings 1900-1904
Principals and assistants:
Allen Ilarbolt. principal.
High school teachers and subjects they teach:
W. A. Collings, Mathematics and Science.
Allen IIarlK)lt. Latin and Engli.sh.
Mrs. A. L. Crawford, History and English.
Average yearly salary of higli school teachers, including superintendent.
Training of tea<"liers:
AV. A. Collings, Ph. H., DePauw T'niversity.
Allen Harljolt, undergraduate in Indiana University, two years.
Mrs. A. L. Crawford, graduate of the Cincinnati Normal School.
Enrollment in liigh school 42
Total enrollment in grades and high school 227
Number of girls graduated last year (100.*^) 3
Numl>er of boys graduated last year (100.^) None
Number of each in this class tliat went to college— girl 1
Number of graduates since school was organized 00
Number of these who have attended college 25
EDUCATION IN INDIANA. 263
CIIESTKRTON HIGH SCHOOL.
S. H. Roe, Superintendent.
Organized, 1807. Commissioned, 1898.
Superintendent, with date of service:
S. H. Iloe, September, 1897.
Principals and assistants:
J. E. Derbyshire.
F. R. Farnam.
Lois E. Prentiss.
Higli school teachers and subjects they teach:
S. H. Roe, Mathematics and Science.
Lois E. Prentiss, English and Latin.
Mrs. Alice Ingram, Business Course.
Miss Matilda Swanson, History.
Average yearly salary of high school teachers, including superintendent,
$783.
Training of teachers:
S. H. Roe, B. S.. Northern Indiana Normal.
Miss Lois Prentiss, Ph. B., Chicago University.
Mrs. Alice Ingram, B. A., Northern Indiana Normal.
Miss Matilda Swanson, Northern Indiana Normal, ten terms.
Enrollment in high school '. 38
Total enrollment in grades and high school 300
Number of girls graduated last year (1903) 3
Numl)er of boys graduated last year (1903) None
Number of each in this class that went to college 1
Nuraljer of graduates since school was organized 22
Number of these who have attended college 5
CHURUBTJSCO HIGH SCHOOL.
Claude Beltz, Superintendent.
Organized, 1875. Commissioned, 1903.
Superintendent, with date of service:
Claude Beltz 1899-1'.K)4
Principals and assistants:
Lavon Chapman.
Teressa Patterson.
High school teachers and subjects they teach:
Teressa Patterson, Science and Mathematics.
Regina Coudrick, History and Latin.
Claude Beltz, English and German.
Average yearly salary of high school teachers, including superintendent,
$493.
Training of teachers:
Claude Beltz, Indiana University, three years.
Teressa Patterson, graduate Missouri State Normal.
EtiroUment in high school 58
Total enrollment in grades and high school - 249
264 EDUCATION IN INDIANA.
Number of girls graduated last year (1903) 1
Number of boys graduated last year (1903) 5
Number of each in this class that went to college—
Boys 3
Girls 1
Number of graduates since the school was organized No data
Number of these who have attended college 20
CICERO HIGH SCHOOL.
Frank A. Gause. Superintendent.
Organized, 1894. Commissioned. 1901.
Superintendents, with dates of service:
J. A. Mitchell 18(M-189«;
Frank A. Gause lStX}.]904
Principals and assistants:
C. M. MeConnell.
W. A. rollings.
Ida A. Adams.
W. M. McCoy.
Myra Tucker.
John M. Kreag.
Ijonore Alspaugh.
High school teachers and subjects they teach:
John M. Kreag, Mathematics and Science.
Lenore Alsi)augh. German and History.
Frank A. Gause (superintendent), English.
A^era;;e yearly salary of high school teachers, including superintendent.
$600.
Training of teachers:
F. A. Cause, student of Indiana University, i^y* years.
J. M. Kreag. student at Indiana University, two years.
Lenore Alspaugh. graduate DePauw T'niversity and student at Chi-
cago University one year.
Enrollment in high school 00
Total enrollment in grades and high school 389
Number of girls graduated last year (1903) 4
Number of boys graduated last year (1003) 2
Number of each of this class tliat w^ent to college None
Number of graduat(\s since school was organized 30
Number of these wlio have attended <'ollege 13
EDUCATION IN INDIANA,
CicEKo High school.
266 EDUCATION IN INDIANA.
CLINTON HIGH SCHOOL.
Wm. F. Clarke, Superintendent.
Organized, 188G. Commissioned, 1886.
Superintendents, witli dates of service:
J. H. Tomlin 188^18»1
Will P. Hart 18&l-18e4
H. P. Leavenworth 18M-189
H. S. Schell 186»-lffV
Wm. F. Clarke 1M8-19M
Principals and assistants:
Joseph W. Strain, principal.
Anna O. Marlatt, assistant.
High school teachers and subjects they teach:
Jos. *W. Sti-ain, Science and Mathematics.
Anna O. Marlatt, History and Latin.
Eva L. Keefsnider, History and English.
Wm. F. Clarke, English and German.
Average yearly salary of high school teachers, including superlntoideBC*
^677.50.
Training of teachers:
William F. Clarke, A. M., Ph. D.. Butler College.
Joseph W^. Strain, graduate State Normal, undergraduftte State
University.
Anna O. Marlatt, A. B., DePauw. ^
Eva L. Reefsnider, graduate of State Normal.
Enrollment In high school * 75
Total enrollment in grades and high school T70
Number of girls graduated last year (1003) 8
Number of boys graduated last year (11)03) 3
Number of each in this class that went to college-
Girls 1
Boys 3
Number of graduates since the school was organized 8T
Number of these who have attended college 2(1
COLFAX HIGH SCHOOL.
C. O. Mitchell, Superintendent.
Organized, 1873. Commissioned, 1003.
Superintendents, with dates of service:
F. B. Clark 1889-1807
F. G. Sharp 1887-1888
G. E. Long 188^-1895
Frank Long 1805-1900
J. W. Lydy 1900-1902
Abraham Bowers 1902-1903
C. O. Mitchell 1903-1904
Principals and assistants:
Geo. A. Rlnehart 1885-1886
Bruce Clark 1893-1895
SDUOATION IN INDIANA.
Clinton High School.
Be»e Eldred 1807-1900
Dottle Dammond 11>01-1902
C. W. Miller 1902-190a
S. H. Watson 1»()3-1!W4
High Bchool tcai'liers dfA subjects they teach:
C. O. Mitchell, Lntln, German, Eugllah.
S. H, Watson, Latin, Mathematics, English, Physics.
W. F. Uurrougtas, Freucb and English History.
Average yearly salary of high school teachers, including superintendent.
*5T0.
Training of teachers:
G. O. Mitchell, A. B., Indiana University.
S. H. Watson, H- B.. Wahash College.
W. F. Burroughs, undergraduate Wuhash College.
Bfiirollment In high school 42
Total enrollment In grades and hlgli school 275
Number of girls graduated last year (li)03) 3
Number of boys graduated last year (1903) 2
Number of each Id this class that went to college None
Number of graduates since school was organized 00
Number of these who have attended college 10
268 EDU CATION IN INDIANA.
COLLEGE CORNEU HKiH SCHOOL.
Eli P. AVilson, Superintendent.
Oi'KanizcHl, 18U3. Commissioned, llMjl.
Superintendent, witli djite uf service:
Eli r. Wilson 1893-1904
Principals and assistants:
Miss Minnie (Mianil>ers.
Mr. C. E. (;illesi>ic.
Uijrh .school teachers and subjects they teatrh:
E. P. Wilson, Latin, (rconietry, Cliemistry.
Miss Chambers. Enj^flish. Mathematics.
Mr. (lillespie, Latin and History.
.Vveratfe yearly salary of hit:h school teachers, including Kuperintendent.
^570.
Training of teachers:
E. P. Wilson, student university of Colorado and Indiana University:
former one year and latter one year and four summer terms:
also some worlv by corresiM»nden<'e.
Miss Minnie Chambers, jrraduate of Valparaiso Normal, student
Ctdonel Parlxcr's s<'ho(»l. Clucajr^). and student Indiana State Xor-
nuil.
Mr. (Jillespie, A. U., graduate of Miami Cnlversity.
Enrollment in liigh school 52
Total enrollment in grades anil high schcMd 230
Nundier of girls graduated last year (liMKb 7
Numlier of boys graduated last year (ll)iKb ii
Number of ea<-h in tills class that went to c(dlege 3
Xundicr of graduates sinre school was organizeil 77
Number of these* who have attendt»il <'ollege 12
COLI'MBLV CITY HKill SCHOOL.
i\ L. Hottel. SuiHTintendent.
Oi-ganlzed. ^H*\U. Commissi<Micd. 1.SS4K
Suiierintendents. with dates of servh-e:
Uev. A. .1. Douglas 1S«»0-187!»
Augustus C. Mills 1870-1881
W. C. harnhart 1881-1883
.fohn C. Kinney 188,3-1885
W. C. Palmer 1885-181)1
P. II. Kirsh 180l-189<;
Luella A. Mellinch 181K;-1808
(M-aven L. Hottel 181>8-1004
RDUCATION IN INDIANA.
Columbia City High School.
270 EDUCATION IN INDIANA.
Principals and assistants:
James A. Campbell.
W. A. Dickey.
J. E. Doorland.
Le Uoy D. Thorman.
L. S. I. Hunt.
A. C. Miller.
J. E. McDonald.
Frank B. Mae.
R. H. Pierce.
W. C. Palmer.
Ira C. Batman.
Mary L. Stone.
Charles Egner.
Helen I. Miilspaugh.
Emma R. Thatcher.
Clara Kinney.
Luella Melllnch.
Helen I. Miilspaugh.
Lucien McCord.
W. A. Beam.
I. T. Glenn.
J. C. Sanders.
High school teachers and subjects they teach:
Helen Miilspaugh, English.
Olive M. Lawrence, Latin and History.
C. L. Johnston, I^tin and Mathematics.
Alma Ball, Latin and Mathematics.
L. L. Hall, Science and Mathematics.
Ida Gall)reath, English.
Herbert Irwig;, Science and History.
Average yeaily salary of high school teachers, Including Buperintendent,
.$725.
Training of teachers:
J. C. Sanders, from N. O. N. University.
IIerl)ert Irwig, A. B., from Indiana University.
Idn (Talbreatli. A. B.. Ix)mbard.
C. L. Ilottcl, superintendent, Ph. I)., from Ilartsville University.
Enrolluiont in higli school 07
Total enroUmont in grades and high school 745
Number of girls graduated last year (1003) 0
Number of l>oys graduated last year (1008) 1
Number of «Mich in this class that went to college None
Num!)er of irraduatos since scliool was organized 152
Nunil)er of thes(» wlio have attended college 30
EnnVATION IX IXDIAKA.
272 EDUCATION JN INDIANA.
COLUMBUS HIGH SCHOOL.
T. F. Fitzgibbon, Superintendent.
Organized. 1859.
Superintendents, with dates of service:
Tbeo. P. Marsb 1851K18<51
J. M. Olcott 18(>1-18«32
Mr. Vance 1802-1863
David Sbuok 1863-1864
Amos Burns 1864-1865
David (Jrahani 18tK3-l»M»
A. IL Graham 1860-1800
J. A. Carnagey 1800-1901
T. F. Fitzgi))l»on 1001-1904
Principals and assistants:
Mrs. B. L. Sanders 1872-1887
Miss Liz/Je Long 1887-1880
Samuel Wertz 1880.
High school tenrhers and sul)jccts they teach:
Samuel Wertz, MathcMuatics.
Mrs. L. S. Arnien. Latin.
W. C. Cox, Science.
Eliza])eth Wright. History.
Martha Scott, English.
(^lara Hussey, Shorthand and Typewriting.
Amy Brown, assistant in Matliematics and English.
M. L. Sandifor, a.ssistant in Latin and ^lathematics.
Average yearly salary of high school teachers, including superintendent,
{?820.
Training of teachers:
Samuel Wertz, A. P... Hartsville College and student Indiana Uni-
versity.
Mrs. L. S. Armen. A. B.. Hartsville.
W. C. Cox, A. B.. Eariham College.
Elizabeth Wright. A. B., Indiana University.
Amy Brown, undergraduate Indiana University, ^^li^ years.
Martha Scott, undergraduate Indiana University. 8V{j years.
Merl L. Sandifor. graduate Indiana State X<u*inal.
Enrollment in high school 236
Total enrollment in grades and high school 1.750
XumlKT of girls graduated last year (1003) 7
Number of boys graduated last year (1003) 13
Number of each in this class that went to college —
Males 3
Females 4
Numl)er of graduates since school was organized 457
Number of these >vho have attende<l college 85
EDUCATION IN INDIANA. 273
CONNERSVILLE HIGH SCHOOL.
«
W. S. Rowe, Superintendent.
Organized, 1877. Commissioned. 1881.
Superintendents, with date of service:
John Brady 1858-1800
Chas. Rhoel 1865-1867
J. L. Rippetoe. . , 1867-1871
Mr. Hughes 1871-1873
J. L. Rippetoe 1878-1886
D. Bclcley Hunter 1886-1889
W. F. L. Sanders 1889-1899
W. S. Rowe 1899-1904
Principals and assistants:
E. A. Turner, principal.
Catherine Chilton, assistant.
High school teachers and subjects they teach:
E. A. Turner, Science.
Catherine (Uiilton, History.
W. F. L. Sanders, Mathematics.
W. R. Houghton, Latin.
Helen Weston, English.
Charlotte Griggs, English and Mathematics.
E. M. Lippitt, Music.
W. H. Garus, Drawing.
Average yearly salary of high school teachers, including superintendent,
$892.15.
Training of teachers:
W. S. Rowe, A. B.. DePauw University, four years.
E. A. Turner, graduate State Normal (four years' course), four years
credit in Indiana University, five terms in Biological station.
Catherine Chilton, graduate State Normal, A. B., Indiana University,
two years.
W. R. Houghton, M. A., Indiana University.
W. F. Iv. Sanders. B. S.. Indiana University, three years.
Helen Weston, Ph. B., DePauw University.
Charlotte Griggs, undergraduate Butler University, student two
years..
W. H. Gams, graduate Northern Illinois Normal School, art depart-
ment.
E. M. Lippitt.
Enrollment in high school 114
Total enrollment in grades and high school 1,001
Number of girls graduated last year (1903) 5
Number of boys graduated last .vear (1903) 4
Number of each in this class that went to college (a girl) 1
Number of graduates since school was organized 298
Number of these who have attended college (girls 45, boys 41) 86
IS— Eduoatiov.
274 EDUCATION IN INDIANA.
CONVERSE HIGH SCHOOL.
C. E. Spa Hiding, Su^rintendent.
Organized, 187.'?. Commissioned, 1895.
Superintendents, with dates of service:
H. S. Miller 18T2-1873
John S. Stout 1OT8-1875
S. S. Bowman 1875-1880
Arnold Tompkins 1880-1882
Mr. Caroway 1882-1883
Mr. Crispman 1883-1884
S. S. Bowman 1884-188C
Jesse Lewis 1886-iaS8
Jasper Goodykoontz 1888-1890
Mr. Hester 1890-1893
W. E. Alexander 1893-1805
H. S. Bowers 1895-1897
S. L. Heeter 1897-1903
C. E. Spauldinjr 1903-1904
Principals and assistants:
S. L. Heeter 1896-1897
C. C. Marshall 1897-1902
C. E. Spauldin^' 1902-1903
B. B. AVetherow 1903-
High school teachers and subjects they teach:
C. E. Spaulding. German, English, English History, Geometry,
Latin.
D. L. Cowan, -\lgcbra. Arithmetic, Civil Government.
E. B. Wetherow, Latin, English, Ancient History, Physics, Geometry.
Average j'early salary of high school teachers. Including superintendent,
$010.10.
Training of teachers:
Supt. C. E. Spaulding, A. B., Indiana T^niversity. 1807.
Principal E. B. Wetherow, undergraduate Indiana University.
Assistant Principal D. Ti. Cowan, high school graduate.
Enrollment in high school 50
Total enrollment in grades and high school 314
Numl)er of girls graduated last year (190:*,) 8
Numbor of boys graduated last year (1903) 3
Number of each in this class that went to college 3
Number of graduates since school was organized 48
Nuni)>er of these who have attended college 10
rOKYDON HIGH SCHOOL.
Jesse W. Riddle, Superintendent.
Organ iz<Ml. 1877. (^>m missioned, 1901.
Sui>erintendents, with dat<^ of service:
Joseph P. Funk 1875-1888
George B. Ilaggett 188&-1800
EDUCATION IN INDIANA.
Edwin S. Hallett
Charloa K. Sliafer 1803-1805
Jesse W. Kiddle 181W-1904
Principals and asalataiits:
Herman I. Stern, Blaudie Kldloy, Adam H. Eelsfng, Emma K. Hal-
k'tt. MolUe M. Riddle.
Higb Hchool teaclicTH and su)>Jects they teach:
Adam H. ReisinK. Matliematlca and Science.
Emma K. Hatlett, I^tla.
Mollic M. Itlddlo. SIiislc and Drawing.
Jesse W. Kiddle, Hli<tor.v and Bnglleli.
AvornRe yearly salary of high scliool tenchers. Including superintendent,
»u2r>.
Training of teachcra;
Jesse W. Riddle, A.U., Indiana; LI..B.. Michigan.
Adam H. RelBlntr. gnidiinte Indiana State Normal School.
Emma K. llallett. grndnate Jefferson ville HIrIi School; Borden lu-
Stltute. two years.
Knroilmeiit in hlffh school GO
Total eiirollnient in grndeia and high school 4D0
Niimlier of Rlrls graduntiv] last year (1003) 4
Xiimher of bojs gi-adiinted last year (IflOS) 4
Xiinrt)er in tlila <dass that went to college 3
Xnmlier of grndiintcs sincp school was organized 137
XnmliH- of these who have attendetl college 50
(toNVERSE High School.
276 EDUCATION IN INDIANA.
COVINGTON HIGH SCHOOL.
H. S. Kaufman, Superintendent.
Organized. 1870. Commission ihI, ISlKi.
Superintendents, with dates of service:
J. Warren McBroom 1879-1882
II. M. McKnight 1882-1883
y. E. Livengood 1883-1887
S. A. D. Harry 1887-1891
W. H. Ferticli 1891-1895
W. P. Hart 1895-1003
H. S. Kaufman 191)3-1JK)4
Prinfii>als and asssistants:
Letlia Ferticli 1891
Mollio MeMalion 1892
Edna Hays 1894
W. r. Hart 18JX?
J. V. Millis 1S97-18J>8
s. H. Hall mys-
Hi>;li seliool teacliers and sul>je<?ts tliey teafli:
S. H. Hall, Matliematic-s.
H. S. Kaufman. Matin nia tics.
H. C. Fish, History.
Earl yi. Watsmi, Sciencre.
La\'erne Glascock. Latin.
Josoi>hine U. ('alli<mn. Enjjlish.
T-«U!*a Hunter. Musir and Drawlnj;.
Avera>?e yearly salary of hifrh school teachers, in<*luding superintendent.
$583.
Training of teachers:
H. S. Kaufman, Indiana TJniviMsity, A.R.
S. H. Hall, Indiana rnivcrsity, A.B.
La Verne Glascock. Fniversily of Michigan, A.B.
11. C. Fish. FnivtMsity of WIsronsin, B.L.
Josephine H. (^dhoun. DePauw University. Ph.B.
Earl M. Watson. Wahash College, A.B.
Lura Hunter. Mh-higan Xorni:il College.
Enrollment in high school 100
Total enrollment in grades and high school 518
Nundjer of girls graduated last year (llXK'i) 14
Number of hoys graduated last year (IIXKO 4
Numl)»T in this class that went t(» cnllcge 2
Nund>er of graduates since school was organi/.ed 158
Number of tht^se who have attende<l college 46
ETiPCArroy ix ixdiana.
278 EDUCATION IN INDIANA.
CRAWFORDSVILLE HIGH SCHOOL.
W. A. Millis, Superintendent.
Organized, 1876. Commissioned, 1S86.
Superintendents, with dates of service:
W. T. Fry 1876-1882
T. H. Dunn 1882-1890
I. M. Wellington 1890-1897
G. F. Kenaston 1897-1900
W. A*. Millis 1900-
Principals and assistants:
Miss Anna Willson 1895-1904
High school teachers and subjects they teach:
Anna Willson, English.
Hannah Muhleisen, Latin.
Sophie Kleinhans, German.
Lena F. Myers, English.
Curtis Merriman, Mathematics.
J. W. Pierce, History.
Fred L. Cory, Science.
Elizabeth M. Abernathy, Music.
Frances Westfall, Art.
Average yearly salary of high school teachers, including superintendent.
$864.
Training of teachers:
W. A. Millis, A.M., Indiana University.
Anna Willson, student Chicago University and Harvard College.
Hannali Muhleisen. Indiana University.
Sophie Kleinhans. University Gottinger.
I^na F. Myers. A.B., University of Michigan.
Curtis Merriman, A.B., Indiana University.
J. W. Pierce, graduate Indiana State Normal School.
Fred L. Cory. A.B., Wabash College.
ETnrollment in high school, 123 boys and 143 girls 266
Total enrollment in grades and high school 1,424
Number of girls graduated last year (1903) 16
Numl)er of boys gi-aduated last year (1903) 6
Number in this class that went to college 9
Number of graduates since school was organized 387
Number of these who have attended college 101
CROWN POINT HIGH SCHOOL.
F. F. Heighway, Superintendent.
Organized. 1883.
Superintendents, with dates of service:
W. B. Dimon 1881-1884
G. L. Voris 1884-1888
M. J. Mallery 1888-1890
J. J. Allison 1800-1896
F. P. Heighway 189^1904
EDUCATION IN INDIANA.
379
Principaia and assIstimtB:
Margaret McCowan.
High BCliool tencliers and subjects tbey teacb:
Margaret McCowan, Latin, Algel»^, Plane Geometry.
Clara Vlerllng, Englisli and History.
Angusta K(^>elke, GermaB and Hlstw;.
Frank F. Halghway, Science.
ATcrage yearly salary oC lilj-b school teachers, Including superintendent,
$G40.
Truinlni; of teachers:
Frank F. Helghway, B.S.. and undergraduate student University of
Chicago.
Margaret McCowan. A.B., Iowa College and University of California.
Clara Vlerllng. A.B„ Indiana University.
Augusta Kopelkc, German College.
Knrollment In high school 8(»
Total enrollment In grades and high school 407
Number of girls grtidiiateil last year (lOWt) II
Number of Iwys graduated last year (1903) r>
Xuml>er In this class that went to college 5
Number of graduates since school was organized 15t)
Numlier of these who have attended college 4o
^1 jjR
m\-i^ ti 1
ir" '
.. 31, , n^h
Cbawfordsville High School.
280 EDUCATION IN INDIANA.
DANA HIGH SCHOOL.
\V. K. Smythe, Superintendent.
Organized. 181K3. CommisRioned, 1897.
Superintendents, with dates of service:
I. (\ Reubelt 1895-1901
E. M. Hughes 1901-1903
W. K. Smythe 1903-1904
Principals and assistants:
J. Walton Clark.
Mr. Large.
C. E. Dodson.
Eva Malone.
Effle 1. Roberts.
High school teachers and subjects they teach:
W. E. Smythe, Algebra. Plane Geometry. Physics and U. S. History.
Ertie I. Kobert.s. English Composition and Rhetoric. Botany. Oriental
History.
Eva Malone, Latin. Greek and Roman History.
Average yearly salary of high school teachers, including superintendent.
$4.S0.
Training of teachers:
W. E. Smythe, graduate Indiana State Normal.
Ettie I. Roberts. H.L., graduate of College of Liberal Arts, North-
western I'niversity.
Eva Malone. one year in Vassar College, graduate of Decatur High
School.
Enrollment in high scliool 50
Total enrollment in grades and higli scliool 1*14
Number of girls graduated last year (1903) 0
Number of lM)ys graduated last year (ltX).3) 4
Number in this class that went to college 3
Number of graduates since school was organized (Mi
Number of tliese wlio liave attended college 15
DANVILLE HKiH SCHOOL.
O. C. Pratt, Suiierintendent.
Organized. 1HT9. Commissioned. 1S95.
Superintendent.^, witli dates of service:
J. F. Albin 1879-1880
Libbie .larrett 1880-1882
F. F. I»ragg 1882-188:5
Milton .1. Mallory 1888-1888
A. Jones 188H-1890
H. J. Shafer 1890-1892
F. M. Saxtcm 1892-1894
P. V. Voris 1894-1897
Orville C. I»ratt 1897-1904
Principals and assistants:
Principal, C. W. Baton; assistant. Grace Welshans.
EDUCATION IN INDIANA. 281
High school teachers and subjects they teach:
Orville C. Pratt, German, Commercial Geogi-apliy and English His-
tory.
Chas. W. E>aton, Mathematics and Science.
Grace H. Welshans, Latin and English.
M. A. Keeney. English and History.
Average yearly salary of high school teachers, including superintendent.
$6C0.
Training of teachers:
O. C. Pratt, Ph.B., DePauw.
C. W. Eaton, Valparaiso Normal.
Grace H. Welshans, undergraduate Chicago University.
M. A. Keeney.
Enrollment in high school 75
Total enrollment in grades and high school 425
Number of girls graduated last year (1003) 11
Number of boys graduated last year (1903) 5
Number of graduates since school was organized No data
Number who have attended college No data
DARLINGTON HIGH SCHOOL.
Daniel Freeman, Superintendent.
Organized, 1896. Commissioned, 1903.
Superintendents, with dates of service:
O. H. Ghriest 1890-1900
W. S. King 1900-1903
Daniel Freeman ' 1903-1904
Principals and assistants:
Assistant, W. B. Rodman 1896-1898
Assistant. Adam Carrick 1898-1901
Assistant, Margaret Weesner 1901-1904
High school teachers and subjects they teach:
Daniel Freeman, GJoometry, General History, Latin, German.
Physics.
Margaret Weesner, English, General History, Algebra, Physical
Geography.
Average yearly salary of high school teachers, including superintendent.
.^564.40.
Training of teachers:
Daniel Freeman. Ph.B.. Earlham College, and graduate of Indiana
State Normal.
Margaret Weesner, Indiana State Normal and undergraduate In
State University.
Enrollment In high school 63
Total enrollment in grades and high school 260
Number of girls graduated last year (1903) 7
Number of boys graduated last year (1903) 2
Number in this class that went to college 2
Number of graduates since school was organized 45
Number of these who have attended college Stoics
282 EDUCATION IN INDIANA.
DECATUR HIGH SCHOOL.
II. A. Hartman, Superintendont.
Organized, 1878. Coinmissionod, 1894.
Superintoiideiits, with dates of service:
S. G. Hastings 1878-1881
C. G. White 1881-1883
G. W. A. Luckj' 1883-1887
C. A. Dugan 1887-1801
J. I^wis 1891-1802
A. D. Mofifett 1892-1896
IA>11 M. Segar 1890-1897
W. F. Brittson 1897-1899
II. A. Hartman 1899-1904
Principals and assistants:
W. J. Meyer.
Miss 1^11 M. Segar.
H. D. Merrell.
C. E. Hocker.
High school teachers and subjects they teach:
C. E. IIocktT, Math(Mnatics.
Miss Ros4» L. I>unatlian. Latin and History.
Miss Sophia Luzzader. English.
J. B. Dutcher, Science.
W. J. Creig, Comraercial.
Average yearly salary of high school teachers, including superintendent,
$(572.5<).
Training of teachers:
II. A. Hnrtnian, A.B., Ph.D., Ann Arl>or and State College Alabama.
C, E. Hocker, undergraduate Indiana University, one year.
Hose L. Dunathan. A.B., Ohio Wesleyan University.
Miss Sopliia Luzzader, A.B., Indiana University.
J. B. Dutcher, A.B., Tri-State Normal.
W. J. Creig, Vories Business College.
Enrollment in high school 07
Total enrollment in grades and high school 825
Numl>er of girls graduated last year 4
Number of boys graduated last year (1903) 2
Number in this class that went to college 1
Number of graduates since school was organized 216
Numl)er of these who have attended college 56
EDUCATION IN INDIANA. 283
DELPHI HIGH SCHOOL.
E. L. Hendricks, Superintendent.
Organized, 1872. Coniuiissioned, 1872.
Sui>erintendent8:
D. I>. HIakeman.
A. W. Dunkle.
W. II. Hershinan.
W. S. Almond.
E. L. Hendricks,
J. M. Hitt.
John H. Shafer.
Principals and assistants:
K. U. Smoot.
G. W. Julien.
S. B. McCracken.
J. M. Culver.
D. C. Ridgeley.
F. C. Whitconil).
Emma H. Shealy.
Jas. O. Engleman.
lligli schoo! teaclKM-s and subjects they teach:
J. O. Enjrleman. Principal, Mathematics, History, Latin.
F. J. Hreeze. Science, American I^iterature.
Anna M. Si-lifill, Literature and I^iitin.
E. Jj. Hendricks, Superintendent, History.
Averajce yearly salary of hi>?li school teachers, including superintendent,
$881.25.
Training of teachers:
E. L. Hen<lricks, sui»erintendent, graduate of Franklin College; A.M.,
Indiana University; summer in University of (Miicago; summer in
Harvard.
J. O. Engleman, graduate Indiana State Normal; correspondence
work in University of Chicago.
F. J. Breeze, graduate Indiana State Normal; chemistry work In
Purdue University.
Anna M. Scholl, graduate St. Mary; one year post-graduate St. Mary:
one term Indiana University.
Enrollment in higli sdiool 114
Total enroiluKMit in grades and high school 456
Number of girls graduated last year (1003) 15
Number of boys graduated last year (1903) 5
Number in this class that went to college 2
Number of graduates since school was organized 288
Number of these who have attended college GO
284 EDUCATION IN INDIANA.
DUNKIRK HIGH SCHOOL.
C. E. Vinzaut, Superintendent.
Organized. 1801. C^ommissioned. 181)8.
Superintendents, with dates of service;
Elias Boltz 1801-1807
H. S. Gray 1807-1902
C, E. Vinzant 1903-1904
Principals and assiRtants:
G. 0. Powers.
Ruth P. Stone.
W. H. Budders.
Aita Branagan.
High school teachers and subjects they teach:
G. C. Powers. Mathematics and Science.
Ruth F. Stone. Latin and English.
(>. E. Vinzant. History.
Average yearly salary of high school teachers, including superintendent.
$700.
Training of teachers:
G. C. Powers, graduate Earlhani.
Ruth Stone, DePauw. three j-ears.
C. E. Vinzant. graduate State Normal.
Enrollment in high school 60
Total enrollment in gi-ados and high school 050
Number of girls graduated last year (190.'',) 0
Number of lioys graduated last year (100;5) 0
Number in this class that went to college 3
Number of graduates since scliool was organized Records burned
DUBLIN HIGH SCHOOL.
J. C. Mills, Superintendent.
Organized, 1871.
Superintendents, with dates of service:
W. W. White 1871-1874
John Mather 1870-1881
R. N. Johns 1881-1882
J. McNeil 1882-1885
Victor C. Alderson 18a5-1887
T. A. Mott .1887-1801
F. L. Harris 1801-1802
D. R. Ein»arger 1892-1803
J. R. Sparlcs 1893-1805
S. B. Plaskett 1805-1897
A. L. Ellabarger 1807-1808
H. D. Nicewanger r 1898-1000
W. D. Cook 1000-1001
J. C. Mills 1001-1904
EDVCATWN IN INDIANA.
S
1
WliM
1
1
,1 .,-.„™^s^i-—
.__^»
iimd
Dublin High School.
iiid ai
Pr[Dci|>uls
Mrs. M. E. F. Stewart-
High school teacbcrs and subjects Ibey teacb:
Mra. Stewart, Latin, English, part of work In Science.
Mr. Mills, Mathematics. History and part of work In Science.
Average yearly salary oC high school teachers. Including superintendent,
$580.
Training of teacbers:
.1. C. Mllla. undergraduate Earlhnin, three years.
Mrs. Stewart, graduate Indiana State Normal; undergraduate Indiana
State Dnlveralty, one and one-balf years.
Enrollment in high scbool 3S
Total enrollment in grades and high school 200
Number of girls graduated last year (1903) 2
Number of boys graduated last year (1903) None
Number in this class that went to college 2
Number of graduates since school was organized 151
Number of these who have attended college 78
286 EDUCATION IN INDIANA.
EAST CHICAGO HIGU SCHOOL.
Win. C. Smith, Superintendent.
Organized, 1808. Commissioned, 1902.
Superintendents, with dates of service:
Irwin F. Mather 189&-1901
Wm. C. Smith 1901-1904
Principals and assistants:
I*rincipal, A. G. Slocomb; assistants, Flora B. Bronson, Ella M. Ly-
ons, Bertha Wat kins, Kmelie Pooley. Carrie B. Hemenger, Mau-
tia Bloom, May Rolfe, Kathryn Slieets.
High school teachers and 8ul)jects they teach:
A. G. Slocomb, Algebra, Arithmetic, Geometry, Commercal Law.
Flora B. Bronson. Latin, German.
Ella M. Lyon.s English, History.
May llolfe. Physiology, Physical Geography, Physics, Botany, Chem-
istry.
Katliryn Sheets, Boolil^eeping, Shorthand.
Average yearly salary of higli school teachers, including superintendent,
$7S5.G(;%.
Training of teachers:
W. C. Smitli, Washington University, two years; Normal, two j'ears.
A. G. Slocomb, B.S., Valparaiso.
Flora H. Bronson, A.B., Valparaiso: undergraduate University of Chi-
cago, two years.
Ella M. Lyons, undergraduate Indiana University, one-quarter year;
University of Chicago, one-half year.
May Uolfe, A.B.. University of Illinois.
Kathryn Sheets.
Em'ollment in liigli scliool 58
Total enrollment in grades and higli school 800
Xunilier of girls graduated last year (11)(.K{) 2
Number of boys gniduated last year (1903) 4
Number in this class that went to college 4
Numl>er of graduates since school was organized 21
Numl>er of these who have attended college 5
EDINBUIU; HIGH SCHOOL.
C. F. Patterson. Superintendent.
Organized. lS7r>. Commissioned, 1880.
Superintendents, with dates of service:
.lohn Martin 1807-1878
J. C. Eagle 1878-1888
\V. B. Owens 1888-1894
Chas. F. Patterson 1894-1904
EDUCATION IN INDIANA. 2S7
l'rliici|ialit tint] ossltitniitD:
Jiiiilo DunilDg.
C. M. JIoDnnlul.
J. II. Haj-woitli.
Lcvii M. Foster,
llifsli Kcliuol teiictiors nud HtiliJt-clM Ihoy toach:
MIkh Ia-vii M. l-'OHlpi-, Mii1lii'iiiiilk-M ntiil I^itlii.
Avi'r:iK» yeurlj- Knlurj' of 1lI);1i kcIiiioI ti'nchui^. liieliiilliiK KUiii>i'iiil(>iiil('tit.
TriiliiiiiK or tt'iLi'liL-iii:
('. F. I'iitlfrsoii. WiiIi.ikIi luiil Vrniikllii (VIIi-ki*. rmfi'SHioiiiil niKl
Lire Stiite I.lii'llsi'H.
U'vu M. Foslpr. IikUiiiiu riilvcrslly.
Knrolliii.'iit ill hit'li scliwl 7(1
T'ltiil I'liriilliiiciit In Ki-julcH Jinil hi«1i ki-Ii.h)1 Ms
NiiiiiliiT of Klrls ;miilii;i1(il IiihI yi-nr (lIKKll II
XiiiiiliiT iif iMiys KriiiliiiiliHl liiNt yciir ilSKKli T
Niiiiil»T in lliis I'liiss Hint \v<'iit III ciilli-|;t< .~>
XiiuiliiT iif tiriitliinli'M siiifi- Nchniil wiiii iirtniiiliHiI ■'""
NiimiiiT of tln'Ki' who liiiv.' ulIi-tiilMl (■..ih-iii' 1.'."
East (Jhi('A(!o High BriiooL.
288 EDUCATION IN INDIANA,
KLKHART HIGH SCHOOL.
I>. W. Thomas. Superintendent.
Organized. 18G8. Conlnli.s^5ioned, 188(3.
Superintendents, witli dates of service:
Valois Rutler 1868-1870
J. K. Waltz 1870-1874
J. M. Strasburj,' 1874-1875
M. A. Barnett 1876-1879
A. P. Kent 1879-1882
T. B. Swartz 1882-1880
D. W. Thomas 188<?-1V)()4
Principals and assistants:
Nellie Smith.
Mary E. Gordon.
Serene E. Uoadley.
Lydia A. Dimon.
Sarah D. Harmon.
Chas. M. Van Cleave.
Geo. W. Barr.
A. G. Hall.
Leonard Conant.
Theodore Johnson.
Horace Phillips.
Z. B. Leonard.
S. B. McCracken.
High school teachers and subjects they teach:
S. B. McCracken, Physics and Chemistry.
Clara Van Nuys, English Literature.
Ella V^llkinson, Latin.
A. M. Smith, Mathematics.
Ella Rice, American Literature.
Hetta Speas, Biology.
Wm. O. Lynch, History.
C. W. Blanchard, Commercial Subjects.
W. L. Gard, Assistant in History.
Elizabeth Aitken, Assistant in Mathematics.
Average yearly salary of high school teachers, including superiiitendeiil,
$868.64.
Training of teachers:
D. W. Thomas, superintendent, A. B., A. M., DePauw University.
S. B. McCracken, A.B., Indiana State University.
Clara Van Nuys, Indiana State Normal.
Wm. O. Lynch, Indiana State Normal. Indiana State University.
C. W. Blanchard, Indiana Central College, Fayette Normal Univer-
sity, Ohio.
Amandus M. Smith. Bucknell University, Pa.: Pennsylvania State
Normal.
Ella E. Rice. Michigan University, one year.
M. Ella Wilkinson. New York State Normal.
EDUCATION IN INDIANA. 289
Ketta E. Speas, ludiaua State Normal.
Willis L. Oard, Indiana SUite University.
Eliza l)eth Aitkeu, Michigan State Normal.
Enrollment in high school 252
Total enrollment in grades an^ high school 2,764
Number of girls graduated last year (1903) 22
Number of boys graduated last year (1903) 9
Number in this class that went to college 3
Number of graduates since school was organized 496
Number of these who liave attended college 60
EI.WOOI) HIGH SCHOOL.
(\ S. Meek, Superintendent.
Organized, 1889. Commissioned, 18Sn.
Superintendents, with dates of service:
T. F. Fitzgil>bon 1890-1901
C^has. S. Meek 1901-1904
F^rincipals and assistants:
(Uias. S. Meek 1892-1894
John Freeman 1894-1898
L. D. Owens 1898-1901
J. G. Collicutt 1901-1903
V. W. Owen 1903-llKM
High school teachers and subjects they tea<'h:
Everett Owens, Mathematics.
Chas. Haseman. Mathematics.
Otto Sperlin, English.
Edward McDonald, English.
Ida Webb, History.
(J«H). I>. Shafer, Science.
Edna Chaffee, German.
Lucy Poucher, I^atin.
Average yearly salary of high school teachers, inchiding superintendent.
$786.
IVaJning of teachers:
Clias. S. Meek, A.B.. University of Indiana.
Everett Owens, A.B.. University of Indiana.
('has. Haseman. A.B.. University of Indiana.
Otto Sperlin, A.B.. University of Indiana.
Geo. D. Shafer. A.B.. University of Indiana.
Ethel Chaffee, A.B., DePauw ITniversity.
Lucy Poucher. AB.. DePauw Universty.
Ida Webb. Indiana State Normal.
Enrollment in liigh school 245
Total enrollment in grades and higli school 2,670
NumlK*r of girls gi*aduated last year (1903) 10
Numl>er of boys graduated last year (1903) 13
Number of each in this class that went to college, boys. 4: girls 5
Number of graduates since school was organized 176
Number of these who havt* attended college 40
19— EouoATioir.
290 EDIJCATIOS IN INDIANA.
FAIUMOL'NT HIGH SCHOOL.
('. II. Copeluud, Superiiitoiideiit.
Or^aiiizod, ISIMJ. Comiiiissioiica, 1801).
SupcrlnttMidriits. ^vitli dates of servUro:
K. \V. lliinolick 180r»-lS07
<\ H. Copeland 18J)7-1904
Principals aud assistants:
M. E. Monaliau.
W. L. Jay.
M. N. Iladloy.
.1. ('. Cast Ionian.
II. C. lirandon.
Ilijrli sclmul t(»a<"lHM's an<l sul»jc<*ts tliey toat'li:
ir. C. Krantlon, riiyslcs and Gconiotry.
I.. C. U<)lK»y. Kn^lish and Al>;obra.
K. I>. Sniiili. English and History.
.Tosophino Alu'I, Latin and Gorman.
C. H. Cop(»land. liotany.
Lonora Honton, Music.
Avcraso yearly salary of hi;xli school teachers, including BUi>erinteiident.
$r)(X).
Training; of t{»achcrs:
C. II. Copoland, A.M.. Indiana University, Superintendent.
H. C. Hrandon, A.H., Indiana Uidvorsity. Principal.
It. I). Smith. Indiana Stale Normal K^'Juluate.
.foscphine Abel. A.H., Indiana University.
L. <'. iJol.ey. A. 15.. Wahash College.
I.ciu»ra Denton. Thomas Xormal Traiidnjr Sch<K>I, Detroit, Mich.
Kiiroiimcnt in Iii;j:h .sdiool 110
Total enrollment in jrrades and high school 850
Number of girls graduated last year (1!)0'>) 7
Number of boys gradual ed last year (11)0.3) 2
Number in this class that went to college— girl 1
Nundjer of graduates since school was organized 38
Number of these who have attcMided college 5
EDiJc.vnoN IX ixnr.ihw.
292 EDUCATION IX INDIANA.
FI.OUA HIGH SCHOOL.
J. S. Slalmugh. Suporintt'iideiit.
Orgauized, 1892. Coiimiissloiied. HK>2.
Superintendents, with dates of service:
I . F . My er 1 8J)2- 1 8JM
E. N. Canine 181M-1897
Geo. B. Asburj' 18t>7-liH):5
.Taney S. Slabaujrh 1903-1904
Principals and assistants:
<). H. BottorflF, principal.
K. J. Todd, assistant,
nijfli s<'Ii<K»I teachers and subjects they teach:
.1. S. Slabaugh. History and Latin.
(). H. Botorff, English and I^tin.
K. J. Tculd, Mathematics and Science.
Averag(» yearly salary of high school teachers, including superintendent,
$500.
Training of teachers:
J. S. Slabaugh, graduate of Indiana State Normal, senior in Indiana
University.
O. B. Bottorflf, A. B., from Indiana University.
E. J. Todd, undergraduate of Indiana University, three years.
Eiu'oUment in high schcml iVl
Total enrollment in grades :ind higli scliool IWO
Numl>er of girls graduated l:ist year (llKK'b 4
Numlier of l>oys gniduatcd last year (1SH»:{» <i
Xuml>er ill this class that went to college None
Nnmb«»r of graduates since scliool was organi'/:>d 58
XuiiiImm" of these who have attendetl college 12
EDUCATION IN INDIANA. 293
KOia VILLE IIUJII SCHOOL.
W. A. Mj'iTH. SuiH»iiuteudent.
Orj^niiizt^il, ISlNi. Commissioned, 180t).
Superiiitt'iuleiits, witli datrs of siTvicc:
J. W. Jay 1S1)5-1SKX)
William A. Myers 190U-1904
PrinclpalK and assistants:
J. M. I'ojnie, W. A. Myers, W. A. Bowman, H. W. WoltV, .lames
A. Moody, O. L. Morrow.
High scliool teachers and subjects they teaeh:
\y. A. Myers. Algebra, Botany, Cieero, American Literature, Amer-
ican History, Civics.
O. L. Morrow, (Jeometry. Physics, beginning Latin, Ciesar, English
Literature, IMiysical < Geography, Ancient History.
('. H. (irilTey, Algebra, Literature, Composition.
Averag(» yearly salary of high school teachers, including superintendent,
Training of teachers:
W. A. Myers, suiKn-intendent, A. B., 181K>: A. M., 1899, Indiana Uni-
versity.
(). L. Morrow, principal, graduate Indiana State Normal School.
C. H. (iriffey, undergraduate Butler College. tw(> terms.
Knrollment in high school (190:M>4) iV2
Total enrollment in grades and high school 1^17
Number of girls graduated last year (11M)8) 7
Number of boys graduated last year (19fK^) 2
Numlier of each in this class that went to college-
Girls 1
Boys 1
Number of graduates since sch(M)l was commission<Ml S.')
Number of these who have attended college X^
294 EDUCATION IN INDIANA.
FOUNTAIN CITY HIGH SCHOOL.
B. W. Kelly, Snperintondent.
Orf^anlzea. 1872. Commlssioued, 1902.
Snporiiitentlonts. with dates of service:
David F. White 1872-1873
John Mather.
Mary E. Harris.
Lucius Fall.
Abbott Mott.
Mr. Woolford 1885-1880
J{. E. Kirkman 1886-1888
Dan Barrett 1880-1800
J. M. Meek 1801-1805
A. L. MlabarjrtM- 1806-1808
C. A. Thoruburg 1800-1003
Principals and assistants:
B. W. Kelly, sui)erinteudent.
Carrie B. GriJIis, principal.
High school tea<'hers and subjects they teach:
B. W. Kelly. English. History, Physics.
Carrie U. (irillis. Latin, Algebra. Geometry.
Average yearly salary of high school teachers, including superintendent,
$<»00.
Training of teachers:
B. W. Kelly, superintendent, B.. S.. Earlhara College.
Carrie 1^. (triflis, principal, undergraduate Indiana University, one
year.
Enrollment in high school 25
Total enrollment in grades and high school 225
Number of girls graduated last year (]1H);3) 1
Number of l)oys graduated last year (1003) 1
Number in this class that went to college None
Number of graduates since school was commissioned No data
Number of these who have attended college No data
Enua.vnoy ly i\niA\A.
290 EDUCATION IN INDIANA.
FOWLER HIGH SCHOOL,
l^wis Hoover. Suiieriiitendout.
Organized. 18S<>. CommiHHioneil, ISJir*.
Superlnteiuloiits, with dates of service:
Lewis Hoover 1(KK>-1»M
Louis Lambert IgoevUKXi
T. F. Berry lHn7-18«»
Burton Berry 188M-1897
P. V. Voris 18ini.l8JM
W. J. Bowen ISniMWJ
Samuel Lilly 1888-18tW
Mr. Brunton 18S7-1888
Mr. Buckley 18Ht;-18S7
W. J. Bowen 18S5-188«;
Principals:
J. H. Stanley 10UCM004
EdwBrd Gardner 1902-1903
J. G. Perrin 1901-1902
J. A. Linebnruer 18SW-1901
Cora Snyder ISJKVISOO
Higfli 8(*hool teachers and sul)ject« they teach:
J. H. Stanley, Latin and Mathematics.
Rose E. Hay, History and Enfflisli.
Average yearly salary of high school teachers, including superintendent,
$7i{8.3.3.
Training of teachers:
I^wis Hoover, sui)erintendent. graduate high school. Hagerstown,
Ind.: graduate Indiana State Normal: doing senior work in Earl-
ham College.
J. H. Stanley, graduate Indiana State Normal: doing senior work in
State University: Chi<-ago University, summer. IIKHI.
Rose K. Hay. graduate liigh school, Vermillion. 111.: Westfield Col-
lege. Illinois, two years: Indiana State Normal, two years.
Enrollment in high scIkm*! 70
Total enrollment in grades and high scliool 372
Number of girls gradunte<l hist year (11H):{» 12
Numl>er of boys graduated Inst year (IIMK'^) 5
Number of each in this class tliat went to college-
Girls 1
Boys 3
Numl)er of graduates since school was organized 137
Number of these wlio have attended college 49
EDUI'iriON IX IXDIANA.
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298 EDUCATION IN INDIANA.
FRANKFOUT HIGH SCHOOL.
Kdwiu S. Monroe, Superintendent.
Organized, 1875. Commissioned, .
Superintendents, with dates of serviee:
E. H. Slatey 1866-1872
J. P. Rous 1872-1874
J. E. Moxton 1874-1876
Richard G. Boone 1876-1886
E. E. Griffith 1886-1890
B. F. Moore 1890-1899
H. L. Frank 1899-1901
George L. Rol>erts 1901-1903
Edwin S. Monroe 1903-1904
Principals and assistants:
J. S. Ludlam, J. F. Millpaugh, A. M. Huycke, J. F. Warfel, C. E.
Newlin, I). K. Goss, J. A. Wood, J. A. Hill, J. J. Mitchell.
High school teacliers and subjects they teach:
J. J. Mitchell, Mathematics.
F. W. Smith, Science.
O. A. Rawlins, Science.
William Robison, Mathematics and English.
Christiana Thompson. English.
Anna M. Claybaugh. Latin.
Alice Hadley, History.
Average yearly salary of high school teacliers, including superintendent,
$900.87.
Training of teachers:
J. J. Mitcliell, A. B., Indiana University.
F. W. Smith, graduate Indiana State Normal.
O. A. Rawlins. A. B.. Indiana University.
William Robison. A. B., Indiana University.
Christiana Thompson. A. B.' Otterbein University.
Anna M. Claybaui;h. graduate Indiana State Normal.
Alice lladley. graduate Indiana State Normal.
Edwin S. Monroe. superintencbMit, A. M., Hanover College.
Enrollment in IulMi school 282
Total enrollment in grades and high school 1,015
Number of girls graduated last year(l9:).*Ji M
Number of boys graduated last year (ll>0:b 14
Number of each in this cLiss that went to college- -
Boys 3
Girls 3
Number of graduates since scIk^oI was organized 405
Number of tluse who have attendi'd t-ollege 100
EDUCATION IN INDIANA. 209
FKANKt'ouT Hmii Si'
:^»00 KDTtrATroX TX TXDIANA.
FKANKI.IX HIOII SCHOOL.
II. H. Wilson. SiiiK*riiiteii(UMit.
Ori^nuized, 1H71. CoininissioiUMl. .
Superintendents, with flates of service:
F. M. Ferguson 18«G-1871
II. H. Boyce 1871 -187n
E. B. Thompson. 1874-187.1
Mr. Hunter 1874-187ri
Mr. Martin 1875-1881
Mr. Kemp 1881-1882
Arnold Thompkins 1882-1885
Mr. Klrseh 1885-188i;
W. J. Williams 1887-180^
Will Featheringill 18i«-18n8
N. C. Johnson 1898-191)0
Horace Ellis 1900-1902
H. B. Wilson 1902-1904
Principals and assistants:
Mrs. Boyce. Mrs. Thompson. Miss Nelly, Mrs. Martin. Mrs. White.
Mary Adams. Mr. Barnett. E. I.. Stephenson. Mr. Martin. Kitty
Palmer. Alva O. Neal, C. K. Parker, Geo. B. Ashury.
High school teachers and subjects they teach:
Geo. B. Asbury. principal. Latin.
Herriott Palmer, History,
('lara Hannaman, English.
Nettie C'raft, S(?ience.
N. C. (Crimes. Mathematics and <ierman.
Margaret Pritchard, I^itin and English.
Ethelwyn Miller. Latin and Mathematics.
.\v(»rage y(»arly salary of high school teachers, including sui^ertntendent,
$708. I
Training of teachers:
H. B. Wilson, superintendent. Indiana State Normal, graduate; In-
diana Thiivcrsity. t^vo years.
(ftH)rge U. Asbury. graduate Indiana State Normal: undergraduate
Indiana University.
Herriott C. Palmer, Franklin College, B. S.. Ph. M.. summer school.
Clara Hannaman, Franklin College, three years.
Nettie C. Craft, Franklin College, B. S., summer school.
N. C. (Trimes, Michigan State University, three years.
Margaret Pritchard. Franklin College, A. B.
Ethelwyn Miller, Franklin College; Boston University, one year.
Enrollment in high school. . ; : '.'.T7 . 77'. 215
Total enrollment in grades and high school. » 8*B
Number of girls graduated last year (1903) 9
Number of boys graduated last year (1903) 2
Numl>er in this class that went to college 5
Number of graduates since school was organized 299
Number of the.se who have attended college 175
EDUCATION IN INDIANA. 301
I'KA.NKTON H[(iII HCHOKl,.
J. U. rnpiii. 5iiiK-rlnt<.>ii(l<'Ut,
Ui-gmilzHl. IMI7. ('uiiiiulrtNloiu'il. AjHil l'-*. IKlili: JIiij- 2H. IWrj. hikI Niivfui-
Ih-i- a. UMKl.
yillHTlntplHU'lllS. Willi llHtl'S of HITVlcf;
J. 11. FnRun 1«17-U)I)4
I'rIiii-liiHiR aud iiKKlHiiiiilx:
l". E. Grepuf, inliiciiiiil ISlT-liKdi
I,. Klimclie Mciry. pHucliwl Hm«»-li>iv4
K Rliinctie Merry. nuKlstaiit 1S!)R-I!»0(i
.1. H. Staiilpy, iinhIhIiiuI 1!KIO-]!)01
(irncf Trlplctl. asslstiint JSHil-lflti-J
>[allsMn B, Furr. fisslstant IIXK-IIMV)
Hlph Ki'luKil tcaHuTK ii;iii siii>Jp,-t« lli.'.v leiipti:
1.. Itttiiic1ii> Merry, Kni.'tl)'!) mid Hlntory.
Muli-wi B. Kiirr. Latin ninl Sdi'iiic. I'liysks. Cht'mlBt ry.
J. B. Kkkihi, MatlieuiHlifs.
Average yearly siiliiiy of lilgU enrliwl teuthei's, lui.-ludliig BUinTliileuafiil.
*7aC.U0%.
302 EDUCATION IX INDIANA.
Traininj? of teachers:
M:ilissa B. Furr, A. B., Eminence College, Kentncky; graduate In-
diana State Normal.
Bliinclie Merry, ^aduate Indiana State Normal; student Michigan
State University.
J. B. Fagan, graduate Indiana State NormaL
Enrollment in high school .%
Total enrollment in grades and high school 250
Number of girls graduated last year (19f>3» 1
Number of l>oys graduated last year (190.3» 1
Number in this class that went to college 0
NumlK?r of graduates since school was organized 14
Numl»or of these who have attended college 7
GALVESTON HIGH SCHOOL.
Elmer E. Tyler, Superiutendent.
Organized, 181)5. Commissioned, 1903.
Superintendents, with dates of service: •
Elmer E. Tyner 10(>3.1»)4
Principals and assistants:
J. W. Laird, R. C. Ililiis, U. M. Stout, and Miss Ida Galbreath, as-
sistant; Elmer E. Tyner. and II. R. Bean, assistant,
lllgli school teachers and subjects they teach:
Elmer E. Tyner, Latin and Science.
II. R. Bean. Mathematics, English and Histor>'.
Average yejirly salary of high school teachers, including superintendent,
$<jOO.
Training of teachers:
Elmer E. Tyner, M. S.. Franklin Collcire. Indiana.
H. R. Bean, A. B., Toronto University. Canada.
Enrollment in high school 50
Total (enrollment in ;rrndes and high schnol 177
Nnmbor of girls graduated last year (190*>i 5
Number of br»ys graduated last year (19j).*») 3
Nun)l>er of each in this class that went to colleg(»—
(;ii-ls 2
Boys 1
Number of graduates since school was organized 19
Numl)er of these who have attended college 7
EDUCATION IN INDIANA.
jj
4
III
^H ^a^B^B^i-^" '™'™
i
^Sr*M^ ™ i^'N J
Galveston High School,
804 EDUCATION IN INDIANA.
r.ARUETT HIGH SCHOOL.
Ezra E. LoUar, Superintcudout.
Organized, 188J>. Com miss ioneil, 1805.
Superintendents, with dates of service:
Tlios. S. Merica 188<>-1890
Francis M. Merica 1890-1806
George M. Holte 1896-188D
Ezra E. Lollar 189$V-19a4
Principals and assistants:
Principals— F. M. Merica. Ella Vivian, (;po. M. Hoke, G. P. Thielen,
Efera E. I^llar, C. E. White, J. W. (^olel)ei-d, Estella Wolf.
Assistants— Maude Kradericlt, J. W. Colel>erd, Delano Brinkerhoff.
W. A. Hogue. J. B. Tarney. Verna Darby. '
High school teachers and subjects they teach:
Estella Wolf, Latin. English.
Verna Darby, Mathematics. Science.
Ezra E. Lollar. History.
Avt»rage yearly salary of high school teachers, including superintendent,
$070.00. .
Training of teachers:
Ezra E. Lollar A. B.. Otterbeln.
Estella Wolf, A. B.. Heidelberg.
Verna Darby. A. B.. Indiana TTniversity.
Enrollment in high school 64
Total enrollment in grades and high school (Jd4
Xuml)er of girls graduated last year (1903) 5
Number of boys graduated last year (1003) 5
Number in this class that went to college— Boys 3
Number of graduates since scliool was organized 104
Number of these who liave i^ttended college , . , 26
EDUCATION IN INDIANA.
C>ARRpiTT High
:;0C KDrfWTIoy fX IXDrAXA.
«;.\s I'lTV Hii;ii j^^.uooL.
OrirJiiiiz'Ml. IViJ, r'i.iiiij;i«.<:iiii«.-<J. IV. C
Siiii»Tiiit.«'iiil*iit«.. \\\*]i I hire's Mt" s4Tvi».-t*:
\V. i }. Wan i' k 1S!>4-1S!KI
A. II. Sh.r r lSi»l»UKH
J. H. J.-ITn-y lUiH-lOtM
rriiM'iii.'iIs ami as«.i-.raM-;:
15. I.. .M. Vi-ar. Mrs. W. o. Warrick. Mrs. A. II. Sberer, W. R.
S<-lioMiiii\»'r. K. N. raiiini'.
Ill'^li s«liiM»I t«ar|iir'« ami si:l»i«'rts ili»»y tf.-H.-h:
J. 11. .I«'lfrry. siij)'Tiiii»'iiil»'iit. Alirolira.
Vs. N. i'aiiiiM*. i>riii('ipal. History ami riiysic^.
Frain*-- N. rurry. Latin and <I«'niian.
Illizalir-tli r. M »•!;:<. Kn;;!isli.
.hi<f|ihiiif r.:-M\vn. Si-ii'iir«' ami Matln'niaiirs.
Av«'rau'«* y*-arly salary nf liitrh s«-hnol toarliiTs. indmliii^ siii)oriiiteiidont.
s<u;7.
Traiitintr of ti-aolifi's;
J. II. .frtTn-y. NM)M'riii!«'ml«'nf. A. H.. Indiana I'nivorslty.
I^. N. ranim-. priiiciiial. A. H.. Indiana University.
.Miss Fr- m«'s N. Curry. A. II.. Wo«ist«'r, (>.
.Mis> i:ii/al:ri|i I.. .M«'iu-s. i;. S. Purduo.
.Miss .In«»i*iiliiiM' r»i-o\vn. II. S.. Inwa (*<)ll»';rt*.
Kiii'»lhji«'nl ill liiu'li <rliu •! 40
'loial <'iii'i||riniii in i:iad«'S and lii;j:li srhnnj 790
NiiiiiliiT of ;;irls ;:r:M|uatt d last yrar (llMKIi 1
.Nnnihir nf iioys ;rraduatJMl last y«»ar jIIMi.'Ii 2
.\iinil:«'r in this c-la<s tliat wi-nl t<» ■•olh«ix(>- Pmys 2
.VuMihrr of ;:radnat«'s sinct' sclntol was orjranizt'd 14
Nuiiili»'r of ilicsp will) liavf atwiidt'd coll*';:*' 5
EDUCATION IN INDIANA.
Gas City High School,
:^08 EDViWTIOS IN INDIANA,
(iOODLANI) IIKJII SCHOOL.
M. A. Hl'St*'!', SUIKTilltClHllMlt.
Orgaiiizod, 1S8J). Coiiiinissiointl. 1S04.
Superintendents, with dates of serviee:
M. A. Uester 1903-1904
Prlneipals and assistants:
Mr. Huin!)ard. Mr. Joe H. Fa^jjan, Mr. Fretl AVeimar. Mr. Ctarri»<on,
Mr. Deest, Mr. H. A. Henderson: Miss Maud Ellis, Miss Eduu
Watson. May Huston.
Illgli srliool teaeliers and subjects tliey teaeli:
M. A. Hester, superintendent. (Jecunetry, History, KukHsIi, Latin.
H. A. Henderson. Hoolvlieepin^, History, Physics, Latin, Chemistry.
(geometry.
May Huston, En>;lish, Aljrei>ra.
AviM-a^e yearly salary of liigh selnM>l teaeliers, including sui>oriuteudent.
Training of teaeliers:
May Huston, Kranixlin (Ind.) Baptist College, four years.
H. A. Henderson. Battle ('reek. Mieh.. six years.
M. A. Hester, I)el*auw. Ind.; Brooliville, Ind.: M<M>res Hill Collogo.
Enrolliuent in liigli school fJO
Total enrollment in grades and high school SHO
Numlx»r of girls gi*nduated last year (10(>.Ti ;i
Number of boys graduated last year (1003) None
Number i^f each in this clnss tliat went t(» college None
Number of gra<luates sln<-e the si-h<K»l was organl/.ed Not known
Number of these who have atteiKietl college 0 or 8
P.nVCATIOK IX rXDl.W'A.
GooDLAND High School.
310 EDUCATION IX INDIANA.
GOSHEN HIGH SCHOOL.
Victor W. B. Iledgepeth. Superintendent.
Organized, 1871. Commissioned, .
Superintendents, with dates of service:
D. D. Lulte July 1, 1871
Amijroso Blunt July 1, 1877
W. H. Sims July 1, 1884
J. F. Rieman July 1, 1899
V. W. B. Hedgeiwtli July 1, 1901
Principals and assistants:
Miss E. R. Chandler, principal; Miss M. Lawrence, Miss Hills, assist-
ant principals; Miss L. E. Michael, principal; D. J. Tyner, K, A.
Randall, G. Wuthrich, assistant principal.
High school teachers and subjects they teach:
I^illiau E. Michael, A. M., Latin.
Guy S. Wuthrich, Biologj'.
Emma L. Butler, A. B., English.
Elizabeth Dugdalo. History.
Edwin Jacobs, Ph. B., Science.
J. W. Bremer, German.
A. J. Gerber, Ph. B., Mathematics.
Mary Biggs, Commercial Department.
(Jrace Galentine, Assistant English and Mathematics.
Efflo C. Hessin, Music.
Victor Hedgepeth, A. M., Senior Mathematics.
Average yearly salary of liigh S(.*hool teachers, including superintendent,
$1)73.
Training of teachers:
Lillian E. Michael, A. M., Ohio University.
(iuy S. Wuthrich, Indiana lJniv(»rsity, 2V2 years, one year Valparaiso.
Emma Ta Butler, A. B., Chicago University.
Elizabeth Dngdale, Michigan University, two years; two-thirds year
Indiana Normal.
Edwin Jacobs, Ph. B., Wooster University.
J. W. Bremer, graduate Royal Seminary, Cologne.
A. J. (Jerber, I*h. B., Wooster University.
Mary Biggs, Commerical Department, Elmira one year, five months
Chicago University.
(irace Galentine. six weeks Butler summer school.
Effl(« C. Hessin, Boston and Chicago.
Victor Ilcdgepctli, A. M.. Bethany, Wabash.
Enrollment in higli scliool 323
Total enrollini'nt in grades and higli school 1,009
Number of girls graduated last year (IIHKJ) 26
Number of boys graduated last year (1903) 11
Number of each in this class tliat wont to college-
Girls 3
Boys 5
Nnml)er of graduates since school was organized 351
Number of these who have attended college 108
EDUCATION IN INIIUNA. 311
ni!> EDVCATtON IN INDIANA.
OOSPORT HIGH SCHOOL.
K. L. Tlioiiip«on, Superiiiteiideut.
Organized, 1870. Coniiuissluiied, 1892.
Superintendents, with dates of service:
W. W. Parsons 1870-1872
Bruee Carr 1872-1870
Samuel Lilly 187«M88»J
J. N. Spangler 188*W1887
Mr. Hubbard 1887-1890
Ira P. Baldwin 1890-1895
W. O. Hiatt 18!>fV-1898
Mr. Newlin 18S*8-1!MM»
Mr. Ragsdale 19<X>-1901
D. M. McCarver 15)01-1902
E. L. Thompson 1002-1904
Principals and assistants:
Miss Grimsley 1888-1891
Miss Rose Newconih lSJ)l-189:i
Miss Sallie V. Brown 18JKM81M
Miss Stephenson 18JM-18$»7
Miss Edith Morton 18J>7-18$W
Jacol> Kinney 1S97-1!HI4
Ilijrh sc1kk>1 teachers and snlijccts tliey teacli:
E. L. Tliompson, History, [-.iitin. Kngllsli. Chemistry, (J(»rnnin.
Ira P. Baldwin. Mathematics. Latin. Pliysics. Englisli.
Average yearly salary of liigh scliooi teacliers. including superintendent.
.15500.
triu-ollment in hlgli scli(»ol 48
Total enrollment in grades and high school 2nS
Number of girls graduated last year (190.*^) 11
Number of boys graduated last year (UMW) 7
Number in this class that went to college i\
Number of graduates since school was organiznl 270
Number of these who have attended college Not known
EDUCATION IN INDIANA. 313
(JREEXIWSTLP] HIGH SCHOOL.
H. G. Woody, J!?uperiiiteiident.
Organized, . ConmiiHsioned. .
Superintendents, with dates of service:
Reuben Raj?an 18H1-18H0
D. D. Waterman 186«-18(»7— 1868-1880
Gillum Ridpath 18<]7-18()8
L\ r. Cole 1870-1872
(Jeorge W. Uh» 1872-1881
J. N. Study 1881-1884
J. M. Oleott 1884-188(»
James Baldwin 188*^-1887
Robert A. Ogg 1887-18tl8
H. G. Woody 1808-1!K)4
Frineipals:
Miss Martha J. Ridpath 1882-li)(>4
High school teachers and subiects they teach:
Martha J. Ridpath. I^tin.
Florence Wood. English.
.It»<ssie E. Moore, Mathematics and Latin.
Mary E. Hickman, Biology.
Lillian E. Southard, History.
Elizabeth Towne, Mathematics.
Grace W. Birch. German.
W. M. Mc(»aughey. Physics.
Kate S. Hammond, Music.
Training of teachers:
In high school, university graduates. 100%.
In high school, with M.A. degi'tn*. 50%.
In grad(*s, university graduates. 5(>%.
Entire cori>», university graduates. t50%.
Entire corps with some college training. (>0%.
Entire corps, with some college or normal training, 10C>%.
Entire corps, with normal training, (J2%.
Enrollment in high school 207
Total enrollment in grades and high school 778
Number of girls graduated last year (1903) 18
Number of boys graduated last year (1903) 9
Number in this class that went to college 13
Number of graduates since scliool was organized 483
Number of these who have attended college. .,,...,.,.,., , . , . , 222
3U -EDUCATION IN INDIANA.
GUE'KNFIKLD HIGH SCHOOL.
W. C. Goble. Superiutondciit.
Organized, 1S75. Comniissioncd, 1871).
Superintondonts. with dates of service:
W. H. Sims 1877-1881
J(»lui W. Stout 1881-1883
M. ^r. StrasbuijL? 1883-1884
.1. V. Martin 1884rl889
W. H. (Hascoek 1889-18D1
Geo. S. Wilson 1891-1896
Alpliens J. Reynolds 1898-1901
.lohn H. Whiteley 1901-1901
Andrew E. Martin 1901-1903
\V. (\ Gol»l<» 1903-1901
Trincipals and assistants:
.Miss Mary E. Sparlvs 1878-1886
J. J. Petiit 1877-1878
(ieo. S. Wilson 1886-1891
Titus E. Kinsie 1891-1900
Elwood ^^orris 1900-1901
.John Whiteley 1901-190S
.Fohn IT. .Tohnston 1903-1904
lli;rh selnM>l teacliers and subjects they teach:
.Tohn H. Johnston, Enj?lish.
Francos L. Petit. Latin.
W. (\ Gohle. History.
Frank Larrabee. Mathematics.
Huirh E. .Johnson. Science.
Delia >L .Tanu»s. Music.
Averaj;e yearly salary of hlirh school teachers, including? superintendent.
Training:: of te-ichers:
W. C (Joi>le, sui)i rintendont. Indiana State Normal.
John IL Johnston, principal, \.l^.. State University.
Frank Larrabee. U.S.. Central Normal College.
Francis L. Petit. A.U.. Michijran State University.
Huffh E. .Tohnson.
Delia M. James.
Enrollment in hiprh school 168
Total enrollni(»nt in ^'rades and hijrh school 960
EDUCATION IN INDIANA.
!^
^A
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I^iIm
pit
;_:JB|
Greenfield High School,
31() EDUCATION IN INDIANA.
(JKKENSKT^KG IIKUI S(MIOOL.
Kliiior V. .lorinnu, SuprriiiU'iuhMit.
Orpinlzod, l»;i>.
Suporinteiideiitw. with dalos of service:
C. W. Harvey 18(59-1883
W. P. Shannon 188:M89i
G. L. Ro!)ertH 1897-1901
D. M. Goetinj: 19(»1-19U8
Elmer C. J er man 1903-1994
Principals:
Alfred Kummer.
W. P. Shannon.
C. L. Ilottcll.
Geo. Ij. Roberts.
Thos. L. Harris.
Edgar Mendenhall.
J. W. Rhodes.
Hi^h school teachers and subjects th(\v tea<*h:
J. \V. Rhodes, princiiml, Mathematics.
Eustace Fol(»y, Science.
Kate F. Andrews. English.
Cora K. Ragsdale, Latin and History.
Claribel WinchestiM*. Music.
Average yearly salary of high scliotil teachers, including superintendent,
$72(;.n(%.
Training of teachers:
John W. RlKHles. undergraduat(> Indiana Ihiiverslty.
Eustace Foley. B.S., Indiana rniverslty.
Kate F. Andrews, R.A.. Wcllesley College.
Cora Kemp Ragsdale. IMi.R., Franklin Colh»ge.
Elmer C Jerman. A.M.. Franklin College.
Clarlbel Winchester, undergraduate student in New England Con-
servatory of Music, Roston: Cincinnati Conservator.v of Music:
Potsdam State Normal, Potsdam, N. Y.
Enrollment in high school Ill
Total enrollment in grailes and high school SKVi
Number of girls graduated last year (IJMKb 10
Number of boys graduated last year (1!HK>) 12
Number in this class tliat went to college <»
Number of graduates since school was organize! 421
Number ()f the.sc who have altemlcd coUeg*' 'S"i
EDUCATION IN INDIANA. 317
lllyllf
«
r M nllll-i^Mif
•"■■^^^i^^**^ -tk
U i(Ui!:Nf>u[;K<t HiuH Scuoui..
318 EDUCATION IN INDIANA.
(JKKKNTOWN IIKJII SCHOOL.
II. E. Shephard, Siiporintendont.
Ovanulzod, 187!). Comniissioiied, 1001-02.
Siiporinteudents. witli dates of service:
Mosos Ileinmiller 1893-1805
lA'e Ohalfaiit 1895-1807
J. I). While 1897-1000
II. H. Dickey 1900-1003
H. E. Shepliard 1003-1004
rrincipals and assistants:
IVnelope V. Kern, principal; Etiie KInnlson, assistant.
IIIkIi scliool teacliers antl subjects they teach:
H. E. Shepliard. Mathematics and S(!ience.
Penelope V. Kern, English, Latin and German.
Etile Ki unison. E'uglish, Ijitln and History.
Avera;^e yearly salary of hijrh school teachers, including superintendent.
iP520.
Training of teachers:
H. E. Shephard. graduate Indiana State Normal; one year at Indiana
University.
Penelope V. Kern, A.B., lUitler College; Ph.R.. University of Chicago.
Ettle Kinnison. Pli.K., from Northwestern University.
Enrollment in liigh school 42
Total enrollment in grades and high school 335
Number of girls graduateil last year (1903) 4
Number of boys graduateil last year (190.*^) 1
Number in tills class that wont to college 1
Number of graduates since school was organized 13
Numl)er of these who have attended college 4
EDUCATION IN INDIANA. 319
Greentown Hkjh School.
'A
tV20 EDFCATrOX TN INDIANA.
riA<;KHSTOWX IIKUI SCHOOL.
O. L. VoriH. Sup<*rinti»iuleiit.
Organized, 1H7J). CoiiimissioiUHl, 1S8<>.
Superintendents, with dates of service:
lAH» Aiilt 187S>-188:i
U. Nelson 18S:MSS4
K. F. Wissler 1884-1887
v. V. Voris 1887-1892
B. V. Wissler 1»>2-I89:i
Lee Anil 18JVi-l»K)
O. L. Voris imMUfUM
Principal:
W. J. Kowden.
High school teachers and subjects they teach:
W. J. Bowden, Latin. Literature, (ieonietry, Algel»ra, Civil (Jovern-
nient, Physical (iiH»graphy and Psychology.
O. L. Voris. Latin. Literature. U]H»toric. (Jeonietry, Physics and
Botany.
Average yearly salary of high scluw)! teaichers, including superintendent.
$r>8G.
Training of teachers:
W. J. Bowman, graduate Indiana State Xornuil School.
O. L. Voris, gi'aduate Indiana Slate Normal School.
Flnrollinent in Idgh school <Ui
Total enrollment in grades and high school 2tVi
Nund»er of girls graduated last year (IIKKJ) 7
Nund)er of Imys graduated last year (190.*^) ri
Number in this class that went to college I
Numl)er of graduates since scliocd was organlzi'd 14*1
Number of these who have attended college 21
HAUTFOUI) CITY HKHI SCHOOL.
C. H. Dryliread. Superintendent.
Organized. 1S8(». CommissioncHl. 1S!>7.
Principals and assistants:
W. P. Mmllin. principal High Scliooi.
May C. Keynohls. supervisor of .Music and Drawing.
Higli scluM»l teaclicrs and sul)*ccts they teacli:
\V. P. Mmllln, English.
Jennie K. Hoover. Latin.
Wm. Kt»ed. Matliennitlcs.
Maris Pmtlitt. History and Civics,
James Simonton, Science.
.\verage yearly salary iti' liigh sc1uk)1 teacliers. including supiM'intendent,
EDUCATION IN INDIANA. 321
Trniiiing or tcaober»;
\V. I". Miidllii. KrmtHMti' of Sttiic Xoniiul; iiudergroiluiitp Slptf Tiii-
Will. Re«d, uiidericriKluiitc HiilKdale. tlirec years.
Jennie K. Hoover. UDtlertri'iKliiaie ('lik-aK<> Unlversliy. one year.
Mari:' I'rolHtt. umlertiraduate Fniiikliti CiilleKe. Iliree yenrx.
.lauieH KInioiitoii. Ki'iidimtr IikIIiuiii 1'iilverKlly.
Kurollmeiil lu hiKli xehool 70
Total enrollnioiit In grades oud UIkU scIhhiI 1.480
Number of gMn graduated taetl year (I!"):;! !1
Number of lioyw (cnidiiiilnl laHt yeitr (l»ii:f] 4
NiimlKT in thU ehiHs tbat went to eolleRe 0
Xiimlier of i;ra<JnnleK Hince mi-1iooI was orcmiixeil 141
i
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i
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1 . 1
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B
B^^^mSSm
sM
Haqkrstown HitiH School.
322 EDUCATION IN INDIANA.
IIOBAUT HIGH SCHOOL.
W. K. Curtis, Sui»erintoiulout.
()r;.'aiiizod, 1888. Conunissioned, 1898.
Sui»oriiitoiuk»nts, with dales of sorvico:
A. J. Smith 18SS-18S)-J
V. S. Gristy 18!i2-185)5
A. U. Hardosty 18i>.Vl!>{)l
W. K. Curtis 1I>;)M:k»4
rrincipals aud assistants:
(f. H. Thompson, priiiciital.
H. Alena Wolfe.
niv:li sch(M>l tearh(»rs and sub loots tliey toacli:
(f. H. Tliompson, English History. Stenojj;raphy, Botany.
H. Ait'iia Wolfe. Algebra. I«-itin, IMiysieal Geojrraphy, German.
W. K. Ciutis, Al;:ol)ra. IMiysics, Cliemistry. liooklceepiug.
Avna^^e yearly salary of hi^h srliool teachers, including superlntendeut,
^88G.(J().
Training of teachers:
<i. H. Tliompson. undergraduate Valparaiso College: eight terms In
institution.
H. Alena Wolfe. A.B.. Olivet Colle^'e.
W. It. Curtis, S.B., Valparaiso College: one year Chicago University.
Enrollment in high s<'hool 70
Total enrollment in j::rades ami high scImmiI 324
Number of girls graduated last year (llWKb U
Number of boys graduated last year (lIHKb 0
Number in this class that went to college 0
NuuiIkt of graduates since school was organized (52
Number of these who have attended college 5
EDUCATION IN INDIANA.
324 EDViwrioy IX IXniANA,
HAMMOND IIKUI S(^H()OL.
W. H. Hershman. Su|)erinton(lent.
Organized, 1SS7. (%)inmissloiHMl. ISDS.
Superlnteiul<Mils, with dat(*s of servi<H':
VV. C. Belman 188Ji-llNK)
W. H. Hershman IJNMMJMM
Principals aud assistants:
W. A. Hill, prlm-lpnl Iligli Scliool, Science and Bookkeeping.
Higli scliool teacliers and subjects tliey teach:
Annie Bassett, Mathematics.
Delia (iandy, I^tiu.
K\a Page, German.
(iuy C. Cantrell, Literature, English.
Minnie Haines, History.
Flora Merryweatlier, Stenography.
Agues Benson, Music.
Average yearly salary of high school teachers, including superintendent,
$824.
Training of teachers:
W. H. Hershman. superintendent, B.A., Indiana University.
W. A. Hill, B.S., Chii'ago TTniversity.
Annie Bassett, undergraduate.
Miss Delia Gaudy, Ph.M., Chicago University.
Kva I'age, Ph.M., Chicago University.
Minnie Haines, IMi.B., Northwestern University.
(fUy Cant well. A.B., Indiana University.
Agnes Benson, Tondin's Scliool of Music. Chicago Normal School.
Flora Merryweatlier. undergraduate.
Knrollnient in high school 120
Total enrollment in grades and high school 2.085
Number of girls graduated last year (ll)0:V) 9
Number of boys graduated last year (19():b 3
Number in this <'lass that went to college (»
Number of graduat(»s since school was organi/tMl nm)
Number of tliese who have attended collegt' 60
EmcATios ly rypjAXA.
Hammond High School.
326 EDUCATION IN INDIANA.
IIUNTINGBUKG HIGH SCHOOL.
F. B. Kepuor, Superintendent.
OrKaulzod. lSKr>. CommiHslouod, 1887.
Supoiintondonts, witli datt»s of servioo:
r. K. Clark 1872-1885
Milton IIorsl»orKer 1885-1886
F. S. MorgtMithaUM- 1886-18&2
J. T. Worsliam 1802-1900
F. I>. Churchill 1900-1901
F. H. Kcpnor 1901-1904
Principals and assistants:
Wiila McMahnn, principal.
Kdw. Fborhardt, lirst assistant.
I. A. Hcnton, second assistant.
Ill^h school toachors and subjects they teach:
Willa McMahan, Rnj::lish. Latin, Geometry.
Edw. Kl)erhardt, German.
LA. Hen ton, IMiysics. Botany.
F. B. Kepner, Alpelira, Knplish.
Averaixc yearly salary of hl^h school teachers, including Hupertntendeut,
Training of teachers:
F. B. Kepner, A.B., Indiana University.
Willa McMahan. .\.B., Indiana University.
Fdw. Fberhardt, A. B., Wesleyan I^nlversity.
L A. Bont(»n.
L'liroIIment in high school 52
Total enrollment in gra<les and high school 530
jXnmlMM* of girls graduated last year (10<>:{» 4
Number of boys graduated last year nOO.3) 4
Number in this class that went to college 2
Number of gra<luates since s<'hool was organized 90
Number of these who have attended college 40
EDUCATION IN INDIANA.
HvNTixiiHuiin Hiiin School.
328 EDUCATION IN INDIANA.
HUNTINiJTON HKiU SCHOOL.
W. P. Hart, Superintendent.
Organized* 1873. Commissioned, lStH>.
Superintendents, witli dates of service:
James Baldwin 1873-1883
Morgan Caroway 1883-1884
John Caldwell 1884-1887
Robert I. Hamilton 1887-1903
W. P. Hart 1903-1904
Principals and assistants:
P. C. Emmons, principal, (lernuui.
W. I. EJarly, assistant priiuipal. Mathematics and Science.
High school teachers and sul)jects tliey teacli:
Evangeline E. liewis. Mathematics.
Fredrica R. Tuclcer, English.
Frances E. Hutsell, History.
Mary E. Hartman, Latin.
S. J. Stauffachor. Commerce.
L. C. Ward, Science.
R. S. Crawford, Eligllsh.
Mary B. Cox, History.
Evelyn K. DeCew, Drawing.
Vivian I. Stoddard, Music.
Average yearly salary of high school teachers, Including superintendent,
$936.36.
Training of teachers:
P. C. Emmons, B.S., A.B., Central Normal College; A.B., Indiana
University; one-third of year graduate work Indiana University.
W. I. Early, A.B.. Indiana University: some graduate work at In-
diana University.
Evangeline E. Lewis, A.B., Indiana University.
Fredrica R. Tucker, A.B., DePauw University.
Mary E. Hartman, A.B., Indiana University; some graduate work
at University of Chicago.
Robert S. Crawford, B.L., University of Wisc(msin; some gracluate
work at University of Wisconsin.
Samuel J. StaufTacher, Ph.B., Northwestern College: graduate of
Northwestern Business College.
Louis C. Ward. A.B.. Indiana University: one-third year of graduate
work at Indiana ITniversity.
Mary B. Cox, Indiana State Normal: University of Micliigan.
Frances E. Hutsell. Indiana State Normal: Butler College; Univer-
sity of Chicago.
Evelyn K. DeCew, Michigan State Normal: graduate of Detroit Con-
servatory of Musir, Public Scliool Department, in l»oth Music and
Drawing.
Vivian 1. Stoddard, gi'aduate of Thomas Normal Training; special
training in Detroit Conservatory of Music.
F,mWATlon 7.V INDIANA. -ISfl
Knrollraeiit In high school 244
Total eurollment In gradps and high school 1.748
Numher of girle graduated last yonr (1!M>3» 14
Nunilicr of hoys graduated Inst year (1903) t!
Nniiiher In this class that went to college 5
Nunilier of graduates since scliuol was organized. . ;!ii<i
Niunlier of these who have ntiended college. ,...,.,.... \\Ti
Huntington High Schcx>l.
330 EDUCATION IN INDIANA.
INDIANAPOLIS MANUAL TRAINlxNG HIGH SCHOOL.
C. E. Emmerich, Principal.
Orgauizod, February, 1SU5. Commissioned, 38D5.
I*rineipal:
Clias. E. Enmiericli.
lligli school teachers and subjects they teach:
George A. AblK)tt, Chemistry.
Fislve Allen. Mathematics.
Harvey M. Appleman, Woodwork.
William H. Ballard, Woodwork.
Arthur J. Bean, Woodwork.
Emma S. Bopp, German.
Nellie M. Bowser. Latin.
Frank F. Bronson, Mechanical Drawing.
John 11. Carr, History.
Maria Leonard, Mathematics.
Paul W. Covert, Machine Fitting.
Margaret Donnan, E^iglish.
Violet A. Demreo, English.
Mary A. Da vies. Sewing.
Margaretta DeBruler, English.
Cora Emrich, English.
Willard F. Enteman, Mathematics.
Beatrice S. P^oy, English.
Anna J. Griffith, English.
Frank O. Hester, Mathematics.
Itobert llall, Latin and Greek.
Elizabeth C. Hench, English.
Julia C. Hobbs, Latin.
Leirion IL Johnson, Mechanical Drawing.
Emma E. Klanke, Mechanical Drawing.
Josephine M. Loomis, Cooking.
Mary It. Langsdale. English.
Anna M. T^ocke. English.
Hamiltt)n B. Moore, English.
Mary McEvoy. Stenography.
Kemper McComb, Englisli.
Emily McCullough. Sewing.
Frank K. Mueller. Mechanical Drawing.
Josepliine Brooks, French.
Robert Promberger. Foundry.
Harriet i\ Khetts, History.
Harriet E. Robinson, Matlienintics.
Laura Rupp. (Jerman.
Otto Stark. Fre(» Drawing.
Heh.Mie (i. Sttn-ni. German.
Milo H. Stuart, Botany.
Benjamin F. Swart hout, B(K)kkeeping.
William J. Thisseb», Bookkeeping.
EDUCATION IN INDIANA. 331
Kate A. Thompson, English.
Chambers H. Underwood, Physics.
Mabel West, Free Drawing.
Kate Wentz, Mathematics.
James Yule, Forging.
Ida M. Andrus, Mathematics.
Edith M. Compton, Sewing.
Warren H. Davis, WoodAvorls.
Francis M. Bacon, History.
Hermann S. Chamberlain, Physics.
Average yearly salary of high school teachers, without superintendent or
assistants, $955.
Training of teachers:
Charles E. Emmerich, Coblentz and Cologne, Prussia; A.M., DePauw.
Geo. A. Abbott, A.B., A.M., DePauw University.
Fiske Allen, A.B., Indiana University; Indiana State Normal.
Ida M. Andrus, A.B., Michigan University.
Ilarvey M. Appleman, Indiana Normal; Tri-State Normal, one year;
Purdue, one year.
Francis M. Bacon, A.B., University of Michigan.
William H. Ballard.
Arthur J. Bean, S.B., Worcester Polytechnic Institute, one year;
graduate work, same school.
Emma S. Bopp, Indianapolis Normal, one year; Kindergarten Nor-
mal, one year.
Nellie M. Bowser, A.B., A.M., Indiana University.
Frank F. Bronson, S.B., Purdue.
Josephine Brooks
John K. Carr, A.B., Butler; Ph.B., Chicago.
Edith M. Compton.
Hermann S. Chamberlain, A.B., Allegheny College; Case School, one
year.
Paul W. Covert. S.B., M.E., Purdue University.
Margaret Donnan, A.B., Chicago University.
Violet A. Demree, 01)erlin, one and one-half years; Mt. Holyoke.
one and one-half years.
Mary E. Da vies, Stockwell College Institute, two years.
Warren H. Davis, S.B., Worcester Polytechnic Institute.
Margaretta DeBniler, A.B., Rockport College Institute; A.M., Indi-
ana University.
Cora Bmricli, A.B., Butler; Ph.B., Chicago; two years graduate work,
Chicago.
Willard F. Enteman, Borden Institute; Indiana University, two and
one-half years.
Beatrice S. Foy, Indianapolis Normal, one year.
Anna J. Griffith, Chicago University, four terms; Indiana University,
one term.
Frank O. Hester, A.B., DePauw; graduate work. University of Chi-
cago.
Robert Hall, A.B., Butler College; A.M., Harvard, two years.
:{;{L> i:i>i'(\\Ti()X ix ixdiaXa,
Elizjibetli C. Heiicli, I»li.H.. Michlpiii Uiilvorslty: Cambridge, fing*
laud, one year; Hryn Mawr. two years.
Julia (?. Ilobbs. A.B., Chicago rniversity.
lA'irion II. Johnson. rh.B., l.'nivorsity of Vonnont: Cooper Union:
Pratt Institute.
Emma E. Klanko. I*ratt Institute.
Maria Leonard, Butlor. two and one-half years.
Josephine M. Lftoniis. Pratt Institute.
Mary U. Laiii^sdnh*. A.H.. DePauw: .M!<higan, one year.
Anna M. I^eke, A.H.. A.M.. Cohinibia College.
Hamilton B. M<M)re. Ph.B.. Cornell: A.M., Indiana TTnlversity.
Mary McEvoy.
Kemper McConib. A.B., A.M., Hanover Collejj:e.
Emily MeCullouj?h, Pratt Institute.
Frank K. Mueller, S.B., I»urdut» T'niverslty.
Uobert Promberj^er, Prntt Institute: Cineinnati rnlversity, one year.
Harriet C. Rhetts. A.B.. A.M., Indiana Cniverslty: Indiana Normal:
Harvard, one term.
Harriet E. Kobinson. Ph.B.. Hiram Cc^Ilej^e.
Laura Hupp. A.B.. Butler CoUejje: Indiana I7niverslty aud Cliieaiffo.
one year.
Otto Stark, Aeademy of Arts, Paris and Munich.
Heleue G. Sturm.
Milo H. Stuart, A.B., Indiniui University; Chieapo. one year.
Benjamin F. Swarthout. Normal SrluM>l, Mitchell. Inrt.
William J. Thissfle, L<'banon Normal: Burhtel College, oiie-lmlf year.
Kate A. TlKmipsuii, I'niversity of Chlca^ro. une year.
CliamluM-s H. rntlerwmxl. B.S., Burhtel: one year post-graduate.
MalM'l West, Pratt Institute.
Kate Weiitz, B.S.. Purdue: M.S.. C«»rni»ll.
James Yule.
Enrollment in hijrh scliool, l..^)7r» in V.n):\: in VMH ab(»ut 1.7r>il
Number of ;rirls graduated last year (l!Ni:b 7\A
XundHM* of lH)ys jrraduated hist year ( llN»;ji 4S
Numl>er in tills rlass that went in cnllcj^c. probaltly l.'i
The colh'jrt'S to whirh these went, witli numb«'r <»f caeh:
Purdue.
Indiana.
Michigan.
Wellesley.
DePauw.
Butler.
Numbers not known.
Nimd)er of graduates sin<-e school was or;,'ani/.eil 750
Nimiber of these who have attenilcd ct)Hc::c 185
Number of these who have attended eolh»;:e. ai»pro.\imateIy '2ii%
KlircATKlX ;.V 1X1)1.1X1.
334 EDUCATION IN INDIANA.
INDIANAPOLIS SIIORTRIDGE HIGH SCHOOL..
Geo. W. Bentou, Superintendent
Orjfanized, 1853.
Superintendents, witli dates of service:
A. C. Sliortridge 1871-1874
Geo. P. Brown 1874-1878
H. S. Tarbeil 1878-1884
I^ H. Jones 1884-1804
David H. Goss 1894-1900
Calvin N. Kendall 1000-19(M
Principals and assistants:
Wm. A. Bell 1864-1865
Pleasant Bond 1865-18G5
W. I. Squire 18G5-18«;
Wm. A. Bell 1866-1871
Geo. P. Brown 1872-1874
Junius B. Roberts 1874-1881
NVillard W. Grant 1881-18ft2
Geo. W. Hufford 1892-1902
Lawrence C. Hull 1902-1903
Geo. W. Benton 1903-1904
U'lKh school teachers and subjects they teach:
Chas. S. Thomas, English.
Angeline P. Carey, Knglish.
Charity Dye. English.
Martha Dorsey, English.
Florence Richards, English.
Flora Love, Englisli.
Georgina Montgomery, English.
Zella O'llair. English.
Lucia Ray, English.
Marian Schibsby, English.
Janet P. Siiaw, Eliglish.
Josepliinc Brool^s, French.
Eugene Mueller, German.
Peter Srlierer, German.
Virginia E. Claybaugh, Latin.
Archer Ferguson, Latin.
Ella G. Marthens.
Grace Triplett, Latin.
John E. Iligdon. Mathematics.
James F. Millis, Mathematics.
Amelia W. Platter. Mathematics.
Agnes R. Rankin. Matliematics.
(Jrace Clifford, Mathematics.
John C. Trent, Mathematics.
Ralph Lane, Mathematics
Walter D. Baker, Physics I.
Lynn B. McMullen, Physics II.
EDUCATION IN INDIANA.
Itoseeau McClellnD, Botauy III.
Frtiuk B. Wncle, Chemistry I.
Arthur W. Dunn, History.
Josepbliie Cos, History.
T.niira Doiinnii, Civil Goveruineiit.
Edgar T. Forsyth, History.
Junius B. Boberta, Ulstory.
Arllnir H, HolmoH. Bookkeeping II.
Nellif I. Ilamlin. Slfnography.
Bh'Mla K Selleok, DrnwinR.
Martha FcUcr. Drawing.
voraKi' jonrly snlai'.v of lilgli scliocil lu
SI. 100.
, liirliidiii!; superintendent.
\.
4
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•r^iuM
I
i
H
mip^^
^
^Si
SHOItTRlDliE HHiH SCHOOL, INDIANAPOLIS.
Ti'ainiLig of leiichers;
With very few t'Xfeptlous tollegfi s>'ndunteji, and niany of them with
graduate work to their credit.
Enrollment la high school l.'2Kt
Total enrollmeut In grades and high school
Number of girls graduated last your (1003) KW
Number ot boys graduated last year (lOM) 35
Number of this class that went to college 'A>
Number of graduates since school was orgnniaed 2,000
Number of these who hnvo attended college OOO
:j;jO EDUCATION IS IS 1)1 ANA.
.lASPEU hi<;h school.
Bertram Siin<l<»rs. SiiiK»rint<Mident.
Org;ini%o(l. ISJVJ. (NmiinissioiMMl. 1SJ»7.
Suporiiit<»iHl<Mits, with datrs of servKu*:
E. F. SutluMijiiiil 18n7-llKe
Bertram Samlors \\^n-VM\\
Principals ami asKisUiiits:
P. T. Clarli. principal and assistant 18t>7-l!M>
Maj?gio A. Wilson, principal and assistant P.MR^-KUM
High school teachers and siil»jccts they teach:
Bertram Sanders, Aljrehra. (icometry. IMiysics and Latin.
Maggie A. Wilson, History, English and Botany.
Average yearly salary of high school teachers, including superiiitendeut.
$()20
Enrollment in higli sch<M)l IT
Total enrollment in gra<ies and higli school l-H
N'uml>er of girls graduated last. year (IIMKJ) None
Number of boys graduated last year (11M>;{| <»
Numlier in this class that went to college 5
Numl»er of gradmites since school was organized li^i
Number of these who have attended college 14
JEFFERSON VI LLE HKHI SCHOOL.
('. M. Marlde, Superintendent.
Organized. ISUS. Commissioned, ISSl.
Superintendents, with date^s of stM-vlre:
Mr. Smith
K. S. Hopkins -1881
D. S. Kelley 1881-1885
U. W. Woods 1885-188I»
P. P. Stultz 18S1I-1807
D. S. Kelley 18y7-18JK»
A. C. Go<Mlwin 181)0-1904
C. M. Marble Fel)ruary 1!K>4-
Principals and assistants:
V. E. Anderson. C. M. Marl»lc. .Miss F. Simpson, E. S. Hopkins. Mr
Butler. Miss .1. Ingnini. Mr. Armstrong.
High school teachers and subjects tliey tea<'h:
F. E. Andrews, principal. Mathematics.
Miss Clara Funk. English.
Miss Ada W. Frank. Latin.
Miss Mary K. Voigt. History,
Mr. Lewis Kicliards, Science.
George Nashtoll. (Jrrmau.
A. A. Voigt. Music.
EDUCATION IN INDIANA, WTi
Average yearly salary of high sirliool teachers, including superintendent,
$859.
Training of teachers:
C M. Marljle, superintendent, IMi. H., from (Hiicago University:
thriH* years N. W. University, Ohio.
H. E. Andrews, collegiate education, one year at State Normal.
Clara Funk, two years normal training.
Ada W. Frank, collegiate (Mlucation.
Mary K. Voigt, normal training ami di<l some work in the State
University.
tJeorge Nashtall, educated in Gernnmy.
A. A. Voit, no special training.
Lewis Richards, collegiate education.
Knrollment in high school 215
Total enrollment in grades and higli scliool 2,00<)
NumlKT of girls graduated last year (llMKi) 20
Numl»er of I)oys graduated last year (11M«> 0
Numl)er in this class that went to college 8
Numl>er of graduates since school was organized Xo data
Number of these wlio have attended college 50
22— EppoiTiov.
338 EDUCATION IN INDIANA.
JOXKSBOHO UIGU SCHOOL.
A. E. Higliley. Siiperinteiiflent.
Orpinizfd. . Cinuniissioncd, about 1803.
SiiporinKMidonts, willi datos of sorvicc:
Friedlino (Jilrhrist -1898
U. W. lliniolick 1808-1002
J. II. Adams 1002-1903
A. K. lUixhlry 1003-1004
rrinciiials and assistants:
Dowitt Carter
A. E. Ilighlcy 100l-10a3
IlSvli school toac'lHM's and what thoy tcacli:
Dolhi S. Wintro(h'. Latin and (Jornian.
Mrs. C. A. (tn»;:ory. English.
-Mr. C. A. (}n»g<»ry, SchMH-c.
I^. (). Mapli'. History and .Xrithnictif.
A. E. Ilighloy. .Mathcniatir-s.
Avrragi' yearly salary of hijrh school teachers, including superlutondont.
Training of t(?achers:
('. A. <in'gory. I*. S.. Marion Normal.
Miss Delia S. \Vintrod<*. from l)erauw.
K. (). -Nfaple, r». S.. Mai ion Normal.
A. E. Jlighlcy, 15. S.. Maritui Normal: threi* ycMirs State Normal.
Enrollment in high school 50
Total enrollment in grad<»s and high scIkjoI 430
Number of girls graduated last year (P.Hi.'b 4
Numlier of l»oys gra<luated last year (P.MKi) 2
Number in this rlass that went to college Noue
Number of graduates since school was organized 00
Number of these who have attended college 12
lim'cATjny fx ixiii.\xa.
;U0 El)n\\TU>S L\ LXDlAyA.
KKNTLAXn IIKJII S^'HOOL.
('. L. Stubbs. SiiiHM*iiit(>iHlont.
OrjjaniziHl, 1S70. ('oniinissioiH'd, lSt»S.
Snperinteiulriits. with dates of scrvici':
K. II. Drake 1K!)(M903
Minnie B. Kilis 1U01-19<«
F. A. Harrington 1$M);M»04
('. L. StiiM)s 1904-
Prinripals and assistants:
Minnie 15. Kllis. .1. <\ Collier. V. A. Harrington, (Jeorge Ljin$ou.
HiKli school tea<-liers and subjects they teach:
('. L. Stnbbs. English. Kcononiy. Civics and Latin.
(i(M.>r>:e Larson. Science, Mathematics and History.
Mande Myers, assistant in I^ttin and AJKelira.
Average ycnrly salary of lii;rli school teachers, including siiperiutendent.
$71 ♦L'.
Training (jf teacln'rs:
C L. Stnbbs. K. L.. v:radnate of Earlhani.
(reor^e I^arson. graduate Xornial. Hlinois.
Mande Myers, ;;radnate Kcntland Hijrh School.
Anna H. Thompson. Ki'adnate of l*urdne. sp<»cial teacher In drnwiiiji;.
Enrollment in hijrh scliool ;i3
Total enrollment in >rrad(»s and lii;?li school 18(»
Number of pirls .u:raduat(»d last y(»ar ( l!MK{) 7
.Number of boys ^raduate<l last year (IJMh'b 2
Number in this class that went t(» college 1
Number of graduates since s<-lin(»l was orvranized 1(J8
Numlu'r of tliese \vh<> have atten<i<'i! college 'JH}
IWrCATJOy IX IXDIAKA. ;ui
Kentland High School.
342 EDUCATION IN INDIANA.
KIRKLIN HIGH SCHOOL.
F. K. I^ong, Superintendent.
Organized, 1800. Commissioned, 1000.
Superintendents, with dates of service:
S. P. Kyger 1890-1892
A. h. Hiatt 1892-189(5
J. W. Lyety 1896-1900
F. B. Long 1900-1904
Principals:
Kate M. Smiley, Esther Fay Shover, Mabel Whitenack.
High school teachers and subjects they teach:
F. B. Long, Latin, Mathematics and Physics.
Mabel Whitenacli, English, History and Botany.
Average yearly salary of high school teachers, including superintendent.
$025.
Training of teachers:
Kate Smiley, primary, 2 years at Franklin College, 8 years teacher.
A. L. Hiatt, 1 year West Point.
M. D. Boulden, Angola.
Enrollment in high school 37
Total enrollment in grades and high sclujol 192
Number of girls graduated last year (IOO81 1
Number of boyj? graduatipd last year (190:{) 3
Number in this class that went to college 3
Number of graduates since sch(K)l was commissioned 11
Numlicr of these who liave attended college 0
KNKiHTSTOWN HIGH SCHOOL.
W. 1). Kerlin, Superintendent.
Organized. . Conuiiissioned. .
Superintendents, witii dales of s^'rvice:
Charles K. Hewitt -1893
I). A. Ell.ibarger 1893-1895
\V. B. Van (Jorder 1895-1899
H. H. Cooper 1809-1900
AV. I). K'Tlin. 1900-1904
Princi])nls -ind jisslsinnts:
B. F. Franlvlin 1900-1901
Dora Fre(» 1901-1904
Higli scliool tejichiMs :nul sulijects they teach:
Dora Free, Emjlish.
W. S. Peters. Lntin an<l History.
I*. H. AVolfiiKl, .Matlieni:iti<s and Science.
.Vvenige yearly salary of high school t^'achers. including superintendent.
$787.
EDUCATION IN INDIANA. 34;J
Traliiiug of teachers:
W. D. Kcrliii. tndUiiia State Normal and Chicago University.
Dora Ftw, ludliiuu. State Xormal. Indiana Unlvcmlty nud Chloni;o
Universily.
W. S. PeliTS. DeFainv; Clikago University.
P. II. Wolfiinl, Tiiylor University.
Knrnllment In hlgli school - 117
Total enrollment In grades and high )>cliool 450
Xnmlier of girls grndiiatcd last year (1903) 11
Numlior of tioys graduated last ^ar (1903) 4
Xnmher in IhlH clans tliat went to college !)
Nnuilier of graduoU-H Rince school was organized No data
NiiuilrtT of tliewp who liave attended college No data
Knox Hitm School,
:144 KDnWTIoX IX IXDIAXA.
KNOX UUU\ ^UOOlu
('. W. Kj;n«'r. Suiu'i'lntoinlont.
Orsrsinlzed. ISfM. fNnninissioiHMl. llHil.
SuperintiMulciits. witli dntis of s*'rvic»»:
A. J. Whiteh'MtluT IftM-lSftT
A. II. ShiMvr 18l>7-l«n8
J. WalttT Diiiiii 18H8-19I13
C. W. E-^now .l»n3.19(H
PriiK'ipHlK niid iis.sistniits:
AnunboUo SIhmvi- l8tt7-18Jl8
J. II. Hrkklt's 18J»8-lW>n
Sopliio H. Luzaddoi- 1809-lJHyj
Harriot M. Silliniaii 1(103-1004
High school teachers and siilijects they teach:
Sophie II. Luzadder. English. History. Latin, Physical (leopraphy.
Harriet M. Sillinian. Knirlisli. History. Latin. Physical Cieography.
KInier (lordon. Al^el»r:i. IMiysical (ieo^raphy. Kii^rlish and T^atln.
lirst year.
Average yearly .salary of high s<-hool teachers, including snp4^rlntendMit,
^(K)0
Training of teadiers:
('. W. Kgner. snperinten(h»nt. undergraduat(>. seidor standing, Indi-
ana T'niversity.
Harriet M. Sillinian. graduate Oberlin University.
Klnier (Jordon. H. S.. Rochester Nornuil Tniversity.
Enrollment In hiirh school 57
Total (>nrollnient in grades and high srhooi 4iri
Nuni])er of girls graduated last year iV.HV.U :\
Number of iMjys graduattMl last year jP.MKlj 1
\und>er in this class that went to college 1
Number of graduat(>s since the school was (»rganized 21
Nuud)er of these who have attended college 9
Klin xniis IS iMiiA.y.i.
346 EDUCATION IN INDIANA.
KOKOMO HIGH SCHOOL.
R. A. Ogg. Suporintoiiflont.
Organized, 1S72. Coinmlssionod, 188G.
Superintendents, with dates of service:
Sheridan Cox 1872-1803
Horace G. Wood 1S93-189S
Robert A. Offg 189S-1904
I*rineipals and assistants:
A. J. YonngljlfHMl. Afrs. liessie G. Cox, C. M. Harrison, W, H. Mo-
Clain. H. (i. Wood. K. R. Rryan, J. Z. A. MeCaughau.
Higli seliool tea<-liers and sul>.|eots tliey teacli:
India L. Martz. Latin.
Anna R. Coilins, En.irlisli.
Anna R. Ward. Matlieniaties.
Etliel Pylxe, En.irlisli.
Howard Arnistronj;, Eniirlisli.
L. L. R^'einan, History.
Katliarine Hnjrhes, (German.
G. E. Mitehell. Science.
1*. L. Fonclit, History.
L. il. Goetz. Physi<-s.
Averap* yearly salary of hi;;li school teachers, including superintendent,
JF74-1.
Training of teachers:
U. A. Ogg, A. M.. IndiaTia T'niversity, four years.
.1. Z. A. M<*('anj;hnii. A. R., Indiana Uriversity, 4Vj years.
India Ti. Martz, A. R.. Rutler College, three years.
Anna R. Collins. A. R.. In<1iana University, two years.
Anna R. Wanl. Indiana University, 2^. years.
Eth( 1 Uyke. .\. R.. <)hio AVesleyan. tln'(*e years.
Howard Armstrong. Rutler College, .'5VL» years.
L. L. Recnian. A. I*.. Indiana University, four years.
Kathcrin(» IIugh(»s. A. R.. Hanover ( 'ollege. four years.
Georg.: E. Mitclicli. A. R., Indiana University, four years.
r. L. Uonclit. A. R.. Chicatro ITnivj'rsity, four years.
Ti. G. Goetz, Wabash College, li^ years.
Ei:rollnient in high school 324
Total enrollment in grades and high school 2.507
Number of girls graduated last year (10(>r>) 13
Number of boys graduated last year (lfX)3) 5
Number in this class that went to college None
XiMnl»er of graduates «siuce school was organized 477
XuiuImm- of these who have attended college Not known
EDVcATjnx IX ixm-\y.\. .iir
Laihk;a Hidii Wcmiin..
348 EDUCATION IX INDIANA,
LAIKMJA HHJH SCHOOL.
,1. F. Warft'l. Siiperiiitciidont.
Organized. 1S1>2. Coinniissiuuod. ISOS.
Superintendents, Avith dates of service:
J. F. Warfel 1885-1008
Prineipnls and assistants:
Mrs. E. (J. Wilson, prineipal.
J. H. Ewimnlv. assistant.
lUfih sehcK)! teaeliers and sul»jeets they teaeli:
J. K. Warfel. Latin and Science.
Mrs. K. (i. Wils(»n. History and Enj^lisli.
.L H. E\vl>anlx, Matlieniatics.
Miss Elsie Marshall. Music.
Avera^** yearly salary of high school teachers, including suiM?rintendent.
Training of teachers:
J. F. Warfel. A. B.. Central Indiana Normal: teacher's, s<'ientitie and
classical course.
Mrs. E. (r. Wilson, A. B., National Normal: scientittc and classical
course.
J. H. Ewlmnk. graduate Indiana State Nornnil.
EnrollmiMit in high school H*J
Total enrollment in grades and high school 2<W
Number o( girls graduated last year (ItMK'i) 7
Numher of boys graduated last year (1!M>:>) ,'»
Number In this class that Avent to colh'ge 7
Number of graduates sine** scIkm)! was organizcl IHS
Number of these who have attended <'ollege IMS
LAFAYETTE HltJII SCHOOL.
R. F. Higlit, Superintendent.
Organis^i'd, JSr»|. C<mi missioned. - .
Superintendents, with dates of s('rvi<-e:
Heiijamin Nayh>r JSr»4-18r>ri
A. J. Vawter IS-Vi-lSlW
J. W. Moliere 18<«-1»;7
.1. T. Merrill 184i7-lHJW
I<)<lward Ayres lH!)IV-lJ>trj
Russell K. Bedgood 1002-lfN.»4
R. F. Hight 1004-
Trincipals and assistants:
R. F. Hight.
.lulius n. Meyer, elected for 11M»4-1JH)5.
EDUCATION IN INDIANA. 349
llifrli school teachers and subjects they tench:
Alice K. Brown, Latin.
Helen Hand. I>atin and German.
Selma Mayerstein, (Jerman.
Helen K. Hlackburn, English.
Marie Stuart, English.
Julius K. Meyer. Mathematics.
Hugh H. Harcus. Mathematics.
Ernest Holler. Physics and Chemistry.
U. F. Hight, Biology.
Lydia C. Marks. History.
J. H. Bachtenkircher. Bookkeeping.
Keini Ilice, Music.
Zoelah Burix)Ughs, Drawing.
Average yearly salary of high school teachers, including superintendent.
Training of teachers:
Russell K. Bedgood, I>eI*auAv University.
K. F. Hight. Indiana Uid versify.
Alict^ E. Brown.
J. H. Bachtenkircher.
Mrs. Helen U. Blacklmrn.
Helen Hand.
S*'lnni Mayerstein.
Julius B. Meyer, Purdue I^niversity.
Marie Stuart, Smith College.
Lydia C. Marks. Purdue University.
Hugh Barcus. i*urdue University.
Ernest Roller. DePauw T^niversity.
Enrollment in high school :\4\
Total em-ollment in grades and high school .'{..S^^
Number of girls graduated last year (V.)i):{) 22
Xundier of Iniys graduated last year (llWKb 8
Number in this class that went to coUege i:*i
LA(iRAN<IE HMHI SCHOOL.
W. H. Brandenburg, Superintendent.
Organized. 1S74. Commissioned. l.SK;i.
Superintendents, with dates of service:
A. 1>. Mohler 1874-18S:J
B. J. Bogue 188:M887
A. J. Johnson 1887-1800
F. N. Dewey 18J)(M802
Mr. McCartney 1892-181W
C. M. Leib iaa'M89r)
C. H. Taylor 1895-1897.
F. M. Merica 1897-1900
V. W. B. Hedgcpeili 1900-1901
W. H. Brandenburg 1901-1904
.-»■
-J' _ .'J.-V-*.
J . f • ■ •:. •..■ - i .1. <■ : ,»-■ '• 'A'*" "»n-'!l
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p. •,.-..
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K:
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i" -• '
I ■■ :l^ ''T'S: liTZ-*!
. i^i: '
iMHaaa CbI-
146
418
19
19
9
340
108
Ofi'.;:..z '] I-!fl. » o:;.n.:--;i^:i»-i. r.^c;.
y'li;. '.:•.*■;.';< fi*-. .•,;?!. *{;j*« - «,f -• rvi«i':
.\..-".ii'*/i. Kfji-f.- 181>4-1807
.1 v. 'M«.r 18y7-18lK»
' l;iM'ii/^- J5;j--<! lSi>S»-lOO(l
I. 'I '.;n L. no|f/|., IJK.HVlOOTi
U W. .\f*;-hoii 1»>3-11>04
I'l in' ;i,.rl .ifi<l i> ■ i-t;int-:
i: \ Iloo.-r 1S08-U)04
M *' IS;, ml 1903-1904
llij'li ■•< )»<i#»| •'■;M)i#-r-- :iiHJ >iil»J»M't> tlH'v t<»:u-li:
\V W . Mi'iMliofi. Ili.-loiy :iii<l Sci«'li<'«».
f{ A II«Mi\«r. L.'itiii niMi MjitlirMiinti^-s.
11. <; I'.Jilnl. Kfiu'llsli.
A\Mni:«' .vnrl.v M;i);iiy of lilirli srluiol tojirlnM's, including; siiporlnteiideiit,
P.u".'.
'I I iiliihic, "I" Irridn'i's:
\V. W, M<Tsluiii. A. M., Iiuii.'iiin rnivcrsity, superlntendtMit.
I{. A. Iln<»\fi', stihU'iit nf Iiidliina irnivcrsity.
11 n. Itjilnl.
Ilmnlliiinil III lil;;li sj-Ihhj! 60
I'lriinlliiiciil III ;;r;hl«'s jiiid hiffli school 325
NiiiiiImt oI" r.irls jjiiHliiMhMl last year (IJKKV) 3
Nninlirr nf 1m»\s ;;nulnalrd last year (lIKKi) 2
Nninlur In tlil.s riass that wiMil to coMojjo 2
EDUCATION IN INDIANA.
La PEL HiuH School.
LAI'ORTK HIGH SCIIOOI^
Jiiliii A. WoikI. i>!iipcrlntoiiili.-iit.
Ur^iiiiizcil. 1H(i.\ I'omnilsHinmil. 1!>02.
SuiicrititeTiilciiIs. will) (ItiteM of Ki.>rvk'e:
T. 1.. Aibims 18IJD-18U7
C. F. KlmliJill 18ilT-1809
C. E. Ulis, A. B 18G9-1871
J. E. Ulnuian. A. » 1871-1873
h. B. Swift. I'll. SI 1873-1870
I-'iederk- L. Bliss, A, If 1879-1880
Jolin J. Abel 1880-1882
Horace PhlUlpB. A. M 1882-:1883
W, N, Hailmauu, Ph. D 1883-18W
W. H. Elson. Acting Superintendent 1892-1893
James F. Knight 1804-1896
Osman C. Seclye, Ph. B 1896-1898
John A. Wood. A. M 1808-19M
352 EDUCATIOX IX IX HI AX A.
PriiK*i]i:ils and nssistaiUs:
C. F. KiliibjiII 18U5-18I9I
Coleman Bancroft. H. S 1»J0-1871
B. F. French, A. H 1871-1872
L. B. Swift, rii. H 1872-187a
James Rkldle Goff, Ph. M 1S73-1878
F. L. Bliss, B. A 1878-1879
John J. Alwl 1871>-l88n
Kdward iM. Brown 1880-18te
(4eorKe Ilemple. A. B 1882-1884
tidwanl M. Brown 1884-18»J
FriHlerick ('. Ili<ks 188CHS8S
Natlian L). Corlun 1888-18S»
Artlinr G. Hall, B. S 18»MS91
Jai<. F. Knight 18in-18»{
H. J. rA»j|:jrett 18a3-l«97
John A. Wood. A. B 18f»7-18JW
I. X. Warren, A. B 18!)8-lfH>2
Fre<leric L. Sims, B. S l!Kr2-l!NM
Ilijrh seliool teacliers and snhjiM-ts the.v iea«li:
F. L. Sims. B. S., Mathennitics.
Katherine A. Crane, 1^ L., Literature.
('. (). Nelson, A. M., L:itin.
(Jeorjre W. (lannon, B. IM.. S<Men<-e.
F. II. Simons, M. K., Art.
J. I-.. Criswell, A. B., History.
Nelle Wrijrht. A. B., German and Enjrlish (Vimposition.
Helen r<M>le. Mnsir.
II. ('. Noi». A. M., Commercial I>t»partment.
Average yearly salary of high school icvirhers, hK'lnding Huperhitendeiit.
Training of teachers:
Aiihw A. Wood, A. B., A. M.. Indiana Cniversity, grndiinte State
Normal.
F. T^. Sims, jirincipal, B. ., DeFanw and Chicago Universities.
F. II. Simons. M. F., Berlin.
(Jeo. W. Gannon. P.. IM.. Vpsllanti, Midi.
KatluM'inc A. Crane. B. L.. I'nivcrslty of Michigan.
C. O. Nelson. A. M.. Jewett College I.il»erty. Mo.
H. <'. Noe, \. M.. Hillsdale, Mich.
Nellc Wright. A. B.. Ohio State rniverslly.
J. L. Crisw(»li. A. B.. Ohio Wesleyan rnlversity.
Helen Foole, graduate National S<*hool of Music.
Fnn^Ument In high school 243
Total enrollment in grades and Iiigh sclmol 1.821
Xuml>er of girls graduated last year (1*.mK{» 2tl
Xnndu'r of boys graduated last year (lIMKii Ifl
Number In this class that went to college 10
Xumb€»r of graduates since school was organized. 485
Nimiber of tlu»se who have attended college 172
EDUCATION IN INDTANA.
mf^^,,2i^Mimyji^>^kiiL
ssasT.^**.^*:. ( ....-J
ro.
1
_
r
^0j 1
SI
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364 EDUCATION IN INDIANA.
LAWRENCBBURG HIGH SCHOOL.
T. H. Meek, Superintendent.
Organized, 1879. Commissioned in the seventies.
Superintendents, with dates of service:
J. M. Olcott 1858-1861
Professor Hatch 1801-1863
George Taylor 1863-1866
Josiah Hurty ,186&-1868
John Clarke Ridpath 1868-1869
J. G. Housekeeper 1860-1870
E. H. Butler 1870-1874
John R. Trisler 1874-1886
T. V. Dodd 1886-1887
W. H. Rucker 1887-1896
G. D. Knopp 1895-1896
R. R Call 1896^1898
T. H. Meek 1888-1904
Principals and assistants:
George C. Cole, principal high school.
Edward W. Koch.
Clayton J. Slater.
Else W. Schrader.
High school teachers and subjects they teach:
Edward W. Koch, Science.
Clayton J. Slater, English.
Elsie W. Schrader, German and History.
Average yearly salary of high school teachers, Including sui>erintendeiit,
$688.
Training of teachers:
T. H. Meek, A.B., University of Indiana.
Geo. C. Cole, A.B., Indiana State Normal.
Edward W. Koch, undergraduate University of Indiana.
Clayton J. Slater, undergraduate University of Indiana.
Elsie W. Schrader, German and History.
Enrollment in high school 85
Total enrollment in grades and high school 700
Number of girls graduated last year (1903) 14
Number of boys graduated last year (1903) 4
Number in this class that went to college 4
Number of graduates since school was organized 209
Number of these who have attended college 45
EDUCATION IN INDIANA.
Lawrencebueg; High School.
356 EDUCATIOX IN INDIANA,
I^EBAXOX HIGH Sl'HOOL.
C. A. Peterson. Superiutendent.
Organized, 1870.
Superintendents, with datrs of siTvicc:
J. K. OwiMi 1870
A. O. Reubrlt 1874
J. F. Scull 1876
O. C. Chariton 1880
T. U. Dunn 1881
D. D. Hlakeninn .1883
K. H. Harney 1883-1887
Joseph Wiley 1887-1880
I). K. Goss 1880-1801
T. H. iMinn 1801-18J)2
U. J. (JritHth 1892-1804
.7. K. Hart 1804-1001
C. A. lVteri5<»n 1001-1004
Princiimls aiffl ansistimts:
Miss Mattie Matthews, central huihlin;;.
Mrs. K. H. Harney, north building.
Mrs. llattie H. Stokes, scmth buildin'.;.
High school tearliers and subifcts tln\v teach:
E. O. Walker, princiiial. Latin.
G. A. Wilciix. Srjcnce,
Hattie (V)chran. Kn^^lish.
Jennie Pnjrh. History.
Kenneth Foster. Mathematics.
Average yearly sahiry of hi;;h si'ho'»l tcaclu-rs. including superintendent.
Training of tca«-]icrs:
('. A. Peterson, snpcrintcndcnt. A-.H.. Iimiana riiiverslty.
E. (f. Walker. ])rinci]»al. A.M.. Indiana rniv«»rsity.
G. A. Wilcox. A.r».. Cornell rniversity.
Hattie Cochran. Indi:uia Cnivcrsity.
Jennie IMigh. Indiana T'niversity.
K(>nneth Foster. Franklin <'t)lley:e.
Enrollment in high school l.Vi
Total enrollment in gr.-idcs jind hij;h school 1.1S2
Number of girls gnidiiatcd last year (ItMK'.j 14
Number of boys gradnale<l last ycjir {VM):\) 12
Number in this cljiss that >vcnt to college 3
Ntimber of graduates since s<-liool was organized 220
Number of these who have attende<l college 65
EPrrnATION IN INDIANA.
358 EDUCATION IN INDIANA.
LIBERTY HIGH SCHOOL.
John W. Short, Superintendeut.
Organized, 1873. Conimissioued. 1887.
Superintendents, witli datj08 of Horvic€»:
R. W. Wood -1880
John W. Short 1880-
Principals and assistants:
P. B. Nye, principal.
A. A. Graham, assistant.
Kdward Gardner, assistant.
High school teachers and 8ul)jects tlioy teacli:
John W. Short, Botany, English Literature and Classics, American
History, Civics.
P. B. Nye, Geometry, Algebra, Physics, Rhetoric.
A. A. Graham, GnH?ic, Roman and English History, Physical Geog-
raphy and Latin.
Edward Gardner, Advanced Grammar, American Literature. Chem-
istry.
Average yearly salary of high school teachers, including superintendent,
$770.25.
Training of teachers:
John W. Short, A.M., Miami University, Oxford, O., four years.
P. B. Nye. graduation diploma, B.E., State Normal, MillersvlUe, Pa.
A. A. Graham, National Normal, Lebanon, O.; Normal at Danville;
Earlham College. Richmond, Ind.
Edward Gardner, A.B.. Earlham College, Richmond, Ind.
Kiirollmeiit in high school 67
Total enrollment in grades and high school 296
Number of girls graduated last year (1903) 6
NunilHT of boys gi-adunted last year (1903) 4
Nuiiil>er in this class tliat went to college 1
Number nf graduates since school was organized 259
NunilM»r of these who liave attended college 53
LIGONIER HIGH SCHOOL.
W. C. Palmer, Superintendent.
Organized, 187G. Commissioned. 1901.
Superintendents, with dates of sorvicc:
D. D. Luke 1875-1887
Anibroso Blunt 1887-1889
Cliarles Dolan 1890-1891
W. r. Palmer 1891-1904
Principals and assistants:
Thos. Jackson, principal: Carrie Mcrritt, assistant.
W. A. Bcane, principal: Carrie Morritt, Martha Fritschell. Helen
Adair, assistants.
Minnie Flinn, principal: Dorothy P(>i>py. assistant.
Dorothy Poppy, principal: W. A. IIoj^iic. assistant.
W. A. Hogue, principal: H. V. Craig, assistant.
W. A. Beane, principal; Clara E. Seamens, assistant.
EDUCATION IN INDIANA. ^59
High school teachers and subjects they teach:
W. A. Beane, Mathematics and Science.
Clara £. Seamens, Latin and English.
W. C. Palmer, Civics and History.
Average yearly salary of high school teachers, including superintendent,
$590.
Training of teachers:
W. A. Beane, A.B., Indiana University.
Clara E. Seamens, A.B., Northwestern University.
Enrollment In high school 5-1
Total enrollment in grades and high school 4G5
Number of girls graduated last year (1903) 13
Number of boys graduated last year (1903) 0
Number in this class that went to college 3
Number of graduates since school was organized 0
Number of these who have attended college 30
LIMA HIGH SCHOOL.
A. W. Nolan, Superintendent.
Organized, 1875. Commissioned, 1890.
Superintendents, with dates of service:
Prof. G. Myers 1886
Prof. Lieb 1886-1894
H. S. Gilhams 1894-1898
S. K. Ganiard 1898-1903
A. W. Nolan 1903-1904
Principals and assistants:
V. G. Myers.
W. G. Sweitzer.
Grace Hoff.
High school teachers and subjects tlioy teach:
A. W. Nolan, Science and English.
V. G. Myers, Latin and History.
W. G. Sweitzer, Mathematics and Physical Geography.
Grace Hoff, Music and English.
Average yearly salary of high school teachers, including superintendent,
1800.
Training of teachers:
A. W. Nolan, Indiana University, four years; ten years* experience
teaching.
V. G. Meyers, A.B., Hillsdale College.
W. G. Sweitzer, Michigan State Normal, two years.
Grace Hoff, graduate Chicago Music School.
Enrollment in high school 45
Total enrollment in grades and high scho)! 150
Number of girls graduated last year (1903) 3
Number of boys graduated last year (1903) 8
Number in this class that went to college 4
Number of graduates since school was organized 150
Number of these who have attended college 40
360 EDUCATION IN INDIANA.
LINTON HIGH SCHOOL.
Oscar Dye, Superintendent.
Organized, 39(>0. Commissioned, 1901.
Snperintondents, with dates of service:
Oscar Dye, since organization and commission.
Principals and assistants:
Laura M. Moore, principal since organization and commission.
Mary Ilarrali. assistant, 1901-1903.
Blanrli Hannah, assistant, 1903.
High schcM)! teachors and subjects they teach:
Oscar Dye, l*hysics and General History.
Laura M. Moore, Mathematics and Latin.
Blancli Hannah, English and Science.
Average yearly salary of higli s<-hool teachers, including superintendent,
$700.
Training of teachers:
Oscar Dye, graduate Indiana State Normal.
Laura M. Moore, graduate Indiana University.
lUanch Hannah, graduate Indiana Stale Normal.
Knrollnient in high school 91
Total enrcjllnient in grades and high school l.'M'ui
Number of irirls graduated last year (190.*?) .*{
Number of boys graduated last year (190;5) 2
Number in this class that went to college l\
Number of graduates since school was organized 19
Number of these who have attended college 9
LOGANSPORT HIGH SCHOOL.
A. H. Douglass, Superint(»ndent.
Organized. ISOT. Commissioned, — .
Superintendents, with dates of service:
Sheridan Cox ^ 18G7-1872
Mr. Shephard 1872-18r3
.1. K. Waltz 1873-1881^
J. C. r»lack 1886-1889
Anna V. LalCose 1889-1801
A. II. Douglass 1891-1904
Principals and assistants:
J. A. Hill, principal.
High sch(H)l teachers and subjects they teach:
F. M. Spraker. Latin.
Uba S. Hattery, I^atin.
Elizabeth McConnell, Mathematics.
-Mary D. Torr, Mathematics.
J. P. Hochhalter, Biology.
B. E. Curry, Physics and Chemistry.
Abigail .1. Da vies, English.
Mary A. Putnam, Ii.'nglish.
F. M. Starr. German.
J. A. Hill, History.
EDUfATfON l.\ IMilAXA. :!iil
AvprnKt' yeiirly salarj- of high school tent'bers, iiu-Iiidlui; superiiilendeiit.
TriiiiiliiK of ti-ni'licm;
J. A. mil. prlnrljKil. A.B,. Kniiikllii College.
V. M. Spi-Jiki>r. A.M.. IniHiiiin University.
J. r. Hoi'lihallor, B.S.. Inilliiim UnivMsIt.v.
It. K. fxicry. Itnll.iiLi UrilviTRlly. four ypjirB.
Kltanlii'lli Mf-Coiincl!. ChliiiK" Uulverslty, iwo yeiirs.
Miiry D. T.irr. AM.. Rniltli Colloge.
AMcnil .T. niivlt's. A.M.. I.iikc Forest rollpuc.
Miiry A. I'littiriiii. riii.-np. riilvorsity. one yonr.
F. .M. SiiiiT. A. 11.. Ii.'l'innv fiilvfrsity.
ri.;i S. HiilliTy. A.H., n.'i'iinw TTtilvi-i-sily.
w
m
ir i ' Mill,, 1
-jy.i:jk.m
Lt.liANSfOJlT Hicu Si
iii-iK ill hl;,'h svliijol
tirntliiii'iii [ii in-ii'li'^ nnil liitili kcIkihI.
r of jjh-lN tfrndunli'd liisi yviir lUxi:!)..
!■ ..r 1I...VS ;:i-ii.lil:lli'<l hist yvnr lliUKW. .
I- ill till- .'hishi rli;it Hfiit 1 illi-yc. . .
]■ ..r ;,t;i.1ii;i(i>s -ijii.'.- s.-hiu.l WJls ..rn.
r i>r ihi'«i' Willi hiivi' ill tciuli-tl I'oIU-kp.
862 EDUCATION IN INDIANA.
LOWELL HIGH SCHOOL.
H. B. Dickey, Superintendent.
Organized, 1800. Commissioned, 1808.
Superintendents, witli dates of service:
G. A. Hawlfins 1891-1803
W. H. High 1893-1894
Franlc P. Heigliway 1894-1896
Wm. M. Sheets 1896-1903
Homer B. Dicltey 1903-1904
Principals and assistants:
Wm. H. Morey 1903-1904
Persis E. Pryse 1903-1901
High school teachers and subjects they teach:
Persis B. Pryse, Latin, Algebra, Physics.
Wm. H. Morey, History, English.
H. B. Dickey, Botany, Latin, Geometry.
Average yearly salary of high school teachers, including superintendent,
$723.
Training of teachers:
H. B. Dickey, superintendent, graduate from Indiana State Normal;
undergraduate in Indiana University, one term; undergraduate in
University of Chicago, one term.
Wm. H. Morey, undergraduate in Valparaiso (Ind.) Normal, three
and one-half years; undergraduate Indiana State Normal, one
term.
Persis E. Pryse, graduate from Bellevue College, University of
Omaha.
Enrollment in high school 90
Total enrollment in grades and high school 847
Number of girls graduated last year (1903) 9
Numl>er of boys graduated last year (1903) 5
Number in this class that went to college 2
Number of graduates since school was organized 96
Number of these who have attended oollo<?e 35
LYNN HIGH SCHOOL.
Ossian S. Myers, Superintendent
Organized, 1S92. Commissioned, 1902.
Superintendents, with dates of service:
F. E. Addleman 1892-1900
Ossian S. Myers 1900-1904
Principal:
Mrs. Edith Winslow.
High school teachers and subjects they teach:
Ossian S. MytM's. I^tin and Mathematics.
Mrs. Editli Wlnslcw. English. History, Science.
Average yearly salary of high school teachers, including superintendent,
$725.
EDUCATION rN INDIANA.
Tntlnliig of teuchers:
Osalaii S. Myera, A.B., from Baldwin University, Berea, O.i
from Wooster University, Wooater, O.
Mrs. Edith Wliislow, B.L., from Bnrlliam College.
Knrullment la h\gh school
Total enrollment in grades aud high school
Number of girls graduated inst year <1903)
Xiimlier of Ijoys gradimted last year (1!M^)
Xiimber In this clasa that went to college
Xiimlier of graduates since school was orgnnlzcd
Nuinl)er of these who have attended collie
'S illGH bl-'lIOdL.
ZCA EDUCATTOX IX TXDTANA.
MADISON HIGH SCHOOL.
C. M. MoOaiiiel, Superiuicudeut.
Organized, 1852. Coinmissioiied, - — .
Supei'iuteudcnts, with dates of service (record incomplete):
Charles Barnes.
T. B. Dodd.
John Martin 1S82-1S0U
F. iM. Churchill 1890-1802
D. AI. Gecting 1892-1896
T. A. Mott 1895-1896
C. M. McDauiel 189G-1904
Principals and assistants (n^ronl incnniplcttM:
IJr. W. A. Graham, W. M, Craig, Miss Driggs, Mary D. Reed, Mr.
Payne, J. A. Carnagey, Geo. Hulilmrd, C. M. McDaniel, Geo.
Taylor, M. .T. Bowman, Jr., A. O. Xeal.
High school teachers and sul>jects they teach:
A. O. Neal, principal, Latin.
S. Belle inlands. Science.
Harriet MacKenzie, German.
Lucina Borton, English.
Bertha Wrigley, Mathematics.
B. W. Billings, History.
L. G. Millisor, Commercial.
Average yearly salary of liigh school teachers, including superintendent,
$721.00.
Training of teachers:
A. O. Neal, Franlilin College; also student at Cliicago University.
Harriett MacKenzie, Normal ScIkm)!, Ypsilanti, Mich.; also student at
Chicago University.
S. Belle Hilands, Hanover College; also student of Chicago Univer-
sity.
Lucina lU>rton, University of Illinois and of the Department of Ora-
tory of Nortli western.
B. W. Billings, DePauw University.
L. G. Millisor, Uochester Norma 1 School.
Josejililne Schumann, Cincinnati College of Music.
Enrollment in high school 104
Total tmrollment in grades and higli scliool 1,387
Number of girls graduated last year HIKKJ) 8
Number of ?)oys graduated last year (100;j» 2
Numl)er in this class that went to college 2
Number of graduates since school was organized 420
Number of these who have attended college 70
EDUCATION IN INDIANA. 365
MARION HIGH SCHOOL..
«
Benjamin F. Moore, Superintendent.
Organized, 1865. Commissioned, 1883.
Superintendents, with dates of service:
A. H. Harritt.
William Russell.
W. C. McCord.
Mr. Wood.
r. W. Legg 1879
Irving Baraliart 1879-1881
A. H. HasUngs 1881-1883
Hamilton S. Mt-C^rae 1883-1887
John K. Waltz 1887-1890
Welfoid D. Weaver 1890-1899
Benjamin F. Moore 1899-1904
Principals and assistants:
T. D. Thorp.
Mrs. Wm. Kussell.
Miss Frone A. Case.
Miss Nannie Mooney.
WMll Mclntire 1876-1877
George A. Osl)orn 1877-1879
Frank R. Osborn 1879-1881
Phariba White 1881-1883
Mrs. Emma Mont McRae 1883-1887
Alva ciraves 1887-1889
Mrs. E. C. Gear 1889-1890
Addison W. Moore 1890-1892
Russell K. Bedgood 1892-1894
W. J. Williams 1894
Francis M. Ingler 1894-1896
Virgil R. McKnIglit 1896-1902
J. T. Giles 1902-1904
High school teachers and sul)..ects they teach:
J. T. Giles, principal.
Alva Graves, Mathematics.
F. K. Mowrer. Biology.
Frances Benedict. English.
George C. Bush. Chemistry and Physics.
Georgetta Bowman, History.
Mary K. Birch, I^atin and German.
Mildred II. Keith. I>atin.
Kate M. Meek, Mathematics.
Catherine M. Callaway, English.
J. E. McMullen, English.
Tillie Billiods, German.
Minnie May Hodges, Music.
J. Jj. Massena, Drawing.
May Servlss, substitute teacher.
366 EDUCATION IN INDIANA.
Average yearly salary of high school teachers, including superintendent,
$953.
Training of teachers:
J. T. Giles, principal, graduate Indiana University, 18M; two yean
post graduate work in Indiana University and Leland Stan-
ford Jr.
Alva Graves, Mathematics, high school, Earlham College.
F. K. Mowrer, Biology, graduate high school; grraduate Union Chris-
tian College, 1890; undergraduate Indiana State NormaL
Frances Benedict, English, graduate Indiana State Normal; under-
graduate Spiceland Academy.
George C. Bush, Chemistry and Physics, graduate high school; grad-
uate Indiana University; two years post graduate work in Indiana
University.
Georgetta Bowman, History, graduate high school; graduate Indiana
University; post graduate work Indiana University; post grad-
uate work Harvard University.
Mary K. Birch, Latin and German, graduate high school; graduate
DePauw University; one year post graduate work DePauw Uni-
versity.
Mildred H. Keith, Latin, graduate high school; graduate University
of Michigan, A.B. and A.M. degrees; post graduate work In Chi-
cago University.
Kate M. Meek, Mathematics, graduate high school: graduate Indiana
University; post graduate work in Indiana University and Iowa
State University.
Catherine M. Callaway, English, graduate high school; graduate In-
diana State Normal School; three years post graduate work at
Chicago University.
J. B. McMullen, English, graduate DePauw University; graduate De-
Pauw University Normal School; one year post graduate work in
Syracuse University.
Tillle Billiods. German, graduate Indiana State Normal School:
graduate Indiana University: post graduate work in University
of Cincinnati and In Berlitz Language School.
Minnie May Hodges, Music, Paw-Paw (Mich.) High School; Valpa-
raiso Normal School; work in various music schools and private
professional courses in music.
J. L. Massena. Drawing. Central Normal College; Pratt Institute;
Teachers' College, Columbia University.
May Serviss, substitute teacher, graduate high school; graduate
Grant Collegiate Institute: Wellesley College.
Enrollment in high school 360
Total enrollment In grades and liipjh school 4,400
Number of girls graduated last year (10(>;5) 18
Number of boys graduated last year (190J5) 14
Number in this class that went to college 11
Number of graduates since school was organized 392
Number of these who have attended college 150
EnrrATinx ix ixniAN.t. sot
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368 EDUCATION IN INDIANA.
MARKLE HIGH SCHOOL.
John Reber, Supeiintendent.
Organized, 1895. Commissioned, 1901.
Superintendents, with dates of service:
P. H. Beck 1895-1896
C. O. Ohmert 1898-1899
John Reber 1899-1904
Principals and assistants:
Miss Anna Kemp 1899-1900
J. G. McGimscy 1900-1902
Miss Victoria Johnson 1902-1904
High school teachers and subjects they teach:
Victoria Johnson, English, Latin, Mathematics, History.
John Reber, Science, Mathematics.
Average yearly salary of high school teachers, Including superintendent,
$570.
Training of teachers:
John Reber, A.B.. Indiana University; graduate Indiana State
Normal.
Victoria Johnson, graduate of college, Valparaiso, Ind.; student <me
year, Indiana University.
Enrollment in high school 26
Total enrollment In grades and high school 127
Number of girls graduated last year (190.^) 4
Number of boys graduated last year (lOo.S) 0
Number of each In this class tliat went to colloge 2
Number of graduates sin<'o st'liool was organizeil IG
Number of these who lune attended college 8
EDUCATION IN INDIANA.
Markle High School.
370 EDUCATION IN INDIANA.
MARTINSVILLE HIGH SCHOOL.
J. E. Kohinsou, Superiutendent.
Organized, 1870. Commissioned, 1882.
SuiK'rintendeuts, with dales of service:
Mrs. N. D. Standlford 1810-1872
B. F. French 1872-1876
J. R, Starkey 1876-1886
W. D. Kerlin 1896-1901
J. E. RobiusoD 1901-1904
Principals and assistants:
Maggie Cox.
Miss F. A. Case.
Ella R. Tilford.
Maggie Boyd.
Mary E. Long.
Miss N. M. Woodward.
Paul Monroe.
E. W. Abbott.
W. F. Clarlie.
J. E. Robinson.
J. A. McKelvey.
O. P. West.
Hi;rli school teachers and subjects they teacli:
O. P. West, principal. (Jerman, Chemistry.
IjuIu Claris, Latin, History.
Chas. F. Jacknian. Mathematics, Ph5'sics.
Lillian Hart, English and Literature.
T. W. Ilesler, History, Botany.
Average yearly salary of high scliool teachers, including superintendent,
•15723.33.
Training of teachers:
O. P. West, graduate Indiana University, Indiana State Normal
School.
Chas. F. Jackman, graduate Indiana University.
J. W. Hesler. graduate Indiana State Normal School and Stadent
Indiana University.
Lillian Hart, graduate DePauw University.
Lulu Clark, student at DePauw and Indiana University.
Enrollment in high school 128
Total enrollment in grades and high school 984
Number of girls graduated last year (1003) 8
Number of boys graduated last year noo:*) 8
Number In this class that went to college 6
Number of graduates since school was organized 279
Number of these who have attended college 100
EnnCATTON IN INDIANA. 371
m^l
372 EDUCATTON TN INDIANA
MICHIGAN CITY HIGH S(?HOOL.
Paul A. Cowgill, Supcrintoiuleiit.
Organized, 1871. Commissioned, VJOl.
Superintendents, Avitli dates of service:
S. E. Miller 1807-1888
J. C. Black 1888-1893
Edward Boyle 1893-1899
J. G. Monroe ' 1899-1901
Paul A. Cowgill 1901-1904
Principals and assistants:
Ix)uis W. Keeler.
H. A. Ix>ber.
Edward Boyle.
. George Burns.
High school toachors and sul>jocts tlu\v tcncli:
Margaret Slcezer. English.
Lelia Childs, Mathematics.
Sadie Sheehan, I^atln.
Le Koy La Gess. Botany.
(trace Gillespie. History.
Clara Hughes, Art.
Mrs. Bertha Child. French and (Terman.
Chas. Kibhy and (ieo. Andt^rson. Commercial.
Average j^early salary of high school teacliers. in(*luding superintendent,
$6G5.
Training of teachers:
TiOuis Keeler, University of Mh'hiiran.
Enrollment In high school 187
Total enrollment in gi-ades and high school 3,191
Number of girls gradnatiMl last y<»ar {VMC*) 13
Number of l)oys graduated last year nniKii 1
Number in this class that went to college 1
Number of gi*aduates since school was orgaiiizr<l 351
EnncATina in tsdiajia. s73
374 EDUCATION IN INDIANA.
MIDDLETOWN UIGH SCHOOL.
H. N. Coffman, Superiiiteudeiit.
Organized, 1890. Commissioned, 1895.
Superintendents, with dates of service:
W. H. Sanders : 1888-1883
W. L. Cory 1893-1896
H. N. Coffman 1896-1904
Name of principal:
R. S. Tice, Principal.
Names of high school teachers and subjects they teach:
H. N. Coffman, History.
R. S. Tice, Latin, Algebra, Physics.
Willian Graves, English, Geometry, Physical Geography and Botany.
Average yearly salary of high school teachers, including superintendent,
$680.
Training of teachers:
H. N. Coffman, graduate of Indiana State Normal; A.B. and A.M.
residence work at Indiana University, Department of Philosophy
and Pedagogy.
R. S. Tice, graduate of Indiana State Normal; resident graduate of
Indiana University in the Department of Zoology.
Wm. Graves, three years* work in Indiana University.
Enrollment in high school 48
Total enrollment in grades and high school 287
Number of girls graduated last year (1903) 1
Number of boys graduated last (1903) 0
Number in this class that went to college 0
The colleges to which these went with number of ea(?h 0
Number of graduates since school was organizcHl ®L
Number of these w^io have attended college 21
EDUCATION TN INDIANA.
MiDDLKTilWN HitiU S<:iIIJ()L.
IM6 KDUCATIOX IX IXDIAXA.
MISHAWAKA HIGH SCHOOL.
B. J. Boffuo, SuporiiitencU'Dt.
Organized, 1802. CommissioutMl. ISTS.
Superintendents, with dates uf servi<'e:
Mr. E. Sumption 18«9-1873
E. S. Halleck 1873-1877
E. Wlilpple 1877-1879
W. H. Fertieli 1879-1883'
Elias Boltz 1883-1887
B. J. Bogue 1887-1903
J. F. Nuner 1903-1904
Principals and assistants:
Geo. L. Harding.
B. J. Bogue.
H. G. Ix)ng.
Mrs. ('. V. Sliorwood.
Geo. A. Powles.
Miss Olive Batman.
Cbas. Dolan.
Mary D. Welch.
High school teachers and sul»jocts tliey tt-ach:
Evangeline AI»]m\v, Science.
C. E. Wliite. Matlieniatics.
Marie Simpson. En^lisli.
Mary D. WHcli. principal. Language.
.\verage yearly salary of high srliool ti*acliers, including superintendent.
$71)5.
Training of teachers:
Mary D. Welcli. ()liv<«t. Mich.
Evangoline Al»I»ey. Olivet. Mich.
Marie Simpson, Olivet. Micli.
r. E. White. Indiana Vniverslty.
J. F. Ntmer. Indiana St a to Normal: 1 year at Indiana University;
li years at (Miicago Tniversity.
Our jrrade teachers are principally high school graduates.
Enrollment In high s^^hool 0!)
Total enrollment in grades and high school 1JVJ4
Nnmher of girls ;rrailu:iled last year (llHK'l) 7
Number of boys graduated last yt»ar (IIHKJ) 3
Number in this class that went to collcg<» 3
Number of graduates since school was organized 100
Number of these who have attended collect* 50
EDUCATION IN INDIANA. 377
MisHAWAKA High School.
378 EDUCATION IN INDIANA.
MITCHELL HIGH SCHOOL.
J. L. Clftuser, Superlutendeut.
Organized, 18U0. Commissioned, 187U.
Superintendents:
J. C. McLaughlin.
J. P. Funis.
R, A. Ogg.
D. W. Allen.
A. II. Hastings.
II. T. rickle.
(\ W. McClure.
Mr. Lugenbiel.
A. K. Southerland.
£711a Munson.
D. H. Ellison.
Mrs. Kate Gilbert.
E. L. Hendricks.
J. L. C la user.
Can not give dates (»f services of each.
Principals and assistants:
Ed Odonnel.
Hugh Holmes.
Nora Williams.
Clara Mitchell.
J. P. Callahan.
Frank A. Wood.
Robert Tirey.
Charles D, Mclntire.
High school ten<*liers and subjects they teach:
Rol>ert Tirey. Latin and English.
Charles D. McIntJre, Science and History.
J. L. Clauser, Mathematics.
Average yearly salary of high school teachers. Including superintendent.
Training of teachers:
J. L. <.'lauser, Supc^rintendont. graduate Indiana State Normal Bcbool.
Robert Tirey, Principal, graduate Southern Indiana Normal BcbooL
undergraduate Indiana riiiversity.
Charles D. Mclntire. unriorgraduato Southern Indiana Normal School
and Valparaiso. 1 year in fornuT. in weeks in latter; graduate
Vorls Rusiness College.
Enrollment in high school 4S
Total enrollment in grades and hi^'h st lion! 650
Number of girls graduated last year {VMr.\\ 4
Number of boys graduated last year niMV.i 2
Number in this elass that went to college 1
EDUCATION IN INDIANA. 379
JlrjNUN HIUH Si-llOOL.
380 EDUCATION IX INDIANA.
MONON IllCni SCHOOL.
.Tamos H. Shaffer, Superintendent.
Organized, 1894. CouiniissiontHl, 1002.
Sui>erintondents, with ilates of service:
Win. M. Sheets 1894-1896
James H. Simflfer 1896-19W
Principals and assistants:
.Tames II. Sliaflfer.
.lolni G. Yorlc.
II. M. Appleman.
Mrs. Nana Kent.
Miss FnHlri<*a K. Tuelver.
Miss Bt»ile .Tonrs.
(Myde C. Tull.
Cliarles .T. Carpenter.
Hijrli scliool teaeliers and sul>jeets tliey teach:
.Tames II. Sliaffer, Physics. Zocilojry.
Clias. .?. Carpenter. Matliematies and Latin.
Miss A^nes Carr. Kn^lisli and History.
Av<»ra^e yearly salary of hi^h seliool teaeliers. including superintendent.
Training of tearluM-s:
.Tames II. Shafl'er. five terms DePanw T^iiiversity; throe terms Indi-
ana St a to .\ormal Seliool.
Clias. .1. Cjiriienter, ;rradnate State Normal School.
Miss .Vgncs Carr. graduate nf Ch'udale College; nearly one year In
(Miieago University.
K'nn»llm(>nt in liigli s<*liool 00
Total enrollment in grades and liigh school 314
Number of girls graduated this year (UKKS) 11
Numi»er of hoys graduate*! Inst year (lOlK?) 5
Ninnber in tliis ehiss that went to college 3
Number of graciuntes since seliool was organiz-'d 55
N^ Number of these who have attended college 11
EDUCATION IX IXDL\X.\.
MOXTrKLIKR HIGH SCHOOL.
T.. E. Kflly, Superintendent.
Otguiilzod. ISfir.. Commissioned. ISOS.
Snin'riutpiiilpiitK. wltli ibites of sprvirc:
I,. E. Kolly
I'll
JOllll \V. II<ll<loilllUI.
Iliuli K(-hooi ti'iii'Iierx mid sntiti'cls tlicy li'.iHi:
John W. n«id('nL!in, .Mritii.'niiiti.s .iiid HIslory.
.loiin n. Giiliol. Sflc'in'e.
rinrlcf M. Lyllp. I.iiriii iind KiiKllBh.
raroHiio Kiii;liKli, MiibIc.
.S(,'!J<WL.
verii;.'e yoaily snliir.v "I' lilsili SfUiMil ti.'H
$CTT.50.
riiinintr of tpnclicra:
L. E. Ki'll.v. GniduHlf Indliiiin Stiite Nonnnl.
.lohii W. lIoMciiiiiii. ;:r:icliiiLli' IndiMOii Kliiti' Norniiil.
Joliii D. (JiilicI, Kriiduiilf HiinnviT Colli'jM'.
ClavlL-e itl. Lytle, giaduiite Nuilbwostern.
iiiid[ng HkiperiiitGndeiil.
382 EDUCATION IN INDIANA.
Enrollment in liijrh school 115
Total enrollment In grades and high school 787
Number of girls graduated last year (lOcro 3
Number of l)oy8 graduated last year (llH>a) 0
Number in this class that went to college 1
Number of graduates since school was organized 24
Number of tliese who have attended college 6
MONTK'KLLO HIGH SCHOOL.
J. W. Iljiniilton. Sui)erintendent.
Orgjinl/.ed. 1870. ('i)iiiiiiissiniKMl, 1887.
Suiicrintcndents, wiMi data's of s<M'vifc:
.1. (;. Uoyer 1879-1884
Win. Sinclair 1884-1885
B. F. Mnori' 1885-1800
.1. W. Hamiltnii 1800-1904
l*rindi):il:
Li'wis K. WlnM'hT, prin('ii):il.
High srhiMil trai'liors and *<nl)jccls they tcarli:
Lewis K. WliccliT.
Harriet Harding. Knglish.
(J'MU'vieve Williams. Latin.
M;tl»cl Kuihrock. History and (JiTnian.
Clinton Kontli. Mnslc.
I-'ran«'«'s Wfstfall. Art.
Av»M"a^i« yt-arly salary of lii;:li s<-hool teachers, including superintendent.
S710.
Training at' tea<-liers:
Lewis K. Wheeler, gradnate State Normal, undergraduate 9tate Uni-
versity.
Harriet Hardin;:, A.I?., gradnate PePanw. seven years' experience.
(ienevieve Williams, innler^ratlmite DePauw. seven years' oxperl-
eneo.
.Mabel K«>tlirock. A.P... graduate Indiana Tniversity, two years* ex-
perieiiee.
Clinton Kouili. private seho«>I and student Northwestern College.
tlu'ee y#ars' (wjHMieiu'e.
Franef»s West fall, student Art Institute. Chicago, Ave years' expori-
eneo.
Enrolbnent In high sr-hof>l 173
Total enrollment in irradi-s .iimI hiirh seln>ol 700
NninlM-r of jrirls irradnated i.-ist year tllH»3) 13
.Nnnilier of boys -radnated last y(\ar (100.'^) 14
.Vninber in this class tliat went to college 9
Nrni'ser of graduates since scliool was organizcMl 214
Xunibrr of these who have attended college 50
EDUCATION IN INDIANA.
iIOOiliiSVIl.i.K HIGH SCHOOL,.
W. C. Pldgeon. Supi^rlntendent.
Organized, 1895. Comml!<Bioned, 18U5.
SuperliiteDdcotB, with dates oC service:
G. B. Coffman
Alaska Eaton
W. C. Pidgeou 1903-1904
Trlucipals and assistaiita:
Carrie Scott 1899-1903
Flora M. Guji'j- 1903-1904
High BCbool teachers and subjects tUey tf^acli:
W. C. PldRcon, Science, Euglish and Illstoiy.
Flora M. Guyer, Latin. Mathematics and History.
Average yearly salary of high school teachers, lududlng superintendent,
$069.
Training of teachers:
W. C. PidgeoD, A.M., Indiana University.
Flora M. Guyer, B.L., Franlilln College.
Enrollment In high school 00
Total enrollment In grades and high school 375
Number of girls graduated Inst year (1003) 3
Number ot boys graduated Inst year (1903) 2
Nnmber of each In this class that went to college 0
Number of graduates since school was organized No data
Number of these who have attended college 20
384 EDUCATION IX INDIANA.
MT. VEKXON IIK5II SCHOOL.
Kdwiird G. Hanman. SiiiKTinteiidont.
Oi'Kaiiizod, 1871. Coiunii.'«sion(*d. 1890.
SuiK»rIiitondeuts, witli dntos of servicv:
A. J. Snoke 1870-1874
Alfred Kummer 1874-1876
K. S. Clark 187G-1879
W. I. Davis 1879-1882
P. P. Stiiltz 1882-1889
II. V, Leavenworth 1889-1806
Edwin S. Miunoe 1896-1903
Edward (J. Hanman 190S-1904
IM'incipals and assistants:
Alice Cliuate,
Florence ILuwley.
.1. W. Ilialt.
W. S. Biishnell.
Tbuiiias Orr.
M. J. Conine.
Rebecca I*orten.s.
O. ir. Welker.
(). L. Sewall.
T. W. Thomson.
II. (). (!avanah.
E. S. Monro(>.
Charles Pnlliani.
L. P. DmMT.
E. G. Bannian.
G. W. Hishop.
lli«h sclitK)! teacliers and snl>j<'c,'ts they teach:
Georj:e W. Bisliop, ciieniistry and Latin.
T. XL Stoneciplier. Mathematics.
M. Abigail Smith, History. Stt»no;rraphy. Typewriting.
Elora Ileldel. (lerman and Latin.
Helen A. Sullivan, English.
Av«*raj:e yearly salary of hlKJi s«hool teachers, inelnding superintendent.
Training of teachers:
Edward G. I'.auman. Ph.i:.. A.M., Illinois Wesleyan University.
George W. IJishop. nnder.Lriaduat*' Illinois University.
M. Abigail Smith, nnd<'rgi:nlnate Indiana State Normal.
T. n. StonecipluT, nnder;:radnate Ewing College and Indiana Uni-
versity.
Flora Heidel, A. 15., Central Wesh>yan <'olh?ge.
Helen A. Sullivan, A. 15.. University of Mirliigan.
Enrollment In high school 140
Total enrollment in grades and idgh school 1,100
Number of girls graduated last year (V.H):\) 7
EDUCATION IN INDIANA.
385
Xiiralicr of bo.vB gradunlcd last year (1903) 5
Xiimlipr ill this class tliat went to college 4
Xiuulier of gradimtes Bltit-e ecliool was organized '354
Xiimber of these who have attended college KM
Mt. Vernon Hhsh School.
MUNCIE IIIUH SCHOOL.
George Ij. Roberts, Superintendent.
(»r),'anliied. 18i!8. ('oDimiRsloncd, .
Sn|ii Tint en dents, witti dates of service:
Charles II- Payni>
II. S. McRmi 18C7-1881
F. M. Alien 1881-1882
II. S. Mcllac 1882-1883
John M. Bloss 1883-1887
W. It. Snyder 1887-1903
George L. Roberts 1903-1904
!S— Bddcitiom.
386 EDUCATION IN INDIANA.
Principal:
Ki-uest v. Wiles.
High school teachers and subjects they teach:
Mrs. M. 1. Ivins, Mathematics.
Emma Cammaclv. Latin and English.
L. H. Pittinger, English.
William Thrush, Latin.
II. S. Peacock, History.
A. L. Murray, Englis!i.
J. F. Bower, Comnier<-ial.
W. I. Underbade, SiMence.
Ci'rus Hector, Science.
S. I. Conner, Heading.
Alma lUirton, (Jerman and French.
J. O. Potter, Mathematics.
Average yearly salary of high school teachers, including suiierintouileiits.
Training of teachers:
No data given.
Enrollment in high sdiool 346
Total en r< dim cut in grades and higli school 3,918
N'und)er of girls graduatinl last year (lfM)3) 28
Number of boys graduattMl last year (190.*^> 9
Number in this class tluit went to college 6
Nund>er of graduates since school was organizeil 643
Num1>er of these wlio have attended college 135
:SIcC()KI>SVILLE IMGII SCHOOL.
W. H. Sl(K>lvey, Superintendent.
Organized. 18S4>. Connnissioned. 18i»7.
Su]>erintendents, witli dates of si'rvlc(»:
W. B. SfrM)key 1897-1904
Principals and assistants:
Peter Hinds 1897-1896
Mr. Bowman 1898-1899
Claude Brown 1899-1900
B. W. Forkuor 1900-1901
O. L. Morrow 1901-1903
Will Scott .1003-19(M
High school teachers and subjects they teach:
Peter Hinds, Latin.
W. B. Stookey. teaclies 7 classes.
Will Scott. teacii(»s S classes.
Average yearly salary of higli school teachers, including superiutcndont.
$580.
Training of teachers.
W. B. Stookey. graduate Indiana State Normal.
Will Scott. .*{ years Indiana State Normal.
'1^
EDUCATION IN INDIANA.
387
Enrollment In liiRh school 24
Total pDrollment In Rrades and blgti scliool 144
Xiiml.oi' of jtirls ernilunted lust year (ISMBI 3
Xumbprof boys Rrniliinted Inst year (1903f 3
NumlHT in this class that wpnt to college 2
Number of grnUuntes since school was orRanlKeii KI
Xumlier at these wlio have atlended collesc 24
K 1
McCoRDSViLLE High School,
NAITANEE HIGH StTIIOOL.
S. W. Hner, SuperlnteHdent.
<>rK'iiilK<'<l. lS!)r>. CiiiunilMoneil. ISns.
SnixTliilendcnlN, wllb tlnles of Hervlce;
S. \V. Hjut
I'rinclimls nnti nsaistants;
Olive A. Vollva.
George W. Bailor, flBslBtniit.
388
EDUCATION IN INDIANA.
High school teachers and subjects they teach:
S. W. Baer. Ciorman, History, Psychology.
Olive A. Voliva. I^itin and English.
George W. Bailor. Kcience and Mathematics.
Av€»rage yearly salary of high school teachers, including superintendent.
$740.
Training of teachers:
S. W. Baer, Th.B.. A.M., DePnuw T'nlv<Msity.
Olive Voliva. Th.B.. l)(»ran\v I'niversity.
George W. Bail<»r. .\.n.. DePauw T'niversity.
Enrollment in high srhoni ilj
Total enrollment in gra«le and hitrh school 402
Xund)er of girls graduate*! last year (IJMi.ii 5
Number of boys graduat<Ml last year < ll>n:b 7
Number in tliis class tlial went to c<>lh*ge IJ
Nnml)er of graduates since scliool was organized ."ill
Number of tliese wjio have attended coll(»ge Hi
NKW AI.HANY lIKill SCHOOL.
Cliarli's A. Prosser. Supi'Hntenilent.
Orgaidzed, is.'i:{. ('(»mmissi(»ne<l, 1S7.X
Superintendents, with datt s of service:
(.'has. Barnes 185G-1S57
.las. G. May 1857-1850
Geo. P. Brown 1»M-1Si'm
Dr. E. Newland lS<r>-1870
J. K. .Waits 1870-1872
II. B. Jacol)s 1872-188:^
("has. F. Collin 18S:{-188i;
J. B. Starr 188(M81M
W. H. llershman 1804-181K>
('. A. Prosser 18«)-10ii4
Principals and assistants:
Georg(» H. Harrison.
Charles Barnes.
Jas. G. May.
O. V. Towsl(«y.
(Jeo. 1». Brown.
V. Jj. Morse.
J. B. Ueyn(»lds.
Jacol) K. Walts.
John M. Bloss.
W. W. Grant.
E. S. Wellington.
(i(H)rgo P. Weaver.
Mrs. .1. M. Lindlev.
K. A. Og;:.
J. P. Ftmk.
H. A. BucTk.
W. O. Vance (coloretli.
BDlWATinX IX INDIANA.
890 EDUCATION IN INDIANA.
High school teachers and subjects they teach:
H. A. Biierk, Mathematics.
Alice Fiiuk, Botany, Physiology and Biology.
Mrs. M. II. Slirader, I^tin, History, Greek.
Frances Fawcott, Literature and Uoman History.
George Kahl, English and Greek History.
Edwin Kahl, Physics, Mathematics and Civil Government.
Average yearly salary of high school teachers, including superintendent,
^829.
Training of teachers:
H. A. Buerk, graduate Harvard; 2 years Indiana University.
Edwin Kahl, 2 years DePauw: graduate of Indiana University.
George Kahl. graduate Indiana State Normal; 2 years Indiana Uni-
versity.
Alice Funk, graduate Lebanon (Ohio) Normal; 5 summers Chicago
University.
Mrs. M. H. Slinider. graduate DoPauw Female Seminary.
Frances Fawcett, graduate DoPauw Female Seminary.
Enrollment in high school 275
Total enrollment in gi-adcs and high school 3.401)
Number of girls graduated last year (1903) 20
Numl)er of boj'S graduated last year (1903) 14
Number in this class that went to college 7
Number of graduates since scliool was organiz/.n! 1,250
Number of these who have atetnded college 125
NEW AUGUSTA HIGH SCHOOL.
John Shipman. Superintendent."
Organized. 1S89. (V>mmissioned, 1890.
Superintendents, witli djites of service:
J. A. Swan 1S89-1891
B. F. Sisk 1801-1892
E. L. Maines 1882-1883
J. A. Swan 1883-1884
F. C. Senour 1884-1886
H. C. Berry 1886-1800
F. C. Senour 1800-1802
John Shipman 1802-1801
Principal:
F. C. Senour.
High school teachers and subjects they teach:
John Shipman. Mntlicmatics, Pliysics. German.
F. C. Senour. Englisli. History, Latin and Botany.
Average yearly salary of high scliool teachers, including superintendent,
$550.
Training of teachers:
John Shipman. undergraduate State TJnlvcrsily: undergraduate Pur-
due University.
F. C Senour, undergraduate State University.
EnaOATlOX IS INnlANA.
I'lnruIIiiiciit iti biKli sc-lirMil
Tut:il ciirtrlliiiout lu );i-nilos tiilil liit'li scIkhjI.
NiimlHT of Klrls eiiHliuitiM limt yctiv (lOcKd.
Xiimlipi' at liw.VM Krntluutr<U lust yciir niXKii.
XiiiiilH>r in Iblx t-IiiRM tlint went ti> <-rillL<f;o. .
Xiiiiilicr of t-radimtca slii'.'!" school wnh or^Miilzi'il
Niinilu'r iif (lu'si> wlin liaw attcnilod iM>llfKi>
Sew Augusta Hiuii Schooi..
392 EDUCATION IN INDIANA.
NEW CASTLE HIGH SCHOOL.
J. C. Weir, Suporintendout.
Organized, 1873. Commissioned, 1883.
Superintendents, witli dates of service:
George W. Ilufford 1870-1876
William McK. Blake 1870-1879
William A. Moore 187»-1881
J. W. Caldwell 1881-1881
Henry Gunder 1881-1883
C. W. Harvey 1883-1887
W. D. Kerlin 1887-1888
J. C. Wier 1888-1904
Principals and assistants:
Joseph Dobell 1876-1878
Wm. A. Moore 1878-1879
George Vinnedge 1879-1881
John O. Reid 1881-1882
Frank Norris 1882-1883
Jno. Schurr 1883-1885
Pheriba White 1885-1887
Carrie Furber 1887-1888
Mary L Root 1888^1890
Rose R. Mikels 1890^1904
High school teacliers and subjects they teach:
Robert McDil, Mathematics.
Charles Chambers, Science.
Mary Meek, German and History.
Wannetnh McCanip])ell, English and Civics.
Abbie J. Sehrock. Drawing.
Rose R. Mikels, T^atin and English Literature.
Average yearly salary of high school teachers, including superinteudeut.
$745.
Training of teachers:
J. C. Wier, A. M., Indiana University.
Rose R. Mikels, A. M., De Pauw University.
Robert McDill, A. M., Indiana University.
Charles O. Chambers, A. M., Indiana University.
Mary Meek, A. B.. Indiana University.
Wannetah McCanipbell. A. B., Indiana University.
Enrollment In high school 145
Total enrollment in grades and high school 876
Number of girls graduated last year (IIX).*?) 3
Number of boys gradujited last year (IIKK?) 5
Number in this class that went to colh?ge 1
Number of graduates since school was organized 205
Number of these who liave attended college 41
EDUCATrON IN INDIANA.
394 EDUCATION L\ INDIANA.
NKW HARMONY IIKUI SCHOOL.
Joseph K. KcUoy, Supcriiitendont.
Orgniiiztul. 1S72. CcniiinlssiuiUMl, 1SS2.
HiiiKTiiiteiHlcntH, with datos of st»rvk-e:
(\ H. Wood 1882-1886
J. W. McCoruiiik 1886-1888
C. li. Hoi)por 1888-1800
C. H. Wood 1892-18a>
H. W. Monlcal 1805-188U
Josi'pli E. KolU*y 1899-1904
Hlj?h schtM>I tciU'liLM's and sul»jects tlioy teach:
Uora ('arv«T Do Lay, Tiatin and SeicMice.
draco Tote, liltcraturo and History.
Ida Stallinjjs, A1.2rc))ra.
Joseph E. Kelley.
Average yearly sahiry of high seliool teachers, including 8iiiK*rintondent,
^737.50.
Training of teachers:
Dora Carver De Lay, Indiana T'niversity.
Enrollment in high school 01
Total enrollment in grades and high school :J1>8
Number of girls graduated last year (IIMkJ) "i
Number of boys graduated last year (IDli.'J) 2
Number in this class that went to colleg<* 2
Number of graduates since school was organizetl 218
Numl)er of those who have attended college 52
NEWPORT HICH SCHOOL.
J. W. Kendall, Superintendent.
Organized^ . Cinnmissioned, isiU).
Superintendents, witli dates ot service:
Clyde L. Wagn<«r 1898-1000
J. W. Kendall 1900^19i>4
Principals and assistants:
Agnes Pochin 1808-1900
Mary K. Bireli 19(KV1002
Edith Ravens«n»ft 1002-1903
Mary Campljoll 190»-1904
High s<rhool teacliers aiid subjects tliey tearii:
Mary CamplM'll. l.Mtin and English.
J. W. Kendali, Matlieniatics, Science and History.
Average yearly salary (»f liigli s<-1h>o1 teacliers. inciuding suiHTintPuclent,
Training of teachers:
Mary Canii)bcll. A. 1?.. Mtmies Hili: A. M., DePauw.
J. W. Kendall, gnuluate Stale Normal: undergraduate Indiana Uni-
versity.
EDVOATION IN INDIANA.
396 EDUCATION IN INDIANA.
fiurollment in high school 29
Total enrollment in grades and high school 175
Number of girls graduated last year (1903) 5
Numl>er of boys graduated last year (1903) 1
Number In this class that went to college 1
Number of graduates since school was organized 18
Number of these who have attended college 9
NOBLESVILLE HIGH SCHOOL.
J. A. Caruagey, Superintendent.
Organized, 1872. Commissioned, 1881.
Superintendents, with dates of service:
James A. Baldwin 1870-1873
John liacy 1873-1874
E. E. Henry 1874-1875
B. F. Owen 1875-187«
F. W. UeulK'lt 1870-1885
G. F. Kenaston 1885-1889
J. F. Haines 1880-1903
J. A. Carnngoy 1J)03-1904
Principais and assistants:
Miss Annis Ilenrj', J. S. White, J. F. Haines. W. J. Greenwood, J.
W. IIubl)ard. Ueid Carr. F. L Jones, E A. Scholtz, Milton (lantz,
II. W. Thompscjn. AV. (). Bowers. W. M. Caylor.
Higli school teacliers and suijocts tliey teach:
Will M Caylor, j)rincipal. Algebra and Latin.
(Mara Brown. En^rlish.
Clara O'Neal. Latin.
Florence Morgan, History.
A. J. Burton, Science.
E. E. Fitzpatriclv, Mathemati<'s.
W. J. Stabler, Music.
Average yearly salary of high school teacliers, including superintendent,
IJt«40.
Training of teachers:
J. A. Caruagey, A. M., Hanover.
W. M. Caylor, Indiana State Normal.
Clara Brown. A. B., Earlliam.
Clara O'Neal, A. B., Earlham. •.'.■
A. J. Burton, senior Indiana University. .J'T
E. E. Fitzpatrick. junior Indiana University.
Florence T. Morgan, senior Indiana University.
Enrollment in high school 210
Total enrollment in grades and high school 1,240
Number of girls graduattMl last year (1903) 15
Number of boys graduated last year (1903) 17
Number in this class that went to college 6
Number of graduates since school was organized 389
Number of these who have attended college 00
EDUCATION IN INDIANA.- 397
NORTH JDDSON HIGH SCHOOL.
C. F. Blue, SuperlDtendent.
Organized, 188U. Commissioned. 1890. '
Superlnteudenls, with dates" of eervlce;
W. R. Murphy 1889-181)2
J. E. Lung 1882-1894
C. S. Smith 1894-1896
J. S. Ilagsdale 1896-1898
A. K. MuiTiliy 1900-1901
O. O. Whitoiinck 1001-1903
O. V. Blue 1903-1904
ri'lnclpuls flud nxsisIniitH:
Mr. liediuond -1900
Florence Kiilpe 1900-1903
f^Ilgli Hchool teiiclit<rri niid sultjeets tliey teach:
No dniti.
Average yearly salary of high school tenchcrs. IncludiDg surer! ntendent,
¥fi42.
Training of teachers:
C. F. Blue. Michigan Military. Acndeniy: grnUiiate TrI-State Normal.
KiiroUiiient Iti lil;;li apiHK>l 38
Total CDi'olliiiMit In tn'iidtii and high school 295
Nunibei' of giil« KTiidnntcd Inst year (10031 None
Nuniher of boys Kraduuled Inst year (1903) 3
Niinilier In I his dass that went to college 2
Xiimljer of grndiintes since school wns^ organized 46
.\iiuibcr of tliPMc who liave attended college 27
Nobles viLLE HioH School.
898 EDUCATION IN INDIANA.
NORTH MANCUESTER HIGH SCHOOLi.
Charles F. Miller, Superintendent.
Organized, 1882. CommiBsioned, 181M.
Superintendents, with dates of service:
Walter Irwin 18M-1898
H. S. Hippenstell 1898-1903
Charles F. Miller 1908-1904
Principal:
A. H. Symons.
IliKli school teachers and sul)jects they teach:
A. H. Symons, Science.
Ella Lorni, English an<l History.
Ora J. Brooliover, Latin.
Minnie R. Laver, Art.
Average yearly salary of high s<*hool teacliers. Including superintendent,
$725.
Training of teachers:
Cliarles F. MilhM-, A. R.. DePauw University.
A. II. Symons. H. S., Karlliam College.
Ora J. Rrookover, A. R., Wittenhcrg.
Ella Lorm, A. R., Chicago University.
Enrollment In high sc-Ikm)! 90
Total enrollment in gi'udes and high sch(M)l 500
Number of girls gi'aduatod last year iVMVA) 7
Number of boys graduated last year (llKKiJ 7
Number in this cImss that went to college 7
Number of graduates since school was organized . . 170
Number of these who have attended college t»r>
NORTH VERNON IIKJH SCHOOL.
(Jeorge V. Weedman. Superintendent.
Organized, lS7<i. Commissioned. 1887.
Sni)erintend( nts, with tbites of servici':
J. W. Stout 1870-1877
A. W. Dunlvle 1877-1879
William Isley 18<9.1881
C. D. Bogart 1881-1883
Amos Sand'Ts 1883-1887
Charles N. Peake 1887-1801
Horace Ellis 1891-1895
Lena M. Foster 1895-1898
Curtis R. Newsom 1898-1901
(Jeorge P. Weedman 1901-1904
I*rincipals and assistants:
Charles E. McClintock, principal.
Ellas Rrewer, assistant principal.
EnucATiny ;.y ;.vn;.i.v.i. sm
400 EDUCATION IN INDIANA.
§
High school teachers and subjects they teach:
George P. Weedinan. L4itin and Physics.
Charles E. McClIntoclc, History and Mathematics.
Elias Brewer, English and Latin.
Average yearly salary of high school teachers, including superintendent.
$813.
Training of teachers:
George P. WetMlnian, A. B., Indiana University: graduate Danville
Normal.
C. E. Mc(:iintocl«, principal hlgli scliool. undergraduate Indiana Uni-
versity, one year a student there; one year a student in Franklin
College.
Elias Brewer, A. B., Indiana T^niversity: six years student of Indiana
University; one year student State Normal.
Enrollment in high school 101
Total enrollment in gn\d«'s and high school 500
Numl)er of girls graduated last year (1003) 4
Number of Ivoys graduated last year (1003) 4
Number in this class that went to college 2
Number of graduates since school was organized 176
Number of these who have attended college J50
OAKLAND (^'J'Y HIGH SCHOOL,
li, J. Dearborn, Superintendent.
Organized, lS7r». Commissioned. 188(>.
Superintendents, with dates of service:
Lee Tomlin 1873-1881
Robert Duncan 1881-1883
N. C. Johnson 1883-1888
J. M. Robinson 1888-1890
Josei)li Johnson 1800-1801
J. L. Price 1801-18a3
James II. Henry 180:j-
F. D. Churchill 1803-1000
J. F. Worsham 10(>!V1!K>2
R, J. Dearborn 1002-1004
Principal:
A. G. Cato.
High school teneliers and subjects they teaeli:
A. G. Cato. MatluMnatics, Latin and Physics.
Virginia Carr. English. Music. Bookkeeping. Physical (fCography.
R. J. Dearborn, Botany. History. Physiolog.v.
Average yearly salary of bigli school teachers, incliiding superintendent,
JF800.
Training of teachers:
A. G. Cato. A. B., Oakland City College: one term Chicago Univer-
sity; life State license.
Virginia Carr. Ph. B.. DePauw University.
R. J. Dearborn, A. B., Indiana University: graduate Indiana State
Normal S^chool.
EDUCATION IN INDIANA. 401
402 EDUCATION IN INDTAXA.
Enrollment In h'li^h school 69
Total enroUmont in grades and high school 500
Number of girls graduated last year (1008) None
Number of boys graduated last year (1908) 4
Numl)er in this class that went to college None
Number of graduates since school was organized 128
Number of these who have attended college 20
ODON HIGH SCHOOL.
F. M. McC'onnell, Superintendent.
Organized. 1894. Commissioned, 1902.
H. H. Clark 1894-1896
S. W. Satterilold 1896-1899
Wm. Abel 1899-1902
E. W. Bennett 1902-19a3
F. M. McConnell 1903-1904
Principals and assistants:
J. S. Hubbard 1896-1807
Charles BroolvS 1899-1900
J. W. Satterfield 1900-1901
K. W. Bennett 1901-1902
Cladce Courtney, assistant llHll-1902
Edna Scomp, assistant 1902-1903
A. T. Maylield 1903-1004
Fannie O'Dell, assistant 1903-1904
High school teachers and subjects they teach:
F. M. McConneli. History, Physics. Algebra.
A. T. Maytield. I^atin, Literature, (feometry. Botany.
Fannie O'Dell, Latin. Algelna. Physics.
Average yearly salary of higli school teachers, including superintendent.
$50(5.
Training of teachers:
F. M. McConnell, Indiana State Normal.
A. T. Mayfield, Indiana State Normal.
Fannie O'Dell, Indiana State Normal.
Enrollment in high scliool 42
Total enrollment in grades and liigh scIiool 275
XumlHM* of girls graduated last year (IIM):^) 4
Number of Imys graduat<»d last year (lfX^.'J) 4
Numl>er in tliis riass tliat went to college 0
NumluM* of gniduatcs since scliool was organized No record
Numl)er of these wlio liave attended college No record
EDrCATTOX IN TXDTANA. 40.1
>[H>N- lIlNH SCfllMIL.
404 EDUCATION IN INDIANA.
ORLEANS HIGH SCHOOL.
M. S. Mahau, Superintendent.
Organized, ISOli. Commissioned, 1887.
Superintendents, witli dates of service:
John M. Bloss 1870-
Mr. Allen !
Mr. Sturgis -1875
J. Ralph Burton 1875-1870
J. C. Chilton 1880-1881
G. M. Seott 1881-1885
F. M. Stall^er 1885-188<5
Mr. Smith
Mr. Sutherlin
RicJiard Park 1887-1888
Mr. Relden
J. F. Ingle 189018»»
Rol)ert Troth 189G-1898
C. E. SpauUling 1898-1902
M. S. Mahan 1002-1904
High school teachers and subjects they teach:
M. S. Mahan, Rotany, Algebra, Geometry.
Edith Vail, Latin. English, Geometry.
Mabel Graves, English, History, Civics.
Average^ yearly salary of higli school teachers, including superintendent.
Training of teachers:
M. S. Mahan, graduate Central Normal College, undergrnduiite Indi-
ana University.
Editli Vail, graduate Indiana State Normal.
Mabel Graves, undergraduate Indiana T'niversiry.
KnroUment in high school 4;>
Total enrollment in grades and higli school 350
Number of girls graduated last vear (I'.MKi) 3
Number of I)oys graduated hist year iVMKi) 4
Number in this class that went to college None
Xundier of grjuluatcs since school was organiz(*d ViT)
Xnml)er of these who liavc attended college 2r>
OXFORD HIGH SCHOOL.
M. F. On'ar. Superintendent.
OrgMniz<Hl. ISS."). Commissioned, 1S80.
Superintendents, witli dntes of service:
Alexander T. Reid 1880-1888
Thomas L. Harris 1888-1880
M. F. Orear 1889-1904
Principals and assistants:
Nora E. Hunter 1892-1896
Lura E. Grimes 1896-1897
Eiizal>eth Hewson 1897-1900
EDUCATION IN INDIANA. 406
Mary Meek.
E. G. Sutton.
HIbIi acliool teacln-TB nnd subjects tbey teacli:
Mar; Roberts, Latin.
Selma A. Stemfel, Englisb and Germen.
R G. Sutton, MatheiDiitlcs and Science.
M. F. Orear, History.
Average yearly salary of high school teachers. Including super In teudeut.
$C18.
Training of teachers:
M. F. Orear. M. L., Mt. Sterling, Ky., College; postgraduate [ndtnnn
University, one year.
E. G. Sutton, B. S.. Purdue University.
Seluia A. Stempel, A. B.. from Indiana University.
Mjiry A. Itobcrts. A. B., from Indiana University.
Enrollment In high school T3
Total enrollment in grades and lilgU school 307
Xnmlier of girls graduated last year (1003j 12
Number of boys graduated Inst year (19C3) (i
Xumber In this clas!) that went to college -I
Number of griidimtes since school wns organized 133
Nnmlier of tlieiie who have attended college 42
K^nHiftn»
if li
tm-m.
Paoli High School.
406 EDUCATION IN INDIANA.
PAOLI HIGH SCHOOL.
J. C. Brown, Superintendent.
Organized, 1873. Commissioned, 1903.
Superintendents, with dates of service:
J. J. Copeland 1002-lJlO:i
Principals and assistants:
Bertha Ungle, principal.
Ivin Batcheor, assistant.
High school teachers and subjtH'ts they teach:
J. C. Bown, Mathematics and Literature.
Bertha IJngle, History, I^tin, Civics, Literature.
J. W. Simmons, First >L'ithematics, Physical Geography.
Average 3'early salary of high school teachers, including superintendent.
$520.
Training of teachers:
J. C. Brown, graduate Hanover College; special work Chicago Uni-
versity.
Bertha Linglo, graduate Indiana University.
.1. W. Simmons, Danville Normal.
Enrollment in high school 48
Total enrollment in grades and high school 2(57
Number of girls graduated Inst year (UK)3) 2
Number of boys graduated last year (11MKS> 4
Number in this class that went to college 1
Number of graduates since school was organized . 153
Number of these who have attended college 51
PPirNDLETON HIGH SCHOOL.
E. I). Allen, Superintendent.
Organized, 1SS2. CommissiontHl, 18«r».
Sui>erintendents. with dates of service:
P. A. Itandall 1882-1885
A. J. Beynolds 1885-1887
J. I). White 1887-1892
E. D. Allen 1892-1904
Principals and assistants:
H. F. Hunt.
Grace Smith.
Cj. L. l)e Vilbiss.
S. B. Walker.
Blanche P. Noel.
High school teachers and subjects they teach:
E. D. Allen, superintendent. Science.
<ft»orge L. De Vilbiss, principal. Mathematics.
S. B. Walker, English and History.
Blanche P. Noel, Latin and French.
Average yearly salary of high school teachers, including superintendent,
$«75.
EDUCATION IN INDIANA. 407
TraiuiDj? of teachers:
E. D. Alleu. B. S., Earlhain.
George L. De Vilbi^s, A. B., Indiana University.
S. B. Walker.
B. P. Noel, A. B.. Butler; A. M., Indiana University.
Enrollment in high school 120
Total enrollment in grades and high school 400
Graduates in 1903 19
Number who went to college 6
Total number of graduates 237
Number who have attended college 40
PENNVILLE HIGH SCHOOL. .
J. E. Beeson, Superintendent.
Organized, 1893. Commissioned, 1JK)1.
Superintendents, with dates of service:
W. T. Knox 1900-1903
J. B. Beeson 1903-1904
Principals and assistants:
O. O. Emmons 1900-1901
E. E. Emmons, assistant principal 1900-1904
Morton Myers 1901-1903
B. B. Baker 1903-1904
High school teachers and subjects they teach:
J. E. Beeson, Political Economy. Geometry, History, Physics and
English Literature.
B. B. Baker. American Literature, Chemistry. Latin. Geometry, His-
tory.
E. E. Emmons. Algebra, Rhetoric, Physical Geography.
Average 3'early salary of high school teachers, including superintendent.
$500.
Training of teachers:
J. E. Beeson, IMi. B. and LL. B.. DePauw University.
B. B. Baker, A. B. Ohio Normal University.
E. E. Emmons. Marion Normal.
Enrollment in higli school 38
Total enrollment in grades and high school 224
Number of girls graduated last year (1903) 5
Nunii^er of boys graduated lust year (1903) 4
Number in this class that went to college None
Number of graduates since school was organized (JO
Number of these who have attendc^d college 10
408 EDUCATION IN INDIANA.
PERU HIGH SCHOOL.
A. A. Campbell, Superintendent
Organized, 18<»1. Conunissioned, .
Superintendents, with dates of service:
G. G. Manning 1871-1892
R. J. Stratford 1892-1808
A. V:, Malsbury 1808-1901
A. A. Campbell 1901-1904
Principals and assistants:
Miss Terry.
Miss Brown.
Mr. De Hooper.
A. J. Dipboye.
W. E. Henry.
A. D. Moffett.
Ia E. McCord.
Mr. Armstronir.
Victor Hedgopt^th.
H. L. Hall.
Ross Ix)ckridgo.
High school teachers and subjects they teach:
R. F. Lockri(lg(», History.
A. J. Reclman, Science.
Thos. P. Berry. Latin.
Lillian Bappert, English.
Elizabeth Wilson, Mathematics.
(George DenuiUi, Science and Mathematics.
Grace Armitage. English.
Average yearly salary of high school teachers, including superintendent.
$887.50.
TnUning of teachers:
A. A. Cn nii>l)cll. University of Michigan.
R. F. liockridge. Indiana rniversity.
A. .1. UtHlmt)nd. Indiana University.
Ellzal)eth Wilson. Indiana University.
(irace Armitage. DePauw University.
Lillian Happert. DePanw University.
(Jeorge Demnth, DePauw T'niverslty.
Tliomas lUTry. State XormnI and Indiana University.
Enrollment in liigh scliool 2rW
Total enrollment in grades and liigh school 1.828
Number of giris graduated last year (lOOo) 26
Number of hoys gradualed last year (11K>.'^») 18
Number in tills elass tliat went to college 7
Number of graduates since school was organized 492
Number of these wlio liave attended college 60
EDUCATION IN INDIANA. 409
PETERSBURG HIGH SCHOOL.
Sylvester Thompson, Superintendent.
Organized, 1871. Commissioned, 1902.
Superintendents, with dates of service:
A. M. Bryant 1871-1872
J. W. Wilson 1872-1874
W. D. McSwain 1874-1878
W. H. Link 1878-1S81
A. C. Crouch 1881-1896
W. H. Foreman 1895-1901
Sylvester Thompson 1901-1904
Principals and assistants:
Sylvester Thompson.
J. H. Risk.
Welman Thrush.
J. N. Risley.
C. A. Coffey.
Walter Freanor.
J. B. Clatz.
Hij?h school teachers and subjects they teach:
Sylvester Thompson, Geometry and Physics.
J. n. Risley, Latin, English History, Literature.
C. A. Coffey, Science, Literature and Rhetoric.
Walter Treanor, Algebra.
Average yearly salary of high school teachers, including superintendent,
$077.50.
Training of teachers:
Sylvester Thompson, B. S., Valparaiso,
J. N. Risley, Indiana University.
(\ A. Coffey, Indiana University.
Winter Freanor, undergraduate, Valparaiso.
Number in liigh scliool 70
Total enrollment in grades and high school (>03
Number of girls graduated last year (lO'i.'l) 1
Number of boys graduated last year (190't) 1
Number in this class that went to college None
Number of graduates since school was organized 75
Number of these who have attended college 30
PIERCETON HIGH SCHOOL.
F. F. Vale, Superintendent.
Organized, 1870. Commissioned, 1903.
Superintendents, with dates of service:
C. P. Hodge 1870-1872
I. M. Gross 1872-1874
O. W. Miller. 18741875
John H. Lewis 1875-187G
Mary Sanders .\%1<J$>-^%T\
410 EDUCATION IN INDIANA.
M. P. Scott 1877-1878
W. J. Spear 1878-1881
Frank McAlpine 1881-1883
B. J. McAlpine.. 188S-1887
Byron McAlpine 1887-1889
H. J. Gardner 1889-1890
J. B. McDaniel 1890-1892
H. B. Cole 1892-1893
Wm. Bisenman 1893-1897
Chas. W. Egner 1897-1903
F. F. Vale 1908-1904
Principals and assistants:
F. F. Vale.
Bertha Sweue}'.
High school teacliers and subjects they teach:
F. F. Vale. Orthoepy, Civics, Geometry, Algebra, Latin, Bookkeeping,
Physics.
Bertha Sweney, Algebra. History, Composition, Rhetoric, Music,
Literature.
Average yearly salary of high school teachers, including superintendent.
$500.
Training of teachers:
F. F. Vale. National Normal TTnlversity.
Hertha Sweney, undergraduate Indiana State Normal.
Fnrollnient in high school 37
Total enrollment in grades and high school 220
Number of girls graduated last year (llX):b 3
Number of boys graduated last year (lfK)3) 2
Number In this class that went to college 1
Number of graduates since school was organized 70
Number of these who have attended college 7
PLYMOUTH HIGH SCHOOL.
U. A. Randall, Superintendent.
Organized, 187«). Commissioned, 1880.
Superintendt»nts. with dates of service:
U. A. Chase 1871-1903
U. A. Randall 1903-1904
Principals and assistants:
D. F. Redd.
Kmma Chesney.
T. B. Carey.
High school teachers and subjects they teach:
D. F. Redd, Science.
Bmma Chesney. Language.
Alice Mertz, English and History.
Average yearly salary of high school teachers, including superintendent,
$881.
EDUCATION IN INDIANA. 411
Training of teachers:
D. F. Redd, Ashlnnd, Ohio, two and ono-lialf years; Indiana State
Normal, one year; Indiana University, one term.
diana University, one term.
ETmma Chesncy, A. B., Kalamazoo College.
Alice Mertz, Indiana State Normal; A. B., Indiana University.
R. A. Randall, Michigan State Normal; B. S., University of Michigan.
Enrollment in high school 118
Total enrollment in grades and high school 801
Number of girls graduated last year (1003) 8
Number of boys graduated last year (1003) 6
Number in this class that went to college v 1
Number of graduates since school was organized 200
Nunilwr of these who have attended college 50
PORTLAND HIGH SCHOOL.
Hale Bradt, Superintendent.
Organized. 1876. Commissioned, 1870.
Superintendents, with dates of service:
Mr. Hastings -1878
W. C. Ilasthigs 1878-1880
Mr. McAlpine 1880-1881
Morgan Caroway 1881-1884
W. W. Wirt 1884-1887
H. W. Bowers 1887-1802
C. L. Hottel 1802-1808
J. E. Neff 1808-1800
E. F. Dyer 1800-1001
J. A. Hill 1001-1002
Halt Bradt 1J)02-1004
Principals and assistants:
W. C. Hastings
El wood Haynes -1884
Frank Harris 1884-1885
K. Van Dermarten 18a5-1887
C. M. McDaniel 1885-1802
G. W. Meckel 1802-1803
J. S. Axtell 18a3-1804
J. E. Neff 1804-1808
Mr. Tyler 1808-1800
E. W. Griffith 1800-1001
H. W. Bowers 1001-1002
H. H. Journay • 1002-1004
High school teachers and sul)joct8 they teach:
H. H. Journay, Mathematics.
E. W. Cox, History.
Evelyn Butler, English.
Henrietta Hyslop, Language.
Hale Bradt Science.
412 EDUCATION IN INDIANA.
Average 3'early salary of lii^li school teachers, includlnfir snperintendeDt,
1798.
Training of teachers:
H. H. Journay. A. B.. from Ohio Northern University: also three
years as undergraduate student at Indiana University.
E. W. Cox. A.B., from Angola Normal and three years* work done at
Indiana University.
Evelyn Butler. A.B.. from Hutler CoUege: two terms of post graduate
work at Chicago University and Wisconsin University.
Henrietta Hyslop. A.B.. from Indiana University; two terms of post
graduate work.
Enrollment in high scliool 125
Total enrollment in grades and high school 1.220
Nunibor of girls graduated last year (lOOCii 17
Number of Imys graduated last year ilf>03» 7
Number in tliis cla.ss that went to college 0
Numl)er of graduates since school was organized 247
Number of these who have attendcnl college 125
rRlN(^ET<)N IIH?H SCHOOL.
Harold Barnes, Superintendent.
Organized, 1871. Commissioned, 18D2.
Superintendents, with dates of service:
D. Eckley Hunter 1871-1874
A. J. Snoke 1874-1890
F. B. Dresslar 1800-1891
C. N. Peak 1801-1903
Harold Barnes 1903-1904
Principals and assistants:
Anna M. Small.
Lizzie Ilorney.
Ella Waldo.
M. O. Andrews.
.Josephine Bruce.
.John A. Ramsey.
Lida Powers.
Kuth Gentry.
Louisa Ko(»Iiler.
S. V. McOea.
.L C. Hall.
T. G. Rees.
Ida V. Welsli.
F. B. Dresslar.
II. W. Mimical.
J. H. Edwards.
Hiram Huston.
W. F. Book.
R. S. Munfonl.
EDUCATION IN INDIANA. 413
Pbinceton High Schooi^.
414 EDUCATION IN INDIANA.
High school teachers and subjects they teach:
K. S. Munford, principal, Sciences.
Lillian Carter, Latin and Botany.
A^nes Bross, German and Latin.
Madeline Norton, History.
Forrest E. I^mt, Knglish.
Marjjaret Morgan, Mathematics.
Klma Boyd, Commercial Branches.
Anna M. L^-ndall, Music.
Average yearly salary of high school teachers, including superintendent.
1028.33.
Training of teachers:
Roderick S. Munford. A.B., Monmouth- College.
Lillian Carter, A.B., Indiana University.
Agnes Bross, A.B., Wisconsin University.
Margaret Morgan, A.B., Ohio Weslcyan.
Forest E. Lunt, A.B.. Tuft's C^ollege.
Madeline Norton, A.B.. Indiana University.
Elma Boyd, graduate EvansviHe Commercial Colh»ge.
Harold Barnes, A.B., Kansas University.
Enrollment in high school 179
Total enrollment in grades and high sc1ick»1 lA'iA^
Number of girls graduated last year (ltM»3> 11
Num!)er of l)oys graduated last year (19(»3) 8
Number in tliis class tliat went to college 8
Numlier of graduates since school was organized 310
Number of those who have attended college Unknown
UEDKEY HIGH SCHOOL.
J. E. Orr. Superintendent.
Organized. ISiH. Comnnssioned. ISiM).
Superintendents, witJi dates of service:
W. L. Morgan 18!»3-18Sr»
W. A. Wirt 1805-1897
George E. Dee 1897-1808
W. I>. (Miam)>ers 1898-1000
J. E. Orr 1900-1004
IMincipals and assistants:
W. A. Wirt.
(Jeorge E. Dee.
(i. V. Chenoweth.
C. E. Wilson.
N. W. Bortner.
High school teachers and subjects they teach:
J. E. Orr, Latin. Geometry, English. History.
H. W. Bortner. Algebra. Geometry, History. English. Science.
Average yearly salary of liigh school teachers. Including superintendent,
^000.
EDUCATION IN INDIANA. 413
Training of teachers:
J. E. Orr, A.B., Central Normal, Danville, and undergraduate Uni-
versity of Chicago.
H. W. Bortner, undergraduate Central Normal College. Danville, Ind.
Enrollment in high school 3G
Total enrollment in grades and high school 421
Numl)er of girls graduated last year (1903) 4
Number of boys graduated last year (1903) 0
Xuml>er in this class that went to college 1
Number of graduates since school was organized 37
Number of these who have attended college Unknown
REMINGTON HIGH SCHOOL.
J. N. Spangler, Superintendent.
Organized, 1875. Commissioned, 1888.
Superintendents, witli dates of service:
L. N. Fonts iaS4-1887
J. C. Diclcerson , 1887-1892
Alfred H. BehhMi 1892-1893
Wm. R. Murpliy 1893-1901
M. R. Marshall 1901-1903
J. N. Spangler 1903-1904
Principals and assistants:
J. N. Spangler 1889-1890
Mary A. Johnson 1890-1892
Wm. R. Murpliy 1892-1893
R. M. Vanatta 1893-1895
Mark Helm 1895-1890
Jolin X. Johnson 1890-1898
M. R. Marshall 1898-1901
(Jeorgo E. Mitchell 1901-1903
Ira B. Rinker * 1!>1)3-1904
High school teachers and sulv'ects thej' teach:
J. N. Spangler. Geometry, Botany and Algebra.
Ira P. Rinker, English, Chemistry and Bookkeeping.
Ionise Ford, History and Latin.
Average yearly salary of high school teachers. Including superintendent,
$638.
Training of teachers:
J. N. Spangler. A.B. from Indiana University, and A.M. from Uni-
versity of Illinois.
I. P. Rinker, A.B., Indiana University.
Louise Ford, A.B.. Earlham College.
Enrollment in liigh school 47
Total enrollment In grades and liigh school 255
Number of girls gi*aduated last year (1903) 0
Number of boys graduated last year (1903) 2
Number in this class that went to college 2
Number of graduates since school was organized VXIV
Number of these who have attended college ^
416 EDUCATION IN INDIANA.
UBNSSELAER HIGH SCHOOL.
W. H. Sanders, Superintendent.
Organized, 1877. Commissioned, 1885.
Superintendents, with dat€»s of sorvlee:
G. W. Allen 1877-1880
Wni. D. M. Hooper 1880-1882
C. P. Mitchell 1882-1884
v. N. Kirsch 1884-1885
F. W. Ueubelt. 1885-1890
H. L. Wilson 1890-1892
E. W. Kohaunon 1892-1895
W. II. Sanders 1895-1904
Principals and assistants:
Margaret Hill.
Edgar Taylor.
H. L. Wilson.
S. E. Sparling.
Harry (). Wise.
E. W. Retger.
A. H. Purdue.
Tliomjis Large.
E. O. Holland.
1. U. Warren.
Wni. T. McCoy.
W. O. Hiatt.
High school teadiers and subjects they teach:
W. O. Hiatt, principal, Matlienialics nnd Physics.
T. J. Headlee. Science.
E. K. Brooks, Mathematics.
H. II. Hmss, History.
Helen Wasson, Knglish nnd Latin.
Effie Warvelle, Englisli.
Maude E. Allen, Latin and German.
Average yearly salary of higli school teach{»rs, including superintendent.
$709.37.
Training of teachers:
W. H. Sanders. M.A., Indiana University.
W. O. Hiatt, A.H.. Indiana University.
T. J. Headlee, A.M., Indiana University.
E. E. Itrool^s. graduate State Normal.
Miss Maude E. Allen, A.H.. Michigan University.
Miss Effie Warvelle. H.S.. University of Chicago.
Miss Helen Wasson. graduate State Normal.
Mr. H. II. Bass, M. A.. Wisconsin University.
Enrollment in high school 100
Total enrollment in gi-ades and high school 650
Number of girls graduated last year (lOOrV) 14
Number of boys graduated last year (1003) 6
Number in this class that went to college 2
Number of ^'aduates since sc\\oo\ was OT^vmV?*^^^ 213
Number of these who have attoivdeW coW^v^e vsa^
KDVCATIoy IX IXDIAXA. 417
Remi.nmton Hh;h W'iiooi..
ItlSINC! SIN 111!
[ s;'
11. [,. TliHiHiiil, SuiiiTiiin-iiilcnt.
<>ri.-niilxi-ii. ^^<■;T,. ri>iiiiiiiKHii>]i<tt. issii.
Hii|)iTliiri-uili-(ilN. Willi iliiliw or MfTvlf.-:
r. I'. stiiiiK iNT-vis,-*-,
s. s. OviTluilt i,s.s:;-iss:
K. IC. StfVl'llH'.ii 1.'<'C,-IM1K
.1. 11. l■^■lllw i.s!rj.isii:
W. S. HoWl! ISII-VISIK
It. I,. ThielmiHl l.SH!i-l!Mi-
ri-lin-l|ial iinil iitislstiiul:
I't-rry CjiiitieW. |.rim'iii:il,
I-:. Burke Klf.Ts. !isniMtiiiit |)riii(il""l-
lllgll Sl'lKHll tl'llClllTH lUlll suliji'cis llll'.V ll':ll-li:
IC. I.. Tilll-liiuiil. «iii>irriitilliliiit, I^llin mill lli-imii-lry.
I'eiTj- CiinlU'Iil, |>i'iiii-ii)iil. KiiKliKli. Si'li'jii'i' iiml l.iirlii.
E. Iturki' KlftTH. jisslMliint iii-lii.-i|i;il. Hislciry. .\Ij;i'1ii-n iiini Kiiclisli,
Av.TjiKf j-<>iirly wiliiry i>f lii^'li wrtioul i.^aiOnTs. Itic'liuliiiu; sii["TiiiH-ii.li-ui.
B—Kdbba now.
418 EDUCATION IN INDIANA.
Training of teachers:
R. L. Thiebaud, superintendent. Normal Training, two years; Uni-
versity, two terms; Moores Hill College, one term.
Perry Cantield, principal, two years, ei^llege.
E. B. Klfers, assistant prineii)al, university, four years.
Enrollment in high school 80
Total enrollment in grades and high school liSO
Number of girls graduated last year (19(>3) 8
Number of boys graduated last year (19<>3) 5
Number in this class that went to college 3
Number of graduates since s^'hool was organized 248
Number of these who have attended college 72
RICHMOND HIGH SCHOOL.
T. A. Mott, Superintendent.
Organized, IStU. Commi.»<sioned, .
Superintendents, with dates of service:
Josiah H. Hurty 18o5-1837
William 1). Henkle i8r»7-1858
(}CK)rge H. (^rant 1858-18t;il
George P. Brown 18IKM8G4
Jesse II. Brown 1804-1865
\Vm. A. Bell 18«5-18lJ7
George P. Brown 1807-18f;9
James McNeill 1809-1873
John Cooper 1873-1881
Jacob A. Zeller 1881-1884
Justin Study 18S4-180G
T. A. Mott 1890-1904
High school teachers and subjects they teacli:
I). R. Ellabargar, principal. Department of Mathematics.
Bertha K. Hawkins, Mathematics.
V. Iv. Torrence, Mat liema tics.
Carolina Stahl. Department of (icrnian.
Elma Nolte, Latin and (ierman.
M. A. Stubl)s. DepartmfMit of Latin.
W. A. Fiske. Department of Physical Sciences.
Katherine F. S<hat»fer, l^Tiiglish and Pliysical Sciences.
J. F. Thomp.son. Department of Biological Sciences.
C. Augusta Mering. DepMrtnicnt of English.
W. S. Davis, Department of History.
Carrie Price, Department of Drawing.
Will Earhart, Department of Music.
Average yearly salary of liigh school teac'liers. including superintendent,
J{5fWi.5fi.
Training of teachers:
Daniel R. Ellabarger. A. B.. principal. Indiana State University.
Mary A. Stul)bs. A.M.. Earlliam College.
Carolina Stahl, stud\ed \\\ Fawovv.
EDUOATKfX IN INDfAXA.
VAma J.. Noltf. I'li.It.. Kiiilliiiiii Colli'P'.
i\ AiiKiixtii sr.'ritiir. A.M.. Kiirlliiini c.ill.'nf-
\V. S. Iiiivis, A.M., CliiiiiKo I'lilveiHlty uixl DcFiiinv Colloue.
Kliziitx-tli Ci.iiistm'k. It.l... iTiilitiiiii Ktiltf riiivfrHlty.
J. I'. Tlii>iii]>siiii. M.S.. Aili'iiiii. Mli'h.
W. A. t'iskf, A.M., lH-riiuw iTiiviTHEIy.
KJillH-riiiH F. SrliiifftT. A.B.. liKllnnii Stutv fiilv.THlt.v.
BtTtliii K. lEiiwkliis. A.M., InilliMia Stilt.- UiiIvcmH.v.
Ciinilini' R I'rice. nf'ii'lutitp MjiNSiiclmscltK Xoruiiil Arl OoII.-kp.
Will Kiirliiit't. Mtmliiil in Kiiriiiif.
til I roll men t in lilirli HciionI
Toliil tnri>lliiifiit in ci'.iiIi-h iind IiIkIl kcIiouI 1
Xnmb.T of cirlH Rrmliniteil insl yciir (llXWi
Nnmlifi- of Iki.vm ki'ikIhsiIiiI idst yi-ar (liMH
NnmluT III tlilM ciiiHs iliiii went lo (■i)ll.>j:e
Xnniln-r nf erii'Iniili-x kIiu.- hi-IuxiI whh iirKiiiilKiil
NuiiiluT i>r tlii'S.' win. Ii:lvr iillMiili-il cdIIcki-
RiuHMONO HI(;h School.
420 KDVCATIOK IK INDIANA.
UOACIIDALE HKJII SCHOOL.
(Miarli's W. Dodson, Siiporiiitendont.
Orj^anizod. 1SJ)4. ('oniiiilssicHU'd, 1!M)2.
SuptTlnttMideiits. with dates of service:
VaIwUx C. Dodson 1001-1903
Clias. W. I)(Klson 1903-1904
Principal and assistant:
Nora Lockridj^e, principal.
Charles McCJanghey, assistant.
Hijfh school teachers and subjects tliey teach:
Cha.s. W. Dodson. Mathematics and Science.
Nora l/ockrid^e. Latin, English and Literature.
(^has. Mc(ianghey, History.
Averajre yearly salary of hijjrh school teachers, including superintendent.
*p. >.>>>.•>.».
Trainin^c of teachers:
Charles W. Dodson. Indiaiui State Normal: Chicago University.
Nora loockri^lj^c*. two years* preparatory work. DePninv.
(■harles ^Ic(Jauj::hey, I>eranw. two years.
Enrollment in hijrh school CA
Total enrollment in j^rades and hijrh school 231
Number of girls gra<lnated last year (llM»:b •. . . 7
Xundier of boys graduated last year (1!XK») 1
Number in this <*lass that w«Mit to colh^ge 4
Numb(M* of graduates since school was commissiouvl V\
Numl»cr of thcs«» wh(» have attcndiHl college i)
EDUCATIOX IN IXDIANA.
RoAi'HUALE HioH School.
llllill SCIIOOI..
n-lih
Nobli- iriii-lcr I8!i;MK!>.-|
Tli»M. Iti-rry 1«!I3-1«17
lli'iiry Uii.iieii-it.ll 1H!17-1K!1!P
Wllliiim Kis.>uiiiiin ISliiHiwii
(■lJ■(ll^ L. WiiuomT IIMMMWH
][. F. Illilc'k 1!HI1-1!HI:!
J. C. Iteyiuil-ls l!Mr_'-l',)(i4
ndiDkls iiiKl iiHslsCinls:
KiinTsiiii Cliiytiiii.
rr,i (Hiruh.ni;:li.
II. It. Youhk.
II. !•'. llliK'k.
.1. II. lH'IIUfT,
A. I. ItfhiJi.
C. \V. Bofldii.
:h sclHMil tcjii-lU'i-s jiLiil siiLlfHs tln'y
J. C. It.'ymJds. Ili.-iinry jiu.l I'liysliii
A. I. Iti'liiii. Liillii iiiKl KiikIIhIi.
0. W. ItiitkJii. MiilIii-iii:iU<-x mill i<i'V
422 EDUCATrOX IN IXDIANA.
\\vn\iio yearly salary of lii^li s<*liool toa«*lu*rs, iiu'ludin^ suporlntcMuifiit.
Traininjr of toarhors:
(\>IIo^<> aTid normal training, all.
Knrollim'iit in hijjli school 54
Total oin-ollnicnt in ^rradrs and hi^li si-lnnd 2-17
Nnnibcr of jrirls ;j:radnat(>d last yoar (UMKl^ H
XnnilMT of boys ;;radnat(Ml last year tllKKii '2
NnniluT of jrradnatcs sinrr school was orjranizcd 7t»
Nnnibcr of these who have atten<l(Ml <'ollej^e .*tt
KOANOKK IIKJII S(^irO()L.
Will T. LanilxTt. Snperintendent.
Orpmized. 1S1»:{. ('otninission(>d, 1IM>4.
Snperintendent s. witli dates of service:
Thomas Larj:e 1«>;MSJM
('. I). Brock ISlM-llMin
Will T. Land)ert llKKVlfHH
Principal:
W. F. Ilnston.
ii.^li school tea<-hers and snhects they tea<-h:
W. F. Hnston, Alp'bra. Knv:lish. History. Civics. Botany.
Will T. LanduM-t. Latin. (Jeometry. Physics.
Averajre yearly salary of hi^jh school teachers, including superiQtondont.
Training: of teachcM's:
W. F. Hnston. ^rrjsdnate Ktate Normal.
Will T. Lambert. \nid<*r^radnat<' Farlham Collejce.
Enrollment in hi^h scliool 41
Tot.d enrollment in irrades ami hi;;h s<'hool 22r»
Number of jrirls ;rradnat<'d last year (llnKb r>
Ntnnlier of boys jrradnated last year (IJHKb O
Number in this <-lass that went to (M>llejre 1
Nmnber of ^^radnaies since sclnml was or^ranized Mi
Number of lhes<' wlio liave attended <'olle;;e 11
EDUCATION IN INDIANA.
BOAi^N HiQB School.
Ii'4 KPCCAT/OX IX IXDIAXA.
KurilESTKK IIH;H SCIIOOI^
\K T. I'owiTs. Siii»oriiitomlont.
OriraiiizMl. 1.n7«». (*oininisv;ioin'<l. 1SS4.
SujirriiitiMHltMits. wiili dntrs of <i»rv!r<':
W. J Williams 1872-1881
W. II. Wanl 1881-18S2
Jaiiirs F. Snill 1882-10l«
I>. T. r<»w«Ts 11X«-11»1M
rriiiripa! aii<l assistant:
O. A. Joliiison. priiu'ipal.
Ili^rli .srliool ti'aclHTs and siiircM-ts tlu*y tt*a<*li:
(). A. Jolnisori, Sci«'nrr.
Ann«'tti' PowtTs. History and MatluMuatics.
Marjrarrt lliiirs. Kn^lisli.
Mary H. I><-nny. Latin and (lornian.
Avcra;r<* yearly salary of lii;rh srhool ti*a<-lKTs. int'ludinj; suporintoiident.
Traininji; of tcacln'rs:
\>. T. IN»wcrs. Indiana Statt' Normal: Indiana State I'lilverslty.
(). A. Jidnison. Jmiior Indiana State ruiversity: j:radiiale of Val-
paraiso Collejje.
Annette Towers, ^radinite Indiana State Normal.
Margaret Iliin^. ^radnate Indiana State Normal.
Mary U. Denny, graduate I>el*ainv Fniversity.
Knrollment in hi;;li seliool Hi2
'I'olal em'ollmeiit in jrrades and hi^li selniol iri4
Ninnber of Kirls ;;raduated last year (lIMiri^ 2
NnmlK»r of lioys ^rradiiated last year (l!>!K*o 7
Nnndier in this class tliat went to eolh»jre 2
The e<Mlej;es to whieli tliese went with number of oneh:
KochestiM* Normal ( 'ollejrt* 1
Turdue Fniversity 1
NundM'r of graduates since s<*hool was orj^anized 170
Nnmlier of tliese who havt? atteniled colh»j;e 35
KOCKFOKT IIUJII SFIIOOL.
F. S. Morjren thaler, Sujierinteiident.
Organized, unknown. ('<:mmlssloiu'd. llHrj.
Supcrinlendcnls. witii dates of service:
A. 11. Kennedy 187S-1889
Viry:il McKni-ht 1888-1891
.1. II. 'I'«»mlin 1891-18M
F. S. Mor;:enthjiler 1894-1904
Fi'lncipals and assistants:
.1. II. 1>. Lo;!;Mn.
i\ L. rulliam.
II. L. Mali.
(). P. Foreman.
(I. r. Wecdman.
.1. I*. Uicliards.
Klfrr.vnny /.v /.v/'/.i.v.i.
Iinni liM.liiTS !lliil siil.f.ls lluy l.-.i. :i:
I'. Ki'Imnls. S<'i<-lli'i- ;lll<l l.il<'[:ltl]|-i'.
Irll M<>l'(r:ltl. M;ini<-Illiirl<-s.
IK'S M>'('n':il-.v. I.iiliii iinil Kliixlisli.
■ y.Mrly s;il;ir.v ..f lii;;li s.'lii.i.l iiM. lives. iii.-lii.liiiK slip.'!
Nllll s
I'. ItlHi.-intN. In>li:itiii Suit.' N.n-iii:il. Tii.vl.ii- fiiiv
li'll M-il-Bllli. Il.'tlinli.v r..|I..K... Kiiisus.
w» Mirn-iiiy. UlHTliii. (».
I'lll ill IllKll S<-ll.Hll
Ii-.>lltii<'ii1 ill ;;niil.'S ^iii.l liiuli s<'li:ii>l
c.r ^'irls j:r:i.lii!itiil lii-i yi>:Lr il'mrli
.If iH.ys unnliiiit.'.! Inst y.'rir ilimri.
XullllilT ill lliis l-liiss Hi:
.\iitttlH>r .if ^'ni.liiiili'S s
-i>ll.'
;■■'],.
■
■■^^H
1
--*-*-M^jiJUll
---y r
'I'l ~ ■" T TT* ''TT-
i^ uy ^ ' '' "^
rfl*.!:!!* ■ i_|' ^^afcfcl-l
426 EDUCATION IN INDIANA,
ROCKVILLE HKiH SCUCK)L.
O. II. Blossom, Superintendent.
Organized, 187G. CoinmissioiUHl, 1890.
Superintendents, witli dates of service:
Mr. Craig 1876-1888
L. H. Hadley 1888-1892
John A. Miller 1892-1893
J. N. Spangler 1893-1890
J. F. Thornton 1896-1902
O. H. Blossom 1902-1904
Principal and assistants:
Miss H. Hinkle.
Clara Van Nuys.
Georgia Byer.
Delia Brown.
Georgia Bowman.
Lillian Snyder.
O. H. Blossom.
May Walmsley.
High school teachers and subjects they teacli:
O. H. Blossom, superintendent, Science.
May Walmsley, principal, History, English, German.
Nellie F. Wallcer, Latin and Mathematics.
Mary Sandburg. English and Music.
Average yearly salary of high school teachers, including superintendent.
$695.
Training of teachers:
O. II. Blossom, A.B., Indiana University.
May Walmsley, A.B., Micldgan University.
Nellie Walker, A.B., DePauw University.
Mary Sandlmrg, undergraduate of Cidcago University.
Enrollment in higli school 100
Total enrollment in grades and higli s(*hool 450
Number of girls graduated last year (IJKKi) 9
Number of boys graduated last year (1J)03) 5
Number in this class that went to college 6
Numi)er of graduates since scliool was organized 226
Number of these who have attended colelge 75
RUSHVILLE HIGH SCHOOL.
A. G. McGregor. Superintendent. *
Organized, 1869. Commissioned, 10(W.
Superintendents, with dates of service:
David Graham 1809-1888
Cyrus W. Hodgin 1888-1884
James Baldwin 1884-1886
E. H. Butler 1888-1888
Samuel Abercrombie .1893-1900
A. G. McGregor .^a^WH
EDUCATION IN INDIANA.
427
PritK-Lpild nud nsxlstanta:
Mrs. R. A. Mi.fri'tt 1872-188fi
Mnrj- HfnU'.v 1886-1888
Mary 1). UolU 1888-1889
Snmucl AlMTcronililc I881HS1K!
Mr. Mnsters IHIKt-
Aiiiia B. CulllnB 1893-1895
W. C. Bnnihart 18Ki-l!»00
H. B. Wilson 1900-11)03
H%li Kfliool tyaclierw and siibji'i-tM tht'j" teiieh:
A. F. Stewart, Mnt hematics.
Uartba B. Lacy, HiBtory and German.
Winifred Muir, EnKllflli.
T, A. CrnlK, Science,
luez Abbott, Lnlln.
Average yenrly sulnry of IiIkIi hcIiouI lencherR, Including superintendent,
5764.
Enrollment In high scliool 151
Totnl enrollment In ernden and high school 84S
Nnmher of girls graduflte<l Inst year (1903) n
Nnmlier of Ijoys gnidnntcil last year (10(01 R
Nnmlicr In llils clnHs that went to college 4
Nnnilier of graduntes since whool wan orgnnlae*! 20(i
Number of these who Iiiive iittended collette 70
Salem HlOH SCHOOL.
428 E DUCAT I OK IK INDIANA.
SALKM UKill SCHOOL.
Lotus 1). ColTiiian. Superliitoiulont.
t)i;:aiiix<ul, IST'J. CouiinissloiKMl, ISSL
SuiKTiutnult'iits. with dntts of service:
.laiiics i\. .May 1S72-1874
William RiisspH 1S74-18T7
J. A. Wood lS77-lSSri
L<aac Ilrid^rman issr>-188!>
\V. S. Almond 18Sl>-lSl)a
Cliarlrs K. Morris ISiKMSJW
IL IV Wilson 1808-1U()2
L. 1). CofTmaii 11MI2-I!>t»4
I'riiicipals and assistants:
A. H. Wrijrlit. jirincipal.
Ili^li school teachers and snh <'cts they t('a<*h:
A. \\. Wright. i)rincipal. >L'ithcmatics and S<-icnco.
Myrth' K. Mitchell. Kn^disli and History.
L. L. Hall. Latin. S<-ienc(». M.athematics.
(Jrace Sutherlin. Kn^rlisli I and L"i;;hth <Jra(le.
L. 1>. ColTnian. Latin and Mathematics.
Averajre yearly salary of hij^li s<-liool teachers, including super) ntendont.
$rKS4.
Traininj; of teachers:
Lotus 1>. ColTman. irraduate Indiana State Normal and undorjrrad-
uj.te in Chicaj^o and Indiana I'niversitius.
A. 15. Wrijrht, one year in Franklin Collejire, j»:radiiate of Indiana State
Normal; nnderirradnal<» at Indiana University.
Afyrtle K. Mitchell, A.T... Indiana University.
L. L. Hall, Indiana State Normal.
Gra(M^ Sutherlin, .Iiuiior at Indiana State Normal.
Knrollment in hijirli school 105
Total enrollmcMit in grades and hijrh si'hool 48S
Nundier of jrirls ;;raduated last year (llMKlt 7
Num1>er of hoys jrraduated last year (llNKJi 4
.Vumber in this class that W(?nt to colleji:(» 4
NttndM'r of jrrailuates sinc(» school was ori:anizt>d '2fi)\
Nund»er of these who havt* attendtHl collejre 80
EDUCATION IN INDIANA, 420
SKYMOTJU IIUJII SdlOOL.
11. C. Montgomery, 8iii>»rintondeut.
0:-^Miilzt'(l, ISTO. CoiniJiissioiuHl, 187.S.
Superintendents, with dates of servieo:
J. C. llouselveeper 1S70-1872
J. W. (^aldweli 1872-1880
W. K. Wood 18801802
11. C. Montjroniery 18f)2-llM>4
Prineipjils and assistants:
Eliza1)etli (Jranel.
J. M. Caress.
H. C Montgomery.
.Nda Franlc.
T. K. Sanders.
J. E. (traham.
Frances Branaman.
Uigli school teachers and suljjects tlH\v teach:
J. K. (traliam, History and Civics.
Fraii<-es Hrauaman. Science and Matliematics.
Katlicrine 15. Jackson, (ierman and Al.i;eljra.
Aniia T^. Hancock. Latin and Eh'ctives.
Ajrnes L. Andrews, En.irlish Literature*.
EhMithera V. Davison. Composition and History.
Averaji:e yearly sahiry of hi^li s<'liool teacliers, includin^x sui)eriutendent.
Training of teachers:
H. C. ^lont^omery, A.H., Hanover C^iHe^re: A.M., l^iiiversity of
Michijjran.
J. E. (iraham, graduate (\Mitral Normal College; Butler College, one
year.
Frances Branaman, several years at Indiana T'nlversity and other
colleges.
Katherine B. Jackson, stmh'ut Indiana University, and one year
Berlin, Germany.
Anna L. Hancock, A.B.. Indiami University.
Agues L. Andrews. A.B., the \V<'st<Tn CoUege Oxford O.
Eleuthera V. Davisijn, A.B.. the Western College. O-fo -^ ().
Enrollment in high school 15<)
Total enrollment in grades and high school . 1,2<K)
Number of girls gi'aduated Ijist year (llHKi) 7
Number of boys graduated last year (lIM):i> 10
Nniidier in this class tliat went to college 4
NumluT of graduates since school was organized .*»2H
Number of these who have attended college 05
480
EPrCATlOX IX IXDTAXA.
1S75-18SL*
1SS2-1SS7
1887-18J>4
SIlKLHYVIhLK HKHI SCHOOL.
J. If. Toiulin, SuiuM'iiitoiulont.
Organized. isij4. (\miniissHHHHl. ISHl'.
Siiperintoiulruts. with thitos of sorvici»:
L. C. PnKo
W. II. Kortich
.1. ('. Kajyrle
J. H. Toiiilin
No oxart data pri<n' to isTri.
Principals and assistants:
I>. O. Coatc. principal hi^h school. ,
llijrh school teachers and subjects they t(»a<*h:
l>. O. Toate. principal and p'neral assistant.
.lanie l)oniin;j. Science.
Clara .1. Mitchell. History an<l Kn^'lish.
.Mary L. Isley. Matlu'niatics.
.1. H. Henke. Latin.
Avera;:*' yearly salary of hi^h school teachers, includinj? super! iiteiKlent.
PMVk
Training of teachers:
I). O. r<»afe. A.H.. Indiana I'niversity.
Clara J. .Mitchell. A.M.. Indiana Cniversity.
.1. H. Ih'nke. A. 15.. Indiana rniversity.
Km'ollnHMit in hij::h school
Total enrollnuMit In j^raih's an^l hijrh scIhmiI
Nnniher of ;,'irls ;rradua(ed last year (llNKii
Number of hoys graduated last year <ltM»:h
Nundwr in this class thai went to college
Xuinher of Kra<luates since school was oi-jrjiid/.rd
Nuinher of th<*se who have attended colleire. . . .
178
<S
I
4
25%
EDUCATION IN INDIANA. 431
Shelby VI LLE High School.
432 EDUCATION IN TNDTAXA.
SHOALS HKJH SCHOOL.
O. H. (irifsl. Sunorintt'iuh'iit.
Orgniiizcd, IHU'2. CuiiuuissioiU'd. INJKS.
SiUKTintondoiits. with datt's of stTviic:
W. V. Moffctt.
(;. W. Wriy:ht.
W. R HouKlitun.
Z. B. Lt'uiijird.
W. A. M.VtM'K.
W. A. l?()wnijui.
O. H. GiTist.
PriiiciiKils aiul assistants:
J. M. Twitty.
.Mrs. Z. n. L(*o!iard.
Marf^ucrito Meyer.
Mabel Yeime,
Hljrli scliuol tearhers and snbjects tliey teacHi:
(). H. (Jreist, MallK'iiiatlcs. Silence, Advanced Latin.
Mabel Yenne, Be^nnnin;; Latin. Lileratnie and History.
Average yearly salary of high seh(»ol teachers, including superiutendent.
p'Ai).
Training of tcacliers:
(). H. <;relst, Wabash.
Mabel Yeinie. Ph.D., Del'anw.
Knrollinent in high scliool 30
T<»tal enrollment in grades and high sclionl 288
Nuinlier of girls gi'aduated last year (llMK^t 1
XnnilM»r of boys graduated last year (llMi;{) 1
Nuniljer in this class tliat went to college 0
Number of graduates since scIkmiI was organized 35
Number of these who have attemUnl college 13
SHEKIDAN HKHI S(^HOOL.
Alirahatn Bowers, Sui)erintendent.
Organiz4.Hl, 1NS7. ComiuissioiuMl. lirst 1S1>7: last. lt>02.
Superintendents, with dates of service:
T. L. Harris 1887-1888
C. A. Petersun 1888-1892
David Wells 1802-1805
M. H. Stuart 1805-1800
( '. L. Mendenhall 1800^1003
Alu-aham Bowers 1903-1004
ll^rlncijials and a.ssistants:
W. I^ Shoenial\er. principal high sclimd.
Jesse L. Harvey, iirincipal I'Mrst Ward grade scliools.
Miss Daisy Tipton, principal Second Ward grade scliools.
Iligli school tc^acliers and sul)iects tliev teacli:
Abraliam Bowers, superintendent. (Jernian A and B. Ciesur.
EDUCATION IX INDIANA.
W. II. Slioi'imiker. Ku;i;liMli HlHtm-.v, Algt-Uni. (ifumi'lry, I'll;
Sotlolofiy.
\V. II. Hill. Ijitiii, I'liysioBTUiiIiy, EukIIhIi. HoiikkeciHlij.-.
Miss Kuthri'iiK.' IIoITuiiuu EiikHhIi, i'liiTu. Al^'(.'lll'a.
(Jforge W. Sfori. Civil Cuvuriinicut. AdvHiicvd A litU luetic, An
lIlBtoi-y.
T. S. Harris. I.ecluivr lii AiiwrUiiii Hiwtory.
Av('ni;;e yciirly siiliiry of liigli scliuol U-;K'licrK. liii-lutlltiu MUiii-riiiti'ii
TraiuluK of IcarherH:
Alirnlmm Bowits, Huiwrliitcudi'iit, UiiivtTsity of t'lilcugo, Ti ypjir
\V. U. .SliiH-tiuik<>i'. \.U.. i>riii<'l|)(il liiKti sdim'l. Imlliiiia Uiilv<-t's
\V. H. Hill, grndiiiitt! IiuUiina Slali' Noiiiml.
(ieoi'nc W. Scott, varluiiH Doriiials. coiirxp liifimiplote.
T. I,. Hjin-ls, A.B„ Harviird rulvi'rult.v. Uiiivi>rnity ot Iniliaiiu.
.Miss KutbL>ritiL> IloITiutin. SlivrUliiii IIIkIi S.Ikh.I.
EiiroIliiK'iit ill IiIkIi isi'liool
Tiita! I'uroUmi'iit In gi'aili'K iiiiil tiluh W'liool
NiiuilHT uf (ilil-s KraaimtCHl Inst year (1!M«)
NiiiiiluT of [hj.vs •.TaJuatfd last year (llXKtj
NiiiulMT In this ,-liiHs tbat went to coIli-BC
Niimljcr of nmdunlcw sinrt" SfhiH)l was orpiiiliSdl
Niiiiilicr (it Ilii'He wlio liavo attcmlcil <-cillPC(>
Shekioan Hich School.
434 EDUCATTON TN TNDTANA.
SOUTH bf:nd high school.
Calvin Moon. Superintendent.
OrjJcanized. 18(»7. Commissioned, 1SS8.
SniHTintendeuts, with dates of service:
Daniel K.vre 1867-18<i9
L. E. Densiow 186JM870
W. K. Kitld 187<l-18n
David A. Kwinj; 1871-1876
Alfred Kunnner 187«K187S>
James DuSliane 1879-18in
Calvin Moon 180M8SU
Principals:
Daniel Eyre 18«7-18»«>
L. E. Densiow 18(fl>-1870
W. K. Kidd 187<>-1S71
Benjamin Wih-ox : . .1871-1875
James DuSliane 1875-1878
AlfrcHl Kummer 1878-187!»
(Miarles H. Hartlett 1871)-18!i<)
Euffene F. Lohr 1800-1893
Stuart MacKibben \ 18J«-1«K>
Mary L. Hinsdale 1895-1897
John M, Culver 1807-1898
Dumont I.otz 18J>8-1901
(^has. H. Hartlett 1901-1904
Hi^rli school teaciiers and sub ects they teach:
Clnis. II. Hartlett, i)rincipal (does not hi'ar any recitations).
Esse H. Dal^in. Mathematics.
Calvin O. Davis. History.
Thekla Saclv. (German.
Katherine Campbell. I-rjitin.
Lilian Browntield. Enjrlish.
E'rnest I. Kizer. Cliemistry and Physics.
Clara Cimninirliam. Hotany and Physical Geography.
Miriam Dunbar. Assistant in Enjrlisli and Mathematics.
Elisha M. Hart man. Assistant in Latin and History.
Etlu»l Mont^romery, Assistant in Science.
Dora 1. Kelh'r, Assistant in Enjrlish.
O. Odell Wldtenack. Assistant in Mathematics.
Mae Milh'r. Assistant in English and History.
Ayt»ra;re yearly salary of liigh scliool teachers, including; supi»rlntendeiit,
$1,018.81.
rraininu of teachers:
Calvin Moon, superintendent. .'► years* course V. M. and F. Collego,
Valparaiso Collejje.
C^has. H. Hartlett. principal. A.H. and M.A., Wabash College, 4 years
at Wa]>asli.
Esse Hissell Da kin. B.S., Cornell University, 4 years.
'1^
EDUCATION IN INDIANA.
4:J5
Ciilvln Olln Diivls. A.It., TJiiivorKlty of MIdiiKiin. 4 years, and has
dont' two-thirds of rciiiilred work for M.A. deKTP*.
Ullun Browiillekt. 4 .veiirs tit Ocrjiuw. 2 years forresiioii deuce work
at l^hiiaso University. Will lake M.A. tliis siniiig (IWM} at Ohio
MIrl«m Diinliar. U.S. (in KIoIok.vi, MiclilKUii Onlvereity, 4 ycnrs;
1 lerm at HUiiimer sehool. University of ChleaKO-
Kntherliie ('aiii|ilH>l1. A.H,. Micliittau University, :{ years.
Itorii I. Ki'ller. A.H. mid M.A., Uiinlverslty of Mk-hiuan, 5 yenm.
Ernest I. Keller, B.S. (;;eneral science). 3 yearn iit Punliie.
Kthel MontKimier.v. It.S. and M.S.. Purdue UnlverBiry. 3 yenra' resi-
dent work.
Clitra CunninKliam. H.K iiiiil M.K., I'nnine Unlvetsily, !> years.
K. M. irjirtniiin. M.L., T'lilversily of Mlclii«an, ." years.
O. O. Whllennck. A.B.. Indiana University. 18il7, 2 yearn lio-st-Rrailti-
Mrs. \V. ]■:. Miller. :( yc.irs in University of Ciilengo.; A.M. degr.-e In
iVKldenl \vi)rk. lint never wrote the thesis.
South Bend High School.
Knrollnient in hluli s.-hool 413
Total enrollment in grades and lii^h scliool 5,4()(l
Ximil>er of girls araduatiil last year 29
Niimher of Ijoys (jradnated last year UWWi 11
Nunilier in rhts class that went to eollejee 14
Nnmlier of Kfaduates since sciioul wns urt'anlzed 025
Number of these wbu buvc attended <.'iillege 121
r.]C, EDUCATIOS IX INDIANA.
J
SOUTH WIIITLIOY IIKJII SCIIOUI..
.1. \V. (.'ohMirnl. SuinTiiiti'iuU'iit.
Orjraiiizod. ISM*;. (VMiniiissioiuHl, ISJUi.
SuiHTinti'iKU'iits. with dnti's of .-it vice:
(J. M. NalMT 1«84-1S.S7
L. II. IVIic 1S87-1.SSJ*
J. E. MoiTiiimii lH.St»-lS!H
(J. II. Tapy lSin-lSlK»
(). II. nowiimn 18!»0-l!Mi:;
J. \V. Cnh'lHMMl 1!HKMI>IM
rriiirlp.ils:
A«lrh' lUuul 18!»rHl?<!Hi
I. T. Mrtz 1S1MM«»7
Mrs. Hosslo IN'iT.v 1S!)7-1IHH»
!1. H. Cliunli IJX)<>-1!KC
E K. Uiiapiiiaii ISXKVIINU
.\.»*sis1aii1s:
Mrs. (;. II. Tapy lS!l4-lS!>r*
Alicf Whit mail IH!HHM»7
C. E. Woylni^'ht 1S!>7-1!H«
Mary ('. StrickhT IIMKMIXM
Ilijfh srh(K»I tracliiTs and siihji»cts thi\v trarli:
Miss Mary ('. StrifkhM*. Eii>:lish ami History.
E. K. ('liai)iiiaii. MatlKMuntics and Sciciirc*.
.1. W. (N.h'iMM-d. Latin.
Avcrap* yearly salary <»f hij^h srliool ti»a<-lH*rs. inrlnding HiiiH.>rluU*iideiit.
.S"»7'J.S<>.
Training: of toarhrrs:
Miss .Mary ('. Strirkh»r. IMi.ll.. Nort li\vt'st<M'n Uiilv«T8lly.
E. K. Chapman. A.H., Ohorlin.
J. W. ColrlMM-d. rh.H.. Woostt'r.
Enrollmrnt in hi^h school jCi
Total enrollment in ;:ra<h's and hl;rh sc1p»o1 *Su
Nnmhcr ot" ^rirls irraduattMl last year « I'.m.'i) Ti
NnnilMM* of hoys ;:ra<lnati'd last year (l!H»:;i 7
Nnmhor in this rlass that went to rolh'jrr O
NnmlM'r of ;xradnatrs sin<T srhoul was oriranizcd HI
.NumluT of thrso who havo attcMidcd cMilcj^c 28
SI»E\('EU HICH SCHOOL.
.V. L. Wliitinrr. Snpcrinti'ndcnl.
Or;:aniz('d. ls72. C<iniFiiissi<unM|. I.ssl.
SnporinhMHh'iils. with datt-s of si i\ iii-:
W. U. Wilson 1S7MS74
.Mrs. Colia llnnt 1S74.1,SS1
S. E. HarwiMMl ISSI-ISST
Erank E. AFidcr^^on 1SS7-1SSS
Jlnrvry Laiitz ISSS-ISIH
nmrcATws' iK rxnt.iXA. 43:
4,38 EDVCATION IN INDIANA,
KtMios Ulohards 1891-1897
Fml L. Pocliiii 1807-1900
A. L. Whitnier 1900-1904
l*riiicil)als and assistants:
Mrs. Colia Hunt.
Lora Sarc'het.
Nancy White.
I.ou Al)raliani.
L. Brown.
Rol)t. Spear.
R. J. Aley.
Martha Ridpath.
Eva Tarr.
Chas. AV. Epnor.
Helen Ciinninfrhani.
Chas. Zaring.
Ed. Oden.
Alice Milllpfan.
Cora Spears.
Milton Gautz.
Frank Hughes.
AV. I. Early.
Jacob Kinney.
C. I). Mead.
Assistant prin<'li)als of high srhooi:
HaMie Elliott.
O. P. Robinson.
C. I). Mead.
Harry A. Miller.
Florence L. Richards.
High school teachers :ifuI subjects they teach:
Florence Richanls. Science and Mathematics.
C. 1). Mead. Literature and History.
A. L. Whitnier, History and Latin.
Average y<»arly salary of iiigli scliool teachers, including superintendent.
Training of teachers:
Fhu'ence Richards, Ph.H.. Northwestern University.
C. 1). Mead, principal. I'li.R.. DePauw ITniversity.
A. L. Wliitnicr. A.M., Indiana I'uiveF'sity.
Enrollment in liigh s<'hool U!i
Total enrollment in grades and liigii s<*hool 4t>8
NundxT of girls graduated last year (ll><>:b 2
Numl>er of lK>ys graduated last year (lIM>:i) 11
Number in this class that went to college 5
Number of graduates sini-e scIkjoI was organized 221
Nundjer of these who have attench'd c(>llege 97
EDnOATWN /jV IXniAKA.
ftfe^^
SUMMITVILLE HIGH SCHOOL.
A. C. Woolley, Superintendent,
Urgauized 1$9-1. C«uimlsBloued, 1SEI8.
Sui)t>riut(>Ddeiit3. with diitee of service;
Orln B. Wulkei- 18a4-18ft7
Tlionina Smith 1807-lflOO
A. C. Woolley 11NH>-I!MM
FrIiK'ipals and aHsixtunttt:
Wni. 11. TiuBter ISSMHStT
A. C. Woolley laiT-llHW
C. E. Greeup 11M)-1HU4
High tK'liool teachers unil snlije(:()t they tench:
A. C. Woolley, Algeliru, (Jeonifti'y. Arithmetic, I)uakkee|iiug.
(;. E, UreeDe. Lfltiii, I'hy»ics, rhemlHtry, Ancient History.
Katliertiie GvItHi). (ieniiiin, EiiKtish, English mid Unir<Kl Stiites HIh-
Average yearly snliiry uf lil(,'h sclioul leachers. lucludiiij; su|)eriiitendent.
?«Hi.OC%.
Training of teachers:
A. C. Woolley, A.H., from Indiana I'liiversity. ISfiT: also graduiite
iDdiunu Stale Normal Sctiuol. 1SH3.
C. E. (Jreene, graduate Indiana State Normal School. 1897; hIho stu-
dent Indiana Vnlvprsity 1 term.
Kutherlue Grltfln. A. B.. Itntler College, I'JDS; also student Chtcaga
Vulverelry, ijaif year.
440 EhlCyriON IS IS DIANA.
Kni-olInuMit in \\\iz\\ scliool 42
Total (Miiollmont in jrr:i<l(»s ami \\\^\\ school 332
NninlxT of ^irls jjrrnduati'il last yt'ar (1!HK{) 4
N'uhiImm- of hoys ^^radiiated last yi'ur (llili.l) 2
Nuinhcr in this class that wont to collo;:** 1
XunilMT t)f ;rra(lnati's sinc'c school was or.i^aiiixod .*i(>
Nii!iiht*r of these who have attended colh'jre 10
SUI.IJVAN IIKJII KCIIOOL.
W. ('. McColloTiirh. Snperinteiident.
(h'L'anized. — . ( Omniissioned. lS'.r_>.
Sui)erint(»iHlents, with dates of s(M-vice:
W. U. Xesiiit 18Sn-1891
S. K. Kaines 18IH-1805
W. T. Ueid 18aV181MJ
W. C. A[(!C:olIouj:h 18SHM004
Principals and assistants:
A. (J. Mellab l804-a897
J. W. Walker 1807-1898
Ira II. Larr 1808-181)9
\\ M. Price ISOO-llNH
Hi^rh school teachers and suhjecis they ti'aeh:
F. M. Trice, priin-ipal, Ilotany. Thysics. IMiysicnl (Jengrapliy.
Laura K. IrwiFi. History, Latin.
Adah Shafer. Kn^rlisii. (icM'nian.
A. L. UatclilT. Mathematics.
Avera;;e yearly salary of hij^h school teacher.s. including miperlntendeiit.
$7.'»,'{.
Traininj; of teaclnM's:
W. ('. Mc('olhni.i;h. A.M.. I'niversity of Miehigan.
F. M. Trice. A.l'».. Indiana Tniversity.
Laura K. Irwin, A.T».. Indiana Tniversity.
A. \j. UatclilT. A.T... Union Christian ('ollejj:e.
Adah Shafer, Th.T... DeTaiiw rniv<M'sity.
KnrollnuMit in hi^rh s<*hool 90
Total enroJlnicMl in ^nades and hij^h scliool 800
Nundier of jrlrls ;;rMduated last year (IIMKJ) 8
Nnnd)er of l)oys graduated last year (T.KKi) 0
.XuFnlJcr in this class tliat went to colle*r(» 0
Nnmher of y:radnates siii<-e school was orjraidzed 3(W
Xninliei" of these who liave attend<Ml <-olle;:(» 40
KDrcATlDS IS ISIHASA.
SW.W/.KE Hll.JII Sl"lH"K>[..
442 EDVCAriON IN INDIANA.
SWAYZEE IIKJU SCHOOL.
Palmer E. Petty, Suporlntcndent.
Organizod. Soptomber, 1W)S. ('(nnmissloiuKl. September. 1902.
Superintendents, with dates of service:
O. D. Cljiwson 1898-1901
C. S. Stubbs 1001-1903
E. E. Petty 19r>3-1904
Principals and assistants:
E. E. IUH»ter. principal.
T. B. Loor, assistant,
llijrh sdiool teadiers and subjerts tbey teach:
E. E. Petty, History, Botany. Physical (4eojrraphy and Literature.
W. E. Ranch. Music.
E. E. Heeter, Matlieniatics. Latin. Cliemistry, Physics.
T. B. Lm^r, Rlietoric.
Av(»ra;r(» yearly salary of lii^h school teachers, inchKllnji; superintendent,
$5tM».
Training of teachers:
SuiK'rintentieiit Elmer E. Petty, jjraduate Iinliana State Norninl
School anti Imliana Mate T'niversity.
E. E. Ilcetcr. undergraduate (Mii<*a;;o T'niversity.
Enn»llnient in hi^h sciiool 42
T(»tal enrollment in grades and hiKh scho(»l 2riO
Number of jrirls graduated last year (llHKb 1
Numlier of boys graduated last year (ItHKb 1
.\nmber in this <*lass tliat went to colle.ire 0
Nnmlier of jrraduates since scliool was organized 4
Numlicr of tlicse wiio liave attended college 1
TEKKE HAT TE INCH St^HOOL.
\Vm. II. Wiley, SuiJerintendent.
Or;;anlzcd. ISi;:;. (Nnnmissioned. IST'J.
Superintendents, witli date of service:
Wni. M. Uoss 18r>:M854
.lanu^s 11. Mnoie 18<il>-18(S2
.loscpli W. Snow 18lG-186:t
.b.lin M. Oliott 18(£M8flSI
Will. II. Wiley 18«K)-1904
Priiicipjils and assistants:
Wm. H. Crosier.
Wm. II. Wiiey.
Wni. H. Valentine.
Lizzio P. Uyers.
Howard Sandis^Mi.
W. AV. Byirs.
Albert L. Wyotii.
Cliaries S. .Meelv.
Wui. A. Lake,
EDrcATiox IX rMii.iyx i+'i
441 i:iH'r.\TI<)S IS IXfflAXA.
0
U\i:U sHi«MiI tt'ju'lirrs aiiil siilij«'<'is ihvy iivn-li:
\V. A. Lake, principal, I^itiii.
I^y«lia Whitakor. Assistant Latin.
Jcssio Kfritli, lirc^^k and Assistant Latin.
Mary Stinison, Assistant Latin.
H. A. ();;(loii, P^n^li.sli.
Mari(*tta iJrovfr, Virc-rriiirijial and Assistant KiiKli^^Ii-
AliroC. (JrafT. Assistant Kn;rlisli.
Klanclu' Fr«M*nian. Assistant Hn^lisli.
Louise IV'tn's. Assistant Kn^lisli.
.L i\ Vw\y. History.
Louistr MariuMir. Assistant History.
KlisalM>tli .M«»ssniorc. Assistant History.
ItriM'cca Tornrr, (Sorniaii.
Tiliic T. NViif, Assistant iirrnian.
.\niia \\. HotTnian. A.ssistanl (ii'rnian.
('. J. Waits, Matlicniatics.
Sarali Scott. Assistant AL*itli(Mnatirs.
Katiicrinc Walsli, Assistant AL'itlicniatic s.
Ida l\. Knscy. Assistant Matlicniatics.
K. H. Stevens. Assistant Matlieniatics.
.L T. Scovell, Science.
Lncy Yonse, Assistant Science.
\V. H. Kessel. Assistant Science.
T. H. (Jrosjean. Clieinistry.
.\vera;i:e yeariy salary of liij^li s<-li(»!»l t«'acliers. ineliidiiiji^ siiperluteiidenL
.fSU.lo.
'I'rainin;: of tencliers.
All iiave l»een train«>d in tlie lily:li selnml. Sevent(»en are ^'nduntt*K of
tile Indiana State Xornial Selionl. Nine are graduates of collofres
and nniversities.
KnnillnuMit in id^li s<-lu»oi <>IK)
'I'otal enrollment in ;rrades :nul lii^rii s<'li(»oI 7.517
Nnnilier ot* jiriris ^radnated last year (l!NKi» r»2
Nnnilier ut" lH)ys ;;radnated last year (r.Ni."») 2:»
Nnnil»cr in tliis <'lass tlial went to eollcj;** 51
.NnniluM' of ur;idn;ites since sriiool was ory:ani7.cd Lol'J
Nnnil»er of lliese wlio lia\ t» attended eolieire O
'I'llOKN'I'OWN IlhHl SCHOOL.
'I'. i\ KeFUHMly, Snpcrintcn<lent.
Or;:ani/ed. IMN. roiiiinissinncd. tS'.»o.
SniKM-lntenticnis. wiili d.-iies nt* <i'r\i«-e:
A. K. M:»l^I»:iry L^^NUSa'^
L. n. O'Oell ISllS-llHrj
r. t '. Ki'nncd> 1SJI2-1«HI4
rrincjp;ils and ;issi>!ant*i:
\i. r» iMitr.
c'.irrh' M. Little.
(». i /."MkI ' Kiiiiii* k.
F.DlW'A'nOK IN INDIANA.
44.1
HijrU sclioiil tcni'lii'i-H rii-il iiii1ij''''t!' Ilii-y Ipiioh:
It. It. IHirr, Liitlii. IIlKlory.
t'lirrk' M. I.ltlli'. (i<>niiiiii. Itntiiii.v. Kiib'llsU.
(>. f'l)iuiti> K)riiii<-k. MutlieiiiiiticH, rii.VHli'M.
T. ('. KHitL<-<l.r. .M('i1li<-viil 1111(1 MtNU'rn lliHtory. Senior Enelisti,
AviTinti- .vi'^ii-ly Hiiim-y uf lilch hcIiiioI rwiclii-rH. itu-liiiliiiK siiiiehntendinil.
D
"^-^^^^^^^^^^^^^HP
1
Thokntown HiUH Si;hool.
Tniiiiiiit; of li'iii-lii-rs:
It. It. IHiff. A.H.. Itiiliiilm I'liivil-Mily.
Cani.- >f. IMIU: .V.lt.. Dfl'imw I'liivcrsity.
<l. riiiiiil<> KiiJiiii'k. Stiirc Nonmil,
T. <■. K.'inn'.Iy. Siatf Xnniiiil. uii.IiTKrjiiliiaH- IrKliaiiii fniviTsily. two
ti'i'iiis: Bi-iL.liiiiti' of C.iiiiiHTi-iiil I)i'ii!irtiiiciii XorilnTii IiKllniiii
Nr.niiMl SHic-ril iiml HiisliH'ss InsilHitr.
Kiirollnicnt in liijili m.'Iio.iI 7:1
Tiitiil I'limllnii'nl in k''"!'"'" '""i 'ilKli sc'luml 4:::i
NiiiiihiT or Klrls RrniluatM ln>;t yivir iliHKli r,
Xiiiiil»<r of 1m>,v8 KTiiilualcil liist yi-jir (llKKli ."i
XmnlKT In this ol,^s^^ ihiil wi-nt Id I'Dllot-'i' »
XiinilMT of Ki'iiilnati'si shu-c «i-liiii)l wms in-snnlzcil 1.14
XiiiiilitT of tliiw who liiivc nlli'iiilnl roll.%T 40
446 EDI CATION IX INDIANA.
TITTON HIGH SCHOOL.
I. L. (\)iiiier, SuiKTinteiulent.
Or;i:anizt'(l, 1S7.*». ('oininissiouod. 1885.
Snperlntc'iKlcMits, with <lntes of servioo:
H. L. Uust 1872-1873
J. v. ( Jivjrj; 187:M87«J
A. H. Tlirushcr 187«M877
J. W. Stuart 1877-1881
A. K. Arnistroiijx 188l-18sS
W. II. Cleiunu'iis 1882-188:1
A. I). MofT( tt 1884-1885
( '. 10. Sntttm 18Sr».l88G
M. F. KickofT 1880-1890
K. A. Ki'iiiy 1800-1885
(\ I ). lUiiUy 18IJ5-180C
F. L. Jones 18(m-18»»
J. A. Hill 1809-1900
I. L. Connor 1900-1904
IMincipnls and assistants:
0. C. Flanagan.
J. M. Ashloy.
John A. Hill.
F. C. Whitconil).
1. L. (Connor.
K. F;. Ilostotlor.
Toachors and subjects tlioy teaeli:
K. K. Hosioth'r. MatluMuatics.
TUanclic Kuninirr. KuKlisli.
Kleanor Tonn. Latin and Modern History.
J. 11. Siuclvratli. (t<Tniar.. .Xm-ient History and Science.
I. L. C(>nner. Science.
Avera^re y<*arly salary of IiIkIj scliool teacliers, including superintendent.
$7r>.*{.
'I'ralninj; of tivu'liers:
Klean<»r Tonn. j:raduat<' Herauw T'liiversity.
nian<'Iic Kuninier. irraduate Leland Stanford Jr. T'niversity.
J. II. StU(kratli, ;rraduatc Iowa Normal Colleire.
K. K. Hosteller, ^'raduate (MterhclFi rniversity.
I. L. ConntM". ^'radnate Furdne I'liiversity.
Flora \VliaM(>n. y:ra<luat<* Indiana Stale Normal School.
L'iir(»llment in hiy:h s<'liool llij
Total <'nrollment in u:ra<lcs an<l hiirh scliool 77^)
.Nundier of ^irls ;;raduated last y(»ai' (ItHKi) 4
Nnmher of hoys ;:radualcd last year illMKh S
NumluM* in this <-lass that went lo collcirr 4
Niimher of ^rradnales sIihm* sclmol was or^ranized UKi
Ntimher of these who have attended college i»t)
EDUCATWN IN INDIANA. 4«
■ e
niii^^jM-i,.-
ffCT" "~
>^^^<in^SBBai^ri^^^^^3c. |{
UNION CITY HIGH SrHOUL.
L. N. Hitler. SupiTlliteiKlt'iit.
UrRnniziKl. ISTO. ('(iinliilBHlniieil, ^HT2,
SiipfrliittniilentH, with tlnU'w of worvici':
F. A. iU-adf 18t«i-l.S82
Fred Trutnlly 1SS2-1R88
J. R. Ilnrt 1S8R-18!«
SuBan ratlprsiitn lSii;(-l«Ki
H. \V. BowiTH 18!!5-1!X)1
L. N. Hliic'B IIHII-IINH
I'riiicipnlH nnd nssistinilit:
I-'riHl Tnlwily.
Mrs. f, A. Mt'nile.
H. W. BoniTs.
Nellie npi'iii.
Ethelliert WcKHllmrn.
.hinu'sH. (iriiy.
Teupliem nnd khIiJccIs llii'j- le.ich:
JnmeH [I. Ciniy, Mnllicuiiitics ami Ellstory.
Troy Snillii. St-ieticc. Illsror.v iitiil I.Ueniture,
Frank Trufzi^r, I.ntlii niitl Eutrlisli.
L. X. Hlaes. Rii^torlc.
A is KIH'CATIOS IX INDIANA.
A vernal' yrjirly salary of hijrli scIkk)! tt»arlu*rs. including super! iitotident.
Training of toaL-hcrs:
L. N. Ilinos, gradnati* Indiana University, post-gradimte studeut Cor-
noll Univt'1'sity.
Janu's II. Ciray, gradimto of Indiana State Xonnal.
Troy Sndtli, jn'aduate of Indiana University.
Franlv Trafzor, gradnate of Uidgeville rolloge, holds a State life
license.
Enrollment In high school 85
Total enrollni(>nt in grailes and high school 520
Number of girls graduated last year (I'.XK*) 10
Nnmher of boys graduated last year OlHKb 2
Nund»er in tliis chiss that went to coll(»ge .■ f»
XnmlMM" of graduates since .scIkniI was organiz<Hl 240
Nundier <»f these wlio have att(>nded c(dlege 50
rpr.AND iii<;ii scmiool.
W. \V. IIolli<lay. Supeilntendenl.
Organized, 1S7T. Commissioned. llMil.
Superintendents. Avith dates of servict*:
A. 15. Thompson 1«)7-1808
K. A. Clawsi.n ISliS-llKH)
W. \V. Holiday 1!KH.)-1«04
I*rin<-ipals and assistants:
i\ ('. Whitcman, priFicipal.
Daisy Kline, assistant.
Iligli s<*hool lcM<-liers and snl».|»M'ls tliey teach:
('. i\ Wliitcman, Al]LrcI»ra. (Irometry, IMiysical fieogrnphy, Botan.v.
Knglisli and IIist»M-y.
Daisy Kline, Latin. I jtcratuic'. Klictoric, (icn(>ral History.
\V. W. Ilolidiiy. ClnMnistry. Tliysics. Triironometry.
Av<'rav:c ycaily s.iI.Miy of liigli sclioni teachers, including sui>eriiitendent,
.s."iSi;.rii;.
Traininir <if teaeliers:
\V. W. Holiday, i ye:irN in cnmmon stiiools. 7 years in suporintoiid-
iiig and learliliii: in hiirli scIwhjIs. normal work at Northern Indi-
ana .Normal Srlmol.
i\ r. Wliih'maii, •'» years us enmmnn si-hor>ls. 4 years as principal of
higli sclinnl, n«»iin:ii wmk at Niirtliern Indiana Xormal Sclmol.
Daisy Kline, 4 yeirs in mnimon s«'1hmi1, thre(» years as high school
teaeher. normal wnk at Taylor rniversiiy.
Knroilment in hi;:li scln>ul ri4
Total enrollment in grades and IiIlIi scIkmiI 422
Number of ;:irls graduated last \ear « 1!m:ii 5
Nund>er of boys m-adnaietl last year ( tH{«:;i 0
Number in this rlMs< that went In collcirc 2
Nundier (»f gratlu.ites >inec silio<»l was organized 27
Snnihi'V o/" Miese who have aWeuAcA ev»\\v'Mv^ 10
KnnATKiX IX /V7)/.1,Y.I. 11!]
11
'1'
' rl
_
' ^ mmK
450 EDUCATION IN INDIANA.
VALPAUAISO IIKJII SCHOOL.
A. A. Ilu^liart, SiiperinteiHlent.
Organized, 1S70. i/oiiiDiissioiU'd, .
SuperintendtMils, with dates of service:
W. U. Haiita *. ISTOlSlW
(\ II. \\\hh\ 181>:M1^)2
A. A. Ilimliart lJXrJ-llM>4
IViueipals and assistants:
Jas. MacFetricli.
Susie Slvinner C'amp]»ell.
Nona MacQuillcin.
Reliecea Kartlioloniew.
Martini F urn ess.
Illgli school t«»a<'hers and sul>jects they teacli:
Ma1)el Heuney, Latin.
Euy:ene Slvinlile, Matlieinatics.
K. S. Miller. Science.
Nona MacQuillvin. Enjriish.
Minnie McI nt yn\ Assistant Kn^lish.
AAcrajLire yearly salary of higli scliool teachers, includhig .superlutemlent.
$820.
Training of teacliers:
Nona McQnilkin. undergraduate Chicago rniver.^iity.
Maltel Henney. Ph.D.. Cliicago University.
Eugene Slvinlvle, .
E. S. Miller, .\.M.. Indiana University.
Minnie Mclntyre. undeigradmite of Cliicago University.
Enrollment in high school i:':*»
Total enrollment in grades and high school iY27
Ninnher of girls graduattnl last year (11KK{> 7
Number of boys graduated last year (1JM).'{> 5
Number in this class that went to coHege 4
Number of graduates since school was organized 3TS
Number of these who have atten«h*d college 4
VEEDEKSHUUt; HIGH SCHOOL.
W. C. Hrandenburg. Supcrinlendent.
Organized. lSi»!>. Commissioned, 1!MH.
Superintendents, witli dates of service:
\V. K. ( 'arsoFi 18t)8-l«W
\V. C. Hrandenburg 1S99-181M
rrincijjals and assistants:
L. M. Barker. i)riiicii)al.
O. E. ^IcDowell, llrst assistant.
Loyola MacComas. second assistant.
Daily Summerman, principal grados.
EDUCATION IN INDIANA. 451
Hi^h school teachers and subjects they teach:
L. M. Barker. EiiKli'^h an^l Botany.
O. E. McDowell. Mathematics, Physics and Zoiilogy.
Loyola MacComas, Latin and American History.
W. C. Brandenburg, History.
Average yearly salary of Idgh school teachers, including superintendent.
Training of teachers:
W. 0. Brandenburg, B.S., from Westfield College, Westfield, 111.;
spent 4 years in work.
L. M. Barker, undergraduate in Indiana University; spent 3% years
in work.
O. E. McDowell, undergraduate in Butler University.
Loyola MacConias, undergraduate in Indiana University.
Enrollment in high school ? 60
Total enrollment in grades and high school 371
Nun\ber of girls graduateil last year (11)()3) 9
Xuml>er of boys graduated last year (1003) 6
Number in this class that went to college 7
Number of graduates since school was organized 37
Number of these who have attended college 15
VEVAY HIGH SCHOOL.
Ernest Danglade, Superintendent.
Organized, 18G3. Commissioned, 1902.
Superintendents, with dates of service:
W. O. Wynnt 18G3-1865
John P. nous 18<55-18(i6
Hamilton S. McRae 1866-1867
U. F. Brewington 1867-1871
.M. A. Barnett 1871-1872
A. O. Ueubelt 1872-1873
P. T. Hartford ' 1873-1881
T. G. Alford 1881-1884
A. Hildebrand 1884-1886
Win. R. J. Stratford 1887-1891
A. L. Trafelet 1891-1900
Ernest Danglade 19tK)-1904
Principals and assistants:
Julia L. Knox.
( I race Stepleton.
Hannah Waldenmaler.
Higli s<'liool teachers and subjects they teach:
.hilia K Knox. Literature.
(Inice Stepleton. History.
Hannah Waldenmaler, German.
Average yearly salary of high school teachers, including superintendent,
$r)46.6<K^;,.
4r.i IWVCATIOX JX iXDrAXA.
Trniiiin^ of tcncli'Ts:
Ernost DiiiiKlJUle. U.S.. Riichtol Tnllojro.
Julia L. Knox, iindcr^nuhiMtt' Indiana Tniversity.
liraro Stepleton, un(!t'r«i:ulnale Intliana rniviTslty.
Eur(»lluien( in liij;li s<-lionl "n
Total enrollment in grades and lii>rli ^^•llool l^*A}
Nmnher of girls graduated last year (IIMKJ) 7
Nundier of l)oys graduated la^t year (ItHKli r>
NuuiImm' in tins class tliat went to ( oliege 4
Nundier of graduates since scIh»o1 was orgaidxed 302
Number of tliese who iiave attiMided c'ollege i>o
VINCKNNKS HKJH SdlOOL.
A. E.MIuniki'. Superintendent.
Organized, 1S71. Comnnssicnied, — .
Superintendents, willi dates c»f service:
A. W. J(.nes 1871-lSi7.'?
T. J. Charleton 187.nSSn
U. A. Townsend 1SSIV-18S-2
Edward Taylor 1882-lSfll
Aliiert Edward llninlvc l«n-19i.»4
Principals and assistan.ts:
R. A. Townsend.
Annabel Fleming M<-('lur(\
rhilmer I)ay.
A. (\ Yoder.
(). 1* Foreman.
('. E. Morris,
lligli s<'hool tea<'liers and subjects (iiey teach:
('. E. Morris. Englisli.
(>. F. Fid la r. S<ienc«\
EHi(» A. ratce, (Jerman.
Editli Uavenscroft, Latin.
J. ('. Slratton, Matliematics.
Cora A. Snyder. History.
KatiMM'ine l^'oiey. connn«»n s<*liool liranclies.
AUuM't Trice, .assistant ill Science*.
Kosa Kusli. assistant in Englisli.
Av«'rage yearly salary of higii scliool teacliers, iix'luding sui)eriuteiHront.
.$7r»< >.
Training of teaciuM's:
('. E. Morris, graduate of Indiana State Normal School and Indiana
T'niversity.
O. F. Fidlar. graduate of Indiana State Normal School.
All)ert Price, graduate of Indian.M State* Normal School.
Rosa Uush. graduate of Inrliaiia Stat«» Normal Scliool.
Etiie .A. Fatee. graduate of I>eF;iuw I'niversity.
Edith Kavenscroft. graduate of l»eFauw I'Uiversity.
EDUCATION IN INDIANA.
J. C. Sli'iilUiii. ^imhiiUi' of liiilliuiu Unlvt-rslly.
Ci.ra A. Snyder, K'iulinitc i>f IiliMhiiii Uuivfi'slt.v.
Kiitlii<rlDP P'oley. Kriidiiiili' iit I'i'rrls Iiistlliilc>.
Kiirullinuiit \u lii|;h Btliunl
Tulul enroll moil t lu grnilcK hikI Ii1;:Ii sHiduI
XunilM'r of glrle gniiliiiiird Insl yciir (lIKKti
XiimliiT of boys (trudualwl liist yciir MIHKt)
Xmiilicr ill this cIjiss Hint wi'iit to culliw
NuiiiliiT iif Ki"i<)iiiil(-H Nliic'c Nctiool wiis oi'KnnixiHl
Ninnl.iT of tlii-si. who liiivr iitliniiloil i-tAV-^v
Hiuii School.
454 EDUCATIOy TN INDIANA.
m
WABASH UKiH SCHOOL.
A(li»laiclo S. Baylor. Superintendent.
Or;:anizecl. ISUili. Ccininussioned. 1S85.
SuiMTintendents. with dates of si»r\iee:
Pleasant Bond ISIKMSTl
J. J. Mills 1871-1R7:!
I. F. Mills Spring term of 1S73
1). W. Thomas l87:MS>i»i
M. W. Harrison 18St>in<i:;
Adelaide S. Baylor LTkIH-UMU
Principals and assistants:
Princiimls -
J. J. Mills.
1. F. Mills.
Levi Beers.
Mary Byrd.
Miss Willets.
Lizzie Herney.
A. M. Hnyrke.
Adelaide S. Baylor.
(\vms W. KnoufT.
Assistants-
Adelaide Baylor.
Anna Hnell,
Aymez Pet tit.
<ira<*e Mcllenry.
Emma Bain.
Bet tine A moss.
Klla Maylmeh.
Minnie Flinn.
Walter Bent.
Olive Poncher.
Jane Pettit.
(Jeorjre Hoke.
Olive Beroth.
Alicr Ko1»son.
Miss Iloino.
'I'. .\. Hanson.
Ilnzcl ]Iart«*r.
(Mara Hans.
FioriMH-e Ur)ss.
.Miro Carey.
Anna ('an-y.
A\':ili«'r Crccson.
.lessic Tliompson.
Kst<»ll;i Monro.
Herman I''is<-li(r,
B<»atri<o Haskins.
EDrCATlOS IN ryin.WA.
Miiry SultrvEiii.
K<lnii ^[iiUKDii.
^[iiiiil Aiitliciii.v.
]llt,'ll Kt'llliol 1.'ll<'ll>TN lllKl SljllJ(t-tS Illl'.V
(•.viiis W. Knoiin-. lllsl(.:-,v.
>M<-1lu Moiin'. IllHt<>i-.r.
VViirirr Cnx-SKii. ^1l.vs[•-^ niiil ClKI
l-Aun Milusoli. ti'-niiiiii.
Kmimi Itin tt<'. l.Mliii.
Ili'I'iiiiiri l--iwli.T. Miilhi'iiiiilic'S.
Miiiiil Aiiihuiiy. 1ti»l<)|.'.v.
IVl'Illl-ifi- IlllSkJILS. KUKlisll.
M;ir.v SiilliViiiL. r..iiiimTvf!il It<-|i;irt
Miiiiii.' Ijivr. I'-i-.-.. Ililti.1 iitlil M<-r
r„r.i SmjiU. Mi.sli.
ftfiff 1 11
iii,.nt IIU./iN
Waiiash Hh;h Si'ikmh..
4:>n h:i)l(\\TIi)\' IX iM)L\XA.
AvcMjiKt' .v<'arl.v salary of liijrh srhool teachers, iucludiiig sui»erintciu1ent.
$ 74 4. rM,
Training uf teaclirrs:
( yriis W. KnoiilT, A. W., Lake Foresl.
Kstella Moore, uiHler;:ra(iu.ite University of Chieago.
Waiter (irees<»»i. H. S.. runlue rniversity.
Edna Muiisoii. A. H., Oxford. (Hiio.
Maud Anthony. M. A.. Lake Forest.
Mary Sullivan, undergraduate Business Colleges of Detroit and In-
dianapolis.
l»eatriee Ilaskins. A. l\., Tniversiiy of Michigan.
Alice ('arey, A. 15.. Oherlin.
Knuna Barnelte, A. !».. OtterlK'in.
Herman FischcM*. A. K.. Wlieaton.
Minnie Laver, graduate of .Vrt Institute. Chicago.
Cora Small, undergraduate. Oxford. Ohi(». Has studied in several
.scliools of music.
Enrollment in high .school .'HO
Total enrollnuMit iu grades and higli sc1um)1 2.(KV»
Number of girls graduated last y(»ar (IJMKJ) :V2
Xumher of l)oys graduated last year (I'.XKJj 10
Number in this class who went to colh»ge 7
NundK'V of graduates since school was organized r»:u
Numl)er of tliese who have attended college i:>r»
XDrcAT/riX IN rXDI.IXA.
58 EDUCATION IN INDIANA.
WALKERTON HKHI SCHOOL.
A. K. Clawsoii. Sup<»riiitendoiit.
Orjcanized, 1HH4. Commissioned. 11H)1.
SuperintendeiitH, with dates of service:
I. C. Hamilton 1901-1902
A. E. Clawson 1903-1904
Principals and assistants:
J. A. Jones.
A. E. Rowell.
A. H. Barber.
John Bear.
S. C. Urey.
A. E. Jones.
William Clem.
J. W. Rlttenger.
B. S. Steele.
A. S. Whitmer.
E'lmer McKesson.
O. V. Wolfe.
High school teachers and subjects they teach:
A. E. Clawson, Pnysics, Botany, Zoology. Algebra. Geometry, Trig-
onometry.
O. V. Wolfe, Rhetori(t and CoiniM>sition, American and English Lit-
erature, Ancient. Mediirval and Modern History. I^atln (beginning
Caesar). Cicero, Virgil.
Average yearly salary of high sc1kk)1 teachers, including superintendent.
Training of teachers:
A. E. Clawson, A. H.. from Indiana University.
O. V. Wolfe, undergraduate of Valparaiso College, five terms.
Kate Togarty, graduate of home schools.
Edna Vincent, graduate of home schools.
Mrs. Lizzie Townsend. graduate of Plymouth High School: kinder-
garten work in Chicago.
Enrollment in high school 33
Total enrollment in grades and high school 240
Number of girls graduated last year (lIHK'b 3
Number of boys graduated last year (liXKb 5
Number in this <'lass th:»t went to college None
Numl>er of graduates since school was organized tiO
Number of these who have atten<h>d college 15
EDUCATION IN INDIANA. 459
WASHINGTON HIGH SCHOOL.
W. F. Axtell, Superintendent.
Organized, 1870. Commissioned, 1898.
Superintendents, witli dates of service:
Mr. Cole
D. E. Hunter 1876-1885
W. l\ Hoffman 1885-1894
W. F. Axtell 1894-1904
Principals and assistants:
A. O. Fulkerson.
Jos. L. Wallace.
C. F. Maxwell.
High school teachers and subjects they teach:
Hamlet Allen, Geometry.
H. R. Gers, Chemistry and German.
H. C. Wadsworth, Biology.
Sue H. Reece, Latin.
J. M. Vance« English.
C. G. Liebhardt, Algebra and History.
.1. M. BlacI^, Music.
Average yearly salary of high school teachers, including superintendent,
$8452.50.
Training of teachers:
W. F. Axtell, A. B., Indiana University: student Chicago University.
H. Allen, undergraduate of Franklin College.
H. Wadsworth. B. S., Indiana University.
H. R. Gers, B. S.. Indiana University.
J. M. Vance, undergraduate Indiana University.
C. G. Liebliardt, undergraduate Indiana University.
Sue H. Ree<t\ A.B., Indiana University.
J. M. Black. Music.
Enrollment in high school 1G2
Total enrollment in grades and high school 1,600
Xuml)er of girls graduate<l last year (IJK);^) 15
Nunil)er of boys graduated last year (190'^) 9
Numl)cr in this class that went to college 3
Number of graduates since school was organized 3(X)
Numl>er of these who liave attended college 75
WATERLOO HIGH SCHOOL.
W. S. Almond, Superintendent.
Organized. 18(>i. Commissioned, 1887.
Superintendents :
M. M. Harrison.
L. B. Griffin.
H. H. Keep.
M. D. Smith.
4fi0 KDUCATION IN INDIANA.
rrinciiKils nii<l jisslstaiits:
II. M. Coo.
Mr. liiiijJTwalt.
M. U. Smith.
Mary L. Lcppor.
Ilij^li school t(\*i<*h<M's nnd sul).;rct.s thoy toach:
Mary L. Lciipcr, MafluMiiatics. Latin. Hoolvlvoopinjr, English.
\V. S. Alinond. Sci<Mic(', History, < 'ivies, English.
AvcMago yoarly salary of high scIkk)! teachers, including superintendent,
Training of tc'achers:
Two, normal school: (>ne, Rutler: one. Mrs. Blaker's kindergarten;
one, Ann Arbor; one. higli school.
Enrollment in high school 42
Total em'ollm(»nt in grades and liigh school 27r»
Number of girls graduated last yis-ir (I'.MKJ) 2
Number of boys graduated last year (lIMhMi ,1
Number in tliis class that went to coll(»ge None
.\umlH»r of graduates since school was organized No reoonl
Number of these wlio have attended colleg(» No data
WAVELANI) ITKUT SCITOOL.
Rupert Simpkins. Sui>erint<Mident.
OrganiziHl, 1881. Commissioned, UKll.
Superintendents, with dates of servic<»:
(i<'orge li. <iuy.
Marcus A. MotHtt.
W. V. Mangrum I1KM)-1JK)3
Rupert Simpkins 1903-1904
Principals and assistants:
Monta Anderson.
Hertha M. Switzer.
Rose Cunningham.
High schoid teachers and subjects they tea<-h:
Rup<M'l Simpkins, History, Mathematics aiul Ph.vsies.
Monta AndcM-son, Latin, Knglisli and Music.
Rose Cuimingliam, Physiology. (Ji'ogi-aphy, Comm.Tcial Cteography.
Algelua, ('onj]»osition and Literature.
Average yearly salary of liigh scIkkiI teach«M-s, including superintendent.
Training of teacluTs:
itupert Simpkins. A. H.. M. A.. Ui. P».. Indiana T'idvcisity.
Monta AndiM'son. graduate Slate Normal.
Rose (Cunningham, graduate Slate Normal.
Enrollment in higli school <il
TcMal em-ollment in grades an<l higli scln:ol 24<»
Numl)er of girls graduated last year (I'-WKJ) S
Number of l>oys graduated las! year (!!>!>:{) ,"»
\miihrr of eacJi in this class \h;vi weut U\ c(»llcgc 1
yuinhor iff graduates sii\ce sc\\vm\ w;\^ uyvlvwVv/.wX 82
A'////i5<T of thes«» w ho have svWewAod c oWv^v NSSk
IWCCATIOX l.X IXDIAXA.
UJCST LAl'AYICTTl': IIlCll SClIt)*
K. W. LiiwiTUt-i'. SuiH'rlhtciiiiftil.
OrwiniKiMl. IXIJ.-.. (■(HiiliilsHLiiiiiil. ISSir..
Siiiicriiitcnili'iils.
.-nil .
Hoi
■ lOlliH.
K. \V. IjnvniH*
High Ki'liocil tfiiclnTs iiiid siilijfi-tM tln'.v tejirli:
!■'. !■:. TriK-ksfss, Si^ii'iiir iiiiil <!c-i'iiiiin.
Alfml A. Miiy. I-'it1ii iiiiil (i('i'ini)ii.
DMl.liiw Klofr.T. Hl«frn-.v iiiKt Lltmitiinv
Fl.icH lloWrts, JliitUomiilUs hikI KriKllsli.
A VI
mliir;
.If lilKli :
West LaFayette Hiuh School,
F. 1-:. Ti-m-kscss, A. It., fn.in I'lir.Inc l-iiiv,.[sh.v.
Dnphne Kieffer. kIuiIi'TiI in rinduc riilvnsHy.
Fl(.ni IMlHTts. A. 11.. Vimhw Tnlvi^isiiy.
AirrtHl A. M»y. A. 11., Irr.m Wonsl.T, lllii,,.
Kiinilliiu'iit In lilKli scli.«il I'JIi
Total L-nriilliiieiit iji jrisiflcs iin.l lil;;li s.-lio<il r,->u
Nuiiilfr or fttrls jmnluiili'il liisi y*'nv (lifirii ii
Xuiii1>i'i' or Ijo)'" BraOliiitwl lust ywiv UlltKl) 8
NuiiiIht ill thin dnns tli.it tt-nil lo <-<i|lci£<' VI
Xiiiiilx'i' nf )tritiiviili-n siitci' mi'IkmiI whs i>vii!>i>lw'A N^-"'
Siiiiihvi- ul tlifsc wbo Jijivt' iiIU-iKlcil collesi.' ^"
462 EDUCATIOX IX IXDIAXA.
WESTFIELD HIGH SCHOOI^
W. A. JeKsup, Superintendent.
Organiz«l. . Commissioned. 1898.
Snperintendents:
W. (;. Day. tiinv years.
W. A. JeHHUi). f^»ur years.
PrincipalH and assistants:
Gail WJilte.
I>ara V. Hannu.
Laura Laughnian.
Jessie Smith.
Hijfh school teachers and subje<'t«» they teach:
H. Ken yon. History and (ieopraphy.
W. P. Bla<k. S<-ience.
Jessie Smith. I^tin and English.
W. A. Jessup, Mathematics.
Average yearly salary of high school teachers, including superintendent.
$593.75
Training of teacht»rs:
W. A. Jessup. A. B.. {"larlham College.
Jessie Smith. A. B.. Indiana University.
W. P. Black. A. B.. Wal)ash College.
H. Kenyon, graduate academy.
Enrollment in high school / S<»
T(»tHl ein'ollment in grades and high school 3<M»
.Number of girls graduated last year (1J)()8» 4
.Number of boys graduated last year (19031 .">
Number In this class that went to college 1
Xuml)er of graduates since school was organized fiO
Number of these who have attended college 23
WHITING HI<;H S<^H00L.
K<)])ert I J. Hughes, Superintendent.
Organized, lH9ft. Commlsslonod, UM»2.
Superintendents, witli dates of .service:
J. M. \V(mh1 1898-18t>0
Mrs. F. B. Honinian 1809-19iM>
Robert L. Huglics 19<M>-1904
Principals an<I assistants:
Eugene <;ates.
H. li. Huglu^s.
John <\ Hall.
High school tca<'hers and subjects they teach:
John <\ Hall, Science and Mathematics.
Mary Stoerlein, Latin and English.
Edith ^''aucher. (icrman.
Edith <ilasfelter. Commercial Branches and History.
Mabel E. Doty, Music and Drawing.
J. C. Jones. Manual Tra\n\ng.
'1^
EDUCATION IN T NOT AX A. 463
Vvorage yearly salary of lilKh school teachers, including superintendent,
$1M2.85.
rrainin^ of teacliers:
Kobert L. Hughes. A. B.. A. M.. University of Chicago.
John <\ Hall. A. R, Tnivcrsity of Illinois.
Mary Stoerlein, A. H., Iowa College.
Edith Faucher, A. li., Northwestern University.
Editli (Jladfleter, A. B., Washington University, and \. M., Univers-
ity of Chiciigo.
J. ('. Jones, University of Illinois.
Enrollment in high school &)
Total enrollment hi grades and high scluwl (>25
.Numher of girls graduated last year (lIKK^i 4
Number of boys graduated last year (lfM);{) 1
Number in this class that went to college 2
Number of graduates since school was organized 14
Niunber of these who have att«»nded college 4
WINDFALL HKUI SCHOOL.
•lohn Owens, Superintendent.
Organized, 1S!H). Commissioned, IIMH).
Superintendents, \> ith dates of service:
Oscar II. Williams
John Owens 10in-llM)4
Principals and as.sistants:
Stella Shrader.
Flora Ciuyer.
Maude Bennett.
High school teachers and subjects they teach:
Maude Bennett, Latin. Mathematics and History.
John Owens, Science and Literature.
A^erage yearly salary of high school teachers, including superintendent.
$480.
Training of teachers:
Flora (fUyer, graduate of Franklin College.
Stella Shrader, undergraduate Stat(» Normal School.
Maude Beimett. underirraduate State University.
Oscar Williams, graduate State Normal Schorl.
John Owens, graduate Stat«^ Normal School and Franklin College;
A. M., work at Franklin College.
Enrollment in high school 50
Total enrollment in grades and high s<'hor! ,'{00
Number of girls graduated last year (IJMK'V) 2
Number of boys graduated last year HOO.'?) 8
Numl)er in this class that went to college o
Number of graduates since school was organized 2r>
Number of tliese who have attendcHl college 12
Ai\i i:i)l(\\ri()X IX IXDIAXA,
\VILLIAMSIM)KT IH(;iI SCHOOL.
S. (*. llaiisoii. Siiperliitoiideiit.
Ol'aKlii/'('<l. l.*<Hr». ('niiiiiiissi<>ut>4l, 1K87.
SuiMM'iiit<*ii(l<>iits. witli dates of service:
S. ('. Hanson 1885-
I*rin<'iimlH and assistants:
Maude Stearns 18!>3-18J)4
Kdna Welnier. iirineipal lSI)4-18t)7
rims. <;. Davis, prineipal 18!>7-in<W
lOd^ar Wel>i>. prineipal lJ>iXKl?M»4
Lydia Iteninier. assistant 18I>7-18!K>
Win. Kvans. assistant ISOfMJKll
.Mrs. M. V. MeCcM-d, assistant 1!>(»MSK>4
Hi^li s<'liool teaeliers an<l sniijeets they teaeli:
S. ('. Hanson. History. Kn^disii, B;)tany, rh.VHit!«, l»h3'8ioj?mpliy.
Hooi\i\(>epin;i.
K<lpir \Vel»l». Latin, Cjesar. Ci<-ero, Virjxll. Plane and Sblld Geom-
etry and ('ivies.
Mrs. M. K. McCord. llrst am! seeond year ICn^lisli, llrHt and second
year Al^reiua. and a little worlv in eighth year.
Avera;:e yearly salary of hi^li school teachers. includin>? ttuperhi ten dent,
.$('.40.
Training <»f teaeliers:
S. (\ Hanson, conipU>t(>d teaeliers' course, two years, in Westfleld
('oll(%^e; n. S.. M. S. and A. M. later from same institution; A. M.
also from Lane InivcMsity. Kansas; student In Miami Conserva-
tory of Music: post ^iraduate student in English, Seliool Organisa-
tion and (Ieoh>;ry. University of Clii<aj:o. IIHH).
Kdpn* Wel»lK irraduate Indiana Stat(» Nornnil School: also pursuing
a course in Indiana University.
Mrs. M. V. M<-('ord, graduate Indiana State Normal School
LnroIlnuMit in lii^li scliool 43
'r<>tal enrollment in grades and hi^li s( liool 300
Nnmlier of jjirls graduated last year (liMKJi 4
Nmnlx'r of iMjys graduated last year (IJHi.'li n
Nnnd)er in tliis class that went to college 2
Number of .irrMduates since school was oriranized 81
Numljcr of tliese wlio liave attended college 41
JCDlCATloy IN INPTANA. U>5
WiLi.iAMsi'onT HiuH School.
4H6 E DUCAT ION IX INDIA X A.
WINAMAC HHIII St'HOOL.
\V. 11. Kell.v. SuporlntoiKlrnt.
OrKJiiiizcd. issj). ConiniissioiKMl. ISiH).
SuperintiMuU'iits. with d.-iti's of s<M'vi<'«»:
A. T. Unci issinsii;;
J. O, .lont's lSJ»:VlS!n
C. W. Klinnu'll ISti.VlS!!-*
A. T. Uriel ISni-lU'H
W. M. K«»ll.v UHIMIHU
Principals and assistants:
Knmia Uo1>ins(Mi.
Katlu'.vn Daaruy.
Carrli' Matlu'ws.
Alfred KolK^r.
J. E. l^iyton.
K. (}. Taylor.
B. M. Hendricks.
Albcrl Rocp.
Julia K. Marbroii;;!!.
Kd^ar Packard,
Lida M. Laytoii.
Mary MacHatton.
Hi^li scliool teachers and snhjr<-ts they teach:
W. II. Kelly, r. S. History, Knjjiish and Ht)okki i-plnj;.
Albert Keep. Mathematics and Physics.
Ed>?ar Packard. Enjjlish and Botany.
Mary MacHatton, Latin and (Jeneral History.
A\rra>re yearly .<*alary of hi^h school tea<-hers. i^clndin-T sunerinti-nle'r.
Training of tea<-hers:
W. H. Kelly, A.H.. Indiana rniv(»rsity.
Albert Keep. \. B., DePauw University.
Edpar Pa<-kard. >:radnate Indiana State Nornr.il Schcol.
Mary Ma<'llatton. A. B.. Indiana Tniversity.
Enrollment in hi^h school S!i
Total enrollment in jrrades and hij:li scliool \V\
Xnnd>er of ;rirls ;;:rjnln;ned last y<*ar (ItMKb 4
Number of boys jrraduated last year illMKb 4
Number in this class that went to eolleire I
Number of ^rraduates sinre school was orpniized 7'.»
Nund»er of these who have attendtnl colleire \'2
EDUCATION IN INDIANA. 4fi7
WiNAMAc Hkjh School.
WOI-fOTT rntlH SCHOOL.
K, It. Itizcr. 8ti|H-rliitetHlrnt.
Orcnnlzcil. 18!t-J. Ciininiisslniu-d. lixk't.
SniM-rhitpmli'iiiK, with (intt's of kitvIci':
Mllf KoiiilK 18!I2-1S!m;
E. B. ItlziT laW-llKM
PrlnciiuilK iiiitl itsxlKtantH:
Wert It. Xifl. iJiiii.liHil.
Aiiiiii lilti KtitltK. iiNsjKiatil.
HIkIi Mi'liuul U-ai'lii'rH iind sntiji-ds ihcy ti-iich:
K. K. KiKcr. IllMtiir.v. (icoKmiili.v "i"! PIi.vnI<k.
WiTt R. Nci-I. M]Llli(>niiitl<-!< mill Bulimy.
AllllH l<lll SlllltZ. IJllill mill EllKliHll.
AvwflRP ypHrl.v Hiilnry of liiirh fcliniil tfiichcrH, iiK'tndhiK Huperlntcniloni.
»720.
TrflinhiR of lenohi'rs;
E. B. Rlzer. iinrti'rKraihmli' of !'iirilin> nnd of Iiullmia I'lilvcrHltlec
Wert R. Neol. iimlerKrHduiilp of liidlnnn I'ldvcrsilly.
Anua Ida Stultx, gruduale of ludiunu Uiiherelty.
4(>S EDViWTlOX IN INDIANA.
Knrollninil in \\\\([\ school .- . 5<»
Total tMirollnieiit in jrnulos and high school \y^
Numlier of girls gnuluatocl last year (UK):5) fl
Number of boys graduatinl last year (11HK5» 1
Number in this class that went to college 0
Number of graduates since school was organised M)
Number of these who have attended college 10
WINCHICSTKU IIUJII SCHOOL.
Oscar U. Baker. Sui)erintendeiit.
Organizi'd, \HT1. Commissioned, 1KS2.
Superintendents, with dates of service:
John Cooper .1870-1873
Lee Ault .* 187^-1877
K. H. Duller : . 1877-1880
(\ H. Wood 18WM891
F. S. Caldwell 189M8D2
II. W. Bowers 18Sr2-18d5
Oscar U. Haker 1805-1004
Principals and assistants:
L. E. I^unme.
Lee Ault.
K. H. Huller.
C. H. Wood. _:^
J. W. r(»lly.
U. W. Bowers.
F. S. (%iMwell.
Oscar U. Baker.
Higli scIkkjI teachers and sulgects tliey tea<-li:
Lee L. Driver. Matliematics and Sci«Micc.
Clarenc(» K. McKinncy. Latin and Ocrnian.
Knima (J. Fugle. Fnglisli and History.
Oscar U. Baker. Civics and ClMMiiistry.
Average yearly s.ilary of liigli scliool tca<liers. including suiKM*int<»udent.
Training of tc'acliers:
L<'e T^. DriviM'. normal antl college work.
C. F. .McKinncy. college work.
Fninia Fnglc. college work.
Oscar U. l»aker. normal and academy work.
Fnrollment in higli sclioul \{¥(\
Totiil enroUmiiil in grades and liigh .scliool 772
Numl)er of girls graduated la<t y»'ar (lIHi:b S
Numl)er of boys trrjidu.Hed l.ist year (lIMi:b .■....'...-...•.. . G
.\unil)er ill lliis clas!!t tliat w<'nt to college i . .. . . ,U. .j. . J. %\
Nund)er of graduates sinct' school was ory::inized. ........... ;i .i.....//. 273
Number of these who h:ive attended col'leg«' J»l. j^itii/.. 74
KDrCATinX I.\ /A7>/.LV.I.
WlNCilESTlill HillH SCHOOl,.
\viii!'ini.\<iTu\ iiicii sniooi..
\v. I!. Villi lioi'il.T. Kiii"Thit.'iiii.'ii[.
Oi'uniilxi'il, IMTli. roiiiiiiissiiiiit'il.
su|><Titii<-iiitt'iirs. with •till r X
.r.iliii ('. riiiiiiLV
Ani.ilil Tmi.i'kiiiN
I>. .M. Ni-lKOn
I!iilli'.v .Miirlhi
\V. (>. \V:iiTic'li
.1. V. Z:irliiJ;lli
W. 1'. Kirliii
J-i-i
i:il.-n I.. I'icl.
470 KDVCATfOK IX INDIAN A.
Higli school tt»dcliors and slibjecls they teaeli:
I>. A. Little. I^itin and AljLcebrn.
Ellen L. Piel« assistant. History and Englisli.
Average yearly salary of high school teachers, including siiperiutendedi.
Training of teachers:
D. A. Little, gi-aduate of State Normal School.
Ellen Piel. graduate of Ann Arbor University.
\V. B. Van Gorder, graduate of Taylor' University; also under-
graduate of Chicago University.
Enrollment in high school 73
Total enrollment in grades and high school 415
Number of girls graduated last year (1903) 8
Number of boys graduated last year (1903) 2
Number in this class that went to college 2
Number of graduates since school was organized 196
Number of these who have attended college 46
ZIONSVILLE HIGH SCHOOL.
H. F. Gallimore. Superintendent.
Organized. 18H5. Commissioned. 1902.
Supei;int4»<leiK44; with-4a4es of service:
A. B. Jones 1885-1888
M. I). Avery 1888-1894
H. F. (Jalliniorc 1894-1904
Principals and assistants:
Flora A. Mennin^er.
Edna .l(»]nison.
Susie M. Aldrich.
High school tea<'liers and sul)jects they teach:
Susie M. Aldricli, Eimlislj and <tcrnian.
N. K. Mills, Marljcnialics and History.
H. F. (iallimorc. Scienr(» and History.
Average yearly salary of iiijrii scliool teachers, including superintendent.
Training of leadicrs:
H. F. (lallnnore. suiKM*int«Mident. Indiana State Normal School and
nndery:radnatc Indian:! I'nivcrsiiy.
Susie .M. Aldricli. MIcliigan State Normal School. Michigan Uni-
versity.
N. K. Mills, undergradnate Notre I>nnio and Indiana T'niverslties.
Enn»linicnt in liigii s<'lio(»l 52
Total enrollment in i^nides and liigli scliool 325
Number of girls graduated last year (IIMK?) 1
Number of boys graduated last year (l!MKb 6
Number in this class who went to college 3
Number af graduates sinc«» school was organized 92
Number of these who liave attended college 42
EDUCATION IN INDIANA. 471
B* TOWNSHIP HIGH SCHCX3LS*
1. GEXERAL STATEMENT.
Tlie greatest activity in higli school circles during the last
few years has been in the townships. The new transfer law
has promoted high schools, while the new high school law has
improved them in quality. It is now required as a prerequisite
that there shall be at least twenty-five common school graduates
of school age residing in the township. This last law checked
the organization of small high schools throughout the state inci-
dent to the attempt to defeat the transfer law. In nearly every
case new high schools are now organized only where the demands
are strong and the conditions favorable.
2. THE TOWNSHIP HIGH SCHOOL LAW.
(1901. p. 514. Approved March 11. 1901; in force May. 1901.)
Tho school 1rust(»os .shall tako charjje of the educational affairs of
their respective townships, towns and cities. They shall employ teachers.
estnl)lish and locate conveniently a sntticient number of schools for the
education of the children therein, and build, or otherwise provide, suit-
able iiouses. furniture, apparatus and other articles and educational
appliances necessary for the thorouji^h organization and efficient manage-
ment for said .schools. Such school trustees may also establish and
maintain in their respective corporations, as near the center of the town-
ship as seems wise, at least one separate graded high school, to which
shall be admitted all i)upils who are sufficiently advanced: Provided.
That the school trustees of tw(» or more school corporations may estab-
lish and nuiintain joint graded high school fsl in lieu of separate graded
high schools, and when so done they jointly shall have the care, manage-
ment and maintenance thereof: I*rovided further. That any trustee,
instead of building a seimrate graded high school for his township, shall
transfer the pupils of his township competent to enter a graded high
school to another school cori>oration: Provi<led further. That all pay-
ments of tuition, iirovided for under this act, heretofore made by school
trustees for such high .sch(M)l privileges are hereby legalized: Provided
further. That no such graded high school shall b(» so built unless there
are at the time such hou.se is built, at least twenty-live common school
graduates of school age residing in the township.
472 EDUCATION JN INDIANA.
3. ITTSTOKY.
It is an iiit(*r(\stin^ fact that Ix^forc the uiiddlc of the iiine-
teentli conturv State* Superintendent Mills had seen the real Si>hi-
tion of the ])rnbleni of education in a democracy, and bad named
consolidation as the key. Out of this thought came the idea
of cent(»rs of learning in districts, townships, and towns, with
combinations ])ossible in districts and townships, and finally with
combinati(»ns possil)le Ix'tween and among districts and townships.
This maile the townshi]) graded school possible, which in turn
made ])ossible and necessary the township high school. Sn]>cr-
intend(Mit ilills, in his messag(»s to the legislature in the forties,
and afterward in his re])orts as state superintendent of i)ublie
instruction ihm'a over all the arguments for consolidation and
centralization of district schools; and, so far as I know, his argu-
ments hav(» never b'H'U improved or added to. It was tlirough
such men as Mills on the outside, and John I. Morrison, chairman
of the educational committee in the c<mstitutional convention,
that education received n^'ognition in the new constitution. With
the n(*w constitution and the law of 1852, the township l)ecame
the ])olilical and the school unit of the state. This fact is of the
lai'gest signiiicance in dealing with the Indiana school system,
for Fiidiana was probably the first state to make the loAvnsbip ilie
school unit. Since, it has Ikhmi ado])ted by other states in the
Union. The claims made for it and admitted need not lx» re-
])eated here. Tlu* new constitution gave state supen'ision, an<l the
])eo])le shoi'tly voted in favor of taxation for the maintenance of
schools. The m(»v(Mnent forward with the new constitution was
interrn])te(l bv unfavorable decisions of the courts and by the com-
inii* of the civil war. In the earlv sixties fnmi these cansc»s the
schools suffered and dro])])ed to the lowest level. It was not until
after the civil war that the nnival came. The supreme court held
that local levies for tuition and common-school revenues wei*e con-
stitutional, thus making it ]>ossible for towns and townships to pro-
vitlc for terms of school of res])ectable length. This really was
the iK'ginning of local, ])ublic high-school education. The law
had also made it clear that it was the duty of township trustees
to ])rovide secondary schools for pupils who liave completed the
work in tho i»r;ides. Out o^ wW \Wsv^ \\\^\\va\v-v^'^. >^*v(^v "^x^ \ss«^-
EDUCATION IN INDIANA. 473
ship as the unit and center of educational activity, the townsliip
liigh school came. It was an evolution and came naturally.
Academies, seminaries, and other secondarv schools ijrraduallv
came under the r*ontrol uf the towns and townships, and there
are few private or drnominational preparatory schools left. The
closing years of the last century witnessed a rapid development
in township high schools.
Tho township high school was usually located in a centrally
sitiuited town, but not always. There are many flourishing
schools in rural comnnuiities, s'ome of these bearing commissions
from the state board of education. Some of these schools are
located in small municipalities, and are organize? l joint ly let ween
town and township. Others, as hinted above, are joint township
rcluK Is under the management of two or more townships.
These scIhjoIs arc often the centers of really great learning, hav-
ing, as they do, some of our strongest men and women as
t(*achers. Bright young graduates of our normal schools, col-
leges, and universities, and)itious to rise in the ])rof(*ssion, come
to these schoids and attract to them the best young blood in the
townshi]). The result is a])])arent in increased educational inter-
est in the community. The course of study is made to appeal
to the interests of the many, and everything is done to make the
time sp(»nt in school worth while. For the vast majority this is
the finishing scluKd, and it is made to n\can as much as possible.
And so it becomes a great educational center, and marks an
epoch in the lives of many who are to take up their life-work in
its shadow. It is not a ])reparatory school for college, though
many of its graduates go to college. Its aim is to do the best
thing it can for those who ])resumably will go no farther. Com-
munity life determines our course of study, and the puplis are
prey^ared for life's activities. In doing the best thing for the
majority who do not enter college, we have found that we are
doing the best thing for the minority who do go to college, and
we have come to believe that such a (*ourse prepares for college
best. Tn the smaller schools courses are articulated with courses
in the large high schools, so that in 7fiany cases where good work
is done, and where the teachers are known, one, two, or three
years' work in small schools is ac'cepted in full and given credit
for credit in the Inr^er liigh school.
474 EDUCATION IN INDIANA.
In the matter of scliool architecture there has been great
progress in the state. This is particularly true with regard to
township buildings. Some of these high schools are housed in
modern, well-equipped buildings that are models in every way.
The Nineveh township high school in Johnson county has
been in operation since 1872, and is probably the oldest school
of its kind in the state. It was established bv the abandonment
of three district schools located near the village. The high
school is in the center of the village, and is attended by all the
pupils in the townshi]) ])repared to do high-school work. I find
an account of the work of this school in State Superintendent
Geeting's report of 1898. Sup(»rintendent Geeting gave great
impetus to this movement; indeed, his name and the growth of
the townshi]) high schools an* inseparable in Indiana. The fol-
lowing account of the Xiuevch s(»hool is evidently from the pen
of one who was familiar with the work of the school:
It is ono of the most pot^Mit factors in our comimuiity for good, ami has
unquestionably raised the standard of intelUjyenee. of nioraUty, of taste,
and therefore, of Ufe among the people. While a few in the township
are opposed to higher education, the vast majority favor the school and
would not do without it. The school has many graduates now. some
of them in higher institutions of learning, and some tilling positions of
trust in difTerent i)arts of the country. Many have married and settled
here in the townshii). and have an elevating intluence upon the com-
munity. The i»rinclpal is also superintendent of the grades, and receives
four dollars p(»r day. We have two teachers doing high school work.
The principal is a college graduate witli a master's degree, and the a.s-
sistant is a high school graduate, and has made other special preparation
for her work. We have a four-year course, though the terms are only
six to seven months. The character of th«' work done is e(]ual to that
done in any of the high schools or j preparatory schools of the state, so
far as we go. I flrndy lielieve tlie work done by our i)Upils Is far superior
to that done in the larger towns, as there are fewer things here to take
attention from the work. Our pui)ils range hi age from fourteen to
twenty-two, and spend an average of two iiours a day ui>on each study.
Tliere are five graduates this year, two from town and three from the
country. Two of these live aliout four miles distant, and their parents
liave conveye<l them l)jick and forth for four years. In this connection
1 would state that al»out half of om- pupils live ui)on farms. No provision
has l>een made by tiie truste(» for conv(»yance, but this Is not felt as
being a hardship, as those living in the country have rigs or wheels of
their own. In tlie first year tliere are ten pui)ils: in the second, three;
in the third, fom*: and in the fourth, live. In Latin, besides the pre-
liminary work and grammar, we read two books of Capsar and three of
VfrgiL In mat hematics we co\\iyAv?\v? >V\\\\v^^ VL\^\\ ^^>ft<i\ M.^Qbi:a ^ii<^
EDUCATION IN INDIANA. 475
Wentworth's IMane Geometry. We give two years to English literature,
two years to general liistorj', one year to geology, one year to physics,
one year to rhetoric, one year to physical geography, and three months
to civil government.
As another example, the Straiighn township high sehool, in
TIenrv county, is typical of scores of schools over the state.
What 1 write here is taken from a recent account sent to me of
the w^ork of this school :
The township graded school, with a high school, was organized in
October, 1893, in a three-room l)uilding, with three teachers and one
hundred five i)upils. eighteen of whom constituted the freshman class
of the high school. Eight of these freshmen had not (completed the work
in the common schools nor grades and as a consetjuence six of them
dropped out tlie llrst year. Two nuirried in the second year, and ten of
the original eighteen finished the three-year course. Last year another
r»M>m was added to the building, and there are now four teachers and
ouf* hundred and twenty pui)ils with a fourth year added to the high-
school course. The school has graduated thirty-two pupils. Many who
began the work in tlie Straughn school finished in other high schools,
and many did only a i)art of the work.
That the Straughn school lias awakened ideals of culture hitherto
unknown in the community is conceded by all. Patrons, pupils and
ttachers have worked in harmony, and are e<iually i)roud of the school.
Of the thirty-two graduates, sixteen have attended higher institutions
of learning. Eight are teachers or have taught school. Six are graduates
of Inisiness colleges. Four are Indiana iwiversity students. Two have
been students in the farmers* rourse at Purdue. One has been a DePauw
student. Twelve are farmers, and two are merchants. It is the opinion
of the writer that the influence of this school has entered every home
in the commimity, and that it is an influence for better living.
While there are scores of township high schools working
tmder widely different conditions, some with short ternm and
short courses, and no limited nund)er of teachers, the tendency
is to meet the requirements of the state board of education, and
there is a constantly increasing number receiving commissions.
The requirements for a commission are as follows:
Three years of language, tliree years of history, three years
of mathematics, two years of science, four years of English are
required, with electives to complete a full course of four years.
This is not meant to be absolute but is suggested as a basis upon
^vhich to form a course and as the minimum amount of work
required. As further requirements the following may be men-
(;ioned; (1) The character of t-^e toaeVim^ \i\\3LsX\y^ ^'^^^\^\,^^\^^N^\
470 Enr CATION IN INDIANA.
(2) the liigh-seliool coiirso must not be less than tliirty-two
niontlis in length, continuing from the eighlh year; (3) the
whole time of at least t^v<^ teaehers must be given to the high-
sehool work; (4) the jMirsuing of a f(»w sul)jeets throughout the
entire course* rather than many covering short ])eriods; (5) a
library a(le(]nate to me(M all the demands for reference work and
teneral reading su])])lementarv to the regular textdMjoks; (i\)
h'boratories fully e(jui])]jed to do all of the necessary work in
the sciene(»s ])ursue(l in any given high school.
1NTEKEST1N(; DATA.
Number of counties iu Indiana 02
NunilRT of townships l.Old
Number of high schools, all jjcrades TtW
Number of townshij) jirraded sehools doing work in common
branches only 1 .ol 1
Nuuiber of township high schools 58n
Niunber of conunissioned townshii) high schools l.j
High-school enrollment oti.iUl
Township high-school cnroUmcMit l.'i.oori
High-school graduate^ liK);5 4,440
Townshii> high-school graduat(^s ItKKJ l.:>44
Number of high school teachers l.Siil*
Number of townshiji high-school teachers S48
Salaries of teachers emi>loyed:
a. Commissioned high-school teachers (170 days average
school year) per year ^7-t.UK)
b. Township high-school teachers (1 to days average school
year) i)er year 432.00
Per capita cost of maintenance:
a. In commissioned high schools 33.l¥)
b. In township high schools 25.00
The value of thf work that these t<)wnshi|) schools are aeo»ni-
]dishing cannot Ix^ statec]. JM-ovision is mad(^ for free seeonda'*v
training for ev(M*v <dnld in the state. The <»ne great end kept in
view is the ])rej)aration (»f the child as fully as possible for the real
duties, opportunities, and ]>rivileges of life. W(* are trying to
nuike an institutiou that will dev(d<»p manly men and womanly
women; omo that will tc^ach the boys nud girls that there is work
to d(^ in the world, and that will help each one to find his life-
work, and show him how to be successful and happy in it. Tho
i>C('oii(hiry sc/jool can br\i\|2: \<> V\\e \n\vW \\\\v\ V> \\\vi vvw\\\\\>j:^<^;
EDUCATION IN INDIANA. 4T7
tlio p^rcat forces in lifo wliicli ^iiido, iiis])ir(', aiul realize possibili-
ties. It can minister to the needs of life, not only by bringing
broad fnndaniental principles of cnlture, but by suggesting
practical social problems and their solutions, and, more than this,
by suggesting and pointing out actual vocations and ways to
succeed in them. Our school machinery has been simplified.
There is now only one trustee in a township, and the large
res])onsibility placed upon him is gra<lually being realized, and
w(» are obtaining Ix^tter men all the while for the position. The
dignity of the calling is growing, and there is for us not far in
the. future to see a complete realization of the things for which
we have hoped and for which we have striven.
C ACADEMIES.
1. FIUENDS' ACADEMIES.
(I. SPinCLANI) ACADEMY. SPICKLAXI).
The foun<lation of Spiceland academy was laid as early as
18o4, when the* meuduM's of the Society ()f Friends living in the
vicinity of S])icehnid, Ind., decider! that they must have better
facilities for the education of tluMr children than the common
schools of the state then afforded. Befcire the Eri(»nds were able
to buihl a school hous(^, Robert Harrison, a7i ETiglishman, taught
several terms in a log mcvting Ikmisc. Mr. Harrison was well edu-
cated and also taught a Latin class, whicdi recited twice a week.
The schrol increased m int(U"est and members until the Friends
felt that they were able U) su])])ort a school of their ow7i. A frame
building was built esp(K'ially for school juirposes. During this
time the school was under the care of a committee appointed by
S])iceland monthly meeting. In ISCiO m more c<)mmodious house
was built and in 1>>71 a brick building was built.
The school w:is chartered in 1S70 and is the oldest academy in
charge of the Friends in the state. While the school is under de-
nominational c( ntrol, it is not sectarian in the least, its purpose
l>eing to develop ])ractical, earnest and active christian manhood
and womanhood.
478 EDI CATION IN INDIANA.
Practically all tlio toaehors of Henry county and many of the
adjoining counties have lx»en students of the academy, and we
might cimclude that the school has influenced the teaching force of
the surrounding counties to no small degree.
The board of trustees consist of six memlK»rs, two of whom are
appointed annually by Spiceland monthly meeting to serve a term
of three vears. Tsually two of the members are women. At
present the faculty consists of six mend)ers, and the enrollment is
eighty-three.
The academv has an endowment of nearlv seven thousand dol-
lars and owns a farm worth at least four thousand five hundred
dollars. The school is supported from the interest of the endow-
ment fund, the proceeds of the farm and private tuition. It als<.>
receives public funds from the townshij) trustee for the towniship
high school wcn'k.
h. BLOOMIXCJDALK A(\\I)EMY. BLOOMINODALE.
The Friends' Bloomingdale academy was founded as a manual
labor school in 1845 under the care of the Friends in western
Indiana. About that time there was much speculation on new
educational schemes. The socialistic system was rampant, com-
munities were l)eing organized, and manual labor schools had
manv enthusiastic adv<K*ates. llarvev Thomas, a well known
educator of Pennsylvania, having conceived the idea of establishing
a manual lalK)r school somewhere in the west, came out to Parke
county, Indiana, and found a promising field for such an enter-
])rise and attentive ears to llst(Mi to his economic plans. Al^mt
thirty acres of land were ]>urchase<l at Bloomfield (now' Blooming-
dale) and buildings were erectc^l. In a few years the manual
labor ])hase oi the institution was abandoned as impracticable.
Though failing to reach what was desired in technical arts and
industries, the school was a success in college work.
Prominent among those to whom the institution owes its success
was Barnabas ('. llnbbs, I.L. I)., who server] as superintendent
for twentv-one vears. Durini*- his sui)erintendencv the school was
reorganized and inc<»r)>orate(l undcM* the laws (►f Indiana as the
Friends' Bloomingdale academy. The charter provides that this
institution shall be c(mtrol]ed and managed by Bloomingdale
quarterly meeting of tlie FY\e\\i\^' c\v\\y<A\. Y\^ q»^^^t'$. ofirs^sAat of
EDUCATION IN INDIANA. 479
a board of tnisteos appointed by the ehureli. Tliis board selects
a principal who has immediate jurisdiction over the school.
The laboratory facilities, through the energy and earnestness of
A. F. ilitchell, pr(\sent superintendent, liave been greatly enlarged
and improved.
The present enrol Unent is sixty-seven. This academy is sup-
portcnl mainly by tuition of its students. There is an endowment
fund that gives an annual revenue of $300.
c. CENTRAL ACADEMY, PLAINFIELD.
Ontral academy was organized in 1878 for the purpose of pro-
viding thorough secondary educiition for all young people of the
community who could not otherwise obtain such advantages.
Afterward the work was taken up by the Friends church. In 1892
an association was formed with a capital stock of $10,000, and a
certificate of incorporation under the laws of Indiana was granted.
At this time three (piarterly meetings in Morgan, Marion and
Hendricks counties, known as the White Lick, Fairfield and Plain-
field meetings, took up the work. Later Danville quarterly meet-
ing was admitted into the association. The school is controlled
by a board of twelve directors chosen by these quarterly meetings,
three from each meeting. A president, secretary and treasurer,
who together wnth a fourth member form an executive committee,
are the officers of the board.
At present there are four meml)ers of the faculty, and the
pre*seut enrollment is fifty. The school is su])ported principally
by tuition of $30 a year. There is a ])ermauent endowment of
$2,500, and other funds producing about $250 a year.
(/. FAIRMOI^NT ACADEMY.
A proposition for the establishment of a quarterly meeting
school was presented to Northern Quarterly Meeting of Friends
held at Back creek, two miles north of Fairmount, Indiana,
December 15, LS88. A committee composed of sixteen men and
ten women was appointed at this meeting to consider the feasi-
bilitA' of the proposition. In three months the committee, after
having met four times, re])orted that they thought the opening
a good one for the establishment of a higher institution of learn-
ings and giving in justification of their recoiYvaverv^^XAcrei "^^ ^^-
4S0 EDrCATinX IX TXDTAXA.
l<»\ving: "As we roc<»gnizo in a proporly con<liietocl school tlir
elemoiits for tlie biiiMing up of character and rendering the ik)s-
sessor more useful in both church and state."
This coniuiittee suggested that the quarterly meeting incorj)o-
rate itself for the purpose of holding property, and also presented
to the meeting *^an article of association" for an institution of
this kind. In June, 1S84, the couunittee reported the location
and [)urcliase of the grounds for the academy building in Fair-
mount, hid., and preseute<l to the meeting the names of six ]>er-
sons to serve as trnst(»es of sai<l academy, viz., Jesse ITaislev.
Samuel ('. Wilson, IVter 31. Wriglit, Enos Harvey, Alwl Knight,
and W. (\ Winslow; also an incorporating couunittee comiMised
of Ehvood Ilaisley, James ^^. Ellis, Thomas J. Xixon, Ivy Lu-
ther and Mahlon Ilarvev.
In Sept(;mlK^r, 1885, tlie trustees reported the building com-
pleted at a total cost of $0,1)20.5:], and that the school would
o])eu Septemlxn* iil, 1885, with Jos(»])h W. Parker as principal
and instructor of the academic de[)artment, and Ehvood O. Ellis
as instructor of the gramnuir dc^partment. By action taken by
tlu' quarterly meeting in ^farch, 1888, the academy w-as inci^r-
porated. In June, 1888, a contract for taking one hundred pupils
from the corporation of Fairmount was closed for the sum of
$720.00 tuition and $145.00 rent and fuel. The school has
been sui)porte<l by tuition paid by the students, and, from time
to time, voluntary subscri]>tions for its support by friends of
the institution. In March, 180:i, the school having outgrown
its old quarters, a pr(»]>osition to sell the academy building and
grounds and rebuild in anotber locati(m was presented to the
quarterly mec^ting. The meeting jq)])roved the plan and ajv
pointed a committ(;e for this ])urpos(». The ohl building and
location was sobl for $8,000.00. The new building and grounds,
costing $17,»527.nO, are located one mile northwest of the center
of Fairmount.
IvCgal notice being given, the board of trustees, consisting of
six members, was a])])oiiitod by the quarterly meeting to scn'e
for three years, two being elected at each June meeting.
At present (May, 1004) the board consists of the following
persons: Ancil E. IJatliil*, President; dames M. Bell, Secretary;
EDUCATION IN INDIANA. 481
Joel E. Wright, Treasurer; William W. Ware; (Mrs.) Anna ]\L
Johnson; (Mrs.) Jda Winslow.
The faculty (1008-1904) is made up as follows: Principal
Jjeon L. Tyler, literature and pedagogics; (Mrs.) Minnie L. Ty-
ler, history and English; Frances A. Sheppard, Latin and Ger-
man ; Forest Foraker, science and mathematics ; K. E. Dean, com-
mercial; Harriett E. Henry, piano and voice.
The enrollment in the academic courses for the present year
(1903-1004) is 100, in the commercial course 20.
The school is now approaching the completion of a $20,000
endowment which it is hoped will be reached by September, 1004.
This will, in a measure, free the quarterly meeting from special
efforts to meet the deficits which result yearly, from the fact
that a merely nominal tuition rate is charged ($25 per year).
Judged by the character of its 200 graduates, a better place to
put a gift could not be found.
In equipment, the academy is practically in the college class.
Its laboratory was one of the first opened in a preparatory school
in Indiana, aiid its library, the gift of Iredell B.^Rush, of Co-
lumbia City, Ind., is rich in reference Avorks and books of rare
value. The students publish a paper called the Academician.
The Aurora literary society is the on© central source of pleasure
and forensic opportunity during the winter months.
The work is organized so as to give the largest measure of
latitude in the choice of courses. A four years' course leads
to university and college entrance; a three years' elective course
for general education or college; a three years', covering English
work only with a year's study in pedagogics; tw^o commercial
courses, preferably for post-graduates, each covering one year, one
making bookkeeping the major, the other shorthand and type-
writing.
As to subjects offered Avith maximum time: Latin, four years;
German, two; algebra, two; geometry, one; physics, one; general
history, two; English, three and one-half; civics, one-half; bot-
any, one-half; biology, one-half; chemistry, one-half; Bible
study, four; pedagogics, one; arithmetic, one; iVmerican history,
one; English grammar, one; physiology, one-half; physical geog-
raphy, one-half; trigonometry, one-half; commercial arithmetic,
one-half; commercial law, one-half •, bwsmess eoTTO^^^v^wftL^w^^fc^ <^w^\
31—Bducatjon.
482 EDUCATION IN INDIANA.
peumansliip, one; spelling, one; bookkeeping, one; shorthand, one;
typewriting, one; business practice, one; instrumental music,
four; vocal music, four.
Tennis, basket-ball, croquet and other out-of-door sports afford
diversions, both healthful and attractive.
e. WESTFIELD ACADEMY, WESTFIELD.
No report was submitted by the Westficld academy, though it is
known to be an excellent sch(X)l. About two hundred students arc
enrolled.
/. AMBOY ACADEMY, AMBOY.
Amboy academy was established by the Society of Friends at
Amboy, Miami county, Indiana, in 1872, and w^as under the con-
trol of the Friends church. The first building was built by the
Friends and paid for largely by private donations. For the first
three years after the school Avas founded, it was supported by tui-
tion and private subscriptions. From the first the obje(*t of the
school was to do academic or high school work. Consequently an
academic spirit has always pervaded the institution^ In 1875 the
Friends leased tins building to the township trustees and school
was continued under township management. Then the town and
township bought the Friends' building together; other buildings
were added and the school became a joint town and township high
school. The school is at present under the management of public
officers, and is a commissioned high school.
Amboy academy is now a joint graded school of Jackson town-
ship and town of Amboy, ifiami county, Indiana. It is under the
joint management of the township trustee and three members of
the tow^n school board. Said trustee is elected by vote of the i>eoplc
for a term of four years. The members of the school board of
Amboy academy are elected by the trustees of the town of Aml)oy
for a term of three years. There are eight members in the facultj'
and four grade teachers. The school occupies one building. The
])resent enrollment is two hundred and thirty-five, sixty of whom
are in the liigh school department.
It is supporte<l bv state funds and local taxation of Jackson
township and town of Ambf^y. The township defrays 05 per cent.
of the running expenses and the town 85 per cent.
Tlio schoo] has graduated Vl^ )r\\\\^\A9.,
At prosont A. E. Miivt\u \^ s\\v<>^*^^^^'^'^^^^^^^ •
EDUCATION IX INDIANA. 48;5
2. MILITARY ACADEMIES.
a. CULVEll MILITARY ACADEMY, CULVEHi.
The Culver military academy, the largest and possibly the best
known private academy in the world, was founded in 1894 by the
late 11. IT. Culver, a generous and philanthropic citizen of St.
Louis. Since his death his widow and sons, residents of St. Louis,
who with the superintendent, constitute a self -appointing board of
trustees have vigorously carried out Mr. Culver's plans, constantly
adding new buildings and equipment, until today the school stands
a groat monument to its founder, and a credit to the state and
nation. The rapid growth of the institution is without parallel in
the history of private schools, its attendance increasing 800 per
cent, in three years.
Col. A. F. Fleet, A. M., LL. D., the present superintendent, has
\yoei\ the head of Culver military academy almost since its begin-
ning. Under his skillful and almost magic touch, the corps of
cadets has grown from a company of thirty to a battalion of almost
two hundred and forty ; with enough applicants in excess of capac-
ity for each of the past two or three years to fill another school.
Col. Fleet received his instruction in the great civil war and
during all the years since he has been teaching. The superin-
tendent is assisted by a staff of sixteen officers and instructors,
who are themselves graduates of leading colleges.
There are three great fire-proof barracks, a steel and brick rid-
ing hall, a splendid gymnasium of similar structure, equipped
with running track, baths, etc. These constitute the main build-
ings of the Culver plant. For military purposes the United
States government has issued the academy a splendid equipment
of small arms and artillery.
The academy is affiliated with the university of Chicago. The
life of cadets is regulated by the trumpet, and, while strict, has
many features of great interest to the boys. The cadet black horse
troop is possibly the most attractive feature to the boys.
A unique feature of Culver is the summer session. The
academy is located on lake Maxinkuckee, and the government has
issued four man-of-war cutters, so that the summer session becomes
a naval school. The ciidets take one or two studies in the morn-
484 EDUCATION IN INDIANA.
ing, and have great sport learning the sailor's art. on the water in
the afternoon. The schof)l is under the command of Major L. R.
Gignilliat, who has been for a number of years the commandant of
the Culver military academy.
6. nOWB MILITARY ACADEMY. LIMA.
Howe School was founded in 1884 at Lima, Indiana, in the
northeastern part of the state, in the name of Hon. John B. Howe,
who had deceased the year before. A property including thirteen
acres of land and a beautiful residence were left by him at his
death to the church to be used preferably for educational purposes.
It was an humble beginning but the gift had behind it a clear view
of what was lacking in American education. Along with this gift
of property went a gift of $10,000 which was to serve as an endow-
ment fund for the education of boys to the church ministry. This
whole gift seems to have been made without any clear view as to
how the provisions of the will were to he carried out. Fortunately
Bishop Knickerbacker, who had been consecrated in 1883, was
anxious at this time to establish some organized educational work
in his diocese. This legacy left by ^Ir. Howe, the great healthful-
iiess of Lima and the l>eauty of the surrounding country, influ-
enced the bishop into choosing this spot for his school. The condi-
tions of the gift and the ideals of the donor were so peculiarly in
sympathy with the bishop's own ideas that the coincidence was a
very happy one and the school, though humble, was started under
very propitious circumstances. The endowment and property,
however, were not large enough, and the bishop out of his own re-
sources added materlallv to the ^ift. Without the munificence of
Mr. Howe's widow and brother, however, the ])lan of the bishop
could never have been brought to fruition. In fact, from the very
first, the school became the life-long object of the munificence and
love of Mrs. Frances M. Ilowe. The school opened in 1884 with
two boys. The Reverend (\ X. Spaulding, formerly rector of St.
J(>hn's Church, Lancaster, Pennsylvania, was the first rector of
Howe School.
But it was not long before the school began to enlarge and more
room was necessary. The fundamental idea at the beginning had
l)eon that the school life sliould l)e as nearly as possible a real home
EDUCATION IN INDIANA. 485
life. Tliis idea' lias always exercised a definite influence in the
administration of the school, but as the school increased in num-
bers a modification of the idea was necessarv. The scliool during
the next ten years multiplied in every respect, and as a result of
gifts from various sources, but principally from Mrs. Howe, a
broad foundation was laid.
But the school remained in comparative insignificance until Dr.
Spaulding was su])erseded in 1805 by the present rector, Ur. J. II.
McKinzie. The first ten years had hardly fulfilled expectations
and hardly carried out the ideals of its founder and benefactors.
A more energetic and intelligent policy was necessary for the put-
ting of the school among the pre])aratory schools of the. west. A
stronger hand was needed at the helm, and from the time of the
change in management, the school began to grow and enlarge in an
encouraging way. The material equipment was soon largely in-
creased. The horizon of the future began soon to brighten. The
first few years, to l)e sure, of the new regime were passed under
very discouraging circumstances, but by grimly holding on and by
the encouragements w^hich came from the various members of the
Howe family, and especially from Mrs. IIowt, the dark days were
successfully weathered and brighter skies came with che^r and
help. The accommodations w^ere enlarged by the building of the
James B. Howe Hall and Blake Hall. New quarters were pro-
vided for the dining room; the plumbing and lighting equipment
was largely added to; a separate building was soon found for the
separate organization of the lower school, and finally, and within
the last year, the school was blessed with an addition in the form of
a school chapel. The school life growing more and more intricate
has thus not been hampered by want of increasing accommodations
and facilities. The founders have seen to it that the school lacked
nothing in the way of equipment. The increasing usefulness and
influence of the school have filled all with confidence and manv
have not hesitated to invest their money, knowing that it would Ik»
permanently useful ami aid in an enter])rise that is bound to as-
sume larger and larger proportions as the years pass by.
The ideals and inner life of the school have kept pace with the
material development. The religious influence of the church has
always Ix^en carefully looked after. The military discipline and
drill which came in with the advent oi tVvc w^w t^v.\\,oy \\^^ ^^'^cs'^
486 EDUCATION IN INDIANA.
been an important but not predominant feature of the school. The
academic requirements have been pushed until the school prepares
for the most difficult examinations of American colleges. In fine,
the grade and character of the school has become such that it has
been admitted as a member in the north central association of col-
leges and secondary schools. Its diploma now admits without
examination to any college or university in the west. The history
of the last nine years are prophetic of a period of great usefulness.
3. GIRLS' ACADEMIES.
a. GIRLS' CLASSICAL SCHOOL. INDIANAPOLIS.
The girls' classical school was founded by Theodore Lovett
Sewall, A. B., in 1882. Mr. Sewall, who had in 1876 opened a
classical school for boys, felt that a local school was even less ade-
quate for girls than for the education of boys. His wife, May
Wright Sewall, being deeply interested in education and wishing
an opportunity to apply some theories of her own in the education
of girls, suggested to Mr. Sewall that he extend his own in-
fluence in the field of education by organizing a school which
would secure to girls the same opportunities for classical culture
which were provided for boys by the school he was already conduct-
ing, and at the same time make provision for such special tuition
and discipline as both Mr. and Mrs. Sewall believed to be required
for girls. The school was opened in SeptelTiber of 1882. Since
the school was organized courses of study have been introduced
form time to time until now there are four distinct courses leading
to graduation besides special courses which may be pursued by
students not expecting to graduate, and, in addition to these,
departments in art, music and household science. While entirely
non-sectarian the inculci^tion of religious principle and belief are
steadily maintained.
Up to date 195 young ladies have graduated from the school ; of
this number sixty-four entered the best colleges for women in the
crmntry.
The school is now perfectly ec] nipped for all kinds of work cus-
toinnry in girls' seliools and besides has a department of household
firioticc. It now occupies \\vo \nV\V\u\^^. TV\^ ^\vc^\«\^\^ ist the
EDUCATION IN INDIANA. 487
current year is 130 pupils. The faculty includes twenty members.
WTiile it lias a board of advisors, it remains what it was at the be-
ginning, an individual enterprise, supported solely by the tuition
of its pupils and conducted under the direction of a single mind.
6. KNICKERBOCKER SCHOOL, INDIANAPOLIS.
No detailed information can be given of this school as no report
was submitted.
r. TUDOR HALL, INDIANAPOLIS.
Founded by Kev. J. Gumming Smith., D. D., and Miss Fre-
donia Allen, Ph. B., in the year 1902.
Aim. — The aim of the school is to provide for its pupils a thor-
ough, systematic training, with a view to an all-around efficiency,
emphasis furthermore being placed on surrounding the school with
a liomelike atmosphere. Though the school is absolutely unde-
nominational, vet the literature of the Bible is used as a basis of
religious study.
The college preparatory course receives particular attention, and
an exceptionally high standard is characteristic of the school.
Location. — Indianapolis is a healthful and beautiful city, far-
famed for its homes and churches, and offering unusual opportuni-
ties in art, music, lectures and the drama. The site of the school
is in tlie most attractive residential portion. The house, contain-
ing large, cheerful aj)artments, is heated with hot water and
lighted by electricity.
Music. — The music department is under the personal direction
of Prof. Bellinger and his faculty, in piano, theory, and singing,
both individual and choral.
Physical Culture. — Daily work in gymnasium under Miss
Swan is given to each pupil.
The Standard. — A school diploma requires four years of
English, two years of Latin, one year of mathematics, three years
of French, German or Greek, four years of Bible study, four years
of choral work, one year of history, one year of mathematics.
The Primary Dei)artment. — The aim in this department is to
give the children a wholesome development, laying the foundations
for future work slowly, wisely and thoroughly. TW \!^^vjW\^ \w
488 EDUCATION IN INDIANA.
charge have made a careful study of the application of kindergar-
ten methods to primary work so that the pupils are led by easy
steps and a plain path.
Tn addition to the usual studies of this grade, reading, writing,
spelling, number and nature study, the children are given lessons
in physical training, drawing, chorus singing, Bible stories, Ger-
man, local geography, weather observations and maps.
Boys are admitted for the first three years of this work.
The Preparatory Department. — In this department the students
are taught to investigate for themselves, to consult dictionaries and
reference books freely.
They are impressed with the necessity of careful preparation
and are trained in accuracy of observation and expression by
teachers who are specialists.
Since so much of the success in higher grades depends upon the
work done in this, it is placed on an equal footing and taught by
the same instructors.
The Kindergarten. — The kindergarten makes the child at ease
with himself and his little companions; it teaches the alphabet of
things, arouses a keen, happy spirit of investigation, translates the
Golden Rule into daily living, and trains the head, the heart and
the hand.
The best results can not be had unless a child is entered during
his fourth year. The general development of kindergarten pupils
uinkes their progress more rapid and thorough in after years.
4. CATHOLIC ACADEMIES.
a. ST. MARY'S OF THE WOODS. TERRE HAUTE.
St. Mary's of the Woods was founded in 1840 by sisters of
Providence from Ruille-sur-Loir, France. The institution was
cliartcrcd in January, 184(5, by the state legislature of Indiana,
and empowered with rights to confer academic honors and collegi
ate degrees. The instruction is entirely under the direction of the
sisters, and the education given is practical, solid and refined, em-
l)racing the development of the student in physical, mental and
moral powers.
The present enrollment is 240. The buildings are eight in
nnnihor^ the throe principal ones beiu^ the church, college and con-
EDUCATION IN INDIANA. 481)
vent. The curricula of collegiate, academic and preparatory de-
partments are arranged after the most approved methods.
The courses in art and music are most excellent, every advan-
tage of equipment being offered.
h. ST. AUGUSTINE'S ACADEMY. FORT WAYNE.
St. Augustine's academy of Ft. Wayne, was founded in 1843
and chartered in 1848, and is under the supervision of the sisters
of Providence, whose mother house is at St. Mary's, Terre Haute.
There are preparatory and academic departments, also special
work in music and art.
There is one main building, well equipped in all departments.
The present enrollment is four hundred thirty-seven, and twenty
teachers are employed.
The Institution is self-supporting.
r. CONVENT AND ACADEMY OF THE SISTERS OF THE THIRD
ORDER REGULAR OF ST. FRANCIS. WHOSE MOTHER-
HOUSE IS AT OLDENBURG.
The founder of the community of the sisters of St. Francis at
Oldenburg, Indiana, is the Rev. Francis Joseph Rudolph, a native
of Battenheim, Alsace, who was ordained priest in 1839, at Strass-
burg, Alsace. Wliilc yet a student of theology, he resolved to de-
vote himself to the American missions. In 1842 he came to the
United States and commenced work at Fort Wayne. In 1844 he
went to Oldenburg and opened a school with the best educated man
he could find as teacher. He became convinced that the only way
he could give the youth competent instruction was to open a con-
vent, and others soon joined him in the work. The community
now numbers about five hundred.
The sisters conduct twenty-six parochial schools, one exclusively
for colored children, and ten are at the same time public schools.
Furthermore, ten academies are doing successful work in higher
education. The property consists of a mother-house with 400
acres of land and twelve mission houses. The community is gov-
erned by a superior general, each mission by a local superior. In
1885 the community was incorporated ii\ t\ve ^IsiV^^ ol\Ti'^vKaa^^i:^^
4110 KDrCATIOS ly IXPIAXA.
Missouri, under the legal title of "Sisters <»f St. Francis, of Olden-
burg, Ind.," for the j)urj)ose of establishing and maintaining a
school and institution in Oldenburg, Ind., for training of teachers
(females) for the education of males and females.
There is a board of five trustees, ekH?ted for a term of three
years, by the ballot of the community, every third year. The
trustees, of whom mother superior is president, make all other ap-
pointments of faculty, etc.
The enrollment at ])resent is 120 at the academy, and it is self-
supporting.
There is also in the communitv a normal school for those who
aspire to be teachers. The attendance ranges from twenty-five to
thirty for the winter term and from forty-five to fifty for the sum-
mer term.
d, ST. JOSEPH'S ACADEMY, EVANSVILLE.
The sisters of Providence first came to Evansville from St.
Mary's of the Woods in 185;]. From that date until 1878 they
taught the parochial schools of the assumption parish and those of
Holy Trinity parish.
Music and art are taught with the regular academic work.
There are twelve teachers in all in the two parishes.
The charter provisions of 1846 cover all the branch houses.
The institution is supported by a salary for the parochial
schools and the income (►f tli(^ high school, the music and art.
There arc 450 ])U])ils in the tw(> parish(\s and sixty in music and
art.
f. ST. ROSE'S ACADEMY, LAPORTE.
St. Hose's academv was founded in 1854. It furnishes thor-
«
(►ugh courses in the common school branches, also a high school
(academic) course. The school is a branch institution of St.
Mary's academy (college), Xotre Dame, which is under the direc-
tion of the religious order of the sisters of the Holy Cross (Roman
Catholic).
The faculty numbers five members of that order, and has an en-
rollment of seveiity-oue at present.
Tho scJiool is su])portev\ oi\\\Ye\\ \a' vV\n^\v^ \\\\\Awvi^%.
EDUCATION IN INDIANA. 401
/. ST. MEINRAD COLLEGE AND SEMINARY, ST. MEINRAD.
St. Meinrad college, which was first opened for the education of
young men in January 1, 1857, has developed since its establish-
ment into an institution with three distinct departments and fac-
ulties: St. Meinrad seminary, St. Meinrad college, and Jasper
college. The three departments of this institution are conducted
by the fathers of the Benedictine order, which for the past fourteen
centuries has done so much for civilization, education, and the
spread of Christian piety — and are connected with the abbey of
St. Meinrad. The first two (for ecclesiastical students) at St.
Meinrad, Ind., the last named (for secular students) at Jasper,
Ind. All three departments were incorporated in the year 1890
under the title of **St. Meinrad Abbey," subject to the laws of
incorporation of the state of Indiana, and empowered to confer
the usual degrees. There are seven members of the board of
trustees chosen annually by the president of the institution from
among the members of St. Meinrad abbey.
The faculty of the ecclesiastical departments and the majority
of the faculty board of the commercial department are likewise
n^embers of the same abbey, seventeen of them composing the
former, and four others aided by two lay professors, the latter.
The current enrollment of the three departments is as follows:
in the department of theolog\' and philosophy, forty-five; in the
department of classics, sixty-six; in the commercial department,
ninety.
The institution is suj)ported by fees from the students. The
librarv contains 10,000 volumes.
y. ST. JOHN'S ACADEMY, lNDL\NArOLlS.
Tn June of the present year (1904) St. John's academy hopes
to celebrate its forty-fifth annual commencement. Shortly after
the erection of St. John's church, the first Catholic church in
the city, Rev. Aug. Bessonies began to be solicitous about estab-
lishing a school, and invited the sisters of Providence of St.
Mary's of the Woods to undertake this work. In response to
liis call, a number of sisters opened an academy on the corner
of Georgia and Tennessee streets. Two years later, an addltiow
492 EDUCATION IN INDIANA.
had to be made to accommodate all the applicants. In 1873
the sisters removed to their present large and commodious struc-
ture facing Maryland street.
There are at present three hundred pupils enrolled in this acad-
emy under the direction of seventeen teachers. The institution
is self-supporting. A board of examiners, consisting of five mem-
bers chosen by the reverend mother superior general and the
Kt. Rev. Bishop of Indianapolis, annually assembles at St. Mary's
of the Woods for the purpose of holding the institute and the ex-
aminations. This institute is a yearly reunion of all the teachers
of the schools in charge of the sisters of Providence.
The method of instruction followed embraces all that goes to
form the character of an amiable, useful and accomplished woman.
To preserve the integrity of the system established by the sis-
ters of Providence, pupils that aim at graduation must conform
strictly to the required academic course. There are eight grades
preparatory to this course. The academic department embraces
four grades. The music department is one of the most attractive
of the institution. In this department instruction is given to
the pupils collectively and individually, in order to preserve and
cultivate each one's characteristic style.
To contribute to the development of artistic taste, recitals are
given semiannually, in which all the pupils who have acquired
a certain proficiency participate, playing from memory. Aside
from these there are monthly examinations. The piano music
course is divided into eight grades. The time required to com-
plete the course is determined by the pupil's talent and appli-
cation. The class of music studied embraces selections from the
best composers, both ancient and modern, and the students are
expected to conform to the established curriculum.
h. ST. MARY'S ACADEMY, INDIANAPOLIS.
St. Mary's academy was established in 1863, the present
building having been occupied since 1870. The institution is
under the charge of the sisters of St. Francis, the moral and re-
ligous training being of paramount importance.
There arc several departments such as music, art, business,
nnd liberal arts. The school k ?.\\\)\NOTted by tuition.
EDUCATION IN INDIANA, 493
/. ST. CHARLES' SCHOOL, CRAWFORDSVILLE.
This school was founded in 18G5 by Mother iVngela, superior
of the sisters of the Holy Cross. It is not chartered, being a small
parochial school. At present there are eighty pupils enrolled,
who are taught by three sisters of the Holy Cross sent from St.
Mary's convent, Notre Dame, Tnd. The school is supported by
the tuition paid by the pupils.
;. SACRED HEART ACADEMY, FORT WAYNE.
This institution, a private lK)arding school for a smjall number
of pupils, was founded in 1866 under the direction of the sisters
of the Holy Cross from St. Mary's academy, Notre Dame, Ind.,
it being the third school founded by the order. Its work embraces
all the branches necessary to a refined and practical education, ten
years being required to complete the course. The faculty now
numbers seven, and the ])resent enrollment of pupils is fifty. The
institution is run on such a ])lan as to make the terms easy for
f)<)or students, yet it is self-sup] )orting.
The pupils are encouraged tt) edit quarterly a journal, which
is of great value in their work.
A-. ST. MICHAEL'S ACADEMY', PLYMOUTH.
This institution was founded in 1870, and is under the direc-
tion of the sisters of the Holv Cross from their mother house,
St. Mary's, Notre Dame. There are two brick buildings costing
$18,000. The school is carried on as a lx»arding school for boys
under twelve years of age, and a day school for young ladies and
children. One hundred and thirty pupils are now in attendance.
h ST. MARY'S ACADEMY, NOTRE DAME.
St. Mary's academv, under the direction of the sisters of the
Holy Cross, was chartered Februnrv 28, 1885, under an act of
the general assembly of the state of Indiana, whereby the insti-
tution was empowered ^'to confer su(»h degrees upon scholars
H3 are usual in academies of the lug\\ost ^VawAXw^?^
494 EDUCATION IN INDIANA.
The officers, superior general and four assistants form the
council of administration and make up the board of trustees.
The officers are elected by general suffrage, the term of office
being six years. The second assistant-general is directress of St.
Mary's academy and is head of a faculty of thirty-eight members.
Pupils enrolled for 1903-04, 300.
There are three departments, the senior, junior and minim.
Girls under twelve years are placed in the minim department.
The collegiate course requires four years and special advantages
are offered in music, art, English literature or languages. The
entire course is practical and comprehensive, and it is the aim
to train the heart as well as the mind, to form women who will
grace society with their accomplishments, and honor and edify
it with their virtues. Every attention is given to moral and
religious culture.
fw. ACADEMY OF IMMACULATE CONCEPTION, ST. MBINRAD.
This institution was established in 1886 by the sisters of St.
Benedict, for the purpose of educating young ladies. It is located
five miles from the well-known college of St. Meinrad. The
course of instruction includes every useful and ornamental branch
of education, divided into four departments — primary, interme-
diate, senior and commercial. Diplomas are awarded to all those
who complete all the studies of cither senior or commercial de-
partments. The number in attendance is twenty-five pupils.
n. JASPER COLLEGE, JASPER.
Jasper college was founded in 1889 and was opened for the
occupation of students on September 12 of the same year. It
was incorporated in January, 1890, under the laws of the State
of Indiana, in conjunction with St. Meinrad's college, and em-
powered to confer the usual academic degrees. Tlie institution
is supervised and conduct-ed by the Benedictine fathers.
The Kt. Kev. Athanasius Schmitt, O. S. B., abbot of St.
Meinrad's monastery, is ex officio president of the institution.
Ifot residing in the college at Jasper, he is represented by the
reverend rector of tlie institution, who is the head of the college
and is assisted by a faculty oi ?ixe \>to1^^'s^c^t'?s.
EDUCATION IN INDIANA. 495
The course of study comprises three years for the commercial
course and two for the scientific course. Applicants who upon
an examination prove themselves far enough advanced to take
up any other course than the first may obtain their diploma
and degree within a shorter period of time.
The object of Jasper college is to afford the facilities for se-
curing a solid and complete commercial and scientific education,
and hence the college is open to all, irrespective of religious
persuasion.
The college is situated on the outskirts of Jasper, the county
seat of Dubois county, and is directly accessible by the Tx)uis-
ville-St Louis division of the Southern railway, Jasper forming
the terminus of the Evansville and Jasper branch of the above-
mentioned railroad.
The college buildings are substantially built of brick and sand-
stone, with Bedford and Lake Superior limestone trimmings.
The kitchen, refectory and boiler-room are located in separate
buildings especially constructed for that purpose, at a distance of
several yards from the main structure. This separation was made
in order to obviate divers difficulties and hindrances, which,
experience teaches, can not be avoided without such precaution.
All the halls, rooms and corridors in each building are well
ventilated and lighted by electricty, heated by an excellent system
of steam heating, and furnished with water-pipes and appurte-
nances. The lavatory and bathrooms, supplied with hot and cold
water, have been fitted with the latest modern improvements. For
cleanliness and convenience they arc almost perfect. Attention
is called to the fact that there is very little or no danger of fire
occurring in the building. The absence of stoves, the convenience
of fireplugs and hose, the caution taken to have every wall built
of stone, all tend to make the construction safe against conflagra-
tions. Fire esca])Os are erected on the east and west sides of the
main building. Tliese were ])iit up strictly according to the
specifications of the laws of the state of Indiana. Every appli-
ance has bef»n carefullv and tastefullv selected with a view of
« c
giving the college the advantage of a beautiful, commodious rnd
healthfully arranged edifice.
496 EDUCATION IN INDIANA.
The college does not enjoy the support of the state but depends
upon the attendance of its students. The present attendance is
ninety-four.
0. ST. JOSEPH'S COLLEGE, RENSSELAER.
This institution is situated near the city of Rensselaer, about
48 miles north of Lafayette, and 72 miles southeast of Chicago.
The college was opened in 1891, and is incorporated under the
laws of Indiana, with powers to confer degrees and academical
honors. The first class graduated in 1896.
The main building presents a frontage of 325 feet, and has
ample accommodations for 200 students. Spacious classrooms,
recreation, cheerful refectories, fine reception rooms, a beautiful
chapel, comfortable private rooms, airy dormitories, lavatories,
bathrooms, a replete gymnasium, etc., form parts of this model
establishment. A smaller building is devoted to the musical de-
partment of the institution. A spacious music hall, eight practice
rooms, besides apartments for the use of the military band and
orchestra belong to this department.
The recreation grounds are extensive and afford every facility
for beneficial and manly sports. The surrounding groves, lawns
and the campus are very extensive and beautiful. According to
the American Journal of Health, St. Joseph's "is an ideal board-
ing school from the view point of the hygienist"
St. Joseph's college is exclusively a Catholic institution,
founded and conducted bv the fathers of the Societv of the Most
Precious Blood, a religious commimity engaged in educational
and missionary work.
The board of trustees is composed of six persons, elected by
the members of the community, in whom the ownership and con-
trol of the college is vested. The president and other officers are
appointed by the officials of this comnninity. The faculty at
present consists of thirteen professors and two assistants.
The college has three different courses of study, the collegiate,
tlie nonnal and the commercial. For the completion of the
normal and commercial courses a three years' attendance is re-
quired ; for the completion of the classical or regular collegiate,
^7A' vnu'f^. The degree of lVac\\e\<>T oi X^t-?. k conferred on the
EDUCAriON IN INDIANA. 497
student who has suceessfnlly oomploted the collegiate course. To
obtain this distinction he must pass satisfactory examinations in
religion, logic, ethics, Latin, (Jreek, English literature, poetics,
plane and spherical trigonometry, geometry, algebra, ancient and
modern history.
A diploma is awarded to the students of the normal and com-
mercial course for proficiency in religion, English, mathematics,
pedagogy, physiology-, United States history, physical geography,
civil government. Bookkeeping, commercial law, mathematics,
tyj)ewriting and stenography form the greater part of the com-
mercial course.
Besides these branches there are many optional branches such
as the principal modern languages, especially German and
French ; the sciences, astronomy, botany, physics, geology, and
zoology.
A complete course of instruction in instrumental and vocal
music is also included in the curriculum of the college. It in-
cludes a thorough understanding and application of the principles
of harmony and musical composition.
The institution is also equipped with a library of several
thousand volumes, two reading-rooms and libraries for the stu-
dents, a well-selected museum of curiosities as also the apparatus
necessary for the science classes.
At present St. Joseph's college has an enrt)llmont of loO. The
College is supporte<l entirely by the tuition fees of the* stnih^nts.
32— Education.
4
«
3
^i
I •
THIRD DIVISION.
HIGHER EDUCATION,
\K\^M
V.
I.
4
I. Universities, Colleges and Normal
Schools.
A. STATE INSTITUTIONS.
1. STATEMENT.
The first proposition looking toward an appropriation of public
lands in tlie Northwest territory for the support of education
was made June 5, 1783, when Col. Bland, of Virginia, moved
in congress to divide the territory into districts suitable for pros-
pective states, and for a reservation of lands for the founding
of seminaries of learning.
On May 20, 17S5, a law was enacted which provided that sec-
tion 10 in every township should be reserved for the maintenance
of public schools. This reservation marks the beginning of the pol-
icv which, uniformlv observed since then, has set aside one-thirtv-
sixth of the land in each new state for the miiintenancc of com-
mon schools. This act of the continental congress may be looked
upon as the beginning of state education in the west.
On July 2o, 1787, two additional townships were gained for
the state of Ohio, for the perpetual support of a university. The
precedent here established gave Indiana an opportunity to claim
a similar donation from congress, which she afterward obtained.
On March 20, 1804, congress passed an act providing for the
sale of certain lands in the three districts — Detroit, Kaskaskia
and Vincennes — ^Svith the excey)tion of the section numbered 10,
which shall be reserved in each township for the support of schools
within the same; also, of an entire township in each of the three
described tracts of country or districts to be located by the secre-
tary of the treasury for th(^ us(> of a seminary of learning.'' On
the 10th of October, the said secretary located township 2 south,
range 11 east, now in Gibson county, Indiana, for the above stated
use.
(501)
502 EDUCATION IN INDfAXA.
li\ an act t<) nrovicU- for the admission of Indiana as a state
into tlio union, congress provided, April 19, 1816, "that one entire
township, wliich shall be designated by the president of the United
States, in addition to the one heretofore reserv^ed for tliat purpf>s<^,
shall be reserved for the use of a seminary of learning to be
a])])roi)riated solely to the use of such seminary, by the legislature
of the state." The first general assembly of Indiana territory
passed *^an act to incorporate a university in the Indiana terri-
tory." This act was approved Xoveniber 29, 1806, and the insti-
tution was then and is still known as Vincennes university.
This was the first institution for higher learning within the limits
of Indiana. T(» it was given the seminary township, as referred
to above, and power w^as granted it to sell four thousand acres,
to receive beque^^ts, and to hold not exceeding one hundred thou-
sand acres of land. The lottery method was at one time employed
to raise funds for the support of the institution and to procure
a library. Public sentiment condenmed this policy, and it soon
ceased to o])erate. In 1822 an act was passed by the general
assembly for the practical confiscation of its land for the support
of its new "sttite seminary'' at Bloomington, and in 1824: the
state fonnallv declared the Vincennes institution extinct. This
act provided for the sale of the seminary township in Gibson
county and for the use of the money as a productive fund for
the l>enefit of the state seminary, previously established at Bloom-
ington.
The w-ithdrawal of state care and attention from this early
school is not fully exy)lained. The removal of the capital; the
carelessness of trustees and indifference of its friends; the rise
of similar ^'academies" and "seminaries" in other portions of the
stat(S and ])erha])s, ])olitical influence — all these worked adversely
to the continuance of the school at Vincennes as a state insti-
tution.
Xotwithstanding the miuiy reverses of this institution, its early
history is an essential part of the history of higher education
by the state. Its early life represents the first effort of the people
toward a state university. Thus, in the wilderness, among hardy
])ioneers, before* the state took its place in the Union, and years
before any system of common schools for its people had birth,
EDUCATION IN INDIANA. r,().j
the representatives of the people made provision for higher edu-
cation.
a. INDIANA rNIVKRSITY— BLOOMINUTON.
In accordance with section 2, article IX of the constitution
of 1816, the general assembly, by an act passed and approved
January 20, 1820, took the first definite step toward the estab-
lishment of the Indiana imiversity, and as a result the Indiana
seminary was opened in May, 1824. Within three years it had
made such progress in number of students and the general char-
acter of its work that a board of visitors, appointed by the general
assembly in 1827, recom^mended that the Indiana seminary be
raised to the dignity of a college. On January 28, 1828, this
recommendation was enacted into law. The continued growth
and increasing importance of the institution led the general assem-
bly, in 1838, to confer upon it the name and style of the Indiana
university.
The board of trustees of the Indiana university is required
to report biennially to the governor of the state, and to the super-
intendent of public instruction whenever by him requested, on all
matters relating to the university. The whole administration of
the university is likewise open to the inspection of a board of
visitors, composed of the governor, lieutenant-governor, speaker
of the house of representatives, judges of the supreme court, and
the superintendent of public instruction ; and all accounts of the
university are regularly audited by the auditor of state. The
president of the university also is ex-ofiicio a member of the
state board of education, a body which has general supervision
of public education within the state.
Under the system authorized by the constitution and the laws
of the state, instruction for the first eight years of school life
is furnished in the grades, the next four in the high school, and
the last four in the university.
The annual attendance prior to 1850 ranged from thirty-eight
in 1841 to one hundred and fifteen in 1848. From 1850 to 1884
the smallest attendance in the university was forty-eight in 1853,
the largest one hundred and ninety in 1881. The remarkable
504 EDUCATION IN INDIANA,
growth in the last fifteen years is shown by the foUowing five-
year table:
1 888 275
1893 572
1898 1049
11K« 14G9
Dr. William Lowe Bryan is president of the nniversity. He
is tenth in line of snecession. Tn chronological order the list of
presidents is as follows: Andrew Wylie, D. D., 1829-61; Alfred
Ryors, D. I)., 18r)i>-r)3; William Mitchel Daily, D. D., LL. D.,
1853-59; John Hiram Lathrop, LL. D., 1859-60; Cyrus Nutt,
D. D., LL. D., 1800-75; T^miiel Moss, D. D., 1875-84; David
Starr Jordan, Ph. D., LL. D., 1884-91; John Merle Coulter,
Ph. D., LL. I)., 1891-93; Joseph Swain, M. S., LL. D., 1893-
1902; William Lowe Bryan, Ph. D., since 1902.
Admission to the university w^as, until the college year 1868-69,
restricted to men, but by a resolution of the board of trustees
the doors of the university were at the beginning of that year
opened to women on the same terms. Since 1869, therefore,
the university has bc»on co-educational in all its departments. Of
the fourteen hundred and sixtv-nine students in Indiana uni-
versity last year, nine hundred and nine were men and five
hundred and sixtv were women.
Indiana universitv was one of the first educational institutions
of the country to ad()])t the elective course of study. This system
is designed to secure a fundamental uniformity in the work of
all students, and at the same time be flexible and adaptable to
the needs of individuals. An equal amount of preparation for
admission is required of all students — all must take a group of
similar prescril)ed studies, all nuist follow some special line of
study during throe or four years. All students meeting the uni-
v(Tsitv requirements receive the <l(*irree of bachelor of arts. At
the same time the student is granted great. freedom in the selec-
tion of his studies, t\w educational value of the element of per-
sonal choice being fully recognized.
The board of trustees is composed of (»ight meml)ers, five of
whom are selected bv the state board of education, and three by
the alumni of the instituti(>n. The officers of the board are a
president^ secretary and trev\^\AYeY.
EDUCATION IN INDIANA. 505
There are seventy-one members of the faculty who were edu-
cated in sixty of the leading institutions of America and Europe.
Exclusive of the school of law and the school of medicine, there are
nineteen departments, as follows: Greek, Latin, Romance lan-
guages, German, English, history and political science, philosophy,
economics and social science, pedagogy, mathematics, mechanics
and astronomy, physics, chemistry, geology and geography, zool-
ogy", botany, fine arts, music and physical training.
The first site of the university adjoined the town on the south.
This site lay in Perry township, the township granted by congress
in 1816 for seminary purposes. Here in a temporary structure
was opened in 1824 what was called the state seminary, the style
being changed to Indiana college in 1828 and to Indiana uni-
versity in 1838. In 1886 a more pretentious building was erected,
which was destroyed by fire in 1854, with its valuable contents
in the form of libraries and collections. The friends of the uni-
versity then rallied to its aid, and another and better building
was erected. This building, one of the most picturesque in Bloom-
ington, is now known as the old college. It was purchased in
1897 by the board of education of the city of Bloomington, and
is occupied by the Bloomington high school. In 1874 a second
larger building, of similar design to the old college, was erected
for the libraries and museum. In a second fire, in 1883, this
building, with all its contents, was destroyed.
The fire of 1883 marked a turning point in the history of
the institution. It was decided to remove the university to a
more ample site and one away from the noise and disturbance
of the railway. For this purpose the tract known as Dunn's
wrods, east of the city of Bloomington, was purchased. Including
later purchases, the campus now has an extent of about fifty
acres. The cam])us proper is well wooded and of a rolling na-
ture; a portion of the remainder is more level, and is used for
the athletic field and for tennis courts.
The campus is cared for by an experienced gardener, who,
under the direction of the department of botany, has set out many
rare plants, shrubs and trees. The chief university buildings
form an L on the* crest of the campus proper, the longer line
of the L overlooking the town to the west. The chief buildings,
beginning with the one nearest the cAty, ?vTe\ "^Vx^^v^ V*^^
500 EDUCATIOX IN INDIANA,
erected in 1890; Owen hall, 1884; Wylie hall, 1884; Kirkwood
hall, 1894; Science hall, 1902. Other buildings are: Mitchell
hall, 1884; Kirkwood observatory, 1900; the men's gymnasium,
1896; the power house, and the old gymnasium.
Maxwell hall, which forms the north side of the L, is named
for Dr. David H. Maxwell, one of the most energetic promoters
of the state seminary and a life-long friend of the university in
the three stages of its development, and for his son, Dr. James D.
ifaxwell, a member of the board of trustees from 1860 to 1892.
The building is of white limestone and is fireproof. In architec-
tur(» it is romanesque, \vith the characteristic grotesque and ara-
hesijuc ornaments of the style. Maxw^ell hall is used chiefly for the
library and administrative offices. Quarters in the basement
are occupied bv the co-o])erative association and the woman's
league.
Owen hall, a scjuare brick building with pentice vestibule, is
named for Richard Owen, the geologist, who was professor of
natural science in Indiana university from 1862 to 1879. It
is practically fire])roof. Ow^en hall contains the collections in
natural history, and quarters of the departments of zoology and
botany. A gn^enhouse for the use of the department of botany
has been erected in connection with this building.
Wvlie hall (])artially destroyed by fire February 7, 1900, but
now entirely restored and increased by one story) is larger and
more imposing than Owen hall. Like Owen it is built of brick,
trimmed with stone. Dr. Andrew Wylie, the first president of
Indiana univc^rsity, and Professor Theopolis A. Wylie, the col-
league of Professors Owen and Kirkwood, are worthily com-
memorated in this building, erected in 1884. Wylie hall is
devoted to ehoniistrv (basement, first floor and part of second),
mathematics (second floor), and law and the law library (third
floor).
Kirkwood hall is the second largest building on the campus,
and is built of whit<^ limest<me. A romanesque portal surmounted
by a nuissive square tower is the most striking feature of the
facade. The building contains the rooms of the following de-
partments: English (basement and first floor), economics and
social science (hasenient and first floor), history and political
science (first floor), Greek (^«^CQO\\v\^ooT'^,\^"5\\;vci (^^^i^^^
EDUCATION IN INDIANA. 507
Komance languages (second floor), German (second floor), fine
arts (third floor). The Christian associations also liave quarters
in the third story, while a women's waiting room is provided
on the first floor.
Science hall was completed in 1902 and dedicated January
21, 1903, in connection with the exercises of foundation day
and the installation of President Bryan. It stands at the tip
of the L. Its interior construction is of brick, iron and con-
crete, the exterior being of wliite limestone. It is fireproof, and
is the largest building on the campus. It contains a basement
and four stories, and is occupied by the following departments:
Physics (basement and first fl(X)r), philosophy and psychology
(second floor, third floor), pedagogy (second floor, third floor,
fourth floor), geolog\^ and geography (third floor, fourth floor).
^litchell hall, named for the Hon. James L. Mitchell, a grad-
uate of 1858 and trustee from 1883 till his death in 1894, is a
wooden structure east of Science hall, and is at present used
for the women's gymnasium.
Kirk wood observatory, situated southwest of Maxwell hall, is
built of white limestone. It contains six rooms, including a
circular dome room twenty-six feet in diameter. Both the observ-
atory and Kirkwood hall are named in honor of Dr. Daniel Kirk-
wood, one of the most eminent of America's astronomers, who
was for many years a member of the faculty of the university.
The men's gymnasiimi was erected in 1890. It is a frame
structure of modern design. In addition to its athletic uses, it
servos as an assembly room for the public exercises of the
university; when so used, the floor and gallery have a seating
ca])acity of 1,600. The old gymnasium, north of Owen hall, is
still used for practice games of various kinds.
Behind the men's gymnasium is the power house. From this
central plant all the buildings, except Kirkwood observatory, are
supplied with steam heat and electric light, and the laboratories
of the departments of physics, chemistry and psychology' with
electricity.
In the tract of low ground lying northeast of Owen hall and
the men's gymnasium is Jordan field, the athletic grounds — named
in honor of David Starr Jordan, president of the university from
1884 to 1S91, IToro a field for foo\\yA\\ vvwA. \:i^^^\N\\>\ Vvv'^ \>^^^
508 EDUCATION IN INDIANA.
graded and a running track laid out; on the contiguous ground
to the west are located a number of tennis courts for the use of tlie
nen students. In the wooded ground on the south side of the
campus, conveniently near to Mitchell hall, are two well-shaded
courts for women.
The Indiana university biological station is located at Winona
Lake, Indiana. The Winona Assembly has erected for the sta-
tion two buildings, eacli 20x45 feet and two stories high. The
tenth annual session will be held in 1904.
The funds of the university, in its earlier days, were derived
almost wholly from the proceeds of the seminary lands, from
gifts, and from fees paid by students. In 1867, by an act ap-
proved March 8, the general assembly provided for the increase
of these funds by an annual appropriation. "Whereas," the act
r(»ads, "the endowment fund of the state university, located at
TJloomington, Monroe county, is no longer suflficient to* meet the
growing wants of education and make said university efficient
and useful ; and whereas, it should be the pride of every citizen
of Indiana to place the state university in the highest condition
of usefulness and make it the crowning glory of our present great
common school system, where education shall be free," therefore
eight thousand dollars annually were appropriated out of the state
treasury to the use of the university. This amount was found
insufficient, and from time to time the amount of the annual
appropriation was increased. In 1883, by an act approved March
S, provisicm was made for a permanent endowment fund to be
raised by the levy, for thirteen years, of a tax of "one-half of
one cent on each one hundred dollars worth of taxable property
in this state," to bo paid into the state treasury to the credit of
the Indiana university. In 1895 an act was passed (approved
^[arcli 8), lowing an annual tax of "one-sixth of one mill on
ovorv dollar of taxable* ])roporty in Indiana," the proceeds to
bo divided among tlio Indiana university, Purdue university, and
the Indiana state normal school, in lieu of any further annual
appropriations for maintenance. Of this amount the Indiana
university rocoivod one-fifteenth of a mill on the taxable property
in the state. By an act approved March 5, 1903, this law was
amended, and Indiana universitv now receives one-tenth of a mill
on overv dollar of taxable, propeTW \x\ \\\<> ^V.\V^.
EDUCATION IN INDIANA. 500
Indiana university is pre-eminently the institution of the peo-
ple. It is the concrete example of the democracy described by
President William Tx)we Bryan in his inaugural address when
he said:
"What the people need and demand is that their children
shall have a chance — as good a chance as any other children in
the world — to make the most of themselves, to rise in any and
every occupation, including those occupations which require the
most thorough training. What the people w^ant is open paths
from every corner of the state, through the schools, to the highest
and best things which men can achieve. To make such paths,
to make them open to the poorest and lead to the highest is the
mission of democracv."
The rapid increase in the attendance is the best evidence that
the university is fulfilling its mission. Worth and not wealth is
the test applied in the class room and in society. Last year almost
fourteen hundred of the sons and daughters of Indiana alone
were in attendance. For the last five years every county in the
state has been represented annually. The course of study keeps
abreast of the times. Every honorable calling is ably represented
by the graduates of the institution.
ft. PUUDUE UNIVKRSITY-LAFAYETTE.
Purdue university, located at Lafayette, Ind., originated in
the act of congress approved July 2, 1802, appropriating public
lands to the various states for the purpose of aiding in the main-
tenance of colleges for instruction in agriculture and the mechanic
arts. The state of Indiana accepted the provisions of the act of
congress by an act of legislature approved March 6, 18G5, thus pro-
viding for the establishment and maintenance of the institution.
Two subsequent acts of congress for the further endowment of the
institution have been formally accepted under the stated conditions
by the legislature of the state, which has also fixed the name and
location of the universitv.
From the first, the institution has been under the control of
trustees appointed either by the legislature or the governor. These
trustees, now nine in number, are responsible for all ofiicial acts,
are subject to removal, and are in the slxlele^t ^ew^^ \?cw%\fe,^^ <5>\
510 EDICATJOX IX IXDIAXA.
the state's interest. The i)roperty of the institutiou is lield in the
name of the stati* and can not be disposed of without legislation.
The plan and purpose of the university is to provide liWal
instruction in those arts and sciences relating to the various
industries, and to conduct investigation and disseminate informa-
tion concerning the principles and applications of agricultural
science. The sco]>e and work of the university is fixed by law as
set forth in the three acts of ccmgress relating to the establishment
of the institution as follows:
The act approved 1SG2, appropriating lands, states that —
**Tlu' It'jnliiiv: objects shall he, witliout exiluiliiij? other scicntitic ami
chissicjil stmlics, and iiH-ludiii^ lullitnry tactics, to Xeiivh such hraiiohcs of
learning as an* rclattMl to a^criculturc anil the meehank* arts, in such man-
ner as the lej^islatnres of the states may respectively prescribe, in order to
pioniote tlie lilieral and practical education of tlie industrial classes in the
several i>ursults an<l professions in life."
The act approved 1887 appropriates $15,000 annually for the
experiment station, and states —
••'I'l
Tliat in order to aid in acquiring and diffusinj^ among tho people of
tlie Tnited States useful and practieal information on subjects connected
witli aj:rieult\u*e. and to promote scientific invest i^Ljat ion and experiment
respecting; tin* principles and applicatiinis of agricultural science, there
sliall be estal)lished, etc.*'
The act of 18i)0 appropriates $:i5,000 annually for mainte-
nance with the ])rovision that it
*'r»e applied only to instruction in aj^riculture. the mechanic arts, the
Kn^lisli lan^uaj^e, and tlie various brandies of mathematical, physical,
natural and economic science, witti special reference to their application
in tlie industries of life and to the facilities for such instruction."
In accordance with this law th(^ univcrsitv offers the fcdlowinsr
courses of instruction:
1. Agriculture.- (ai Science and practice of a^rriculture, (b) horticul-
ture. (CI eiitoniolojcy. (di ajiricultural chemistry, (e) veterinary science.
(f) dairyinjj. (k» animal husbandry.
2. ApplitMl Science.— (a) Biolojry. (b) chemistry, (v) physics, (d) indus-
trial art. {v\ sanitary science.
:{. Meclianical Enjrineerinjj:.— (a) Shop practice, (b) machine desi^i, (c)
transmission of power, (di liydraulic enjrineerinjx. (e) steam enpineerinjr.
4. Civil KnpiiH'erinjr.— (a> Shop practice. (b> railway engineering, (c)
UrUlfH' cii;;'in ecring, (d» \\ydv;\\\\\c o\vj^\\\v>vv\\\\i., Vs^n *!^"5w\\\'sv\v engineering.
EDUCATION IN INDIANA. 511
r». Electrical Eugiueeriiig.— (a) Shop practice, (b) machine design, (c)
electrical engineering, (d) dynamo construction, (e) installation and man-
agement of electric railway and lighting plants, (f) telephonic engineering.
(». Pharmacy.— (a) Pharmacy, (b) chemistry, (c) materia medica. (d)
prescription practice, (e) botany.
In addition to these departments of instruction the agricultural
experiment ptation is occupied solely with investigations pertain-
ing to agricultural problems.
Instruction was begun at Purdue in 1874. The first class
graduated in 1875, since which time the instructional work of
the institution has been continuous.
One thousand eight hundred students have been graduated from
the institution, and over six thousand have received instruction
for a longer or shorter period.
The faculty numbers one hundred. The courses of study arc
continuous throughout the year, hence the annual enrollment is
practically complete by the close of the first semester. At that
time, February 1, 1004, the enrollment was 1,424.
The institution is supported by the interest on its endowment
fund ($340,000) ; by the proceeds of the state educational tax
of 1-20 of a mill on each one hundred dollars of taxable prop-
erty, and by an appropriation from the United States of $25,000
per annum, known as the Morrill fund.
The Indiana experiment station, which is an organic part of
the university, receives its support from the United States, and
the farmers' institutes are supported by funds received from
the state, of which the university acts as trustee.
Equipment. — The grounds of Purdue comprise one hundred and
eighty acres, fifty acres of which constitute the university cam-
])us, the remaining one hundred and thirty serving as a farm-
laboratory for the school of agriculture and experiment station.
Twenty-two large buildings accommodate the various depart-
ments. University hall is occupied by the library and reading
room, the halls of literary societies, and the offices of the registrar
and the secretary of the board of trustees. The engineering build-
ing, presenting a floor space of more than an acre, contains the
offices, lecture rooms, drawing rooms, shops and extensive labora-
tories of the departments of mechanical and civil engineering.
The electrical building, chiefly chaTae\.0Y\7.eA\\v\ \\^\^^^<:^ \^\\.'ksxssn
512 EDUCATION IN INDIANA.
lalx)ratoiy, is devntcnl to tlin departments of electrical eiigineerin*:
and physics. Science hall is the home of the departments of
biology and chtmistry. Agriciiltnral hall, the experiment sta-
tion, the veterinary infirmary and a gronp of extensive farm build-
ings give accommodation to varions phases of the work of the
school of agriculture. Purdue hall is occupied entirely by reci-
tation and lecture rooms, the pharmacy building by the depart-
ment of pharmacy, and the art hall by the lecture room and
studios of the art department. The latter building also serves
as a (lormitorv for women students. The Eliza Fowler haU is
a beautiful building containing the auditorium used for public
and official functions of the university, and also the offices of tlic
])resident of the university.
In the organization and development of the various departments
at Purdue, there have been supplied literal facilities for the accom-
modation of students in experimental study and research. It is
not too much to sav that a marked characteristic of the universitv
is to bp found in the number and extent of its laboratories. The
equipment which fills these laboratories is in all cases of a very
j)ractical sort. In them, the student of engineering finds machines
identical in size and character with those which in power-stations
and factories arc doing the world's work; the student of science
commands instruiiicnts' and apparatus not inferior to those w^ith
which professional scientists employ their time; while the student
of agriculture deals directly with tlie machines, the materials and
the animals of the farm.
In the dej)artments of engineering, the work shops for begin-
ning students are elab()rately equipped with tools and machines
for cnrpentrv and joinery, pattern making, foundry work, forging
and machine work, and are sufficientlv extensive to accommodate
one hnndred and sixty men at a time. The steam engine laV
oratory for more advanced students contains fifty or more typical
engines, the hirgest of which is rated at 300-horse power. There
an^ Corliss engines and plain slide valv(» engines, pumping en-
gines and mill engines, and of whatever character, they are in
all cases mounted in such a way as to permit their action to be
studi(»d and their perf(U'mance to be tested.
A sopnrnte building conUuwft w locomotive testing plant embrac-
EDUCATION IN INDIANA. 51^
ing a modem locomotive so monnte<l that it may be fired and
its motion controlled precisely as if it were upon the road.
The electrical laboratories contain more than thirty dynamos
and motors which are served by switchboards having more than
four hundred terminals. Nine other switchboards serve in con-
nection with a large array of accessory apparatus. The photo-
metric laboratory, the telephone laboratory, the storage batteries
and the instrument cabinets each have their appropriate equip-
ment.
Similarly, for field work in surveying, for hydrographic work,
and for astronomical work in connection therewith, the equipment
of the civil engineering cabinets contains types of all instruments
usually employed in such work, the list including no less than
sixteen engineer's transits and thirteen levels.
The laboratory for testing materials contains a large variety
of testing machines for making tests of materials of construction
in tension, compression, torsion, and abrasion under both static
and impact conditions. Facilities exist for testing cement and
concretes. A full sup])ly of cabinet apparatus for delicate meas-
urements is provided.
In the department of hydraulics, also, there are steam and
power pumps, water-wheels and motors, standpipes and weir tanks,
together with accessory apparatus for expert testing.
The engineering laboratory is the repository of the American
master car-builders' association, and as such c(mtains the air-
brake testing rack, embracing the complete air equipment for
two railway trains of fifty cars each, and a brake shoe testing
machine designed to determine the coefficient of friction between
brake shoes of various materials, and a standard car wheel, these
being the property of the association. A locomotive museum
contains four historic locomotives.
The science laboratories include a suite of rooms occupied by
the department of biology. There are rooms for general biology,
physiological and crvptogamic botany, bacteriology, sanitary sci-
ence, fermentation, vegetable physiology" and plant pathology. The
equipment of these laboratories includes microscopes, microtomes,
dissecting instruments, illustrative apparatus, herbarium and col-
lections, its extern t being suggested by the fact that there '«vtq ?<.%
33—Bducation.
5U EDUCATION IN INDIANA.
many as twenty Beck, and fifty Bausch and Ix>mb's microscopes.
Similarly, the department of chemistry has, in addition to its
general laboratory which is equipped to accommodate one hundred
and seventy-six students at a time, a laboratory for quantitative
analysis, special laboratories for advanced study, a departmental
library, balance rooms, furnace rooms, store-rooms, etc., while
the pharmaceutical laboratories include a prescription room which
is equipped as a modern dispensing pharmacy, and a pharma-
cognosy room, the cabinet of which includes 1,100 specimens of
crude drugs and chemicals.
The equipment of the department of agriculture includes a
laboratory of agricultural physics for work in mechanical analysis
of soils, a laboratory of agricultural chemistry, a horticultural
laboratory supplied with modern appliances for the study of
various operations in plant reproduction, and for the investiga-
tion of problems in economic botany. A dairy laboratory occu-
pying a series of twelve rooms is equipped as a modern creamery
for butter and cheese making, while a room devoted to farm-
dairying involves more simple apparatus.
A veterinary laboratory and museum and an entomological lal)-
oratory contain cabinets and equipment usual in such cases. The
farm machinery contains an exhibit of modern agricultural ma-
chinery, and an agricultural museum contains a collection of
specimens of soils, fertilizers, wools, cereals, etc.
The agricultural experiment station, while devoted chiefly to
|)nil)lei!is of agricultural research, opens its well-equi])pe<l labora-
tories to advanced students in chemistry, botany and veterinary
science.
The college farm with its one hundred and thirty acres is di-
vided into fields upon which staple Indiana crops are systemati-
cally raised, the rotation and the fertilization being after a plan
covering a considerable number of years. The live stock farm
is designed to serve in class room work for judging types and
breeds, and for experimentation. While most of the animals are
bred on the farm, the university from time to time makes pur-
chase of stock from some of the best flocks and herds of Europe
and America.
The orcliard of the farm contains fifty varieties of Russian and
standard apph* trees, and ^uuxvc^Tm\'?s n^Vw\a^^ c^i ^«\^^ ^^Wxiis^
EDVCATION IN INDIANA. 515
cherries and other fruit trees, jis well as grapes, bush fruits and
strawberries.
r. THE INDIANA ^TTATK NORMAL SCHOOI^TERRE HAUTE.
The act of the general assembly which created the state normal
school was apimiveil December 20, 1865. This act defined the
object of the school to be "the preparation of teachers for teaching
in the common schools of Indiana,'- provided for the appointment
of a board of trustees, the h)cation of the buildings, the organi-
zation of a training school and the adoption of courses of study, -
and created the normal school fund for the inaintenance of the
institution. The act further required the trustees to locate the
school at the town or city of the state that should obligate itself
to give the largest amount in cash or buildings and groimds to
secure the school. The city of Terre Haute was the only place
to offer any inducements to secure the institution. A tract of
land three hundred feet square near the center of the city, valued
at $25,000, and $50,000 in cash were offered, and the city agreed
to maintain forever one-half the necessary expense of keeping
the building and grounds in repair. This liberal ofier was ac-
cepted, and the construction of the building was begun. Aided
by subsequent appropriations, the trustees were able to complete
certain portions of the buihling, and the school was opened Janu-
ary, 1870. Th(» professi< nal training of teachers was an experi-
ment in Indiana, and the institution began its work without the
confidence and united supi)ort of the people of the state.
Twenty-three stu(U4its were i)resent on the opening day, and
this number increased to fortv bv the end of the term. The
attendance has grown steadily since the o])ening of the school,
and during the year ending October :n, 1903, 1,791 different
students w^ere enrolled. In 1S87 the s(*hool had become so large
that it was nt^cessarv for tlie high school of Terre Haute, w-hich
had occupied a ])ortion of the buihling since its completion, to
find new quarters, thus leaving the e^ntire building of three stories
to be occupied by the normal school alone.
On the forenoon of April 9, 1S88, the Iniihling and its contents
were almost totally destroyed bv fire. Only the foundatiuus \ve.^<o^,
left vnimpnirod ; tlio library, furnituYO, xv\i\vaT'A\\V!S v\\\vV ^n^\nn\\\w^
516 EDUCATION IN INDIANA.
ill the building — the aecuinulatioii of eighteen years — were con-
sumed. Terrc Haute provided temporary quarters for the school,
and, under the contract to maintain one-half the expense of repairs
to the buildings and grounds, promptly gave $50,000 in cash with
which to begin the work of rebuilding. The next general assembly
appropriated $100,000 for the completion of the building and the
purchase of a new library, etc. With these sums the school con-
structed a commodious and beautiful building and purchased an
equipment for every department much superior to that possessed
before the fire.
The legislature of 1803 approi)riated $40,000 for the construc-
tion of a new building to be used for gymnasia, library and labor-
atories. The general assembly of 18J5 appropriated $20,000 and
the general assembly of two years later $10,000 with w^hich to com-
plete this building.
Material Equi]mient. — The state normal school occupies two
large, handsome buildings, each four stories high. The larger
building, constructed immediately after the fire of 1888, is about
190x150 feet, and is a very commodious, well-appointed school
building. It contains an assembly room capable of seating three
hundred persons, a Ix^autiful chapel which seats comfortably one
thousand persons, the president's office, reception room, cloak room,
class rooms, wash rooms, etc. Tt is, architecturally, one of the
most beautiful buildings in the state, and its internal arrangement
is well adapted to the purpose for which it was constructed.
The second building is about 100x100 feet, and is, architec-
turally, in g(Micral harmony with tlu^ larger building. The base-
ment story contains tlio two gymnasia ; the second story is occupied
by the library. This is a large*, well-lighted, beautiful room, ad-
mirably adapted to library use. The third story is occupied by the
several science departments. The fourth story is used by the
literary societies and the Y. M. and Y. W. C. associations. The
library is eqnip]>ed with every needed appliance, and contains
about 35,000 wcll-seh^cted volumes. The chemical, biological and
physical laborat(»ries on the third floor are substantially finished
and are equipped with everything needed for the science work of
the school.
ProJ)aI)Iv there are few, W ^\\\, \wtvc\^\ ^dvcscsU in the United
EDUCATION IN INDIANA. 617
States that are more fully equipped in all their departments for
work than is this institution.
Proposed Enlargement. — The general assembly of 1903 made a
very liberal provision for an increased support of the school. A
specific appropriation of $50,000 was made for the construction of
a training school building, and a very substantial advance in the
institution's annual maintenance was given by increasing the tax .
for the support of the school.
For many years the school has felt greatly hampered by the
presence in its main building of the large training schools which it
is necessary to maintain. These schools have occupied portions of
the building very much needed for the other work of the school.
In addition to this fact, it has been impossible to provide room
enough for maintaining the training school commensurate with the
important work that it is intended to do in the preparation of
teachers. A suitable site has been purchased near the present
buildings and it is the intention to erect thereon a modern building
complete in all its details, to be used as a training school building.
Every effort will be made to construct a model building that shall
afford every facility for the work of the training school. The
training school itself will then be enlarged so that each of the
eight grades below the high school will have a large, well-ventilated
room complete in all of its appointments. ITeretofore it has been
necessary to have more than one grade in each of several of these
rooms. With the new building contemplated, each grade will be
to itself in a separate room and managed by a single teacher. A
portion of the new training school building will be set apart for
elementary manual training work. The $50,000 appropriated by
the general assembly will be supplemented by about $25,000 taken
from the general funds of the institution, in order that the train-
ing school building may be in every respect a modern, model and
complete school building.
The increase in the tax for the support of the school will give
the institution, beginning July 1, 1904, about $100,000 annually
for its maintenance. This will enable the school to enlarge many
of its courses and provide additional teachers. It is the intention
to offer courses in the various advanced subjects that will equip
teachers in every way for teaching the most advawQ^d \\\^ ^^c>c\
subjects.
518 EDUCATION IN INDIANA.
Tlie Purpose of the Seh(X)l. — The statute of 1805 which create*!
the Indiana state normal school clearly defined its object. This
was declared to be "tlie preparation of teachers for teaching in the
common schools of Indiana." The state normal school, then, is
not an institution for general culture for its own sake; it is a
special school — a professional school. Its sole purpose is to confer
on its students that education, discipline, professional training
and practical skill which will best fit them for teaching in the pulv
lie schools of Indiana. The school limits its attention and work to
this one thing — the preparation of teachers for teaching in tlie
conmion schools of Indiana. No person is admitted who does not
enter for the purpose of preparing to teach in the common schools
of the state, and all the work of the school has this one end in view.
Perha])s a brief statement of the school's work in its attempt to
fulfill this one object of its existence may aid some to determine
whether or not thcv wish to become students.
Since the common schools of the state consist largely of the
district and grade schools and the greater part of the common
school work is in th(» elementary or common branches, the state
normal school seeks first of all to ground its students (such as do
not already possess this knowledge) thoroughly in the common
or legal branches of study. These lie at the foundation of all
learning and scholarship. They are indeed the "fundamental
branches of learning." It is also true that the great majority of
pupils in the public schools do not advance beyond these elemen-
tary subjects. If the state's system of common schools is to be(*<mie
what its found(»rs designed it to be, it must be largely through the
efticient teaching of these elementary branches. About one year of
the. normal school course is devoted to a thorough, reflective study
of those. They are not pursued and taught as in a common ele-
i!i(^ntarv school. TIk^ student is required to possess the usual
geniM'al kiiowledge of these subjects to be admitted. In the normal
school he is led to make a more critical and philosophical investi-
gation of the facts and subject-matter than he has hitherto done,
lie now studies these subjects from a y)rofessional point of view,
from a teacher's stjind])(unt. His own method of studying them,
and the method of ])resentiug th(Mu aj)propriate to the different
/rni(7e.s (;f t]ir public sc\\oo\s, ivw \\u'\usi'lves objects of attention and
stiidv. Tlie wli(de presei\tv\\\o\\ v\i \W t^wVy^v^X \^ ^\\t\w\\AfeWNx ^
EDUCATION IN INDIANA. 519
pedagogical atmosphere which is altogether absent from the ordi-
nary school. The student is not only acquiring a larger and better
knowledge of the subjects themselves, but he is learning to teach
them. All persons are required to pursue the conmion school
branches before graduating except college graduates and persons
holding three years', sixty months', professional or life state
licenses.
In the next place, the course in the normal school requires every
student to pursue a long line of more strictly professional work —
that is, work which is designed to give special insight into all edu-
cational questions and prepare the individual for intelligent and
reasonable charge of a school. This line of study consists of edu-
cational psychology, experimental psychology, theory of the school,
the principles of methods, observation in the training schools and
the interpretation of the teaching observed, child-study, history of
education, school supervision, school systems of Europe and Amer-
ica, science of education, and practice in the training schools. In
this more strictly professional department of the student's work
every phase of education receives extended and systematic treat-
ment— ^the historical, the theoretical and practical. The whole ob-
ject of this is to lead the student to acquire a knowledge of the
principles of education and to acquire a reasonable degree of skill
in applying these as a teacher. He is to be freed from obedience to
mere prescription and rule as a teacher and acquire genuine orig-
inality and true individuality. Rational understanding of his
vocation is aimed at and the power to determine from the stand-
point of principle what the process and work of the school should
be.
In the third i)lace, the school requires its students to pursue such
advanced lines and courses of study as will best reinforce the
knowledge of the common school branches, and at the same time
best prepare them for the more advanced grades of public school
work. Courses in Latin, German, history, mathematics, literature,
science, etc., are offered, and no student can graduate who does
not, in addition to his studv of the common school branches and
the professional line, pursue a sufficient number of these to com-
plete four years' work in the school. Like the common school sub-
jects, these branches are studied constantly from the teacher's
point of view^ and the stii(l(;nt is f roquewlVy \<^v\ \o xq?^^q\ \v^«\\N\\^\^
520 EDUCATWX IX IXDIAXA.
value as moans of education, the method by whieli they are heing
studied, u'ethods of teaehin^r these appropriate to the grades in
whieli thev are studied, ete. The object is to make the entire work
of the seho( 1 stron<j:ly and distinctively professional.
The faculty now numbers thirty-five. In the spring term, when
the attendance is largely increas(»d, the faculty is enhir^red bv the
• . / • CD 9.
employment of about ten additional teachers.
B. DENOMINATIONAL INSTITUTIONS.
1. STATEMENT.
Th(» (establishment of denominational schools in Indiana re\eals
the same s])irit which prompted the Pilgrim fathers to advance
learning. Their chief purpose was to advance learning in order to
])ropagate the gospel. They dreaded '*to leave an illiterate min-
istry to the churches after our present ministry shall be in the
dust." With just such zeal and earnestness did the early pro-
tnoters of our denominational institutions accomplish their pur-
pose. They believed with Francis Lieber, not only that "Christi-
anity considered as a branch of knowledge constituted an indis-
pensable elen^ent in a liberal education," but that Christianity
taken solely as a historical fact is incomparably the mightiest fact
in the annals of human society; that it has tinctured and pene-
trated all systems of knowledge, all institutions, both civil and
exclusively social, the laws, languages, and literature of the civil-
ized nations, their ethics, rights, tastes, and wants. This influence
and this religion they conceived the chief end of education to
maintain.
The proof of such influence in the habits, minds, wants and
lives of the early citizens in Indiana is seen in the struggle they
(Mid u rod to secure and perpetuate the denominational christian c<d-
leges.
//. T)i:PAU\V rXiyKRSITY— AN HISTORICAL SKETCH.
I»Y Belle A. Mansfield. A.M., LL.D.
The development of institutions in n state like our own, where
tliey have been a part of the indigenous growth, is always of
peculiar interest. Even in the pioneer days in Indiana there was
EDUCATION IN INDIANA. 523
a distinct recognition of needs beyond those for the mere material
existence, and the life was known ty be more than meat, and the
body than raiment. Consequently the most far-seeing men and wom-
( n, with distinct apj)reciation and rare devotion, bent the best ener-
gies of their lives to bring about the most helpful surroundings, for
growth and development, not only within their ow^n homes, but also
in their several communities and within the reach of the still wider
public. Under this impulse, churches and schools naturally found
their places aiiiong the homes, the mills, the shops, and the stores
of the new communities, and the growing civilization. This soon
meant schools for the higher education, as well as those of primary
and secondary grade; schools, too, not only under state manage-
ment and support — but those under religious control as well —
w^here distinct attention should be given to the spiritual growth, at
the same time that the intellect was receiving its strictest training
and most careful direction. As an outgrowth of this idea, the
Methodist ministers of Indiana, in their annual conference as-
sembled in IS'^iT), voiced the sentiment of the most progressive, not
only of their own nund)ers, but also of their congregations, when,
after long and careful consultation, they drew into a fonnal resolu-
tion this sentiment that had been grow-ing for several years, and
adopted it and spread it upon their records — that they would
found an institution for higher learning, to be knowm as "The In-
diana Asbury university/- This meant much. The state was, as
yet, sparsely settled ; its roads, where laid out at all, were well nigh
impassable; Methodism had only about 25,000 members within the
state confines — and mon(\v was scarce among them, as it was also
among their neighbors; but the need seemed great, energy was at
high tide, and faith in the future unbounded. These ministers
w-ent from tlieir conference' session, and talked over their new plans
w'itli the people of thcMr widely extended circuits.
Several places presented their claims and urged them to be the
seat of this new center of learning — prominent among which were
Lafayette, Indiana])('lis, Kockville, Putnamville and Greencastle.
After it was once decided that the location should be w^ithin Put-
nam county, the advantageous situation of Putnamville was argued
seemingly with ])ro]»riety and with special force, because it was
on that important ^'national road'- that lead in unbroken distance
even from Pittsburg and boy()nd it westward to tlie Mississippi
5:>2 EDUCATION IN INDIANA.
river. J:5ut notwithstanding this really important factor, the bal-
ance of the argument was against it, and the decision was cast in
favor of Greencastle. This vote was reached at the conference
session of 18i]6, which was held in Indianapolis, and on the Satur-
day afternoon of that occasion. The next Monday morning, Rev.
J. C Smith and Rev. Aaron Wood were appointed agents to col-
lect money for the erection of suitable buildings for this impoftant
new enterprise. A committee also was named to memorialize the
legislature at its coming sessi<m in the interests of a charter. . All
the preliminaries were adjusted and w-ork in earnest was about to
begin. The first serious opposition was encountered when the cam-
mittee appeared before the legislature with their petition — a
double line of opposition — from the foes of advancing Methodism,
and from those who were opposed to attempting anything more
than was already being done in the matter of education under the
existing difficulties. But the way was finally cleared — in the lower
house, by argument; and in the upper by strateg>', combined with
the argument; and on the 10th of January, 1S87, the charter was
granted w^hich provided as follows: ''That a seminary of learning
shall be, and the same is hereby established in the town or vicinity
of Greencastle, in Putnam county, and state of Indiana, to he
known by the name and style of 'The Indiana Asbury university,'
which shall \w founded and maintained forever, upon a plan most
suitable for the benefit of the youth of every class of citizens, and
of every religious denomination, who shall be freely admitted to
equal advantages and i)rivi leges of education, and to all the liter-
ary honors of said university according to their merit." As yet, it
will be noticed, that no maiden w-as provided for in all this uni-
versity outlook; lier presence was not described even on the uni-
versitv horizon and the ^'vouth" of this charter provision is to have
its strict interpretation of being, as the graunnarian would say it,
of masculine g(Mi(ler.
The claims of this new institution were presented and urged all
over the state, and money came in at least liberally, if not abun-
dantly. A building was begun which was to furnish the "local
habitation and the ])lace," and its corner stone was laid amid
irreat ceremonv on June 20, 18.*57. This was the noblest occasion
Putnam county had ever yet seen. Twenty thousand people had
conio from the surrounding]^ e^AU\\T\ — s<>\\w, c^i \\\^\^^N^:^"tcQ\a dis-
EDVCATlOy IN INPIAXA, 523
taut ])tirts to witness this important coreniony. All Greeneastle
was a center of h()sj)itality in the entertainment of its gnests. The
.-ormon of the occasion was preached by that splendid orator, Dr.
lienrv B. Basconi, of Kentnckv, who later on became one of the
l)islio])s of the Methodist chnrch south. All the incidents consid-
ered as belonging to such occasions were fully observed, and the
www and women went to their homes resolved upon renewed zeal
and added sacrifices in the interests of their "university." The
building which w^as the original of w^hat is now known as "west
college," progressed without interruption or serious delay, and was
really a noble structure from the standpoint of its times and its
surroundings.
But the educational idea did not wait upon its comjdetion. Kev.
Cyrus Xutt, of Allegheny college, Pennsylvania, had recently
opened a school in Greencastle, wdiich within a few^ days of the
laying of the "corner stone," w^as adopted as the preparatory school
for the "university ;" it had its beginning in an old school house,
but in November of its first year was moved into a building on the
])iece of ground now^ occupied by the College-avenue Methodist
church. The first home of this school was neither spacious nor
pretentious — a room of about twelve hy fifteen feet, but this w^as
quite large enough for the teacher and his five students — the total
enrollment at the oj)ening of the first term ; of these five, four were
from Greencastle and the remaining one was from a few miles out
in the country; their names are carefully preserved and are a part
of the records. One-fifth of these charter member students contin-
ued his course even to graduation, and was a member of tlie chiss
of '42 — the third class that graduated from the institution.
Several ineffectual attempts to organize a faculty, were made
within the next two years. The trustees, in their wisdom, saw that
first-class talent must h^ called and the very best preparation that
the church could command ; in return they had little but possibil-
ities to offer by way of inducement. During this period, Prof.
Xutt — be his name written with reverence — ^lield steadily to his
course, and was hims(df acting president, professor, faculty, treas-
urer and whatever other offices the duties of the day might demand.
With such assistance as he could from time to time secure, he did
his work bravely and had the reward of seeing it j)rosper under his
524 EDUCATION IN INDIANA,
care, and of recognizing tlic promise* of larger things in the times
to come.
At a meeting of the board in 183J), upon the recommendation of
Bishop Roberts, wliose home was then in Indiana, and of Dr.
Charles Elliott, editor of the Western Christian Advocate, Prof.
Matthew Simpson, of the faculty of Allegheny college, was elected
president ; largely through the representations and the urgency of
those who reconnnended him, he decided to accept this important
place, and entered upon his duties September 23, 1839. The first
regular faculty as then constituted was as follows :
Eev. Matthew Simpson, A. M., M. D. — President and professor
of mathematics
Rev. Cyrus Nutt, A. M. — Professor of languages.
Rev. John W. Weakley, A. M. — Principal of preparatory de-
partment.
John Wheeler — Tutor in Languages.
Dr. Simpson soon became known as wise in counsel, strong in
executive quality and eloquent in speech. ITe was a statesman,
and orator and a c(msecrated man of God. The new being com-
mitted to his ciire received into its veins some of the rare quality
that carried him some years later to the eminent distinction of
being rec('gnized as the greatest man in American Methodism,
since the days of Bishop Asbury.
His associates in the faculty, too, were men of genuine merit
and of unfaltering <lev()tion to their work. All of them became
in subsequent y(Mirs tlemselves presidents of important educa-
tional institutions.
This faculty ontrrcd upon its duties in 1839, the school still
b(Mng located in the (Id s(miinary building. But at the opening of
the second term of that scholastic year, in the spring of 1840, tlie
new structure though not yet completed, was so far advanced that
one part of it could be used for school purposes while the re-
mainder was being finished. Work was pushed forward vigor-
ously, both in th(^ classes and with the brick and mortar, in order
that bv the commencement time, which was to be about the middle
of September, everything might be in readiness for a veritable
"commencement," and the looked for day at length arrived. The
close of the school year witnessed a great event, the graduation of
the first class from the "m\\voY?»\V\,"^' ^ oX^^'s* c>i xN^t^^^ <^i^liom Dr.
EDUCATION IN INDIANA. 525
Thomas A. Goodwin, of Indianapolis, with a long line of useful
lalx)rs hack of him, still lives to encourage us with his abounding
spirits, to enliven lis with his spicy reminiscences and to stimulate
us with his enthusiastic activity. He still keeps a dear brain and
wields a trenchant pen.
On the 13th of September, Dr. Simpson, who had bc^en busily at
work for nearly one year already, was formally inaugurated and
the keys of the institution were placed in his possession by the
ITon. David Wallace, the governor of the state of Indiana; this
was his official announcement as the first president of "The Indi-
ana Asbiirv universitv."
The next day the board of trustees took important action, look-
ing toward making larger provisions for the growing needs. The
chair of mathematics was separated from the president's duties and
Kev. W. C. Larrabee, A. M., then principal of Cazenovia semi-
nary, was elected professor of mathematics and natural science — •
but was soon relieved of the latter half of this c-ombinatioii to take
charge of which Charles 0. Downey, A. ^1., was elected. The?
chair of languages, too, was divided — its former incumbent retain-
ing the Greek, his tutor, K(»v. John Wheeler, A. B., being elected
to the chair of Latin language and literature. The president also
organized the department of mental and moral science and took
charge of its classes in addition to his official duties as the head
of the institution.
The faculty was now considered quite complete, and was, indeed,
under all the circumstances one of remarkable strength. Only one
change and one addition were made in its composition for the
liberal arts work, until the end of what is sometime called the
Simpson period; the change was incident to the resignation of
Prof. T^utt and the succession of the elegant and enthusiastic Prof.
B. F. Tefft, A. M., from the state of Maine. The retiring pro-
fessor, however, returned a few years later to serve through another
period of years in connection with the faculty here, and then in the
faculty of a neighlxu-ing institution in our own state. The addi-
tional name placed in the teaching list was that of the accom-
plished scholar, Pev. S. K. TToshour, A. M., who in 1847 was
elected as tutor to take* charge of the new work in German and
French. Tn Tuly 1(S4.^, President Simpson, with his work in full
tide o£ prosperity, resigned his place \o tveee:\^\. \)c\ci o<\a\p>y'?5v\\\> ^\*^^
526 EDUCATION IN INDIANA.
Western Christian Advocate, to which position he had been re-
cently elected. lie had been at Asbury about ten years; during
that time it had grown from its small beginnings, though with a
large enough name, surely, to the status of a really prosperous and
well known college. From the first, its educational standards had
been placed high, and its corps of instructors was from among the
best scholars and thinkers that the country could furnish. This
meant very much, not only for those days and years, but for those
that have followed even down to the present; and it will mean
much for the subsequent times — not only in the records that aiv
back of us and the traditions that are about us, but in the impulse
under which we shall continue to live and grow.
Students, too, came in goodly numbers — as many as under the
existing conditions could be well cared for; and these not only
from our own state, but a liberal proportion from adjoining states
and even more distant regions — recognizing that here was a place
to gain an education of a high order, and to gain it under the nd-
vantages of broad healthful, christian surroundings. The l)esr
educational interests here subserved, and the importance of chris-
tian influences was emphasized.
During the year that follow^ed the resignation of Dr. Siraps<m,
while the board w^as trying to find a successor who would exactly
suit the conditions and the needs — the administration was place4l
in the hands of Prof. Larrabee, and the standards were well main-
tained during this interim.
July 14, 1849, Rev. Lucien W. Berry, A. M., was chosen presi-
dent and entered very soon afterward upon the duties of his official
position. He was prc-eminontly an orator; one of the most bril-
liant pulpit orators of his tinve — and withal a man of learning.
TTe came to the new field of labor with the confidence of his breth-
ren and the strong support of the church. His formal inaugura-
tion took place at the next commencement time, nearly one year
after he commenced his work; the keys of the university were
placed in his charge by the chief executive of the state, Grovernor
Wright. He continued to administer the affairs of the institution
for four years longer, and at the end of that time resigned his
])lacp here, and accopted the ])re>idencv of the Towa Wesleyan uni-
vcrsitv at ^fl. Pleasnnt.
EDUCATION IN INDIANA. 527
In the following August, the Rev. Daniel Curry, D. T)., of New
York city, was elected to the vacancy ; he began his work with the
opening of the school year and remained until July, 1857, a period
of about three years. Dr. Curry was a superior teacher, a man of
fine native ability and extensive culture, but not quick to assimi-
late the spirit of the west into his eastern life and habits ; nor was
he, perhaps, always wise in government. Passing by entirely what
may have been the merits of the case, it is a matter of history that
during these years arose the college relx^llion that threatened such
dire things to the school. So serious did the conditions become
that a special session of the board of trustees was called in Decem-
ber, 1856, to adjust the differences between faculty and students
that seemed incapable of easier adjustment. During this session
the resolution was presented and adopted discouraging, as a gen-
eral principle all appeals from students to the board of trustees as
against faculty action. But at the end of the school year, the pres-
ident decided that perhaps the interests of all concerned might be
best subsen'ed by a change in administration. He resigned his
place and enjoyed many years of successful lal)or in other fields —
the greater part of the time as editor of some of the most important
periodicals under the control of "Methodism.
From July, 1857, to July, 1858, the institution was again with-
out an executive head. At this time Dr. Nutt was again elected to
a professorship, after an absence of a number of years, and was
also made vic^president. With this arrangement a successful year
ensued and at the close of it Rev. Thomas Bowman, D. D., was
elected to the presidency. He brought with him into his work, a
beautiful spirit and a thorough education. T^pon his coming, the
school people and the general public rallied about him and the
fourteen years of his administration were fourteen good years.
There was genuine progress in those times and a good degree of
peace on earth, good will among men. Tn 1872 he resigned the
place which he had held through so many and such successful
years, because the church in its wisdom had transformed the college
president into a bishop of the Methodist Episcopal church. Rev.
Reuben Andrus, D. D., at that time pastor of Meridian-street
church in Indianapolis, was chosen as his successor, and continued
in the place for three years : he was a strong preacher and a noble
hearted man whose presence even Am\^Te§'^eA. \»c^cn\\^ V>>^'\^\ *^\^
528 EDUCATION IN INDIANA.
better things. ITe canio to his now work in days of its pros|X}rity
and after three faithful and suecessful vears conchided to return
to the work of his choice in the regular pastorate.
Rev. Alexander Martin, I). 1)., was the choice for the next presi-
dent. ITe was a Scotclinian by birth and had the true fibre of his
own strong, rugged country. He was a born ruler and an able
organizer. Dr. ^Martin came to Asbury in 1875, with ripe and
brojid scholarship and with firm conviction of right, which he car-
ried out without fear or favor. Tie knew what a university ought
to be, and furthermore knew that the one to which he was called
was (nily an excellent c(dh^ge; he believed though, that the time
had come to extend its circle of usefulness, and to make it in fact
what it had all along been in name. To this end he labored and
with how large degree of success is well known, till he saw Asbury
(^nlarired an<l itself th(^ liberal arts school of DePauw university,
with beginnings at least of all the special and professional schools
that usually enter into the constitution of a university, excepting
(udy thai of medicine. In 1S80, he feeling that, with advancing
years, he should be relic^ved from the heaviest of his resi)onsibil-
ities and th:' most arduous of his duties, his resignation as presi-
dent, ofi(M*(Ml for the secnnd time, was finally accepted and his ac-
tive duties in the university were allowed to remain only in connec-
tion with his department of philosophy — at which post he contin-
ued until th(» end of his long and useful life in 1893.
Aft(M* mue'i cnisultation in the matter of the next presidency,
T\ev. J. P. .Inhn, 1). 1)., was chosen in 1889. He was already one
(>f the univ(M'sity pr.)iVssnrs and the institution's vice-president
lie was thonughly a(Mjuainted with the life about him and in full
sympathy with the course* of development of the last few years.
With his strong l(>gieal mind and his enthusiastic nature he rec-
(»gni/<MJ largo ])ossibilities in the very near future, and bent his
energies toward thoni. lie di^votod himself assiduously to the
reorganization of tho courses of study, and to the looking out pro-
fessors of the highest available (juality in their own lines of work,
so that whenever a ehaiiire had to Ik^ made in the faculty, or an
a<lditi<»n eould be niade, it might always be the best one possible
in the interests of the highest order of work in all departments.
These were the <]ays when the university expectatirnis were at their
fiTonfcflt ns regarded the \alue oi \\s ewV>^\\w^^^\\"?^ ^wv\W^<5. llun(rs
EDUCATION IN INDIANA. 520
seemed to be within the reasonable reach of the institution. But
hard times can\e this way in '93 and continued through several
subsequent years. Business interests suflFered ; stocks and shares
declined in value; productive funds became non-productive; stu-
dent numbers decreased because incomes in their homes were un-
certain, and the horizon of present possibilities narrowed and that
beyond the power of any one to prevent it. Many a man and many
an institution during those years had to exchange its inquiry of
"what is best'' for the more available one of "what is now most
expedient." But a high order of work was done in recitation
rooms, libraries and lalx)ratories, and young men and yoimg
women were learning to think, and were getting ready for the
great world. Dr. John resigned the presidency in 1896 and was
followed by Kev. IT. A. Gobin, A. M., D. D., who for some years
])revious had been the dean of the school of theology. He showed
himself to be a man among men for the time in the midst of which
he was placed, and answered with rare discretion the best interests
of the university, and brought it through the severest days of its
financial difficulties, till the dawn of a new era of prosperity ap-
])eared on its horizon.
Within these fifty-two years, and under these seven administra-
tions that have followed since the times of the first president,
professors, associates, instnictors and tutors have come and gone —
many of them of noble quality and a high degree of efficiency in
their several departments. Nor has it always been in their depart-
ments alone that they have rendered inestimable and imperishable
service; for some have been wise and careful counsellors as well,
and have touched for healing and for health the young life about
them ; some, too, have contributed bountifully toward the solutions
of the weightiest problems that have presented themselves through
these years, for university solution, and have planned and worked
with zeal and efficiency for enlarging interests and advancing
opj)ortunities. But there are too many of them whose merits place
them in honored ranks in the educational world, even to be named
and titled in the brief pages of this historical sketch.
Many interesting things present themselves as worthy a place
in the records of these passing years, but naturally we can stop
here to make mention of only a few of them, so these few must
34—Educatwm.
:»:K) education IN INDIANA.
Ix^ selcKited from among tliose that are conspicuous as ree^)rd
making ones:
On tlie 23d of May, 1843, the trustees entered into compact with
tlie secretary of war to educate ten Choctaw boys, and pursuant
to this agreement Indians came into the scliool. At first it seemeil
peculiar but was entirely cousisteut with the provisions of the
charter as was also the coming in at later times of Japanese, Afri-
cans and Chinese.
Hon. James Whitcomb, in 1853, gave the university his valu-
able library of 4,r>00 volumes, and made provisions for its super-
vision and enlargement. This furnished a very (M^nsiderable nu-
cleus for the accumulations of all these years. The regular in-
come from the endowment which he left for it is still one of the
important sources of revenue for the purchases of new supplies
from year to year.
In ISoJ) it was considered expedient to reorganize the depart-
ments, and this was done under the following eight titles — c»ach
memlxT of the corps of instructors fitting in some one of these
groups.
1. IMvsideiit. and i)r()foss()r of niontal and moral plilloKopliy.
II. Vice-preslilont and professor of niatlioinatics.
III. Professor of natural science.
IV. Professor of (ireek language and literature,
v. Profes.s(»r of I^atin lani^uage and literature.
VI. Professor of l^elles lettres an<l history.
Vll. Adjunct i)rofessor of nnitlieniatics and principal of preparatory
dei)artnient.
VI 11. Professor of law.
This new classificati(»n, in itself, made no changes in the work
about tli(» institution, or in the respective duties of the various
persons concerned, but merely set forth in more systematic order
facts that had hoow thrown into more or less of confusion bv manv
adjustments and readjustments.
The vear 1S()T witnessed a real innovation; after careful eon-
sideration and protracted discussion, it was decided in June, that
ladies should b(» admitted to the college classes. This was a
great departure froui the obi standards; the mixed student contin-
gent had as yet appeared in but very few of our colleges — notable
among this few were Oberlin college and the Iowa Wesleyan uni-
vcrsity. IVitli the o]>(M\\uj]^ oi \\w xwvw^ sv\wvn\ nv>vvc, ^^ wvvuiber of
EDUCATION IN INDIANA. 531
young wuiiien availed themselves of the privileges for higher
education, and in 1871 four young women were in the graduating
class.
In 186D, Kobert Stockwell having given $25,000 to the endow-
ment funds — which then seemed quite a munificent gift — the chair
of Greek was named in his honor ^^The Robert Stockwell chair of
Greek language and literature."
But naturally amid all the growth and expansion of the times,
the one building that had been so ample in its first years was
entirely to<3 small to meet even tolerably well the present needs.
An additional building must be erected and that in the near
future. After much deliberation, with but little money for it in
hand and not much more in sight, but with large faith in the
possibilities, the work was undertaken, and on the 20th of October,
1869, the comer stone was laid for a new building — the one now
known as east college. The work progressed but slowly, for the
trustees and the building committee were not willing to go much
in advance of the ready money for the payment of the bills; so
that about six years passed by before the structure was completed,
though parts of it were ready for occupancy before that time.
When it was finished it was at a total cost of something more than
one hundred thousand dollars. Quite a number of its rooms were
finished, furnished and named by private individuals, and the spa-
cious clia])el was beautifully furnished by Mr. Jesse Meharrv, and
named in honor of his w^ife "Meharry hall."
Tn 18YY a department of military science was established. Tt
was organized and considerably advanced in drill through the
generous and unrecompensed labors of Major C. W. Smith, of the
class of '67, and Major M. Masters, both of Indianapolis, but an
officer of the regular army was soon afterward secured, and the
department w^as maintained without interruption until the out-
break of the recent Spanish Avar, which called in for the active
service the oflficers and the guns. A department of physical cul-
ture has for the present superseded it.
Tn 1870 laboratories were first opened for science work; prior
to this time, these studies had been pursued from the text book
wnth occasional experiments made by the teacher in the presence
of his class; with this new era, the student was sent into the
laboratory to conduct his own investlgat\OTi§> awSi Tevs^'c^W'^ ^^^k^^V'^s,
532 EDUCATION IN INDIANA.
The chemical laboratory was opened first, to be followed soon by
the physical, and a little later by the biological.
On February 10, 1870, the old college building was nearly de-
stroyed by fire. A little later it was rebuilt, enlarged and refitted
— not at all a thing of beauty in its present state, but spacious and
useful.
Eighteen hundred and eighty-two witnessed two marked actions
of the board of trustees — the first one the election of Prof. Alma
Ifolnuin, A. M., to the chair of modern languages, the first lady
called to a full professorship in the institution; the second one the
establishment of the department of theology, to which Rev. S. L.
Bowman, R. T. D., of Xew Jersey, was called as the head.
On May 5, 1884, there came to a happy termination the series of
negotiations that had been in progress for nearly three years, and
that resulted in the change from "Indiana Asbury university" to
"DePauw univer.^ ity," with the beginnings of all that it has meant
in the way of strengthening and of enlargement. For the details
of those important transactions reference must be made to the
fuller records of the university. Suflice it here to say that impor-
tant financial interests were subserved, bv which the institution re-
ceived $^0,000 from Greencasth* and Putnam county, $120,000
froui the Indiana conferences and friends outside of Putnam
county, and from Hon. W. C. DePauw, the lilx^ral bequests, wdiich,
notwithstanding the vicissitudes of subsequent years, have netted
the institution already about four hundred thousand dollars with
s(»ttlenients yet to be made within the near future that, according to
most conservative estimates, will amoimt to about an additional one
hundred and fifty thousand dollars.
Als(», ])ending these negotiations, arrangements were completed
for several othov im])ortant enterprises prominent among which
wjis ihc h'.iilding and (M]uipnient of our excellent McKim observ-
aturv enrin^ly at the expense of him whose name it bears. And
this is in tlie line of advan(»eni(Mit which has long been in progress.
From th(' early beginning of the university down to the present
time, friends have* come fcn-ward with generous gifts to meet the
pressure of special difheulties or to open the way for important
advjinces that conld not otherwise be made. Indeed the institu-
tion has nev(»r been wanting in friends who have Ix^en willipg to
hihoj'^ to plan, and even to saeT\?vQ,e \tv \\?.\^Q\v^i. 'Wvx^ W^ \^^e,ti
EDUCATION IN INDIANA. 5:13
one element of its vitality and its strength. Rooms and corridors,
libraries and alcoves are eloquent in their tributes, and the names
and generosity of numbers of these earnest and devoted friends
and helpers are among the most sacred of the records of these
years.
With the new possibilities that opened with the coming in of
these larger amounts of money of the past sixteen years the oppor-
tunity seemed at hand for realizing in fact the name of "univer-
sity," and several new schools were projected and formally opened ;
so that by the year 1886 the following schools were in operation,
and so continued for several years :
The Asbury college of liberal arts, school of theology, school of
law, school of military science, school of music, school of art,
normal school, preparatory school.
In 1890 it was deemed wise to elect a professor of pedagogy into
the faculty of the Asbury college of liberal arts rather than to
maintain a separate normal school — not because of any difficulty
in maintaining the latter, but because more in harmony with the
educational idea about a university.
In 1894, from lack of funds that could appropriately be used
in developing the law school into what it really should be, it was
thought best by the board of trustees to suspend it at least for a
time, and in 1899 similar action, for reasons partly similar, was
taken in regard to the school of theology, and a professorship of
biblical literature was added in the liberal arts department.
In 1890 the name '^preparatory school" was changed to "acad-
emy," in order that the work done there might be more exactly
designated. With these changes the several schools continue.
Incident to the enlargement of the institution in these recent
years several new buildings have been added. At present the
buildings are as follows: East college, west college, science hall,
McKim observatory, woman's hall, music hall, art hall and Flor-
ence hall — the last named of which is the most recent one, and
was built through the bounty of Mrs. DePauw and Miss Florence
DePauw. An additional building devoted to chemistry and
physics is just completed; it has cost about $60,000, and was
made possible by the generous gift of the late Hon. D. W. Min-
shall, of Terre Haute. In addition a handsome residence has re-
r>:^4: EDVCATIOy IN TXDIANA,
ceiitly IxHMi piirchiisod and rofittcMl for the occupancy of the pres-
ident.
In recent years the university has passed out of its period of
financial crisis, though tlie problem of larger endowments still
al)id(»s. The Kev. W. 11. Tlickman, under the title of chancellor,
served the institution for several years. He brought to his task
unbounded enthusiasm and tireless energy, and has been a large
factor in res(»uing the university from its embarrassments. In
19013 Dr. Gobin and Dr. Hickman lx)th resigned their positions,
the former remaining as vice-president, the latter accepting the
j)residencv of the Chautauqua institution. After much canvass-
ing of the s'tuation the trustees and visitors centered the headsliip
of the university in one person and rearranged the work ac(»ord-
ingly. In June, 1903, the Rev. Edwin Holt Hughes, S. T. I).,
then pastor of the' Centre Methodist Episcopal church, ilalden,
Mass., was unanimously elected as president of DePauw univer-
sity. He began his administration at the opening of the fall
term in 1903. There is now a remarkable turning of confidence
and <»nthusiiism toward the university from all its natural con-
stituency. Tlie prophecy is everywhere heard that DePauw uni-
versity is entering upon an era of imexampled prosperity and
us(»fulness.
And now this sketch has reached one of the most important
factors of university life and university connection — the alumni
and other former students of all these years from the beginnings
even unto this present time; these men and, in more recent years,
these wonen, too, whose lives have been to so large an extent
molded and directed under its influence. After all this is one
of tlie true tests of the value of an institution of learning — its
])ermanent influence on the lives and character under its influents,
and under this test there are no words or sentences that can ade-
(]uately express what Asbury and DePauw have meant and are
still meaning in Indiana and more distant parts of our own coun-
try and even of other lands. There is already a graduate list
of near two th )usand and that still longer list of those who have
pursued longer or shorter coursers of study under these same influ-
(»nc(\<, but who for various reasons stopj)ed short of their com-
/detion. Among these gradmttes and others whose lives have been
Jurm'ly //io/dcd and directed Wve, v\\^^ wuwvs' c^v>\\<$.\aqxvcs>\^ iaLnd able
EDUCATION IN INDIANA. 535
leaders — divines, lawyers, doctors, auditors and editors, diplomats,
statesmen and men of affairs — men and women, whose lives enrich
the communities in wdiich they live and help to estahlish and
maintain noble ideals in life and to press toward them.
DePauw university enters upon the new century with sixty-
one years of noble and honorable life back of it, with a record
that contains the accounts of some serious struggles, but all of
them leading to ultimate victories, with vigorous energy in its
present life and firm in faith for the coming years. It is rich
in its traditions and in the sacrifices that have heen mad(» for
it; rich in its alumni and non-graduate students, and its noble
and many friends within its own church and outside of it; rich
in its students and in the spirit within its halls and walls; and
rich in the prospects tow^ard which it is moving.
CLASSIFICATION OF GRADUATES DePAUW UNIVERSITY.
EDrC'ATlONAL POSITIONS. , (iENRKAL OOOl'PATIONS. PIBLIC OKFK'ES.
( 'olleure prcKidents 61
College profeHsorH. etc . . 129
City and county
superintendentH 104
Other teachers 370
Teachers 664 Governors 2
Lawyers 510 Lieutenant-jrovemorK — 2
Ministers and missionaries .380 (^abinet officers 2
(General business 163 i Foreign ministers 6
Physicians 147 , Attaches and consuls 5
Editors and journalists 102 United States senators
Authors 521 (2 non-graduates J 7
Farmers 52 Congressmen 10
Hankers 35 ^^ther state officers 10
Manufacturers 22 State senators 21
Engineers 21 , ^'ederal and state fu-
' preme judges 23
State representatives 59
' Army and navy 77
Note.— In estimating these figures bear in mind (1) That some names are on more
than one list. (2) That since 390 of the graduates are women, the public offices have been
distributed among 1,741 of the graduates. CS) That the classes from 1900 on are not yet
listed.
Where can the above record be surpassed ?
6. NOTRE DAME UMVEUSITY-SOUTH HEND.
A drive of twenty minutes from South Bend, Tnd., brin^ the
visitor to a broad and Ix^autiful avenue of maj)les, which mon*
than a mile in length, is the entrance to Notre Dame. While
being carried between the neatly trimmed hedges li(» sees far u])
that shady arcade the glittering d(mve <\i tW \\\\\\^v\^\\^ ^wvV \W
53G EDUCATION IN INDIANA.
lofty spire of the elnircli of the Saered Heart. As he draws nearer
he passes on eitlior hand the quaint old postoffiee and the keeper's
lodge. These are the points of tlie large crescent which traces
the plan of the buildings of the university. Directly before him,
a quarter of a mile away, is the main building, on either side
of which is the church and the conservatory of music — Washing-
ton hall. Beyond the church is the large resident hall, Corby ;
and beside Washington hall is the new gymnasium. To the vis-
itor's right as he enters the grounds is the institute of technolog\' ;
and to his left is the site of Walsh hall, the library building soon
to be erected. ^Midway between the institute of technology and
the conservatory of music is science hall; and opposite to it is
the senior dwelling hall, Sorin. To the rear of Walsh hall is
St. Joseph dwelling hall ; and near the institute of technology
is the astronomic-al observatory.
A hundred other buildings surround this group which occupies
the main campus. Half a mile to the west, on the shore of St.
Mary's lake, stands the seminary of Holy Cross, where all stu-
dents aspiring to clerical orders live apart. Nearly a mile to
the north, across St. Joseph lake, is the novitiate of the order.
Midway between them is the community house, where the brothers
and priests of the congregation of the Holy Cross live.
This is Notre Dame todav. Situated on an eminence in the
midst of the charming modulations of the valley of the St. Joseph,
a lovelv landscape stretches awav before it as far as the eve can
see. To the west are the picturesque windings of the hardy
stream, and b(»von(1 the broken horizon. Northward lie the green
hills and lako-<lotted fields of Michigan. To the east are the rich
farm lands and untouched woods of Indiana. Two miles to the
south in the vall(\v stretching in a beautiful panorama lies the
third citv of the state — South Bend.
What the ])(:ot has well called "the sense of beauty inspired
by fair surroundings'' has had much to do with the success of
Notre Dame as an educational institution. She was founded on
the shore of twin crvstal lak(^s, that are still embraced bv their
native groves. The site of Notre Dame is such as the poet would
wish for. T.ong rows of maples line the walks. Evergreens and
ornamental trees are planted in |)r(>fusi(m thr(mgh the parks and
grounds of the university. The soft sloj)es and inviting lanes
EDUCATION IN INDIANA. 537
by the placid waters of the crystal lakes, the quadrangle with
its sparkling fountain and flowers of radiant hues, the beautiful
avenue of approach — all these were planned with an eye to beauty,
and can not fail to appeal to all. Few who have never visited
Notre Dame can realize the symmetry and the grandeur of its
archit-ectural structures or the charm and beauty of its environs.
Here long ago came the missionaries with the light of the
truth to the Indians. Ix)ng ago this place was hallowed by the
voice of prayer and the deeds of saintly men. Through here
more than two centuries ago crossed Marquette on his last voyage,
just before his death. Nearby, La Salle wandered about lost in
the woods during that ijight which Parkman mentions. Here
likewise came the noted missionaries Frs. AUouez, De Seille, and
Petit. On the shore of St. Mary's lake the proto-priest of the
United, Father Badin, built his log chapel on the land he had
purchased from the government. But they had all come in suc-
cession and passed away, though still the faithful red man repeated
tlie prayers that the "black robes'' had taught his grandfathers.
Such was the condition of the Indian mission of St. Mary's
of the Lakes w^hen Fr. Sorin laid the foundation of Notre Dame
in 1842. With him came six brothers of the IIolv Cross from
France. They were young, and they spoke a strange tongue;
they were poor, but the inspiration for their work filled their
whole being. They had devoted their lives to God and the cause
of Christian education. They sought the patronage of His blessed
mother; and today in all this broad land is no greater monu-
ment reared as a tribute to the queen of heaven than the insti-
tution of Notre Dame.
In 1844 tlie college was opened. The first student w^as the
boy who tw^o years before had led Fr. Sorin through the woods
to the shore of the lakes. He became the famous wagon maker
of South Bend — Alexis Coquillard. The first graduate of the
institution was Neil Gillespie, afterward the well-known Fr. Gil-
lespie, first cousin of the Hon. James G. Blaine.
Three college buildings have occupied the present site. The
original w^as soon found to be too small and was replaced by a
larger one. In '70 the entire community was destroyed by fire,
the church alone remaining. Yet through the years Notre Dame
has prospered, and now as one looks back over her history he
538 EDUCATION IN INDIANA.
wonders at the strangeness, completeness and rapidity of the
change from the log chapel in the wilderness, with its single
priest and half dozen brothers, to the massive pile of architecture
which is known as the leading Catholic college of the west.
In '44 the general assembly of Indiana had chartered the
institution under the name of the university of Notre Dame du
Lac. To the founders and their perpetual succession was con-
ferred the full power and authority to grant such degrees and
diplomas in liberal arts and sciences, in law and medicine as
are usuallv conferred by the other universities of America. Ac-
cordingly today the thousand students of Notre Dame, under
the direction of seventy-five instructors, and professors, are pur-
suing courses in (1) school of arts and letters, (2) school of
science, (8) school of engineering, (4) school of law, (5) sch<x>l
of j)harniacy. In the school of arts and letters there are three
four-year courses leading to three degrees. The purely clas-
sical, which includes eight years of Greek and Latin, and the
modern languages, leading to the degree of A. B. The English
course, which differs from the classical principally in the sub-
stitution of English and American history for the Greek, leads
to the degree Litt. B. The course in history and economics leads
to Ph. B. Closely allied to these crjurses is the course in jour-
nalism.
In th(» sclio^)l of science two courses are given — one in general
scientific training granting the degree of B. S., the other special-
izing in biology and gaining the same degree. In the school
of engineering there are thrive four-year courses. The first leads
to the (legre(» of civil engineer, the second to that of mechanical
engineer, the third to that of electrical engineer. In connection
with the department o{ electrical engineering a short course in
practical elect ricitv has recently been instituted.
In the law school there is a three-years course leading to the
degree of LL. B. For an additicnial year of post-graduate work
in law the degree of LL. M. is granted. In the school of phar-
niacy there are two courses — one of three years, leading to the
degree of ])harniaceutical chemist (Ph. C), and the other a
cnurse of two y(»jirs, gaining graduate of pharmacy (Ph. G.).
There is also a f(>ur years cours(» in music and architecture.
EDUCATION IN INDIANA, 5:]1)
The Very Rev. Andrew Morrissey is president of the insti-
tution, which distinguished position he has hekl with lionor since
1893. lie is tnilv a son of T^'otre Dame. As a bov of twelve
years he came to the institution already Avell advanced in his
preparatory studies ; during the years he was a student he became
thoroughly imbued with the spirit of the place. lie distinguished
himself for his ability in mastering the classics and as a math-
ematician. He has held many prominent places in the faculty.
To the fulfillment of his office he brings the resources of a mind
well trained in all the requirements of his high position. Fr.
Morrissey is widely known as an orator and as an educator.
Col. William Iloynes, dean of the laAv school, has a wide ac-
quaintance in the middle west in the legal profession, lie was
a very successful lawyer in Chicago before being called to fill
his present jK^sition at the head of the law department in 1883.
He is a thorough organizer and a man possessing a most com-
prehensive knowledge of law.
Professor John G. Ewing, of the department of history and
economics, is one of the ablest Catholic historians in America.
He is widely known as a public speaker, principally in connec-
tion with the Knights of Columbus, of which organization he
is a state deputy.
The main building of the university is of neogathic architec-
ture. Its dimensions are 320 by 155 feet. It is five stories
high, and is built Avitli two wrings, and surmounted by a mag-
nificent dome gilded with gold leaf. This dome itself is crowned
with an heroic statue of the blessed virgin — the statue of Notre
Dame. This beautiful figure is more than two hundred feet
above the ground; and with its electric crown and crescent at
night, and by day the rays of the sun reflected from the sheen
of gold beneath, it shines forth an inspiring sight to all for
miles around. On passing through the main entrance the visitor
is attracted by the beautiful mural paintings, Avhich illustrate
in eight panels the life story of Columbus. They arc the work
of the famous Italian, Luigi Gregori, who spent eighteen years
at Xotre Dame. In the center of the main building is an open
rotunda. In the floor at one's feet is worked the seal of the
universitv; two hundred feet al)ove his head in the concavitv
540 EDUCATION IN INDIANA.
of tlie dome are seen the allegorical figures exquisitely wrought
by Gregori — religion, philosophy, poetry, science, law.
On the second floor is the memorial hall of bishops, a unique
and complete collection of the likenesses of all the prelates who
have ruled over American diocese. Marble busts, fine old en-
gravings and rich oil paintings line the walls. Here also are
many old manuscripts and autograph letters. From the earliest
Spanish mission to the present day the reliques of breivary,
missal, and cross tell the story of the progress of the faith. Tn
the words of the noted writer John Gilmary Shea, "in this collec-
tion is more material for a real historv of the church in America
than elsewhere is ever dreamed of." It is the first attempt in
any land to represent and illustrate a nation's whole episcopacy
in such a monument. On the third floor is the library of 55,000
volume?, composed of classical and modern works and books of
reference. Perhaps no library in the country has a more extensive
collection of Latin works, of the old Roman writers and the
fathers of the church. With them are thousands of Greek, Span-
ish, French and German works. The rest of the main building
is taken up Avith the executive offices, the offices of the members
of the faculty and recitation rooms. The wings are the study
halls and the dormitories of Brownson and Carrol halls.
To the east of the main building is the conservatory of music
and Washington hall — the assembly hall and place of amusement
of Notre Dame — with its commodious and perfectly appointed
stage, and a seating capacity of 1,200. Here all the debates
and oratorical contests are held, as well as the five plays that
are presented during the year by the students, and the lecture
and (ioneert course v:hich brings about twenty-five attractions,
eom])rising the prominent lecturers and leading concert and oper-
atic companies.
Xear Washington hall is the now gvninasium, one of the finest
in the west. Its dimensions are 2*U) by 100 feet, affording ample
room for indoor base ball and track moots, as well as an exc(dlent
tloor for dancing in the part reserved for gymnastics. Beside
the gA'mnasinm is ('artier fi(»l<l, one of the largest and best ath-
letic fields in the state, coni])rising gridiron, base ball diam<md,
a 220-yards straightaway, and a (juarter-niile cinder track.
EDUCATION IN INDIANA. 541
The equipment of science hall is most perfect for physical,
chemical and biological courses. The institute of technology
and tlie nearby astronomical observatory furnish ample appa-
ratus and laboratory facilities for the pharmacy and engineering
students. Opposite science hall is Sorin, the large residence hall,
aflFording private rooms to more than a hundred upper classmen.
The first floor of Sorin hall is occupied by the law lecture rooms
and library. Nearby stands Corby, another residence hall, with
private rooms for nearly two hundred students.
But perhaps the most interesting structure at Notre Dame
is the church of the Sacred Heart, which was more than twenty
years in building and which on its completion was pronounced
one of the most magnificent Catholic edifices in America. Its
gothic spire rises almost three hundred feet in the air; in the
tower are hung the sweet chimes of twenty -three bells that every
hour sound the soft strains of "Ave Maris Stella." Just below
them swings the greatest bell but one in America. Its loud, though
sweet tones, can be heard for twenty-five miles; within this bell
fifteen men can stand erect. The united strength of twelve is
required to ring it
But the church itself is fairest of all to see; with its exquisite
frescoes, its stately arches, its wonderful windows, its tAvelve al-
tars, wherein rest the relics of the saints. Few know that in
all the world there is but one altar more privileged than the
one at Notre Dame, which for three centuries stood in Rome
and which has all the indulgences attached to the portunciila
of Saint Francis. Here are venerated a section of the garment
worn by Jesus, a piece of the veil and girdle worn by His sainted
mother, a part of the true cross, Avhich on each Good Friday is
elevated in benediction. Above that altar is a statue of the blessed
virgin adorned with a costly crown of beaten gold, the gift of
the Empress Eugenie. There, too, is the massive ostensorium
of purest metal donated by Napoleon III.
Behind the church is a grotto, where three pilgrimages are
made each year by the pious people of the neighborhood.
And this is Notre Dames and under these influences have thou-
sands of our young men come to manhood's estate, and were
made fit to enter the battle of life. They liaA^e builded upon
542 EDUCATION IN INDIANA.
the rock foundation. Notre Dame is thoroughly and uncompro-
misingly Catholic. Yet hundreds of her students have been non-
Catholic, and today many of tliose most prominent in student
activities are Protestant. She is truly Catholic, and all seeking
for knowledge are welcome, be they Jew or Gentile.
Today the community more resembles a town than a college
campus. For fifty years, through the personal influence of Henry
Clay, Notre Dame has had a postoffice ; and today our postmaster
and his assistants handle a business that is exceeded by only five
offices in the state. It has its own electric light, gas and steam
heating plants; bakeries, shops and general stores, from barlx^r
shop to telegraph office. Very few colleges have their own print-
ing offices. At Notre Dame the weekly college paper, the Scho-
lastic, has been published for twenty-seven years by Hie students;
and the monthly magazine, the Ave Maria, has attracted a world-
Avide reputation in Catholic circles by its literary excellence.
To an outsid(»r the social life at Notre Dame is perhaps most
misunderstood. This is a lu^arding school for boys; two miles
from South Bend; and from September till June there is not a
regular need of any of the thousand students that can not be
supplied by the stores and offices Avithin the community. Phy-
si(!ians and specialists are in daily attendance. Ample attrac-
tions are furnished in Washington hall. The great intercollegiate
athletic contests take place on Cartier field.
The preparatory students and the freshmen live under the
dormitory and study hall system ; but the three upper classes
all have ])rivate rooms in Brownson, Corby and Sorin halls.
Though there are no chapters of the national college fraternities
at Notre Dame, vet there are students from almost everv state
in the union who have organized state clubs. The capitol key-
stone club has sixty mcnibers. The empire state organization
has fiftv-fivc; th(» Indiana club fortv. The men from Central
and South America have a flourishing organization of thirty -five
members, your litcrarv and debating societies are strongly or-
ganized and actively carricnl on. There is a junior musical and
<lraniatic societv, a universitv band and a universitv orchestra,
and the glee and mandolin club: a boat club holding annual
regattas and races; a thriving tennis club; scores of basketball
teams, and a most promising handball organization. A football
EDUCATION IN INDIANA. 543
team that has the proud record of being the only team in the
west that has never been scored on; a baseball team that is one
of the best in the country; a track squad that bids fair to win
the championship honors of the state this spring.
Class and hall smokers are almost weekly events. '^Stag dances"
are very frequent. South Bend's society is always represented
at intercollegiate and oratorical contests, the student plays and
entertainments, and at the football and baseball games, l^ut the
biggest society event of the scholastic year is the senior prom.,
which is held in the gymnasium on Easter Monday night. The
affair is very elaborate and formal, and the most exclusive event
of the students. Commencement week is a continuous round
of festivities.
Such is Notre Dame with its natural attractiveness, its sylvan
retreats, its stately buildings, its pleasant grounds, its thorough
and varied courses, its many and competent instructors, its ever
increasing number of students. True, she had become one of
the fairest of all those beautiful gardens planted by our fathers
in the western wilderness; she had come to take her rank at
the head of the Catholic universities of our country.
0. BUTLER UNIVEUSITY— IRVINGTON.
Northwestern Christian (later Butler) university was incorpo-
rated by act of the legislature of Indiana, January 15, 1850.
The object and purposes contemplated by this act of incorpo-
ration are declared to be to establish, found and build up, main-
tain, sustain and perpetuate, through the instrumentality of said
company, at, or in the vicinity of Indianapolis, in the state of
Indiana, an institution of learning of the highest class, for the
education of the youth of all parts of the United States and
especially the states of the northwest; to establish in sudi insti-
tution departments or colleges for instructing students in every
branch of liberal and j)rofessional education ; to educate and \yro-
pare suitable teachers for the common schools of the country ;
to teach and inculcate the Christian faith and Christian moralitv
«
as taught in the sacred scriptures, discarding as uninspired and
without authority all writings, formulas, creeds and articlc^s of
faith subsequent thereto; and for the ]>r()moti()n of the sciences
and arts.
544 EDUCATION IN INDIANA.
The affairs and business of the institution by provision of the
charter are placed under the control and management of a board
of twenty-one directors, elected by the stockholders every third
year. At the election of directors, and on all other occasions
where a vote of the stockholders is taken each stockholder is al-
lowed one vote for each share owned by him.
The directors, chosen as above stated, choose one of their own
body as president, and may choose either from their own members
or other stockholders a treasurer, secretary and such other servants
and agents of the board as to them seem necessary and proper.
The board elected for the current term (July '03- July '06) is
as follows : Addison F. Armstrong, Alembert W. Brayton, Urban
C. Brewer, Hilton U. Brown, Howard Cale, Fred C. Gardner,
Frank F. Hummel, Winifred E. Garrison, Joseph I. Irwin, Pat-
rick H. Jameson, F. Rollin Kautz, Thomas IT. Kuhn, W. Scott
Moffett, Charles W. Moores, Louis J. Morgan, William Mullen-
dore, Marshall T. Beeves, Allan B. Philputt, Albion W. Small,
Charles F. Smith, John Thompson.
Officers of the board: Hilton U. Brown, president; Chauncy
Butler, secretary; Fred C. Gardner, treasurer.
Change of Name of Institution. — The following resolution was
adopted by the board of directors, Februarj- 22, 1877:
Resolved, That under and by virtue of an act of the general assembly
of the state of Indiana, entitled "an act to authorize a change of name of
certain educational institutions organized under any special charter in this
state, and declaring an emergency," approved March 9, 1875, and pub-
lished in the acts of the general assembly of said state for the regular
session thereof, paj;c 106, the corporate name of this corporation be, and
tlie same is hereby clianged from *The Northwestern Christian univer-
sity" to be from and after tliis date *'Butler university;" and that by such
name and stylo of "Hutler university" it shall continue to hold and possess
any and all rights, honors, franchises, immunities, exemptions, estates,
and interests, real, personal, and mixe<l, of any and all kinds held and
l>()ssessed in any manner by tliis corporation under its name of the North-
western riiristian university'.
During recent years tlie faculty has consisted of about twenty
members, representing the following departments of instruction:
(1) Latin language and literature, (2) Greek language and lit-
erature, (3) Germanic languages, (4) biology and geology, (5)
sociology and ecrmomics, (0) chemistry and physics, (7) hoini-
EDUCATION IN INDIANA. 545
letics and pastoral theologj', (8) English literature, (9) history,
(10) philosophy and education, (11) romance languages, (12)
mathematics, (13) physical culture.
The average annual enrolhnent of students during the past
five years has been something over three hundred.
The institution is supported for the most part on proceeds of
endowment fund, which is invested in real estate mortgages.
About $5,000 per year also is derived from tuition fees of stu-
dents.
d. TAYLOR UNIVERSITY— FORT WAYNE.
Taylor university was founded at Ft. Wayne in 1846 and
was known as the Ft. Wayne female college. In 1852 it became
a coeducational school. In 1890 it assumed its present name.
In 1892, July 31, it was rechartered and began operations at
Upland, Indiana. Its charter states that it shall be "maintained
forever on the plan most suitable for the youths of every class
of citizens and of every religious denomination, who shall be
admitted freely without discrimination to equal advantages and
privileges of education and to all the literary honors in all de-
partments of said university according to their merits under
the rules and regulations of the board of trustees." It is con-
trolled by a board of trustees consisting of twenty-one persons,
who are elected by the national local preachers association of
the Methodist Episcopal church. They are chosen annually in
tliree classes, and hold office three vears. It has thirteen mem-
bers in its faculty and has six other instructors. Its present en-
rollment is 190. Its equipment is a campus of ten acres, on
which stands the main building, called the H. Marie Wright
hall, an elegant thn^e-story building of brick with additional
story in mansard roof with towers. This building contains chapel,
recitation rooms, society room, reading room, library and chem-
ical laboratory. It has a good library, the gift of Geo. W. Mooney,
D. D., of XeAv York city. Oti the campus south of the literary
hall is an observatory, containing a ten and one-fourth-inch re-
flector telescope, made by Lohmann Brothers, Greenville, Ohio.
It is one of the few large instruments in the state, and perhaps
the largest of its kind. On the campus north of the literary
35— Education.
546 EDUCATION IN INDIANA.
hall is a new Sickler dormitory for men, a fine brick building.
North of the campus the university owns a boarding hall, three
frame dormitories and eleven cottages, all occupied by students.
It also has an industrial printing and manufacturing plant, on
a somewhat small but growing scale. The institution has no
invested funds from which to draw its support; but is dependent
upon its income from tuition, whatever it may be able to make
in tlie boarding hall and from room rent, and then upon the
gifts of the friends of Christian education throughout the land.
It is hoping for larger gifts which will enable it to erect needed
buildings and create an invested fund for the payment of current
expenses. Taylor university has seven departments — the college
of liberal arts, with four full four-year courses of study; the acad-
emy, which prepares for the college; the school of theology, school
of music, school of oratory, normal school and the business de-
partment. The Avork of Taylor university is somewhat unique.
It maintains the highest standard of intellectual culture, and is
not afraid to be compared with any other similar institution in
this res])ect. It magnifies the moral and religious side of edu-
cation. Most of its students are earnest Christians and are
aiming at the highest things in spiritual culture. From the start
Taylor university has stood out against intercollegiate athletics,
while it tolerates and favors reasonable athletics and gymnastic
exercises in the university. Football it outlaws, regarding it
as a relic of barbaric brutality. It has no doubt that all other
educational institutions will ere long assume the same attitude.
In another respect Taylor university stands somewhat by itself —
its rates are very low.
c. HANOVER COLLEGE-HANOVER.
In response to a request made by the presbytery of Salem,
which then embraced a large part of Indiana and Illinois, Rev.
John Finley Crowe opened the Hanover academy, January Ist,
1827, in a log cabin, near where the Presbyterian church of Han-
over now stands. On the 80th of December, 1828, the legislature
of Indiana passed an act incorporating Hanover academy. In
1829 this academy was adopted by the synod of Indiana as a
sjnodical school.
EDUCATION IN INDIANA. 547
One of the conditions on which the synod adopted the academy
was that a theological department should be opened in connection
with it. This condition was promptly met, and this theological
department was continued until 1840, when it was removed to
New Albany as a separate institution. Thence, still later, it
was again removed to Chicago, where it was first known as the
Presbyterian theological seminary of the northwest. More re-
cently it has taken the name of the McCormick theological sem-
inary.
In 1833, by an act of the legislature, the institution at Hanover
was incorporated as Hanover college. A brief period of great
prosperity, especially as to the attendance of students, followed
under what was then known as the manual labor system; but
here, as elsewhere, the experiment ended in debt and allied trou-
bles. In 1837, while the college was struggling with these diffi-
culties, a tornado destroyed the principal building; but by the
heroic efforts of friends it emerged out of these adversities, though
in an enfeebled condition for some years.
In 1843 the board of trustees undertook to surrender the char-
ter to the legislature, in return for the charter of a university
at Madison; but this was earnestly resisted by others, and the
struggle ended in the restoration of the college at Hanover under
a new and very liberal charter. This, as also the present charter,
makes it impossible to alienate the college from the control of
the synod of Indiana of the Presbyterian church; while it pro-
vides a way in which the synod is free to leave the ordinary man-
agement of the college to a board that is partly chosen without
the synod's immediate action. For instance, at present, the synod
annually fills only two of the vacancies by a direct election. The
rest of the board are left to be chosen by the board, one of them
each year being a nominee of the alumni association.
The officers of the board consist of a president, vice-president,
secretary, auditor and treasurer, chosen annually in the meeting
of the board.
According to the most recent catalogue the faculty and teaching
force numbers thirteen. The total number of graduates is now
almost nine hundred. It is estimated that as manv as four thou-
sand students have been in attendance at Hanover during the
period of its existence. At present tide aveta^ ^^atV^ ^\XKvAas\^si-
548 EDUCATION IN INDIANA.
is alx)ut one liiindrod and fifty. It is expected that better rail-
road facilities, wliicli now seem assured, will increase the attend-
ance. A sinnnier school also is to be opened this year.
The college is very well equipped with buildings. Altogether
there are now twelve. The principal are classic hall, science hall
and the new Thomas A. Hendricks library. These are worthy
of a place on any campus.
The c()lle<j;o is supported mainly from endowment For many
years it has charged no tuition proper^ and has limited itself
to very small fec^s for contingent, library and gymnasium pur-
poses. It is estimated that the buildings and endowments to-
gether in value aggregate not less than $400,000.
f. WAHASn COLLEGE— CRAWFORDSVILLE.
Wabash college was founded at Crawfordsville, Indiana, No-
vember 22, 18J32, by Eev. James Thomson, Rev. John Thomson,
Rev. James A. Carnehan, Rev. Edmund O. Hovey, Rev. John
M. Ellis, Messrs. John Gilliland, Ilezekiah Robins and John
McConnel. The site Avas donated by Williamson Dunn, of Craw-
fordsville, Indiana.
A substantial frame building fifty feet square, two stories in
height, containing eight rooms, was completed December, 1833,
and the first school was begun under the direction of Rev. Caleb
Mills.
September, 1834, the faculty included Rev. Elihu W. Baldwin,
president (elect) ; Caleb Mills, professor of ancient and modern
languages; John S. Thomson, professor of mathematics and nat-
ural philosophy; Edmund O. Hovey, professor of natural science.
In 1835 the site of the college was removed from the romantic
bluffs of Sugar creek to its present location in the center of
Crawfonlsville. The campus contains thirty-two acres.
South hall, a four-story brick building, 50 by 100 feet, was
begun in 1S35 and Avas burned September 23, 1838. It was
rebuilt in 1839.
President BaldAvin was inaugurated July 13, 1836, and died
Octol>eT 15, 1840. Succeeding presidents of the college have
been the following:
Rev. Clmrhs WTiite, T). D., \%^^-\^^\.
EDUCATION IN INDIANA. 549
Eev. Joseph F. Tuttle, D. D., 1862-1892.
Rev. Geo. S. Burrows, D. D., 1892-1899.
Rev.' William P. Kane, D. D., 1899-
The purpose of the founders of Wabash college was to create
an institution for liigher education, which should be Christian
in spirit and yet not under denominational direction.
It was also to he independent of state assistance or control.
It has achieved its present success entirely through the generous
efforts of private citizens.
By the provision of the charter, granted by the legislaturie of
Indiana, January 15, 1834, and subsequent amendments, the
affairs of the college are managed by a board of trustees which
has perpetual succession. The board is divided into four classes
and each class serves four years, one class being chosen each'
year. One member of each class is elected each year by the
alumni and the others by the board itself. The present (1904)
officers and members of the board of trustees and the date of
their first election are as follows:
Rev. Wm. P. Kane, D. D., president, 1892.
Prof. John L. Campbell, secretary, 1855.
Hon. Theodore H. Ristine, treasurer, 1891.
Hon. D. P. Baldwin, LL. D., 1878.
Hon. Thos. R. Paxton, LL. B., 1883.
Hon. Theodore H. Ristine, M. A., 1883.
Hon. Albert D. Thomas, M. A., 1833.
Mr. James L. Orr, M. A., 1885.
Hon. Robert S. Taylor, M. A., 1877.
Rev. Matthias L. Haines, D. D., 1890.
Rev. William P. Kane, D. D., 1890.
Mr. Orpheus M. Gregg, M. A., 1892.
Hon. Charles B. Landis, M. A., 1893.
Mr. Edward Daniels, M. A., 1895.
Rev. Geo. L. Mackintosh, D. D., 1897.
Mr. Benjamin Crane, M. A., 1898.
Hon. S. Carey Stimson, M. A., 1900.
Mr. Harry J. Milligan, M. A., 1902.
Mr. George W. Hall, M. A., M. D., 1903.
Mr. Finley P. Mount, M. A., 1903.
550 EDUCATION IN INDIANA.
The college buildings were erected in the following years:
South hall, 1838 ; center hall, 1855 ; Peck scientific hall, 1878 ;
steam heating plant, 1878 ; Yandes library hall, 1891 ; south hall
(remodeled), 1899.
The college library contains forty thousand volumes. The mu-
seum contains many thousands of specimens for the study of
mineralogy, paleontology, zoology and botany. The departments
of chemistry, physics, botany and biology are fully equipped
for laboratory work.
The expenses of the college are met chiefly from the endow-
ments of the diflFerent professorships named in the catalogue, to-
gether with small tuition and laboratory fees.
The approximate number of professors and teachers who have
been connected with the college from 1833 to 1903 is seventy;
the number of graduates, one thousand, and the total number
of students, five thousand. The number in attendance at present
is two hundred and fifty.
The present faculty includes the following:
William Patterson Kane, D. D., LL. D., president.
John Lyle Campbell, LL. D., Williams professor of astronomy.
Henry Zwingli McLain, Ph. D., Lafayette professor of the
Greek language and literature; secretary of the faculty.
Arthur Bartlett Milford, M. A., Yandes professor of the Eng-
lish language and literature.
James Harvey Osborne, M. A., associate professor of Latin
and mathematics.
Kobert Augustus King, M. A., professor of the German and
French languages and literature.
Hugh McMaster Kingery, Ph. D., Thomson professor of the
Latin language and literature.
Mason Blanchard Thomas, B. S., Rose professor of biology;
curator of the museum.
Charles Augustus Tuttle, Ph. D., professor of history, polit-
ical economy and political science.
Donaldson Bodine, Sc. D., professor of geology and zoology.
Daniel Dickey Hains, M. A., associate professor of languages;
instructor in physical culture.
Jasper Asaph Cragwall, M. S., professor of mathematics.
James Bert Gamer, P\\. T)., Y^eV ^^toI^^^qx oi ^J^^xs^y^Xx^ .
EDUCATION IN INDIANA. 551
Norton Adams Kent, Ph. D., professor of physios.
Harry Stringham Wedding, B. S., librarian.
Daniel Pratt Baldwin, LL. D., special lecturer in literature.
Edward Daniels, M. A., special lecturer in jurisprudence.
Rev. Gleorge Lewes Mackintosh, D. D., special lecturer in the
English Bible.
For catalogues and further information apply to the president
of Wabash college, Crawfordsville, Indiana.
g. EARLIIAM COI^LEGE-RICHMOND.
Earlham college, located at Richmond, Indiana, is the out-
growth of the educational enterprise which characterized the pio-
neer settlers in Indiana and Ohio. It was projected as early
as 1837, and was opened for students of both sexes without
any restrictions or reservations in 1847, and was maintained as
a boarding school of advanced grade until 1859, when it was
organized as Earlham college.
The constitution provided for a corporation to be known by
the corporate name and style of "Earlham college," the -objects
and purposes of which are, and shall be, to establish and main-
tain at, or near, the said city of Richmond, Indiana, an insti-
tution of learning "to be known by the name and style of Earl-
ham college, to be constituted according to the general plan ob-
taining amongst colleges in the United States, with such classes
and departments, such faculty of professors and instructors, and
with power to pursue such courses of studies, hold such exam-
inations, and confer such degrees and honors, as the board of
trustees shall from time to time determine."
The board of trustees consists of thirteen members, who shall
be members of the Friends' church, six of whom shall be ap-
pointed by and from Indiana yearly meeting, and six by and
from Western yearly meeting; and the president of the college
is a member of the board, ex-officio.
The college faculty consists of 17 members, and courses of
study are offered in Latin, Greek, German, French, Spanish,
Anglo-Saxon, English language, English literature, history, eco-
nomics, psychology, philosophy, mathematics, astronomy, civil en-
gineering, physics, chemistry, biology, geo\ogJ,\fWCv^s!X.\^^ew^3W^'
552 EDUCATION IN INDIANA.
and interpretation, elocution and oratory, and a five years' course
in music.
Earlham college enjoys the distinction not only of being one
of the first coeducational institutions in America but of having
been one of the foremost among educational institutions in the west
in the promotion of advanced practical instruction in science. In
1853 it made the first beginning in Indiana toward a permanent
collection of material in natural history for purposes of college in-
struction. Its present museum is the outgrowth of that beginning.
About this time the first astronomical observatory in the state was
established upon the campus. Here also was equipped the first
chemical laboratory for the use of college students in Indiana.
The Material Equipment of the College. — The college build-
ings, five in number, occupy a commanding site overlooking the
romantic valley of the Whitewater river and the city of Rich-
mond.
The campus of forty acres is one of unusual attractiveness,
delightfully shaded by native forest trees and tastefully laid out
in walks and drives.
Lindley hall is a substantial three-story brick and stone struc-
ture of modem design, 174x150 feet. It contains the office of
the president, faculty room, auditorium, museum, library, bio-
logical, physical and psychological laboratories, society halls and
fifteen large class rooms.
Parry hall is built of brick and stone, two stories in height.
It is devoted exclusively to the department of chemistry.
Earlham hall is devoted exclusively to the boarding department
of the college. It is a four-story brick building with a frontage of
190 feet, with an L at each end. Earlham hall has comfortable
accomodations for 140 students.
The astronomical observatory is a brick building 38x16 feet.
It has a movable dome and is furnished with good apparatus for
the practical study of astronomy.
The gymnasium is a well-built wooden structure, with stone
foundations, G0x40 ft.
The buildings of Earlham college are heated by steam and
lighted by gas and electricity.
Laboratories. — The chemical laboratory occupies the entire sec-
one? ffoor of Parry hall, and \s \)[voto\l^An ^q^vi^^^^^l \r> ^s^xi^^o^asw
EDUCATION IN INDIANA. 553
date 44 students working at one time. The biological laboratory
occupies four rooms on the third floor of Lindley hall, and is ad-
mirably adapted for the use intended. The physical laboratory
occupies three rooms on the first and basement floors of Lindley
hall. The psychological laboratory occupies rooms on the second
floor of Lindley hall, and is well equipped with apparatus for the
study of physiological psychology.
The Libraries. — The libraries accessible to students of Earlham
college aggregate about 40,000 volumes. The Earlham college
library contains, altogether, over 10,000 volumes, not including a
large collection of pamphlets and unbound periodicals. The
Ionian library contains 1,600 volumes, and the Phoenix library
1,000 volumes. Of departmental libraries there are seven.
In addition to these facilities at the college, the college partici-
pates in the free use of all the enlarged and additional resources
of the Morrisson-Reeves library, of Richmond, which contains
over 30,000 vohmies.
The Museum. — The museum occupies one room 60x70 feet,
with large galleries on three sides, and one room 15x20 feet The
total floor space is 6,000 square feet. It is furnished with 90 large
cases for the display of specimens. The most important acquisi-
tions of the museum are: (1) Mounted skeleton of mastodon
(Mastodon americanus), height 11 feet 2 inches, length, including
forward curve of tusks, 20 feet 2 inches; (2) mounted skeleton of
gigantic fossil beaver (castoroides ohioensis), height 1 foot 8f
inches, length, 5 feet 3^ inches; (3) over 25,000 specimens —
paleontology, mineralogy, biology, archseology.
The total enrollment of students for the year 1902-'03 was 320,
representing 11 states, and it is to be borne in mind that these
were college students, as the preparatory department was abolished
in 1901.
Degrees were first awarded in 1862, and since that time 628
degrees have been conferred, 374 upon men, and 254 upon women.
Last year 54 graduates of Earlham college were pursuing ad-
vanced studies in universities, colleges and professional and tech-
nical schools, and more than 75 graduates are at present holding
advanced educational positions in normal schools, colleges, uni-
versities, and scientific work.
554 EDUCATION IN INDIANA.
The college is supported by tuition fees and the proceeds of
various productive endowment funds amounting to $250,000 ; and
the value of the material equipment of the college is estimated at
$260,000.
h. FRANKLIN COLLEGE^-FRANKLIN.
The first meeting looking toward the establishment of the
institution was held June 5, 1834. It received a charter from the
state in 1844. But in 1872 the college suspended instruction, the
board of directors disbanded, and the property was taken to satisfy
the demands of the creditors. In less than six months, however,
the citizens of Franklin and their friends raised $50,000 and a
new organization was effected. The name of the new corporation
is Association of Franklin college, and it was formed under an act
entitled "an act concerning the organization and perpetuity of
voluntary associations." The act was approved by the general
assembly of Indiana February 25, 1867. The college doors were
opened again in September, 1872.
The stockholders elect the board of directors, and these have in
charge the general conduct of the college, making an annual report
to the stockholders. This board is composed of four oflScers and
twelve members ; the members are divided into three classes, one
of which is elected each year.
There are eleven professors, including the two professors of
music (instrumental and vocal).
The equipment consists of grounds and buildings estimated at
$80,000 ; a library of 15,000 volumes ; a geological collection of
40,000 specimens ; chemical and physical apparatus worth $3,000,
and an endowment of $231,000.
The enrollment of students the past year was 183, and it will
be as many, or more, this year.
The college is supported by interest on endowment and by fees
from students. The total income at present is from $17,000 to
$18,000. The total present assets of the institution are $419,500.
Dr. W. T. Stott is president of Franklin college, which position
he has ably filled since 1872.
EDUCATION IN INDIANA. 555
i. MOORES HILL COLLEGE— MOORES HILL.
Moores Hill college was established for the purpose of furnish-
ing a liberal education to both sexes. For the first thirteen years
of the life of the institution the school was known as the male and
female collegiate institute, heralding to the country that in south-
ern Indiana there was an institution great enough and broad
enough to say to the daughters of Methodism, we welcome you to
our halls and our laboratories to compete on equal terms with your
brothers.
The fourteenth year of the life of the institution witnessed a
change in name. It was known everywhere that the institute was
co-educational. Advanced ground was to be taken and the name
was changed to Moores Hill college, with Thomas Harrison, D. D.,
as president and such men on the board as Dr. Enoch G. Wood,
Hon. John K. Thompson, Sampson Tincher, D. D., Judge
Downey, Gov. Will Cumback and others. The college was favored
with a large enrollment and soon took rank with other colleges of
the state. A glance at the list of chief executives as the years pass
reveals the fact that the college has had eleven presidents. Rev,
S. R. Adams served as president from 1856 to 1863. In 1861
and 1862, however, he was absent from the college and Dr. Robert
F. Brewington took his ])lace, as acting president. Rev. W. O.
Pierce was principal from 1863 to 1864. Rev. Thomas Harrison,
D. D., president from 1804 to 1870. Rev. J. H. Martin, D. D.,
president from 1870 to 1872. F. A, Hester, D. D., president from
1872 to 1876. Rev. J. P. D. John, D. D., president from 1876 to
1879. Rev. J. H. Doddridge, D. D., president 1879 to 1880.
Rev. J. P. D. John, D. D., president from 1880 to 1882. Rev,
L. G. Adkinson, D. D., president from 1882 to 1887. Rev. G. P,
Jenkins, D. D., president from 1887 to 1890. Dr. Martin presi-
dent from 1890 tjo 1897. C^harles Willard Lewis, D. D., acting
president from 1897 to 1898, president 1898 to 1903.
The board of trustees consists of the president of the college, ex-
ofRcio, and twenty-seven members, all of whom are elected by the
Indiana annual conference for a term of three years. In addition
to the regular members of the board the conference appoints an-
nually six conference visitors and two alumni visitors, making in
all a body of thirty-six members.
556 EDUCATION IN INDIANA.
The board of trustees has the power of receiving, holding and
administering funds, appointing faculties, conferring degrees and
making laws for the government of the institution.
In order that the college may be able to meet the growing de-
mands for additional equipment and room it is necessary that the
income should be largely increased by additional endowments.
The institution has had a splendid history of forty-eight years.
The army of noble men and women who have been connected with
Moores Hill college, hundreds of whom have graduated, is proof-
evident of the great work accomplished. The future never was
brighter and if christian people within her patronizing territory
will do their full duty Moores Hill will live to bless the world in
the future even more abundantly than in the past.
Moores Hill college is located in the quiet, picturesque town of
Moores Hill, Indiana. It is on the Baltimore & Ohio Southwest-
ern railway, forty miles southwest of Cincinnati and eighty-five
miles northeast of Louisville. It is seventy-five miles southeast of
Indianapolis, and is easily reached by connections at North Ver-
non and Lawrenceburg. The town is thus placed in direct com-
munication with all parts of the state as well as with Ohio, Ken-
tucky and Illinois.
The town occupies one of the highest elevations in southeastern
• Indiana, being 460 feet above the Ohio river. The surface is roll-
ing and slopes in all directions from the town, thus affording the
best drainage. It is a remarkably healthful place.
The main college building is a substantially built three-story
brick. The chapel is situated in the central part of the first floor
•and is very tastefully decorated. It is equipped with comfortable
• and convenient folding opera chairs. The library and reading-
room occupy all of the south wing of the first fioor. The greater
part of the first and second stories of the north wing is occupied
by the chemical, physical and biological laboratories. These are
equipped with the latest apparatus and appliances for laboratory
Work.
• Moores itill college does not seek to develop the mind alone, but
believing that education consists of more than mere intellectual
training strives to bring to the highest possible state of develop-
mfent the threefold nature of man — spirit, mind and body — and be-
lieving that spiritual interests are always paramount, the 'institu-
EDUCATION IN INDIANA. 567
tion carefully surrounds her students with christian influences.
Every member of the faculty and about ninety per cent, of the
students are professed christians, and christian principles and
practices are everywhere taught.
Devotional exercises are conducted in the chapel each morning
by the faculty. Church ser\'ice8 are held twice each Sunday,
besides Sunday school at 2 p. m. and class meeting at 3 p. m.
"While the college is under the control of the Methodist Episco-
pal church it is not sectarian, and nowhere in the chapel or class
room is any distinction made in the direction of creed.
The library is composed of six distinct divisions, viz. : The
college library, the Harvey Harris and wife library, the Thomas
Harrison library, and the three society libraries. These contain
in all alx)ut five thousand bound volumes and two thousand pam-
phlets, so diversified and distributed in subject as to furnish valu-
able reference works for the students in the various departments.
That the physical nature might be developed and an interest in
athletics fostered the Moores Hill college athletic association was
organized in 1893. The membership is open to all ahunni, stu-
dents and faculty of the college. The pi'esident of the association
is a member of the faculty atid associated with him to form the
executive committee, are two members from each of the literary
societies.
The expenses of membership are placed at the minimum, and
every effort is made by the executive committee, through judicious
appropriations, to give to the association the largest possible return
for the amount thus invested.
The Will F. Stevens gytnnasium is now regarded as one of the
necessary factors in the college. Military drill, Indian club drill,
basketball games, all under the skillful management of a director,
enable the student to keep pace physically with advancement in-
tellectually. While the gymnasium "room" for all practical pur-
poses is surpassed by few, if any in the state, a steam plant is
needed for heating and additional apparatus for work. It is hoped
that in the very near future some friend will add these improve-
ments.
There are three literary societies as follows: The Philoneikean
and Pliotozetean for the young men of the college and the Sigour-
558 EDUCATION IN INDIANA.
nean for the young ladies. These three societies meet in the Peter
Myer's literary hall at different times in the week.
Philoneikean Society. — This organization is the oldest society
in the college. Tts organization occurred in 1856. The purpose
of the society is the development of "strong, well rounded intel-
lectual and patriotic manhood." The members of this organiza-
tion have shown themselves to be full of loyalty not only to their
society but the college interests in general. Contributions for va-
rious interests have been quit« liberal. The "Philos'' now have
imder headway a plan by means of which a new chapter house
may be erected at an expenditure of $3,000. It is believed that
such a building will be not only a source of strength to the society,
but a factor in the advancement of the best interests of the college.
Motto, Excelsior.
Photozetean Society. — This society was founded in 1867 for the
special benefit of young men studying for the ministry. In early
days it was j)ossible for a young man to belong to the two societies.
As the years passed by however the organization gradually and al-
most imperceptibly passed into the regular literary phase and to-
day ranks as one of the important factors in the college life. The
members of this organization are characterized by earnestness, de-
votion to the society and college interests ; are progressive and fully
awake to the responsibilities thrown upon them by membership in
the society. Motto (translation), Find a way or make one.
Sigournean Society. — This organization meets every Friday
afternoon. At this time a program consisting of literary produc-
tions, elocutionary selections, music, etc., is rendered, thus giving
in addition to the regular literary training an opportunity to cul-
tivate ease of manner by frequent appearance before a public
audione(\ The aim of the society is to develop the best talent in
the organization. Meetings held for business purposes are con-
ducted in harniony with parliamentary customs, Robert's rules of
order being th(^ authority. At the end of the year a public enter-
tainnu^nt is given in connection with regular commencement exer-
cises. The influence of this society on college life is one of the
important factors in the growth of the institution. Motto,
Ijavreas super montem scicnt carpe. Organized 1857,
Young Men's Christian Association. — The Young Men's Chris-
tian association holds a regulax de\o\,\oTL«\ tcv^^Nat^^ ^"wA^. MaiL^
EDUCATION IN INDIANA. 559
evening in the church parlors. This association work is one of the
most beneficial forces in college life. The aim of the young men
banded together is to reach every man in college and influence him
to a higher and better life. Young men coming to the college for
the first time are met by these men and safely advised as to the
best plans for beginning the new .work. The association has no
room, as yet of its own. It is hoped that some 'Tbig hearted"
christian philanthropist will in the near future make it possible
for these young workers to have a home of their own.
Young Women's Christian Association. — All that has been said
of the above organization may be repeated of the women's organi-
zation. Their meetings are held on Wednesday night just before
the regular mid-week prayer meeting service. The Bible classes
carried on by these associations make it possible for every student
in college to secure in the course of a year a great deal of informa-
tion about the book of books.
Delegates are sent each year to Gteneva and to the state conven-
tions and much is accomplished in elevating the spiritual life of
the students and in training them in active Christian work.
Students in all departments are subjected each term to a written
examination, and are classed according to their average as follows :
Below YO per cent., poor ; from 70 to 80 per cent., medium ; from
80 to 90 per cent., good; from 90 to 100 per cent, excellent — a
medium per cent., at least being necessary to advancement. Meri-
torious conduct, together with the student's class report, will be
considered in determining his grade or rank in college. This will
be placed upon the records, and if desired, a copy will be sent to
the parents or guardian.
In calling attention to the necessary expenses it must not be
supposed that because the rates are the minimum the grade of in-
struction offered is low. It has been claimed and is now asserted
that the thoroughness and the accuracy of the work done here are
not excelled anywhere. More than this the institution is not kept
up by the small fees collected as tuition but has other sources of
income by means of which it is able to offer to the educational
public the advantages of a christian college.
Many of our best students rent furnished rooms at fifty cents a
week, and by a system of clubbing, reduce their table expenses to
$1.50 or less, and their entire expenses \^ ^^.QQ ^ ^^^. Tw^^^.^
660 EDUCATION IN INDIANA.
who desire private board may secure good rooms, board and every^-
thing furnished, at $2.50 and $3.00 per week.
;. CONCORDIA COLLEGE— FORT WAYNE.
Concordia college was founded in 1839, in Perry county, Mis-
souri. Its founders, a body of German Lutherans, had left their
native land for religious reasons, and in spite of their bitter pov-
erty, established an institution of learning in order to insure to
themselves and their children their own spiritual heritage. The
pui*pose of the institution as expressed in the charter is "to educate
young men for the ministry of the German Evangelical Lutheran
denomination." This has been its aim and object up to the pres-
ent time, and only an exceedingly small proportion of its alumni
are to be found in other walks of life.
When the little log cabin college opened its doors, it had five
students and four instructors. In 1850 it became the property of
the German Evangelical Lutheran synod of Missouri, Ohio and
other states, and was removed to St. Louis, Mo. Its attendance
had increased to thirty-four, and various changes had meanwhile
taken place in the faculty. During this period the theological and
the preparatory (classical) departments were combined. In 1861,
however, the preparatory department was removed to Ft. Wayne,
Ind., its present home.
The trustees are elected by the synod at its triennial meetings,
with the exception of the praeses of the middle district of said
synod, who is ex-ofRcio president of the board. Its faculty con-
sists of the president and seven instructors, all of whom are chosen
by a board of electors a])pointed by the synod.
The librarv contains about seven thousand volumes, of whidi
• three thousand are aec'ossible to the students, while the rest are
reserv^ed as reference books of tlie faculty. Its museums and
scientific apparatus have a value of about twelve hundred dollars.
This equipment may seem inadequate, but considering the severely
classical and linguistic bent of the curriculum answer their pur-
pose quite well. For seven recitations i)er week for six years are
devoted to Latin, six per week for four years to Greek, and three
per week for two years to Hebrew. English and German occupy
from three to five periods per week du^Vw^ \ke. ewtlxe course of six
EDUCATION IN INDIANA, 561
years. The remaining recitations per week, of which there are
thirty, are assigned to mathematics, physics, chemistry, botany,
physiology, and history.
The enrollment has fluctuated considerably during the sixty-
five years. At present it numbers 182 students.
The college has no productive funds of any kind. The salaries
of the instructors are paid from voluntary contributions to the
synodical treasury, and the buildings are erected and maintained
from funds procured in the same manner.
li. UNION CHRISTIAN COLLKGE— MEROM.
This institution was founded in August, 1859. It was the out-
growth of a general convention of the christians held at Peru,
Indiana, November, 1858.
The location of the college at Merom was determined not only by
the natural scenery and homelike surroundings of the place, but
also by the fact that ^lerom citizens contributed a bonus of $35,-
000 with which to make a beginning.
Although about two miles distant from the Illinois Central rail-
way, the quiet village life and the healthful bluffs of the Wabash
are regarded as constituting a very desirable location for a chris-
tian school.
The college was opened to students September 9, 1860, and
graduated its first class four years later. Since 1864 about two
hundred and fifty graduates have been sent out, the majority of
whom have entered the ])rofessions of teaching and the christian
ministry.
The first president was Dr. Nicholas Summerbell (1860-1865),
next came Dr. Thomas Holmes (1866-1876), who was followed by
Dr. Thomas C. Smith (1877-1882). The fourth president, Rev.
Elisha Mudge, A. M., served nearly five years (1882-1887), and
the present encumbent. Dr. Leander J. Aldrich, has served for
nearly seventeen years.
The charter, secured in 1859, and renewed and enlarged in
1882, provides for a coeducational, imsectarian institution, gov-
erned by a board of fifteen trustees, who are elected in groups of
five annually by the stockholders from nominations made by the
christian conference of Indiana, Illinois and Oloio.
36—Edvcatios.
562 EDUCATION IN INDIANA.
The following are active members of the faculty, 1903-04:
Leander J. Aldrich, A. ^[., D. I)., president, ethics.
Arthur M. Ward, M. S., secretary, English.
Daniel B. Atkinson, M. A., treasurer, Latin.
Benjamin F. McHenry, M. A., science and mathematics.
S. Elizabeth Hatten, M. A., Greek and German.
Edward L. Lawson, Ph. B., psychology and normal.
Sadie F. Plunkett, M. A., drawing and painting.
Margaret Flanner, vocal and instrumental music.
Pearl Wright, elocution and physical culture.
William H. Martin, penmanship.
Zenobia Weimer, librarian.
Sanna H. Sutton, matron of ladies hall.
The college nuiintains academic and collegiate departments; the
standard courses of Indiana higher institutions; also special
courses in English bible, homiletics and theology.
The library contains about 3,600 volumes. Connected with the
libraiy is a free reading room, containing the leading magazines
and a variety of daily and weekly journals.
A chemical laboratory and cabinet of mineralogy and natural
history each provide facilities for scientific research.
The institution is suj)})orted from the income of $75,000, in-
vested endowment, from tuition fees, rents and personal donations.
The years 1902 and 1903 were marked by a very material in-
crease of permanent endowment. The Hon. Francis A. Palmer
of New York, contributed $30,000 August 1, 1903, to which more
than five hundred other frien<ls added $20,000 the same year.
The year ])revi<)us Air. and ^Irs. Levi Wilkinson of Cynthiana,
Indiana, decided the c<>ll(*g(* ti farm in (Jibson county, Indiana,
valued at $15,000.
Several different states are represented in tlie student body, but
the attendance, whicli avcM-ages about 170 annually, is chiefiy
from the adjoining counties of Indiana and Illinois. The present
term enrollment is about 100 — nearly one-half of whom are
young women.
EDUCATION IN INDIANA. 563
I. NORTH MANCHESTER COLLEGE, NORTH MANCHESTER.
Founded 1805. Owned and controlled by four state districts
of the German Baptist Brethren Church in Indiana and Ohio.
The trustees are chosen in the annual conference of these sev*
eral districts by the delegate body.
Officers of the Board of Trustees : Chairman, Elder S. F. Sanger,
South Bend, Tnd. ; Secretary, Elder L. A. Bookwalter, Dayton,
Ohio; Treasurer, Elder S. S. Ulrey, North Manchester, Ind.
The school is leased to the following Board of Management:
President, E. M. Crouch, A. M. ; Secretary, I. Bruce Book,
A. B. ; Treasurer, L. D. Ikenberry, A. M. ; M. M. Sherrick,
A. M.
Strong faculty of teachers trained in some of our best colleges
and universities.
Courses.
1. Normal English Course — Four years professional course
for teacliers. Degree, B. E.
2. College Preparatory — Four years.
3. College Course — Four years. Degree, A. B.
Bibl^-
1. Two years English course.
2. Hebrew and Greek Course^ — Three years. Degree, Bach-
elor of Sacred Literature.
Music —
1. Course for Teachers — Two years, in both vocal and in-
strumental.
2. Course in Voice Culture — Harmony and history of music.
3. Piano Course — Four rears.
Commercial —
1. One vear course.
2. Course of two years for commercial teachers. Degree,
Master of Accounts.
3. Thorough courses in shorthand and typewriting.
Elocution — Course of two vears.
The institution is centrally located. A high standard of moral
character and culture is maintained.
564 EDUCATION IN INDIANA.
C PRIVATE INSTITUTIONS*
(I. VINCENES UNIVERSITY.
Vincennes, the seat of Vincennes university, is the county seat
of Knox county. It is situated on the famous Wabash river,
on a high rolling prairie, with picturesque upland surroundings
and a background of forest, garden and farm land. It is 117
miles southwest of Indianapolis, and is easily reached by rail
from all points in Indiana and Illinois.
Vincennes is a beautiful, healthful city, with a population of
twelve thousand thrifty, hospitable, cultured people. It contains
many commodious churches of various denominations, substantial
public buildings, and handsome residences.
Vincennes is an historic landmark; it is the oldest citv in
the west and was the first capital of the northwest territory.
Fort Knox, the original cathedral of the Vincennes diocese, the
first legislative hall, the residence of William Henry Harrison,
are among the historic places. Here also was the scene of the
battle in which Gen. George Rogers Clark, after one of the most
memorable marches in the annals of history, defeated Gt^vemor
Hamilton and the British soldiers, and forced a surrender that
eventually made the great northwest, United States territory.
By an act of congress March 26, 1804, it was provided that
a township of land, 23,040 acres in the Vincennes land district,
be located by the secretary of the treasury, for the use of a sem-
inary.
The territorial legislature of Indiana, by an act passed No-
vember 29, 1806, supplemented by an act passed September 17,
1807, established and incorporated Vincennes university, and des-
ignated it as the recipient of the township of land donated by
congress, and ap])ointed a board of trustees and created said trus-
tees and their successors a Ix^dy corporate and politic by the
name and style of *^The Board of Trustees for the Vincennes
University,'' with power to select a president and members of
the faculty, establish a course of study, to grant degrees and
exercise all other powers, rights and immunities usually bestowed
on institutions of learning. The secretary of the treasury, Octo-
ber 6, 1806, pursuant to act of congress, located and set apart
to the university township 2 south, range 11 west This land
EDUCATION IN INDIANA. 565
is in Gibson county, and is partly included in the present city
of Princeton.
December 6, 1806, the first meeting of the trustees was held;
Greneral William Henry Harrison was elected president and Gen.
W. Johnson, secretary.
Under the grant the trustees were authorized to sell not ex-
ceeding 4,000 acres of this land, and rent tlie remainder for
the uses of the university. A campus of about twelve acres
was purchased by the trustees, in what is now the center of the
city, and a large brick building was erected thereon, a faculty
was elected, and the institution opened in 1810, with Dr. Samuel
T. Scott as first president, and continued until suspended by
the action of the legislature of Indiana.
In 1830, and subsequently, the legislature assumed to own
and control the lands of the university, appointed a commissioner
to rent and sell the lands and pay the receipts into the state
treasury.
By these several acts of the legislature the usefulness of the
university was so weakened that for a time the school was sus-
pended, but in 1843 the trustees after full investigation deter-
mined to assert their rights to this property in Vincennes and
the lands in Gibson county which had been sold by the state,
and employed lawyers and instituted suits to recover. The leg-
islature then passed an act authorizing suit to be brought by
the university against the state in Marion circuit court to test
the university's right to the lands, but limiting the amount to
be recovered to the money realized by the state without interest
and without regard to the value of the land.
This suit was brought and went to supreme court of the state,
and this court decided against the university. The university
appealed to the supreme court of the United States, and this court
decided in favor of the university, and in the opinion stated
that the lands at the time (1852) would have been worth
$200,000.
In 1856 the state paid the university in bonds $66,585, of
which the trustees had to pay their attorneys $26,000.
In 1895 the legislature gave the university $15,000, which
was taken under protest that it was an inadequate settlement,
the university determining to appeal to a future legislature.
666 EDUCATION IN INDIANA.
In 1899, for. the first time, the university made a proposition
for a full and final settlement by offering a bill appropriating
$120,000 in twenty-year four per cent, bonds. This bill passed
by an overwhelming majority. The governor in a message said
he had not sufficient time to investigate the merits of the claim,
and in refusing his approval suggested a commission to inves-
tigate and report. This was accordingly done, and after a careful
inquiry the three senators composing the commission reported two
years later to the session of 1901, finding all the facts exactly
as presented by the university, recommending no special amount,
reporting that no adequate settlement had ever been made, and
leaving the matter of the state's moral obligation to pay this
just debt, to the senate. Accepting this report, the senate by a
vote of more than two to one passed a bill to pay the full amoimt
The bill failed to pass the house on the plea that the appropri-
ations of the session were large.
In the succeeding legislature (1903) a commission of state
officers, the governor, secretary, auditor and treasurer, was ap-
pointed to report upon the claim in 1905, at which time it is
confidently believed the state will meet the expectations of all
the friends of the university throughout the state by settling
adequately and finally this just claim, which will enable the
institution to care for at least five hundred students.
The library is to the literary student what the laboratory is
to the student of science, and increasingly are the departments
of philosophy, English and history emphasizing the importance
of work done in the library under the direction of instructors.
The university library is designed to be rather a reference
library than a library of fiction, though this leading purpose
by no means precludes fiction and current literature. New books
are added from time to time, and such books are selected by
the heads of the diflforent departments in conjunction with the
president.
Among the reference books and charts is included an extensiye
list of dictionaries, of encyclopedias, of histories, of compends
of science, and of charts and atlases. Aside from these, however,
there are many books of fiction and current periodicals, the latter
including gazetteers, inagayAive.s, \A\\let>ms and newspapers.
EDUCATION IN INDIANA. 567
The reading-room, in connection with the library, is a large,
well-lighted, attractive apartment, located on the ground floor
and supplied with tables and comfortable chairs, so that it may
be used as a study-room as well.
Besides the general library whose privileges are free to all
students, each department mains a select set of reference books
for the use of students in the respective departments.
The museum contains an interesting collection of mineralogi-
cal, paleological, zoological and botanical specimens. Aside from
the rich collection of minerals and fossils, without interest per-
haps except to the scientist, there are Indian and other aboriginal
relics, as well as rare specimens of reptiles and other animals
which are interesting and instructive to everyone. The museum
is freely made use of by classes in geology, chemistry, biology,
and physical geography.
The chemical laboratorv, located on the second floor of the
main building, is fitted with desks, reagent racks, gas, water,
and a "hood." Each student has his own apparatus, his own
chemicals, his own gas and water supply, and does his own work.
Balances for quantitative work are used in common by the stu-
dents; these are sensitive to 1-10 milligram. The oxy-hydrogen
blow-pipe, stills and eudiometers are also mostly used in com-
mon. Nothing is lacking for thorough and complete work in
the courses in chemistry offered.
The physical laboratory and lecture-room is also on the second
floor of the main building. It is provided with a lecture table,
cases for apparatus, gas fixtures, and an accessory "dark room"
for experiments in light requiring the "portc lumiere."
The apparatus and equipment are complete for not only qual-
itative but quantitative experiments in the courses offered in
physics. In physics, as in chemistry, the student does his own
work, and is accorded free use of apparatus in so far as is con-
sistent with his care in the handling of it. Thus, the student
not only gets the experimental use of, but by handling becomes
thoroughly familiar with micrometers, calipers, balances, Att-
wood's machine, jolly balance, rotatory machine, hydrometers,
air and water pumps, mercurial and aneroid barometers, ther-
mometers, prisms, lenses, mirrors, stereopticon, spectroscope,
568 EDUCATION IN INDIANA.
manometric flame apparatus, Chladni's plates, sonometer, Taefler-
Holtz machine. Ley den jars, electroscope, electrophones, batteries,
electro-magnets, telegraphic instruments, induction coils, dyna-
mos, galvanoscopes, galvanometers, rheostats, and the Wlieatstone
bridge. Moreover, flasks and glass and rubber tubing and other
materials are furnished and the student is required to set up
experiments for himself, thus developing practicality and self-
reliance to a greater degree than the mere handling of ready-
made apparatus could do.
The biological laboratory is in connection with the physical
laboratory. It is a commodious, well-lighted room, fitted with
working desks, microscopes and microscopical appurtenances, dis-
secting instruments, a microtome, stains and other reagents, dry
and steam sterilizers, and materials for the preparation of culture
media for bacteria. There are also various illustrative materials
such as skeletons, taxidermic specimens, and animals and tissues
in alcohol, formaldehyde and other preservatives.
The rooms occupied by the business department are equipped
with typewriters and modern fixtures for banks and other offices,
and so furnished that the night sessions are no more handicapped
than the day sessions.
The music rooms are located on the third floor of the main
building, and are attractively furnished, and thoroughly equipped
for practice and recitative work. There are also two pianos in
the chapel, one a Steinway Grand and the other of the Colonial
type, which are used in the public performances given period-
ically by the musical dej)artment.
The university issues an annual catalogue of information con-
cerning its various departments of work each May, and also
in Februarv, an announcement to teachers concerning the work
offered in the spring term. Besides these, bulletins in the interest
of one or more of its departments are issued from time to time.
as the occasion may require.
The Blue and Gold is issued seven times per annum by the
senior class of the School of Literature and Science.
Each representative in the state legislature may annually ap-
point from his le«:islative district one cadet, w^ho must be a male
at least sixteen years of ase, fwe ie^\. iowc liLchea tall and in
good health. All appointineivU tu\\%\, \*^ tcv^^l^ \y^Q\i'^«:^£a, \xar
EDUCATION IN INDIANA. 569
nished by the university, which may be obtained from the presi-
dent. The holder of this scholarship shall be exempt from all
fees connected with the university, except laboratory fees and
music and business tuition.
The Tau Phi Delta Greek letter society was organized nud
ia maintained for the laudable purpose of encouraging scholastic
and literary attainments among its members, and for the general
purpose of promulgating the spirit of fraternity.
A flourishing literary society having for its purpose the usual
high aims of societies of this nature is enthusiastically supported
by faculty and students. Every student in every department
of the university is eligible for membership.
In May, 1884, Major W. P. Gould, U. S. A., made a generous
offer of a gold medal of the value of $25, to be given annually
for excellence in oratory, which offer was gratefully accepted
by the board of trustees. Under the rules adopted by the faculty,
the contest for the above medal consists of original orations to
be judged upon three points, viz. : Thought, style of composition,
and delivery. The contest takes place during commencement
week.
In 1902 the medal was awarded to Miss Maud Arthur, of
Washington, Indiana.
Athletics are under the control of the students, who are encour-
aged in all healthful sports by the faculty. Provision is made
for foot ball, base ball, basket ball, and field and track events.
Enrollment, 226.
6. OAKLAND CITY COLLK'GE AND CONSERVATORY OF MUSIC,
OAKLAND CITY'.
Oakland City CV)llogo, Oakland City, Gibson county, Indiana,
was organized June 1, 1885, the following signatures appearing
under the articles of incorporation: J. B. Cox, Evansville, Ind;
D. B. Montgomery, Owensville, Ind; Willis Charles, Evansville,
Ind; W. P. Hale, Owensville, Ind; J. McF. Montgomery, Owens-
ville, Ind; W. M. Cockrum, Oakland City, Ind; L. Ilouchin, Pike
county, Ind ; 0. B. Young, Posewille, Ind ; J. O. M. Selby,
Petersburg, Ind ; Geo. A. Butter, Oakland City, Ind.
The purpose of the institution is set forth in article 1 of the
articles of association : "The purpose oi \)[v\^ ^i^'&ocsv^Nlvm \^ *?sssi.
570 EDUCATION IN INDIANA.
founding, endowing and maintaining within the bounds hereto-
fore mentioned a college for the use and benefit of the General
Baptist denomination in the United States which shall embrace
a preparatory, scientific, classical, and theological course of
study."
The trustees of this institution are elected by the general asso-
ciation of General Baptists in the United States at its annual
meeting.
After the organization in 1885 immediate^ steps were taken
looking to the erection of a building and the raising of an endow-
ment fund. The first building was completed in 1891, and the
school opened its first session in the spring term of that year
under the direction of Dr. A. D. Williams as president
In response to the call for endowment, four chairs have now
been endowed and many unclassified gifts to the general work
have been received. This endowment consists of 520 acres of
productive land, 75 town lots in Oakland City, other real estate,
and sev(»ral thousand dollars in interest bearing notes.
The institution is supported from the income on its endowment
and a low tuition rate of $30 a year in the normal, preparatory
and collegiate departments.
Since its organization the college has been strictly co-^tlcft-
tional, and such a relation between the sexes has been maintained
that the system has been highly satisfactory.
The original scf>pe of the courses has been gradually enlarged
to meet the demands, and is now as follows: A review course
in the common branches, teachers' reading circle books, method
of teaching, etc., for those who wish to take the county teachers'
examination ; a three-year normal course, which is a thorough
professional teacher's course fitting teachers for principalships
and higher positions in the teaching line; a four-year preparatory
course conforming to the general entrance requirements in all
standard collogi*s; three four-year collegiate courses — classical,
literary, and scientific, the first two leading to the degree of Bach-
elor of Arts, the last to the degree of Bachelor of Science; two
theological courses, one of three years, the other of two, the
former leading to the degree of Bachelor of Divinity; a four-
ycar course in ])iauo, a iowT-'jeai eoxjit^^ \\i ^qvcq^ and a three-
year course in violin.
EDUCATION IN INDIANA. 571
In 1901 a large addition was built, doubling the size of the
original structure. .Important changes were made in the equip-
ment of the college at that time. A commodious and well-
equipped gymnasium was added, the library accommodations were
also materially increased. One of the prettiest assembly rooms
in the State filled a long-felt want. The two Christian associ-
ations were given permanent quarters in the college building,
thus strengthening the spiritual forces of the school.
The college grounds are situated on one of the highest eleva-
tions overlooking the town from the west, giving it an ideal
location from a sanitary standpoint. This is also clearly demon-
strated in a fact that few institutions can boast of — during the
thirteen years of its history not a single student has ever died
while enrolled in Oakland City College.
The present attendance is 187 — 86 males and 101 females.
The present faculty consists of eight members, with William
Prentice Dearing as president.
The characteristic ideals of Oakland City College may be
summed up as follows: Strong courses and a high standard of
instruction, low expenses for students, a vigorous mental, moral
and physical life, a definite recognition of God, a radical demo-
cratic spirit (no. fraternities), the gospel of hard work.
c. VALPAUAISO COLLEGE, VALPARAISO.
Organized first as the Northern Indiana Normal School, was
founded by its present president, Henry B. Brown, in the city
of Valparaiso, Indiana, September 16, 1873, with 35 students
in attendance. For two years it was conducted under the charter
granted the Valparaiso Male and Female College, an institution
which had been established many years prior to this time, but
was abandoned some three years before the Northern Indiana
Normal School was established.
The building (there was but one) and the grounds, through
neglect, had become almost worthless. To these very uninviting
surroundings students were asked to come. The charter of Val-
paraiso Male and Female College was somewhat restricted in
its scope, and it was extended by the following articles of asso-
ciation to include the Northern Indiana Normal S<ilv<>ol\
572 EDUCATION IN INDIANA.
Articles of Association of the Northern Indiana Normal Scthool
AND Business Institute.
Be it known that we, the undersigned, Henry B. Brown, John N.
Sl£inuer, Joseph Gardner, Azariah Freeman, DeForest L. Sltinner, Marquis
L. McClelland, Artillus V. Bartholomew, John C. Flint and Gottleib Bloch,
all of the city of Valparaiso, in the county of Porter and state of Indiana,
have associated, and by these presents do associate ourselves together as a
corporation under the corporate name of the board of trustees of The
Northern Indiana Normal School and Business Institute, for the purpose
of establishing and maintaining a high school or institution of learning
to be Icnown as the Northern Indiana Normal School and Business Insti-
tute, the same to be located at the city of Valparaiso, in the county of
Porter and state of Indiana. Any person may become a member of this
corporation by the unanimous vote of all these members thereof, and not
otherwise.
It is further provided by these articles of association that the said
Henry B. Brown shall be president of the faculty of said institution of
learning and treasurer of the corporation. As such president of faculty
the said Henry B. Brown shall have the exclusive authority to employ and
discharge all teachers, to prescribe the course of study, the terms of ad-
mission and rates of tuition, and to admit and discharge from said insti-
tution all pupils.
As treasurer of said corporation the said Henry B. Brown shall pro-
vide suitable buildings for the use of said Institution, receive all moneys
due the cori)oration for tuition or otherwise, disburse the same in the in-
terest of the corporation and render an account of such receipts and dis-
bursements to the board of trustees at their meeting to be held annually
on the first Monday in June. The corporate seal of said corporation shall
be a device representing an open book surrounded with the words "North-
ern Indiana Normal School and Business Institute, Valparaiso, Ind."
These articles of association and incorporation may be amended or
changed at any regular meeting of the board of trustees by the unanimous
vote of all the members of the corporation. The officers of said corpora-
tion shall be a president, vice-president, secretary and treasurer, who
shall respectively discharge all the duties usually required of such officers
in similar institutions. The president, vice-president and secretary shall
be elected by the board of trustees at the first regular meeting thereof
and annually thereafter. A majority of the board of trustees shall con-
stitute a quorum for the transaction of all business,^ except the admis-
sion of new members, the changing or amending of these articles of as-
sociation, or the contracting of any indebtedness, which shall only be done
by the unanimous vote of all the members of the corporation.
H. B. BROWN,
J. N. SKINNER,
JOSEPH OARDNETt.
A. FREEMAN,
D. L. SKINNER,
M. L. MCCLELLAND,
A. V. BARTHOLOMEW.
Northern Indiana Normal Sc\ioo\ \v\\OL li\\^\v^^^^ ^^^'^CvX.xjXfe, N^V^x^&aKi^\5i8^
EDUCATION IN INDIANA. 573
Under tbis charter the school was operated until July 16, 1902,
when its demands outgrew the provisions of the old charter and
a new one was granted to Valparaiso College and Northern Indi-
ana Normal School, which reads as follows:
Department of State.— Certificate.
State of Indiana, Office of tlie Secretary of State, ss:
To all whom these presents slw.ll come, Qreetin^:
Whereas, A statement vedfied by oath, having been filed in the office
of the secretary of state of the state of Indiana^ on the 16th day of July,
1902, for the organization of the Valparaiso College, without capital stock,
under and in accordance with the provisions of an act entitled "An act to
amend an act entitled *An act for the incoiporation of high schools, acad-
emies, colleges, universities, theological and missionary boards,* approved
February 28, 1885, approved March 9, 18C7, and the various acts amend-
atory thereof and supplementary thereto."
Now, Therefore, I, Union B. Hunt, secretary of state of the state of
Indiana, by virtue of the powers and duties vested in me by law, do
hereby certify that the said college is a body politic and corporate, au-
thorized and empowered by the laws of the state of Indiana to transact
business under the provisions of said acts.
In Witness Whereof, I have hereunto set my hand and affixed the seal
of the state of Indiana, at the city of Indianapolis, this 16th day of July,
A. D. 1902.
(Signed) Union B. Hunt,
(Seal.) Secretary of State.
In 1873 the faculty consisted of four members. Now there
are seventy professors, besides a nural)er of tutors. At the be-
ginning of the school there was but a part of what is known
as the old college building. This building has since been enlarged
to more than twic/^ its former size, and seven other buildings
have been erected:
The auditorium, 60 by 120 feet, three stories high, besides
containing a number of recitation rooms, has the large assembly
hall, which has a seating capacity of 2,041.
Science hall, of the same dimensions as the auditorium.
Commercial hall, 100 by 100 feet, three stories high.
Law building, GO by 90 feet, two stories high.
Medical college (in Chicago but o\vned by the school), 90
by 150 feet, four stories high.
New hospital, 90 by 150 feet, 5 stories high.
In addition to the foregoing the school has erected a number
of large dormitory buildings and several smaller building for
574 EDUCATION IN INDIANA.
the same purpose. The institution has also erected a building
known as the supply building. This contains the printing
presses, bindery, book-renting department and general supply
store. When the school was established there were four depart-
ments— preparatory, teachers', coinmercial, scientific. At the
present time there are the following departments: Preparatory,
teachers, psychology and pedagogy, kindergarten, scientific, clas-
sic, biology, geology and mineralogy, engineering, manual train-
ing, Spanish, eloc^ution and oratory, pharmacy, medicine, music,
fine arts, law, commercial, penmanship, phonography and type-
writing, review.
The school is now quite well equipped. It has a library
occupying a space of 60 by 90 feet. This contains more than
11,000 volumes of the very best reference books, besides all of
the most popular nuigazines and a number of the best daily
papers. This is free to all students. The new science hall is
well equipped with the latest and most approved apparatus. It
has a capacity in its laboratories for 400 students working at
one time, and as these usually work not more than four hours
each day, three times the number, or 1,200, can be accommo-
dated daily. Very few schools in the west are better equipped
for science work.
The building which contains the school of commerce is pro-
vided with a more extensive line of offices than has ever been
attempted by any other school. The course covers not only book-
keeping, actual business, commercial law, etc., but history of
commerce, commercial geography, mathematics, etc. The pur-
pose of this department is not only to prepare young people for
bookkeepers, but also for teaching these various branches in our
public schools.
The phonogi'apliic de[)artmeiit is supplied with 50 new Rem-
ington typewriters of the latest pattern, together with a number
of Smith-Premier and Oliver machines.
The art department is quite well equipped with models of
various kinds, for painting, crayon work, etc. It is also supplied
with apj)aratus for china painting, ])vrogi*a])hy, etc. The facil-
ities for drawing are also very complete.
EDUCATION IN INDIANA. 576
Tho music department is supplied with 45 pianos (two of
which are grand pianos) and 5 organs.
The law department has quite a complete law library of its
own in the law building.
The dej>artment of psychology and pedagogy is equipped with
all of the ap])aratus necessary for thoroughly elucidating the
subjects.
The manual training department is well equipped for doing
all of the work required by our public schools, commencing with
the primary d(;partment and continuing through the high school.
Tlie boarding department, which is very extensive, receives
the personal attention of the management of the school. It is
equipped with all of the latest and most approved appliances
for the economical and scientific preparation of foods. It has
its own ovens, cold storage, ice-houses, etc. By giving constant
care it has solved the problem of "IIow to provide an abundance
of well-])repared food at the very lowest expense."
The enrollment thirty years ago w^as 35 students. The enroll-
ment (►f different students for the past year was 3,742, and
this vear the nuTnl)er of different students enrolled will exceed
4,000.
The school is self-supporting. While the management has,
from time to time, in the erection of buildings and the supplying
of equipments, drawii upon its own private resources, yet the
schr)ol has been managed in such a careful, business-like way,
and the funds have been so judiciously invested as to create
a fund which not oidy defrays the current expenses, but the
expense of the improvements as well.
tl. THE CKN rUAL NORMAT^ COLLEGE, DANVILLE.
This college wa.^ established at Ladoga, Indiana, September,
1^7r>, by W. F. Harper and J. W. Darst. It was removed to
Danville in 1S7S. The same vear Frank P. Adams succeeded
to the ])residcncy. He had come into the faculty the preceding
year under most favorable circumstances, and at once became
the most popular tc^acher with a great majority of the students.
His character is difficult to analyze. His mysterious power in
binding both old and young to him was certainly not due to
676 EDUCATION IN INDIANA.
liis experience or education. It was a thing of nature, apparent
to all who met him. lie had a strong mind, unusual energy-
and an unyielding ambition to carry to success w^hat<3ver he
undertook. He entered on his new work determined to succeed,
and it w^as soon evident that he had infused new life into the
institution.
He selected the best teachers he couhl secure, and the attend-
ance rapidly increased. He worked day and night, and it was
soon evident that his health was failing. He could not be per-
suaded to rest. So interested was he in his great work that he
continued as long as he could. His death occurred in 1882.
At his request his wife assumed the duties of the presidency,
and Prof. John A. Stc^ele was made vice-president and business
manager.
In 1884 Prof. Steele w^as compelled to leave his work and
seek health in Florida. He was disappointed in that. He
returned in the spring of 1885 but died in May of that year.
During his illness Prof. C. A. Hargrave had been intnisted
with the business management. This work he continued to do
under the title of secretary and treasurer of the college until
1881), when he was made president. Miss A. Kate Huron, now
Mrs. I). B. (rilbert, was vice-president. These changes were
due to the marriage of Mrs. Adams to Mr. James A. Joseph.
The college was her private property, and in 1890 she promot-ed
Prof. Joseph to the presidency.
In 1000 the college w^as sold to a company of Danville citizens,
incorporated undcM* the state laws, and entirely reorganized. The
new officers were : Jonathan Kigdon, president ; G. L. Spillmann,
vicc-])resident ; (\ A. Hargrave, secretary and treasurer. In 1902
Prof. Spillnuuin moved to Florida and in 1903 Prof. Rigdon
i*esigned. The new officers are: A. J. Kinnaman, Ph. D.,
president; G. W. Dunlavy, vice-president; C. A. Hargrave, sec-
retarv and treasurer.
The (•(►liege sustains the following courses and departments:
Four general college courses, law course, two business courses,
department of instrumental music, department of voice, de-
partment of art, tlie model school.
EDUCATION IN INDIANA. 577
The facility has consisted of from 15 to 25 members since
1880, the number at this time being 23.
The board of trustees consists of seven members, all residing
in Danville. They are Judge Thos. J. Cofer, G. T. Pattison,
Rev. Townsend Cope, Chas. L. Hollowell, O. E. Gulley, J. D.
Ilogate and C. A. Ilargrave. The first two are president and
secretary, respectively. They are chosen annually by the stock-
holders.
The college has two large buildings known as Chapel Ilall
and Recitation Hall. They are entirely devoted to school uses,
being in no part dormitories or boarding houses. They give
ample accommodations for 1,000 students. The library is located
in Chapel Hall. The laboratories are located in Recitation Hall.
There also are the society rooms, the studio and the large business
hall. A large su])ply of new physical and chemical apparatus
has just been purchased. Maps, globes, skeletons, manikins,
microscopes, a telescope, a stereopticon, and many other valuable
aids are provided. There are available nearly 1,000 microscopic
slides.
The sole support of the college is the tuition paid by students.
Not a cent is received from church or state.
The attendance has varied from 750 to 1,500 different students
annually. The average term attendance for the year has been
from 300 to 400.
Twenty-five thousand students have attended the college, and
at least twenty-five hundred have graduated from the various de-
partments. It is probable that the C. N. C. has enrolled more In-
diana teachers than any other college. At this writing (Feb. '04)
thirteen states and territories and fifty-three Indiana counties
are represented. ^
Dr. Kinnaman is the best equipped president the college has
over had. He has about him a strong faculty. The desire of
every member is to do honest work. The attendance this year
is 20 to 25 ])or cent, better than one year ago. The scientific
class is larger than ever before, and in it are twenty graduates
of commissioned high schools. The model school is now a per-
manent feature, under charge of Mrs. E. E. Olcott. There is
37— Education,
678 EDUCATION IN INDIANA.
evidently a place for the college and it will put forth every
effort to meet all demands upon it.
e. TRI-STATE NORMAL COLLKGE. ANGOLA.
This school was founded in 1884. It is owned by five people,
who appoint the board of trustees. The faculty is made up
of fifteen regular and ten irregular members. The equipment
consists of three buildings with laboratories, furnishings and
library, costing about $40,000. The support of the college is
wholly by tuition.
t THE MARION NORMAL COLLEGE, MARION.
The first movement toward the establishment of the Marion
^KTormal College was made in the year 1890. In this year the
Normal School Stock Company of Marion was incorporated and
a brick college building erected on Thirty-eighth and Washing-
ton streets, a location then outside the corporate limits of the
city. The school was organized with a business department,
normal and academic courses and a department of music. In
1894, a new building was erected on Washington and Forty-
second streets. This building is a modern structure of pressed
brick and stone, ninety feet long, eighty feet wide and three
stories in height. In the year 1897, the school passed into the
hands of its present owner. Prof. C. W. Boucher. The school
was then placed on a sound financial basis. It was immediately
reorganized. The school year was divided into five terms of ten
weeks each, making practically a continuous session of fifty weeks
each year.
The work of the normal school proper is divided into four
successive courses, each requiring a year of fifty weeks each.
These courses are : Preparatory, teachers' common school course,
scientific course, and classic course. Tn connection with the nor-
mal school proper is a practice training school, which is a part of
the city school system of Marion, yet organized and used as
a practice school for students in the normal school who have
advanced far enough to take the method and practice work ad-
vantageously. Students entering the school are not required to
take any one of the regular courses, unless desiring to graduate
EDUCATION IN INDIANA. 679
from the institution, but are free to choose any subjects which
they may desire to pursue.
There is also sustained a school of oratory and dramatic art,
which consists of a full two years' course in both class and
private instruction.
The business university consists of the departments of teleg-
raphy, stenography and typewriting, bookkeeping and commercial
law. These departments are thoroughly equipped with all of
the modem instruments and appliances, and are as complete as
it is possible to organize them. '
Another department of the school is a conservatory of music,
in which instruction in all kinds of instrumental music is given
as well as a thorough course in voice culture. There is also
a two years' law course, the completion of which admits the
graduate to the bar in the state of Indiana. In 1890 another
college building was erected, at a cost of about $25,000. In
this are conducted the school of music and all departments of
the business imiversity, thus removing all noise and confusion
from the normal school proper.
The school is regularly incorporated under the laws of Indiana,
and is empowered to confer such degrees as the various courses
may warrant.
The school is private, its officers consisting of president, vice-
president and secretary.
The faculty consists of seventeen members.
The school is equipped with two large buildings, erected espe-
cially to accommodate the various departments of the school.
It has a chemical and physical laboratory and a good working
library. The business school is thoroughly equipped with the
best telegraphic instruments, the various makes of modem type-
writers, and a full line of offices and banks for actual business
work in all lines of practice bookkeeping and commercial work.
There has been added a manual training department, fully
equipped for all lines of desk-work. This is for giving special
instruction to teachers in the normal school, as well as for the
general student.
The enrollment varies from 600 to 1,000 annually, varying
at different periods of the year.
The institution is supported by tuition paid by the students.
580 EDUCATION IN INDIANA.
*
As the school is now organized and equipped, it meets all the
demands of those desiring to teach in any grade of public school
work whatever, and fits young men and women to meet the
most exacting demands in all lines of business work. The work
is thorough and in accord with advanced educational ideas. The
standing with both private and state institutions is excellent,
all grades being accepted at their full value. The school is
prosperous in all of the various departments, and grows steadily
in numbers and influence. It occupies a commanding site on
Washington street, the main thoroughfare of the city, while the
electric cars run to the doors every twenty minutes. It has
all the city conveniences and free mail delivery twice each day.
The school is progressive and the surroundings such as to make
it desirable in every particular.
g. ROCHESTER NORMAT^ UNIVERSITY, ROCHESTER.
The school was founded in 1895. The charter provides for
conferring ordinary college degrees.
The aim of the projectors of the school was to offer courses
of study that would meet the needs of district and high school
teachers; that would furnish academic work exactly adapted to
the wants of those who wished to prepare for college or university ;
also to furnish advanced courses in science, history, literature,
language, mathematics, forensics, civics, and oratory, that should
entitle students to college degrees. Accordingly, the school was
chartered under the laws of Indiana, and is competent to confer
degrees upon those who arc entitled to receive them.
A department of music was established, and appropriate work
in voice culture and piano, organ, band, and stringed music has
been offered. Commercial, shorthand and typewriting courses
were likewise added.
This aim has been well met, and friends of the R. N. TJ.
do not hesitate to place its work in the highest rank of excel-
lence. The president, W. H. Bantn, says: "It is our policy
to do all our work so thoroughly well that the school shall be
known for the good scholarship of its students, and the superior
qualifications of its teachers.''
EDUCATION IN INDIANA. 581
The board of trustees were first selected by a committee of
citizens, but are now chosen annually by vote of board under
the charter.
The faculty consists of eleven instructors.
The present equipment is that of a modern academy — good
scientific laborators' and good library, and fairly good general
equipment.
Present enrollment, 350.
The institution is supported entirely by tuition from the stu-
dents. No endowment.
h. GOSHEN COLLEGE, GOSHEN.
The Elkhart institute was founded at Elkhart, Indiana, in
1894, and was continued at that place as a bible and preparatory
school until 1903, when it was moved to Groshen, enlarged into
a junior college, and named Groshen college.
The college is o\vned and controlled by a stock company com-
posed of Mennonite stockholders who elect from their own num-
ber a board of directors of 25 members. This board elects its
own officers and a local executive board, which has full charge
of affairs between the annual meetings of the directors.
The faculty now numbers 16, of which eight devote all their
time to the work in the college.
The college has a campus of ten acres and two buildings.
The main building is used for the college work and the other
building for a general dining hall and a ladies' dormitory.
Tn the main building are an assembly hall, seating 700, library
and reading room, three laboratories, gymnasium and bath room,
14 recitation and lecture rooms, and offices.
The enrol ImoTit for this year is 135.
The institution is supported by tuition, income from endow-
ment and donations. Tt has now, in real estate, equipment and
endowment, ])roperty amounting to $75,000.
The college has the following departments: Junior college,
academy, normal, bible, connnercial, elocution, music, and art.
682 EDUCATION IN INDIANA.
i. THE INDIANA KINDERGARTEN AND PRIMARY NORMAL
TRAINING SCHOOL, INDIANAPOLIS.
When the Indianapolis free kindergartens were inaugurated
in 1882, their maintenance was undertaken by a private associ-
ation known as the Children's Aid Society, a branch of the
Social Science Club. Mrs. Eliza A. Blaker, as superintendent,
directed the first kindergarten and supervised the two others
opened during the first year. She instituted a private normal
school to provide competent assistants for the free kindergarten
work. In 1884 the free kindergarten organization was incor-
porated as the Indianapolis Free Kindergarten and Children's
Aid Society. A year later the normal training school was
adopted as an integral part of the system and has since main-
tained its vital relations with the free kindergartens.
The trustees of the normal school are those of the free kinder-
gartens— the ofiicers, the twelve members of the executive board
and the advisory board of ten members. Mrs. E. A. Blaker,
superintendent of free kindergartens and domestic training
schools, has always been principal of the normal school. The
foregoing ofiicers and trustees are elected at the annual meeting
of the Free Kindergarten and Children's Aid Society, whose
members are qualified by the payment of an annual fee.
The normal school was for twenty-one years without perma-
nent or adequate accommodations for its work — occupying at
various times free kindergarten buildings, church and office
rooms and dwelling-houses, until it outgrew them all. Keeping
pace with the kindergartens, its work has grown uniformly and
healthfully to its present proportions. From a one year's course,
enrolling eight pupils in 1882, it has increased its dimensions
to a three years' course, with a present enrollment of one hun-
dred and eighteen students. In 1903, through the zeal of Mrs.
PL S. Tucker, treasurer of the society, and others, the present
edifice was erected. Its cost of forty thousand dollars was raised
entirely by private subscriptions. The new structure, known
as the William N . Jackson Memorial Institute, is hygienically
located near the northern outskirts of the city and is substan-
tially built of brick and stone. It is perfectly adapted to the
purposes of its existence, with comfortable offices, library, large
EDUCATION IN INDIANA. 583
assembly hall, gymnasium, adequate class-rooms and a full equip-
ment for domestic training, which is an essential feature of
the normal course.
The school has a regular faculty of fourteen members, besides
the special teachers and lecturers in physical culture, vocal music,
cooking and culture subjects. Nine of these members are asso-
ciated with the morning kindergartens as supervisors and direc-
tors. All are departmental teachers of the normal school. The
course of study was for the first few years a one-year's course
to which a post-graduate class in primary work was added in
1886. A third-year class was organized in 1890 for students
specially adapted for normal work. In 1898 the certificate at
the close of the first year was abolished, and all students were
required to complete two years' work before graduation. The
third year is still optional, but gives evidence of increasing pop-
ularity, as the necessity for thorough preparation for kindergar-
tening is recognized.
Until the year 1002-1903 the work of normal school and kin-
dergarten was entirely supported by private donations, supple-
mented by the fees of the students and voluntary offerings of
the parents. Through the efforts of the executive and advisory
boards of the Indianapolis Free Kindergarten Society, the leg-
islature of 1901 passed a bill providing for a special tax levy
for kindergarten purposes, of one cent on every hundred dollars,
in all cities of six thousand or more inhabitants. By special
dispensation and in recognition of its efficient service and eco-
nomical administration, the money so raised in Indianapolis is
given to the Free Kindergarten Society. This has enabled the
society to continue and enlarge its work and has given it courage
to undertake the execution and maintenance of the present nor-
mal school building. Although the funds for the normal school
are still raised by private means, its connection with the free
kindergartens enables the institution to do its work economically
without in any way crippling its effectiveness.
684 EDUCATION IN INDIANA.
D. SPECIAL STATE INSTITUTIONS.
1. STATEMENT,
In a government where the education and training of the youth
toward intelligent and capable citizenship is a necessity, the work
is best done by the state. Hence, we have our system of free public
schools. In the operation of these, numbers are found who from
defects are incapable of receiving education by the usual methods,
and the state is obliged to organize and maintain special schools
where the needs of such may be met — not as charities, but as
parts of the great scheme of public education. Such are the state
schools for the education of the deaf, the blind, and other de-
fectives. These schools are educating both the head and the
hand of both sexes — the best possible training for citizenship.
Among the graduates are ministers, teachers, writers, artists,
scientists, skilled laborers in many branches of industry — self-
supporting, honorable citizens.
a. THE INDIANA STATE SCHOOL FOR THE DEAF.
BY RICHARD OTTO JOHNSON, SUPERINTENDENT.
The Indiana Institution for the Education of the Deaf was
founded as a private school in 1843, incorporated as a state
school in 1844, and was the seventh state school for tlie deaf
established in the United States, those preceding being in Con-
necticut, 1817; New York, 1818; Pennsylvania, 1820; Ken-
tucky, 1823 ; Ohio, 1829 ; Virginia, 1839. Although established
and referred to «ns an "asylum for deaf and dumb," following the
nomenclature of the day and without adequate conception upon
the part of the founders of its educational scope and future de-
velopment, it is in no sense an asylum for the deaf nor a place of
refuge for those who can not talk — neither is it a prison, a reform
school, an almshouse, a children's home, nor a hospital. It is
strictly an educational institution — a school in its widest and best
sense, and a part of the common school system of the stiite, where-
in all children of the state too deaf to be properly educated in the
public schools receive an education as a matter of right, not as a
matter of charity. It 'waa t\ie ^^ccm^L ^^LXv^-aXKcyDL^ vcv&l\tation
EDUCATION IN INDIANA. 585
established in Indiana, the first being the Indiana State Uni-
versity in 1828, and preceded the institution for the blind three
years and the hospital for the insane, four years.
In Indiana in 1830 there were 114 deafmutes, in 1840 the
number had increased to 312, and yet no provision had been made
for their education as had been done in six of the other states. In
1841, however, one James McLean, a deafraute and a reputed
graduate of the Xew York school, appeared in Parke county and
opened a small school for deafmutes with five or six in attendance.
This, the first school for the deaf in Indiana lasted only a few
months, but long enough to greatly interest William C. Bales,
sheriff of Vermillion county, whose deaf son was receiving an
education in the school for the deaf in the adjoining state of Ohio.
Just at this most opportune time Mr. Bales was elected a member
of the general assembly and through his efforts, on February 11,
1843, the following preamble and resolution was passed by the
assembly, a first and formal acknowledgment of the obligation of
the state to provide means for the education of the deaf :
Whereas, It has been represented to this general assembly that James
McLean is a deafmute school teacher, and as such has been teaching deaf
and dumb orphans and indigent children of Indiana for fifteen months
past without any adequate compensation; and, whereas, it has been fur-
ther represented to us that the said McLean is poor, and believing as we
do that due encouragement should be given to such laudable efforts to
ameliorate the condition as far as possible of this unfortunate portion of
our people, and that efforts of that kind on the part of a deaf and dumb
citizen of Indiana should not be received as a gratuity by the state; be it
Rosolved, By tlic general assembly of Indiana, that the treasurer of
state be, and is hereby authorized to pay to said McLean the sum of $200
out of any money in the treasury not otherwise appropriated, as compensa-
tion for services rendered as aforesaid.
One year later, on February 4, 1843, Mr. Bales, still a member
of the general assembly, introduced a bill providing for a tax of
two mills nj>on each one hundred dollars worth 'of property for
the purpose of "supporting a deaf and dumb asylum." This bill
wns passed by the nssembly, became a law, and stands as the first
direct tax low ever made auvwhere for a school for the deaf.
A short time after this William Willard, a deafmute, a grad-
uate of the Connecticut school and later a teacher in the Ohio
school, came to Indianapolis for the purpose of establishing a
686 EDUCATION IN INDIANA.
private school for the deaf. Consultation with leading citizens
followed and a meeting was called on May 30, the friends of deaf-
mnte education coming from various parts of the state. The
sense of this meeting was indicated by resolutions :
Resolved, That the successful example of Ohio and other sister states,
in providing for the instruction of the deaf and dumb within their bounds
is in the highest dejrree creditable and worthy of our prompt imitation,
and that, as citizens of Indiana, we are gratified with the interest taken
in it by the last general assembly in the enactments contemplating pro-
vision for an asylum for deafmutes in this state, of which there are,
according to the last census, three hudred and twelve.
Resolved, That the testimonials submitted by William Willard from
His Excellency, Governor Shannon; H. N. Hubbell, Esq., superintendent
of the Ohio deaf and dumb asylum; Rev. Dr. Hoge and other distin-
guished gentlemen of Ohio, showing that William Willard has been for
many years an instructor of deafmutes in that state, and has justly gained
for himself a high reputation as a teacher— that he is a gentleman of good
moral character, of the first respectability and every way worthy of the
most favorable consideration in reference to the instruction of deafmutes,
are highly satisfactory; and we are gratified with the visit of a gentleman,
himself deaf and dumb, so highly recommended by those who have been
connected with an institution of such distinguished repute as the one at
Columbus, Ohio.
Resolved, That we approve of Mr. Willard's proposed visit to different
parts of the state for the purpose of communicating with deafmutes and
their friends in relation to their instruction in this state; and that we
recommend that he sliould, after such a visit, commence a school for
deafmutes on a small scale at TndianaiK)lis, preparatory to such further
action of the legislature and other encouragement as may be given for the
establishment of an asylum; and that in such visit we cordially recom-
mend Mr. Willard to the kind attention and hospitality of the citizens of
Indiana.
On Oetobor 1, ^fr. Willard opened his school on the north side
of Wasliinpfton street, midway between Illinois street and Capitol
avenue, with twelve scholars in attendance who, while paying for
boarding, paid nothing for instruction.
Gardener bright from Eden's bower,
T(uid with care that lily flower;
To its leaves and roots infuse
Iloavon's sunshine, heaven's dews.
'Tis a tyi>e. and 'tis a pledge,
Of a crowning privilege.
The preneral asseuibly convening in the following December, its
members reflecting the awakened interest of the people, still
EDUCATION IN INDIANA. 687
further enhanced by the glorious work already commenced, felt
itself in duty bound to take charge of, and defray the expenses on
behalf of the state of the private school now under way. An in-
corporating board of nine trustees was appointed January 15,
1844, and at once organized the "Indiana Asylum for Deaf and
Dumb." This board of trustees was composed of some of the
most prominent citizens of the state, being Governor James Whit-
comb, Royal Mayhew, Esq., treasurer of state, Hon. John H.
Thompson, Rev. Henry Ward Bcecher, Rev. Phineas D. Gurley,
Rev. Love Jameson, Livingston Dunlop, M. D., Hon James Mor-
rison and Bishop President Matthew Simpson of Asbury college.
Mr. Willard, who had performed such mighty work, was natu-
rally and justly made the chief officer with the title of principal,
and under the new arrangement the first session was commenced
October 1, 1844, in rented quarters, at the southeast corner of
Hlinois and Maryland streets, "a large and commodious building
with pleasure grounds of sufficient extent to afford the pupils
ample opportunity for exercise and recreation," the same having
been obtained at a rental of $300 per annum. The number of
pupils starting in was sixteen, coming from the following coun-
ties : Bartholomew, 2 ; Henry, 1 ; Carroll, 1 ; Marion, 2 ; Clark,
2; Monroe, 1; Dearborn, 1; Randolph, 1; Fayette, 1; Tippe-
canoe, 3 ; Vermillion, 1.
The school remained in its first quarters until the close of the
school year in 1846, when the number of pupils pressing for ad-
mission became so great, steps were taken to procure larger and
more commodious quarters. On October 1, 1846, the school was
opened in a large three-story building of imposing appearance
upon the south side of Washington street, midway between Penn-
sylvania and Delaware streets, and for which a rental of $500
per year was paid. At the time of incorporation a permanent
location had not been agreed upon, and a warm contest now
sprang up between various parts of the state as to which should
have the location, the rivalry principally being between Blooming-
ton and Indianapolis. The superintendent at the time, Mr. James
Brown, entered into quite an extensive correspondence with the
heads of other similar institutions in the United States, concern-
ing the location, and laid the same before the committee on edu-
588 EDUCATION IN INDIANA.
cation of the general assembly, to which the question had been
referred. They finally decided not to accept the liberal ofiFer of
Bloomington, pledging a bonus in land and cash amounting to
nearly $4,000, and one per cent, on each one hundred dollars'
worth of property within the county, but thereupon located the
institution at Indianapolis because of its being the capital, a rail-
road center accessible from all parts of the state, and for other
good and sufficient reasons.
At this same session of the general assembly steps were taken
for the purchase of a site and the board of trustees, after diligent
and careful search, selected the present location in the eastern
central part of the city, eighty-four acres being purchased at first,
and subsequently thirty-six additional, the whole costing $6,000.
This land — then one-half mile beyond the city limits, now three
and one-half miles within the city limits — is now all held by the
institution except thirty acres, part of which was given over to
the use of the Indiana Female Reformatory and part made use
of by the city in extending old streets and opening new ones.
The balance of the land now held, ninety acres, is valued at
$240,000.
After securing the ground, the trustees turned their attention to
buildings and secured an increase of the rate of taxation. Money
sufficient was obtained and buildings with a capacity of 160 to
176 were at once erected, and were ready for occupancy October
2, 1860. During the school year previous the number of pupils
in attendance was 125, but during the first year in the new build-
ing the number increased to 141.
Thus fairly started, the school thrived and grew. Divine
Providence seemed to smile upon it and its yearly course was con-
stantly in advance. The deaf seeking admission grew in numbers
as the state's population increased, and repairs, alterations and
new buildings were added from time to time until now, in the
spring of 1904, the enrollment of pupils is 334, with twenty-
eight teachers in the literary department and six in the industrial
de]>artment; with forty-seven officers and employes; with build-
ings valued at $267,000; and with well equipped school-rooms,
shops for industrial training, museum, library, and art room.
EDUCATION IN INDIANA. 689
The total number of pupils matriculating since October 1, 184-4-,
to the present time is 2,381 — boys 1,366, girls 1,015.
No honors of war to our worthies belong;
Their plain stem of life never flowered into song:
But the fountains they opened still gush by the way.
And the world for their healing is better today.
When the school was first opened, it was maintained upon the
proceeds of a tax of two mills upon each one hundred dollars'
worth of property, which was voted by the general assembly, and
which was increased from time to time until, in 1852, it yielded
•
an income of nearly $40,000 per year. Wlien the state constitu-
tion was adopted in 1851, the tax was discontinued, and the sup-
port of the institution was made a direct charge upon the state
treasury, where it remains today. Article TX, section 1, of the
constitution reads as follows: "It shall be the duty of the general
assembly to provide, by law, for the su])port of the Institution for
the Education of the Deaf and Dumb, and of the Blind; and also
for the treatment of the insane."
The amount appropriated by the general assembly for main-
tenance and repairs has varied from time to time, but now
amounts to $75,150 annually. In the l)eginning, pupils were
charged for board and tuition, except they filed a certificate set-
ting out the fact of their poverty. This was degrading and
shameful and was so considered, and in a very short time, the
law was changed and everything made free to all those too deaf
to be educated in the common schools. And in this liberalitv
Indiana has the proud distinction of having been the first state in
the Union to throw open her educational doors to the deaf, abso-
lutely without cost to them. And so it is today; everything is
free, the state making no charge, only requiring that pupils shall
pay their transportation to and fro, and furnish their own cloth-
ing, and even where this can not be done^ the state provides and
charges it to the county whence the pupil comes.
The institution is open to all the deaf of the state free of
charge, provided they are of suitable age and capacity, and are
too deaf to be educated in the common schools.
Pupils are considered of proper school age between the years
of eight and twenty-one, but the admission of pupils between the
690 EDUCATION IN INDIANA.
years of seventeen and twenty-one depends upon circumstances.
No child who is idiotic or feeble-minded or who is afflicted with
sore eyes, or with a contagious or offensive disease, or who is an
invalid so confirmed as to prevent study, or who is in a badly
crippled condition and unable to go up and down flights of steps,
or who is unable to care for self in a general way, is received as a
pupiL
The regular course of study is so arranged as to cover ten
years, and is divided into primary, intermediate and academic
courses. The primary and intermediate courses embrace spelling,
reading, writing, drawing, arithmetic, geography, history and
grammar. The two courses are divided into seven grades, five
primary and two intermediate, and the time required to complete
them is seven years. The academic course comprises a three
years' course of advanced primary and intermediate work, and of
other studies. In addition to the above, a kindergarten depart-
ment, with two years' instruction, is provided for the yoimger and
selected pupils. The regular kindergarten work for hearing-
speaking children is adapted to the needs of the deaf, the second
year merging into primary work. The number of years a pupil
may remain in school is regulated by a time schedule, and de-
pends upon the mental ability, progress and conduct of the pupil
himself. He may remain certainly five years, subject to condi-
tions, and as much longer, up to thirteen years, as his conduct
and promotions from year to year may warrant.
It is the intention to render the pupils self-supporting in
greater or less degree after leaving, by requiring them to become
proficient in some useful trade or occupation, or in the underlying
principles of several trades, while in attendance at the institution.
In accordance with this design, all pupils are required to labor a
portion of each day, the girls performing the lighter kinds of
housework, cooking, the various kinds of needlework, and dress-
making and millinery in all of their branches ; the boys at various
trades — typesetting, presswork, carpentry, cabinetmaking, wood-
turning, painting, glazing, cutting, fitting, making and the repair
of shoes; harnessmaking, tinwork, baking, cooking, floriculture,
barbering and farming. Pupils are assigned to one or more of
these occupations, or others, as the superintendent may deem them
EDUCATION IN INDIANA. 591
most fitted for. Drawing, freehand and mechanical, is taught to
all pupils during the first five years, and in the four higher grades
all girls and selected boys are taught sketching, designing, model-
ing, woodcarving and painting in oil, water-colors and pastel.
The general system of instruction used is known as the Ameri-
can (combined) system, under which all known methods and their
variations may be used for the attainment of an object common
to all. Speech and speech-reading are regarded as very impor-
tant, but mental development, and the acquisition of language
and general knowledge, are regarded as still more important. It
is believed that with a great many of the new pupils now entering,
the necessary mental development and acquisition of language and
general knowledge may be as well attained by the oral method,
which results in speech and speech-reading, as by the manual
method, which precludes this much-to-be-desired result. So far
as circumstances permit, such method (or methods) is chosen for
each pupil as seems best adapted to his needs and capacity after
thorough trial. In short, the rule is, any method for good results
— all methods, and wedded to none.
Mr. Willard sensed as principal two years, being succeeded in
1846 by James S. Brown with the title of superintendent, Mr.
Willard continuing his connection with the school, however, as an
instnictor for twentv years. Tn 1852, Mr. Brown resigning, the
Rev. Thomas MacTntire was appointed superintendent and con-
tinued as such for twenty-seven years. Following him, came
William Glenn and Eli P. Baker, each serving five years as
superintendent, the latter resigning in July, 1889, at which time
the present incumbent of the office, Richard Otto Johnson, was
appointed after a period of service of nearly six years as secretary
of the institution. At the present time, Mr. Johnson is chairman
of the executive committee of the American Conference of Super-
intendents and Principals of Schools for the Deaf, the only mem-
ber from the west or south upon the board of directors of the
American Speech Association, and a member of various other
national professional committees. He is the first superintendent
of the institution of Indiana birth.
The management of the institution is vested in a board of
trustees consisting of three members appointed by the governor
592 EDUCATION IN INDIANA.
for a term of three years, so arranged that the term of one member
expires each year. This board elects a superintendent for a term
of four years, who bv law is authorized and directed to select and
appoint all subordinates — officers, teachers, attendants, and em-
ployes. The institution is thoroughly nonpartisan in its govern-
ment and merit alone controls its management in every depart-
ment. At the present time, the trustees are Samuel A. Bonner of
Greensburg, pn^sident; William W. Ross of Evansville, treasurer;
and William P. Herron of Crawfordsville, secretary. In this
connection, it may be stated that during the sixty years' life of
the institution, there have been but one principal and five super-
intendents and fifty trustees; and that of the entire number but
twelve are living.
Long Hve the good school! giving out year by year
Recruits to true manhood and womanhood dear:
Brave boys, modest maidens, In beauty sent forth,
The Uving epistles and proof of its worth!
In and out let the young life as steadily flow
As in broad Narragansett the tides come and go;
And its sons and its daughters in prairie and town
Remember its "honor and guard its renown.
ft. INDIANA SCHOOL FOR THE BLIND.
Early in the year 1844, James M. Ray, of Indianapolis, while
on a visit to Louisville, Ky., was invited to attend exercises at the
institution for the blind at that place. What he saw and heard
convinced him that equal facilities should be offered the blind
children of his own state. Upon his invitation, the superintend-
ent and a uinnbor of the pupils of the Kentucky institution came
to Indianapolis and gave an exhibition before the succeeding
session of the legislature. Soon after an act was passed le\^Mng
a tax of two (2) mills on each $100 of the taxable property for
the purpose of sending the blind of this state to the schools for
the blind in Ohio and Kentucky until a school could be estab-
lished in this state for their education. A little later James M.
Ray, Geo. W. Mears, the auditor of state and the state treasurer
w^ere constituted a board to superintend the use of the funds
raised from this tax. This board advertised in numercuis papers
for pupils. It sent eire.uWs to tvW \\v^ Vtvowcv \»eY9«oua eligible,
EDUCATION IN INDIANA. 593
and employed William H. Chxirchman to searcli for blind pupils
of the proper age. By these means a number of blind children
were found and sent to Ohio and Kentucky to receive their edu-
cation.
In 1840 the general assembly passed an act appropriating
$5,000 to found a state school. The tax was also raised to 1 cent
on each $100 for its support. Calvin Fletcher, Geo. W. Mears
and James M. Ray were named a board of trustees.
By an act (December 5, 1848,) this school was to be free to all
proper persons. The trustees by this act were to be absolute
judges of those who were "proper" persons to be admitted. Soon
the board purcliased, for $6,000, the eight-acre tract on which
the present institution now stands. October 1, 1847, the state
pupils having been recalled from Ohio and Kentucky, the Indi-
ana institution was opened in a rented building. Nine pupils
were present at the opening. The enrollment at the close of the
first year was twenty-five.
During the summer of 1848, a three-story brick building (the
present shop for boys) was erected, at a cost of $5,000, on the
gnninds previously purchased, and in the fall the school was
opened in this building. The building now known as the old
building was commenced in 1850 and completed and occupied by
the school in 1853. The building complete cost a little over
$112,000.
On the recommendation of the governor, the general assembly
changed the plans of supporting state institutions from a special
tax to direct appropriations, and also reorganized the boards on
account of mismanagement, and made the new one for the Blind
Institute consist of six members. By an act of the legislature in
1859, the board was again reorganized and made to consist of
two meml>ers and a president, common to the board of the blind
and deaf schools and the insane hospital.
The industrial department, which was organized early in the
history of the blind school, was operated on the contract system
until 1895, when it was made a part of the institution work and
supported and controlled as other departments.
In 1889 an appropriation of $45,000 was made for an addi-
tion to the building constructed in 1850. Svcvcjfe >3dl^ *cs:tol^ t^^
38— Education,
594 EDUCATION IN INDIANA.
special appropriations have been made except for the greenhouse,
which is now in use.
The buildings now on the ground arc six in number and in fair
condition. The main building is well constructed and externally
presents an imposing and pleasing appearance, but is internally
unfitted for the purpose for which it is used.
The literary department is well equipped with books, maps,
globes, typewriters and smaller supplies.
The music department is supplied with good pianos, a new
pipe organ, horns, violins, mandolins, music printing machines,
etc.
The industrial department has a complete line of modem ma-
chines for broom making, and instruments for piano tuning and
chair caning.
There are fourteen members of the faculty, and four trustees.
George S. Wilson is the present superintendent.
c. INDIANA SCHOOL FOR FEEBLE-MINDED YOUTH.
The school for feeble-minded youth began in 1870 as an adjunct
to the Indiana Soldiers' and Sailors' Orphans' Home, located at
Knightstown, Indiana, its first name being "The Asylum for
Feeble-Mindod Children."
Tn the year 1870 the legislature, by an act, provided for the
state core of feeble-minded children, requiring that arrangements
be completed for the admission of this class of defectives not later
than November 1st of that year. Tt continued as a department of
the S. & S. O. Home until 1887, when the legislature gave the
institution an independent existence, changed its name to "Tndi-
[ ana School for Feeble-Minded Youth," appropriated $10,000
i for the purchase of land "at or near the city of Fort Wayne" and
[ appropriated $40,000 for buildings thereon, authorized the trus-
tees to rent tem])orarv premises and to take immediate charge of
1 the feeble-minded children then at the asylum. According to the
records onlv 50 such children were enrolled at the close of the
i^ fiscal year 1880.
J J Ey the legislative act of 1887, the purpose of the institution
J ^ was clearly defined, provisions being made for the care, support
0 and training of feeble-minded cVAdTexv, \\\c^ \^^\w i^^M^minded to
I
/
EDUCATION IN INDIANA. 6M
include idiotic, epileptic and paralytic children. It also pro-
vided for the separation of the different grades, one department
to be known as industrial, the other custodial; the industrial de-
partment to be for feeble-minded children who were capable of
taking on the rudiments of a common school education; the cus-
todial department to be an asylum for low grade feeble-minded,
idiotic and epileptic children. The age limit was fixed at from
six to eighteen years.
By a recent act of the legislature no child can be received into
the industrial department of the institution who is over sixteen
years of age at the time application is made, provisions, however,
have been made for the admission of women of child-bearing age,
between the ages of sixteen and forty-five years.
The law requires parents or guardians of all children under
sixteen years of age to pay $160 per annum for their support,
provided they are financially able to do so, if unable to pay
this amount, then the county commissioners of the county from
whence the pupil comes decides how much, if anything at all,
shall be paid. If the parent or guardian is unable to contribute
towards the pupil's support, such pupil is received as a state
charge, entitled to all the privileges and benefits of the institution.
The executive management of the institution is vested in the
superintendent, who must be an expert in the care and training
of feeble-minded children. He employs all other officers and
employes and is responsible to the board of trustees for his acts.
The general charge and management of the institution is en-
trusted to a board of trustees, consisting of three members ap-
pointed for a term of four years by the governor, and may be
removed for cause, one member of the board to be a woman.
The educational department is under the direction of a prin-
cipal, who is assisted by eleven special instructors, trained in the
education of feeble-minded children. Kange of studies include
those of the common school to the fourth grade^ inclusive.
Other employes necessary to carry on the work of the institu-
tion, including attendants, domestics, mechanics and laborers,
number 126.
The present valuation of grounds, bufildings and all other
equipment is, $660,000.
696 EDUCATION IN INDIANA.
The enrollment on November 1, 1903, was: Boys, 512; girls,
446 ; adult females, 91. Total, 1,048.
Of this number 269 are epileptics.
The institution is supported by the state, fixed amounts being
allowed by the legislature for maintenance and other specific
purposes. Maintenance appropriation for the biennial period
ending October 31, 1904, being $100,000 per annum, based upon
an average attendance of 800 inmates, with an additional allow-
ance of $110 per annum for each person over that number.
d. INDIANA SOLDIERS' AND SAILORS' ORPHANS' HOME.
The site of this institution was known for manv vcars before the
civil war as the "Knightstown Springs." It was visited as a
health resort on account of the many mineral springs supposed, at
least, to possess healing properties. The fame the location then
boasted only served to attract public attention until such time as
its healthful location and its springs of pure water would be
needed for a greater purpose.
As early as the summer of 1865, a committee was appointed by
some of the leading citizens of Indianapolis, to make choice of a
site for a soldier's home. After careful canvass of the state, the
"Knightstown Springs" received first choice, and the old hotel,
with a tract of 54 acres of land, was purchased by private dona-
tions. The place was immediately fitted up for the purpose. The
directors soon found that they could not rely upon voluntary con-
tributions to meet necessary expenses and the property passed into
the hands of the state and was placed in the care of officers ap-
pointed by the legislature. In March, 1867, the Home for Dis-
abled Soldiers, became an institution for the maintenance not
only of disabled soldiers and seamen, but also of their widows
and orphans.
There were advocates of a separate home for orphans, but it
was feared that it might prove too great an undertaking at that
time.
Nevertheless, Mr. Gleorge Merritt, of Indianapolis, an advocate
of a separate home for the orphans, provided a small building
near the present site of Lincoln hall, and across the road from the
Soldiers' Home, in which ten soldiers' orphan children trere
EDUCATION IN INDIANA. 697
placed under the care of Susan Fussell, a lady well qualified for
the task. She began her work here in April, 1866. Here Miss
Fussell lived for ten years, with her charge of ten orphans, inde-
pendent of the state home, except that they attended the school
established by the state for such children as occupied the Soldiers'
Home. Miss Fussell, with her little family of ten orphan chil-
dren, is the beginning of the Soldiers' and Sailors' Orphans'
Home of the present.
In a short time, the number of admissions to the Soldiers'
Home was so great that more room was required, and five acres
of ground east of the road, and directly opposite the Soldiers'
Home, were purchased and a new and commodious building
erected thereon. To this building the old soldiers were trans-
ferred and the children were left in the "hotel home."
In 1870, however, the children so far outnumbered the soldiers
that they exchanged quarters, the children taking the new home,
and the soldiers returned to the hotel. Early on Christmas morn-
ing, 1871, the hotel home was burned, and soon thereafter the
soldiers were removed to the National Military Home, at Dayton,
Ohio. This left the orphans in full possession, until, in 1879, an
asylum for feeble-minded children was attached to the institution.
This arrangement continued until the legislature of 1887, sep-
arated them, sending the feeble-minded children. May 17, to
Fort Wayne, leaving the orphans sole possessors of the ground
again, which arrangement has continued ever since.
The home has been twice burned. First on the 8th of Septem-
ber, 1877, and again on July 26, 1886. There was no loss of life
on either occasion, and with commendable promptness the trustees
rebuilt. The foundation of the present administration building
was laid on November 17, 1886. A new«and commodious school
building was completed in January, and on the 6th day of Feb-
ruary, 1888, was occupied by the children.
From this date, the educational development of the children
placed in this home, began to be reckoned the chief purpose of
their stay here. A course of study was arranged, corresponding
with the public schools of the state at large ; the departments well
equipped with necessary facilities, and the greatest care taken in
the selection of teachers. Under the law, all children over 13
6&8 EDUCATION IN INDIANA.
4
years of age, attend school half of the day and work at some in-
dustrial trade the other half.
The course of study embraces all grades beginning with the
kindergarten up to and including the ninth grade of the public
school course.
The board of trustees of the homes is composed of two men,
one from each of the leading political parties, and one woman.
They are appointed by the governor, for the term of four years.
The number of children in the home October 31, 1903, is as
follows: Boys, 342; girls, 231. Total, 573.
The institution is supported by appropriations made by the
legislature.
c. INDIANA BOYS' SCHOOL.
The Indiana Reform School for Boys was established by an act
of the forty-fifth regular session of the general assembly, which
convened Januarv 10, 18G7.
Governor Conrad Baker appointed as the first commissioners,
Chas. F. Coffin, Richmond, Ind., Alexander C. Downey, Rising
Sun, Ind., and Joseph Orr, Fort Wayne, Ind.
The general assembly empowered Governor Baker to select a
site for the said institution. Exercising this right, he purchased
the present site from Robert Downard and John Lawrence of
Plainfield, for the sum of twelve thousand dollars ($12,000).
The farm at that time consisted of 225 acres beautifully situ-
ated on a bluff of White Lick creek, nearly a mile southwest of the
village of Plainfield, Hendricks county. The institution is of
easy access by way of the National gravel road, Vandalia rail-
road and the Indianapolis & Plainfield Traction railroad.
Frank B. Ainsworth was chosen first superintendent, his term
dating from August 28, 1867, to April 1, 1876. He was suc-
ceeded by James O'Brien, who served until April 1, 1880, when
Thomas J. Charlton was appointed. Mr. Charlton served twenty-
one years and was succeeded by the present superintendent,
Eugene E. York, April 1, 1901.
The school has made steady grov^th from its inception. Owing
to this gradual growth, the general assembly of 1896, by petition
from the board and superintendent, passed an act authorizing the
board of control to purchase additional land. Complying with
EDUCATION IN INDIANA. 599
t I
said act, they purchased 195 acres adjoining the original tract on
the southwest, of E. C. Cra\vford, for nine thousand six hundred
dollars ($9,600).
Tlie board, noting a continued growth of the institution, made a
similar request of the general assembly of 1003 for an appropria-
tion to purchase additional land for gardening purposes. The
legislature appropriated $6,073.75, with which 47^ acres of land
in the Big WTiite Lick river bottom, adjoining the farm on the
southeast, was purchased, making the institution farm consist of
467^ acres, of which 303 acres are under direct cultivation.
The school was opened for admission January 1, 1868, since
which time 5,616 lx)ys have been admitted to its charge. Of this
number 5,040 have been paroled, many filling useful and honor-
able positions in society all over the country.
In 1883 the law governing the school w^as radically and care-
fully revised so as to embody the result of experience in such
work. At this time the House of Refuge was changed to the Indi-
ana Reform School for Boys.
The general assembly at its last session passed senate bill No.
56, changing the name of the institution from Indiana Reform
School for Boys to the Indiana Boys' School, so that any possible
hindrance to a boy's advancement that would perhaps be found in
a name and his having at one time been an inmate of the Reform
School, has been removed, but the work under the new name with
and for and in behalf of the boys is the same as before. Its pur-
poses being by strict discipline and mental and moral training to
teach a boy the great lesson of life under law, that as he conducts
himself so will he be treated.
The Indiana boys' school is a farm and an industrial village
with many industries in progress, with a school, a chapel, a hos-
pital, printing office and various shops. The buildings in this
village are heated by steam and lighted by gas and electricity.
All work on the farm and in the village is carried on by the boys
themselves under the direction of competent instructors.
-This village has over forty-nine buildings, and with but Jtwo
exceptions the brick with which they were built were made by the
boys and laid in the walls by them. The total valuation of these
buildings at present amount to $125,635.
600 EDUCATION IN INDIANA.
The officers of the institution consist of the board of trustees,
appointed by the governor for a term of four years. The present
board of commissioners are W. C. VanArsdel, Indianapolis, Tnd.,
whose term expires March 1, 1905 ; W. C. Ball, Tcrre Haute,
Ind., and Joseph B. Homan, Danville, Ind., whose terms expire
March 1, 1907 ; and the remaining officers are superintendent,
matron, assistant superintendent, clerk, chaplain, physician, as-
sistant clerk and stenographer. The teaching faculty is composed
of five teachers who have charge of the school work. In addition
to the officers and teaching faculty there are thirty-six subordi-
nate officers in charge of the manual training shops and other de-
partments.
The equipment consists of
Library — 2,500 volumes. Value $500.
Furniture — Library, schools, 11 family buildings, chapel, old
administration building, new administration building, hospital,
boys' dormitory, miscellaneous. Value $10,454.70.
Apparatus — School books, etc., boilers, engine pumps, laundry,
printing, light, M. T. machinery, blacksmith shop, gas plant,
greenhouse, tools, garden, bakery, shoeshop, tailor shop. Value
$28,980.50
Personal Property — Cows and hogs, horses and mules, wagons
and buggies, farm implements, harness. Value $3,321.
Present enrollment, 592.
The institution derives its support from the state. The last
appropriation made for maintenance on an estimated cost of
$120 per capita, required $65,000 per annum.
f. THE INDIANA INDUSTRIAL SCHOOL FOR GIRLS.
The Indiana Keformatorv for Women and Girls was estab-
lished by an act of the legislature in 1809, and from the beginning
had what was called the prison side, and the reformatory side.
In 1899, the girls' department was giv(»n a more appropriate
name, and the title became "The Indiana Indnstrial School for
Girls and Womans Prison." They were placed under one man-
agement, but in so far as was possible, while both remained under
the same roof, they are kept separate. Since the school was estab-
lished, there have been received 1,399 girls. There are now under
EDUCATION IN INDIANA. 601
two hundred and fifteen girls. The work done in the industrial
school is of two kinds. One half of the girls are engaged in
industrial work, while the other half are doing what is usually
comprehended under the term school work. These divisions alter-
nate morning and afternoon, so that both kinds of work are in
progress at the same time. The school work is very similar to that
which is done in the public schools, from the fourth to the eighth
grade. In general, the work done in this school is very commend-
able, and the specimens of composition and penmanship and other
evidences of what is accomplished, will compare favorably with
those of like kind from other schools. What may be called
domestic industries are carefully taught in a number of different
departments. The girls are taught laundry work in the best man-
ner. There is a scientific kitchen where a small class is taught
cooking in the most approved scientific method. Plain cooking
is taught as well as the situation and appliances will allow. Gen-
eral housework, including the care of the dormitories and bath-
rooms, has its place also. The girls are taught to cut and fit
dresses and other garments by the simplest and most practical
system. They arc taught all kinds of plain sewing, hemstitching,
crocheting, lace knitting, canning, basketry, bead work, and em-
broidery.
The institution is under a board of managers consisting of
three women appointed by the governor for a term of four years,
who are charged with the general management of affairs.
Present enrollment, 215.
The institution is supported by the state by an appropriation
made by the legislature on a per capita basis.
g. INDIANA REFORMATORY.
The purpose of the law establishing the Reformatory is that as
soon as the present contracts expire provision will be made in this
institution for a thorough training of each and every inmate in
tlie common branches ; also in some trade, industry or handicraft
and to offer such rew^ards as will enable the inmate upon his re-
lease to more surely earn his own support, and make him a more
self-reliant and self-supporting citizen. For this purpose it is the
duty of the management to maintain common Bchools and trade
602 EDUCATION IN INDIANA.
schools in said institution and make all needful rules and regula-
tions for the government of same, and do such other things as are
necessary to accomplish such results. The present contracts of
institution will not expire imtil July, 1906. After that date,
this institution will be conducted along lines indicated above.
At the present time all the illiterates that come to this institu-
tion are given special instruction up to the sixth grade. There
are now about 150 of those who are most in need of such instruc-
tion. There are ten trade schools, in which 101 boys are em-
ployed ; in the engineering and electrical department 18 ; in the
tailoring department 19; in the printing department 8; in the
brickmasons' department 3 ; in the blacksmiths' department 2 ; in
the carpenters' department 7; in the painters' department 8; in
the tinners' department 4, and in the baking department 6. In
each of these departments there is a man who is thoroughly com-
petent to instruct these boys in the practical workings of the
trades. Text-books are supplied so that during the hours when
they have no other work the boys may study the theory of their
trades. There are three instructors in the institution, which has
capacity and equipment for 200 pupils daily. It is the purpose
to give these boys thorough training along these lines, so that when
they are paroled or released from the institution they can carry
with them certificates showing that they are able to make certain
wages in the trade in which they have been instructed.
The compulsory education law in Indiana needs to be more
rigidly enforced. Young men are often received in this institution
between the ages of sixteen and thirty who can neither read nor
write. This should not be possible in a state where the opportuni-
ties for an education are as great as they are in Indiana. These
young men when placed in school here show willingness to learn
to read and write. The average young man can complete a grade
in from three to four months. In this institution about 15 per
cent, of the boys that are admitted can neither read nor write;
50 per cent, have never reached higher than the second grade ; 30
per cent, possibly have reached the third, fourth or fifth grades;
while but 5 per cent, have ever received high school instruction.
This alone is an object lesson that there should be compulsor)'^
education.
EDUCATION IN INDIANA. 603
There is nothing that will tend so much to keep young men
from becoming inmates of institutions of this character as educa-
tion. Not only should they have education as they find it in the
text-books, but there should be established wherever possible in
our schools manual training and classes in agriculture.
If the people of this state, as well as other states, would spend
more money in kindergarten schools, and would take the boy and
girl from the slums and the streets and put them into such schools,
and follow them on into the public schools, until they bloom into
manhood and womanhood, the good results would be seen from
this work in a generation from now by the population of our
prisons and reformatories diminishing.
Every teacher should report to the local charity organization,
or direct to the secretary of the board of state charities, any case
of neglected childhood coming under the teacher's observation. If
parents and guardians can not, or will not, insure proper schooling,
nourishment and protection to the children in their charge, the
state must see to it that these necessities of life are provided. It
would bo well for the members of the charity organizations, both
state and county, to be urged to approach all teachers in their
various districts, insuring that interest in the neglected children
be encouraged.
Reformatories and prisons are only repair shops; hence the
greatest good that can be accomplished by the ])eople of the state
is by adopting such methods along lines of education as will bring
about the correct rearing of the child. Then, if the child should
be so unfortunate as to make a misstep and be committed to a
reformatory, all methods used in the institution should be along
lines to build up the boy plivsically, mentally and morally, and
not to turn him over to the mercies of the contractor, who under
his system will naturally tear down the very principles that we
are seeking to build up. TIence, the need of free school books
and compulsory education before the child comes to such an insti-
tution ; then the need of more schools, more trade schools and
more teaching along moral lines after the boy is committed to
such institution.
The aim of the department of schools in institutions such as the
Indiana Reformatory is to give every inmate the power to read
604 EDUCATION IN INDIANA.
and write and to think and reason for himself. The benefits
resulting from the work of the schools in an institution of this
kind are incalculable, reaching far beyond mere progress in a
text bctok and affecting the entire future life of the inmate. His
reasoning faculties are developed and all the powers of his mind
are disciplined and enlarged, arousing within him an apprecia-
tion of the value of knowledge.
The institution is supported by appropriation from the legis-
lature.
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